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Embracing adap-ve leadership to create ripples and make waves in complex -me Emerging Leaders’ Summit April 12012 Dr Cheryl Doig
DDI • Leadership Development • Talent Management • Management Innova>on h?p://www.ddiworld.com/glf2011 Social Capital: Building collabora>ve cultures within and across schools -‐Michael Fullan h?p://www.cse.edu.au/Publica>ons1.aspx
Boundary Spanning Leadership • “Capability to establish direc>on, alignment and commitment across boundaries in service of a higher vision or goal.” • (2008-‐9 study) 128 senior execu>ves • 86% said it was extremely important to work eﬀec>vely across boundaries -‐ only 7% felt they were very eﬀec>ve in doing so… • h?p://www.ccl.org/leadership/pdf/research/ BoundarySpanningLeadership.pdf
Future Leadership Capabili>es Marshall Goldsmith § Thinking globally § Cross cultural diversity § Technological savvy § Building alliances and partnerships § Sharing leadership § Learning agility h?p://www.youtube.com/watch?v=m0ARtWgAEvs&feature=related
Herrmann’s Whole Brain Processing Model… A D LOGICAL HOLISTIC What is the big Where does this ANALYTICAL INTUITIVE picture of this idea come from? SYNTHESIZING QUANTITATIVE change? FACT BASED INTEGRATING PLANNED EMOTIONAL ORGANIZED INTERPERSONAL DETAILED FEELING BASED How will my team How will I organise SEQUENTIAL KINESTHETIC feel about all this? resources & B C planning?
Achieving the Tipping Point “most individuals evaluate an innova-on, not on the basis of scien-ﬁc research by experts, but through the subjec-ve evalua-ons of near-‐peers who have adopted the innova-on” Rogers, E.M. (1983). Diﬀusion of innova3ons. NY: The Free Press. p262
CHAOS Death of the organisa>on DISAGREEMENT Dialogue and discussion Breaking with the past THE EDGE OF CHAOS Avoidance Disintegra>on Adap>ve leadership Socially Complicated Certainty on how to achieve the outcomes THE CHALLENGE ZONE No shared vision on what outcomes are important-‐ Persuade/inﬂuence/ Wicked problems nego>ate/coali>ons Co-‐crea>on of the future AGREEMENT Challenge STATUS QUO Complexity and diversity Technically Complicated Group think Shared vision We’re doing well Moving towards a future Self-‐organising systems Nothing needs to change state but no pre-‐ Opera>onalised processes determined plan to get Technical/ra>onal there CERTAINTY UNCERTAINTY
Frames of Change • Which of these connects most with the work you do as a leader? • How could you use it to reﬂect on your own leadership? • In what ways could it be used to as part of your design process for change? Think -‐ pair
Adap>ve leadership is the prac>ce of mobilising people to tackle tough challenges and thrive. Heifetz, Grashow & Linsky, 2009 www.thinkbeyond.co.nz
Adap-ve Environments • They contain a large number of interac>ng elements. • Informa>on in the system is highly ambiguous, incomplete, or indecipherable. • Interac>ons among system elements are non-‐linear and >ghtly-‐coupled such that small changes can produce dispropor>onately large eﬀects. • Solu>ons emerge from the dynamics within the system and cannot be imposed from outside with predictable results. • Hindsight does not lead to foresight since the elements and condi>ons of the system can be in con>nual ﬂux. Perrow, 1986; Snowden & Boone, 2007
No easy answers… Technical problem Adaptive challengeClear problem Complex anddefinition and requires learning -solutions that can can only bebe resolved through addressed throughcurrent know-how changes in people’s priorities, beliefs, habits & loyalties Heifetz, Grashow & Linsky, 2009
Quali-es of an Adap-ve Organisa-on • Name the Elephant in the room • Share responsibility for the for the organisa>on’s future • Value Independent Judgment • Build leadership capacity • Ins>tu>onalise reﬂec>on and con>nuous learning
In what ways is your organisa>on adap>ve? What is one small change that would make it more so? How could you inﬂuence this? How will you inﬂuence this?
Leadership is an inﬂuencing rela>onship Two recommended books….
Posi>onal power to Inﬂuence Away From Towards • Telling • Learning Talk • One oﬀ • 365 days of the year • One way • Mul>ple ways • Discussion • Dialogue & Discussion • Advocacy • Inquiry and Advocacy • Making assump>ons • Checking for understanding • Judgment • Evidence
Posi>ve Deviance Somewhere in your organisa>on, groups of people are already doing things diﬀerently and be?er. To create las>ng change, ﬁnd areas of posi>ve deviance and fan their ﬂames. h?p://www.posi>vedeviance.org/ Pascale & Sternin (Harvard Business Review)
• Minimally Invasive Educa>on (MIE). • A pedagogic method that uses the learning environment to generate an adequate level of mo>va>on to induce learning in groups of children, with minimal, or no, interven>on by a teacher. h?p://www.hole-‐in-‐the-‐wall.com/MIE.html h?p://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educa>on.html
Compare and contrast… www. h?p://thinkglobalschool.org/ h?p://thinkglobalschool.org/hansrosling/
The ﬂipped classroom: reversed instruc-on If kids can get the lectures, can get the content delivery and skill modeling as well (or oren be?er) by computer lecture than in person, why do we have use precious class-‐>me for this purpose? Why do we, in the status quo, replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to diﬃcult problems at home, without us there to help?
"An ecology is basically an open, complex adap3ve system comprising elements that are dynamic and interdependent.” John Seely Brown • What do these four examples have in common? • How are they diﬀerent? • What is an implica>on for your organisa>on?
W h at if?Great by Choice -‐ Collins and Hansen www.thinkbeyond.co.nz
I want the ability for people to be able to lie down in economy class but I cant aﬀord for the seats to have any more space. When you say it like that, It sounds like an impossible task, because how can you get people to lie down when they only have that same space to work with. But the reality is, if you lay down those challenges you never know what will come out the other side. We got a solu>on that no one else in the world had ever thought of before. h?p://online.wsj.com/ar>cle/SB10001424052970204190704577026113782699498.html?mod=wsj_share_tweet
Powerful Ques-ons CHALLENGES AHEAD What kind of NO DETOUR school would teenagers ﬁght to get in to not ﬁght to stay out? The Studio School
Powerful Ques-ons CHALLENGES What are the key • AHEAD skills, characteristics and abilities that willNO DETOUR make your child an irresistible employee choice? • What will be most valued by employers in 2020 – or 2030? Proserpine State High School
Powerful Ques-ons CHALLENGES AHEAD What if… schools in our district wereNO DETOUR responsible for the success of all students, not just their own? Shaking Up ChCh Educa3on