Future Leadership

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Presentation to the Emerging Leaders' Summit.

Presentation to the Emerging Leaders' Summit.

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  • 1. Embracing  adap-ve  leadership  to  create  ripples  and  make  waves  in   complex  -me   Emerging  Leaders’  Summit   April  12012   Dr  Cheryl  Doig  
  • 2. 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  
  • 3. 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  
  • 4. 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    
  • 5. Conversa>on   An  exchange  of  ideas  between  two  or  more  people   Conscious  use  of  language  and  clarity  of  purpose  through…   Social   Discussion   Dialogue   le   dictab• Reach  a  conclusion   Unpre • Exploratory  • Kill  choice   • Suspend  assump>ons  • Debate   • Mutual  ques>oning  • Logically  explore   • Growing  of  insights  and   new  ideas   Consensus   Advoca>ng   Listening   Inquiring  Decision   Task  AND  rela>onship   Understanding   www.thinkbeyond.co.nz  ©  2011  
  • 6. 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?
  • 7. 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  
  • 8. 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
  • 9. 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  
  • 10.  Adap>ve   leadership  is  the   prac>ce  of   mobilising  people   to  tackle  tough   challenges  and   thrive.   Heifetz,  Grashow  &  Linsky,  2009  www.thinkbeyond.co.nz  
  • 11. 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  
  • 12. 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  
  • 13. and both
  • 14. 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  
  • 15. 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?  
  • 16.  Leadership  is  an  influencing  rela>onship   Two  recommended  books….  
  • 17. 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  
  • 18. 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)  
  • 19. •  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  
  • 20. Compare  and  contrast…  www.  h?p://thinkglobalschool.org/  h?p://thinkglobalschool.org/hansrosling/  
  • 21. 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?  
  • 22. "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?  
  • 23. Filter  Bubble    We  need  the  internet   to  connect  us  all   together.  We  need  it   to  introduce  us  to  new   ideas  and  new  people   and  different   perspec>ves  and  it  is  Cartoon  by  David  Fletcher  ©Think  Beyond  Ltd  2011   not  going  to  do  that  if   it  leaves  us  all  isolated   in  a  web  of  one.   Eli  Parisier   h?p://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles.html  
  • 24. h?p://www.newshoestoday.com/site/offerings/nearling  
  • 25. W h at if?Great  by  Choice  -­‐  Collins  and  Hansen   www.thinkbeyond.co.nz  
  • 26. 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    
  • 27.  h?p://www.fastcodesign.com/1669254/what-­‐if-­‐we-­‐put-­‐a-­‐school-­‐atop-­‐every-­‐building-­‐in-­‐manha?an    
  • 28. 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  
  • 29. 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  
  • 30. 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  
  • 31. Influence   amplifica-on    h?p://www.dailymail.co.uk/news/ar>cle-­‐2058319/Did-­‐Harvard-­‐economics-­‐class-­‐cause-­‐financial-­‐crisis-­‐Students-­‐walk-­‐lecture.html#ixzz1df24nW9K  
  • 32. What  well?     well?     What  went   went   What  impact  did  it  have?   What  impact  tdid  it  have?   How  do  you  think  more  of   hat?  How  do  you  think  you  could  do   more  of  that?  
  • 33. Contribu>ons  charts   •  To  remedy,  fix  or  improve  a  situa>on   •  To  enable  people  to  reach  an  important  goal.  www.plotpd.com  
  • 34. www.suce.org.nz  
  • 35. One  new  idea  is…  This  is  how  I  could  use  it…  
  • 36. www.thinkbeyond.co.nz    www.alpineleadership.com    c.doig@thinkbeyond.co.nz    
  • 37. Check  out  these  sites  •  h?p://steve-­‐wheeler.blogspot.com/2011/03/2020-­‐learners.html  •  h?p://www.bbc.co.uk/news/world-­‐15391515h?p:// mindshir.kqed.org/2011/03/21-­‐things-­‐that-­‐will-­‐be-­‐obsolete-­‐ by-­‐2020/  •  h?p://learning21c.wordpress.com/2011/11/13/i-­‐need-­‐some-­‐ support-­‐mentoring-­‐in-­‐21st-­‐century-­‐schools/  •  h?p://blog.globalnova>ons.com/index.php/diversity-­‐inclusion/ reverse-­‐mentoring/  •  h?p://www.zdnet.com/blog/igenera>on/defining-­‐the-­‐igenera>on-­‐ not-­‐just-­‐a-­‐geeky-­‐bunch-­‐of-­‐kids/5336