Transcript of "AISA Leadership Retreat Ghana - Leading complex change 2013"
Juggling Multiple Perspectives:
Leading Complex Change
Cheryl Doig and Chris Jansen
• connecting our wisdom
• unleashing organisational change
• factors in successful change
• fostering interaction, shared
learning and collective intelligence
• change prototyping
•cutting edge frameworks that are critiqued in the light of participant inquiry
The connected world
Extending beyond current
knowledge base, industry and
Structure & support systems
Partnering with learners
Herrmann’s Whole Brain Processing
Where does this
idea come from?
What is the big
picture of this
Part to Play:
How will I organise
How will my team
feel about all this?
the wisdom in
Your change focus…
Business Process, growth and partnerships
Developing PLCs, PLTs, coaching models to examine practice (self
and peer) and teachers as agents of change
Raising teachers' expectations for their students
Using student work (data) to inform instruction.
curriculum and assessment change/alignment
Concept based learning
learners self-assessment and review
Influencing other leaders
Session 2: Unleashing
organisational change and
Moving into new territory
Can I lead positive and sustainable
A history of 70-80% failure
…are we heading
A road map for leading change
do we take?
“can be solved with knowledge and procedures
already at hand”
Requires leader to identify priorities, project manage and
ensure stakeholder engagement
“embedded in social complexity, require behaviour change
and are rife with unintended consequences‟
Requires leader to do all of the above and generate
and trial multiple solutions
Technical change (linear)
Adopt proven ideas
Need and vision
Adaptive change (cyclic)
Pilot Launch multiple
Need and vision
You will collaborate
I don’t trust
It’s not about luck, it’s
about what you do
with the luck when
you get it.
It IS about different
Collins and Hansen
Session 3: Fostering interaction and
Your successful change story
How did it come about?
What was the result?
Who else was involved?
What was your role?
What was fulfilling about the project?
Why did you find it so engaging?
What specific leadership actions were the
How did team members become engaged in the process?
What were the key factors that led to this initiative being
Explains a groups performance on a wide variety of
is not strongly
correlated with the
average of maximum
of group members
Factors that were important:
average social sensitivity (the ability to read and understand
the emotion of others) of group members,
the quality in distribution of conversational turn-taking.
Ringleb, Rock, Conser - “NeuroLeadership in 2010”
Watercooler Meetings: Rapid Cycles of
Learning Design Accountability
Everyone in the team answers 3 questions
Champion keeps things on track and works to minimise
obstacles. Team members make commitments in front
of peers. Observers can observe!
• Speak the
unspeakable and get
skeletons out of the
• Make space for
• Lay the ground for
by doing the hard
work in a fun way
• Build trust by acting
to remove barriers
How can we develop a
cluster that wastes time
and doesn’t meet the
future needs of our
students, our schools or
Our drive to action, our will
to act, should be driven by what
we say we value and believe.
If a practice is suggested from
outside, our first question
should be WHY? - How will
doing this, using this practice,
help us achieve what we say
Pressure from outside should
be worked through the “WHY?
As we explore new practices
we should constantly reflect
on how well it enables
us to achieve what we value.
Adapted from Julia Atkin, 1999 used by Cheryl Doig with permission
Sharing of resources and information
Attending workshops and conferences together – external connections
Common staff development across departments/schools – embedded in organisations
Celebrating focused success – sharing sessions eg Ignite, peer sharing
Inquiry processes such as learning walks, coaching
PRINCIPLES – WHAT WILL WE PUT IN PLACE TO SUPPORT COLLABORATION?
VISIBLE SIGNS – HOW WILL THIS BE VISIBLE?
Alignment of practices, systems and documentation – review of current alignment
Networking – internally, other schools, businesses and global projects
Focus – on things worth collaborating on
Shared language – dialogue grows understanding
Celebration, sharing and growing of expertise
Planning and co-creating ideas and programs together
VISION – WHY WOULD WE WANT TO COLLABORATE?
Understanding the strengths and tensions of the team
Surfacing the elephants in the room that make collaboration detrimental
Shared goals, values and vision – and professional learning linked to this
Why is it urgent? Why now? Why these partners?
Involved in setting
Why is this
Termly feedback survey
What does not align
Are you sure it is really