AISA Leadership Retreat Ghana - Leading complex change 2013

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A two day leadership development opportunity for principals at African International schools.

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AISA Leadership Retreat Ghana - Leading complex change 2013

  1. 1. Juggling Multiple Perspectives: Leading Complex Change Cheryl Doig and Chris Jansen 1
  2. 2. Overview • connecting our wisdom • unleashing organisational change and adaptability • factors in successful change • fostering interaction, shared learning and collective intelligence • change prototyping 2
  3. 3. •cutting edge frameworks that are critiqued in the light of participant inquiry
  4. 4. The connected world Extending beyond current knowledge base, industry and thinking Structure & support systems Leadership engagement Partnering with learners Ongoing conversation www.thinkbeyond.co.nz
  5. 5. Herrmann’s Whole Brain Processing Model… Purpose logic): Picture: Where does this idea come from? What is the big picture of this change? Plan: Part to Play: How will I organise resources & planning? How will my team feel about all this?
  6. 6. Collaboration Confidentiality Sharing strengths Openness No ‘experts’ 6
  7. 7. Session 1: Connecting with the wisdom in the room
  8. 8. What we want from the day 8
  9. 9. Your change focus… Business Process, growth and partnerships Collaboration Teacher Practice Developing PLCs, PLTs, coaching models to examine practice (self and peer) and teachers as agents of change Raising teachers' expectations for their students Curriculum/Pedagogy Using student work (data) to inform instruction. curriculum and assessment change/alignment Concept based learning Digital classrooms Students learners self-assessment and review Influencing other leaders 9
  10. 10. 10 What helps drive change?
  11. 11. 11 What blocks change?
  12. 12. What we have tried 12
  13. 13. 13
  14. 14. Session 2: Unleashing organisational change and adaptability www.ideacreation.org 14
  15. 15. Moving into new territory www.thinkbeyond.co.nz www.thinkbeyond.co.nz
  16. 16. Can I lead positive and sustainable change…? 17
  17. 17. Context Shifting Context BAU A history of 70-80% failure Why? Threat? Opportunity? Shifting Context New BAU Positive and sustainable change? Where? …are we heading to? A road map for leading change How?…do we design our journey? www.ideacreation.org Who?...do we collaborate with? What?…steps do we take? 18
  18. 18. Technical challenges “can be solved with knowledge and procedures already at hand” Requires leader to identify priorities, project manage and ensure stakeholder engagement Adaptive challenges “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 19
  19. 19. Technical change (linear)  Pre-planned and predictable steps  Proven solution Fine-tune and embed Roll out Scale up Train Adopt proven ideas Need and vision
  20. 20. Adaptive change (cyclic) Scale up Assess responses and fine-tune Pilot Launch multiple experiments Foster collective intelligence Need and vision AI…
  21. 21. Technical challenges = Linear change processes 22
  22. 22. 23
  23. 23. Learning Community Clusters
  24. 24. You will collaborate I don’t trust the school down the road. www.thinkbeyond.co.nz
  25. 25. It’s not about luck, it’s about what you do with the luck when you get it. It IS about different behaviours not different circumstances. www.thinkbeyond.co.nz Collins and Hansen
  26. 26. Session 3: Fostering interaction and shared learning www.ideacreation.org 28
  27. 27. 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 most effective? How did team members become engaged in the process? What were the key factors that led to this initiative being successful?
  28. 28. 30
  29. 29. How to engage? What solution? Foster interaction, shared learning, and collective intelligence + Ownership, motivation and commitment www.ideacreation.org ++ Better solutions and innovation 31
  30. 30. 32
  31. 31. “a healthy organisation is one in which all participants have a voice” (Peck ,1988).
  32. 32. Who has a voice in our organisation? What mechanisms do we have to foster interaction and shared voice? www.ideacreation.org 34
  33. 33. Strategies for fostering interaction and shared learning Possible mechanisms: - cross functional teams - focus groups (vertical teams) - interdisciplinary teams - collaborative processes ie: Appreciative Inquiry, world café, open space… - think tanks – open invitation, open agenda - Agile methodologies – scrum etc - innovation portal (ie you-I portal) - regular staff and student surveys - accelerate teams - volunteer army www.ideacreation.org 35
  34. 34. 36
  35. 35. Collective Intelligence Explains a groups performance on a wide variety of tasks Collective intelligence is not strongly correlated with the average of maximum individual intelligence 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”
  36. 36. 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!
  37. 37. Reviewing Actions
  38. 38. Agile leadership trello.com
  39. 39. Review Meetings • Not a recount • What worked, what didn’t, lessons learnt, next steps • Cross function/team sharing back • Whole team, participates • Team summary: keep – stop –start
  40. 40. minutes of fame – what are you doing? to talk – answer questions for others to record ideas/detail to celebrate www.thinkbeyond.co.nz
  41. 41. WHAT? HOW? WHY?
  42. 42. TRIZ • Speak the unspeakable and get skeletons out of the closet • Make space for innovation • Lay the ground for creative destruction by doing the hard work in a fun way • Build trust by acting to remove barriers
  43. 43. TRIZ How can we develop a cluster that wastes time and doesn’t meet the future needs of our students, our schools or our communities?
  44. 44. TRIZ
  45. 45. Create How am I, and how are we, going to stop doing this in order for this cluster to achieve the best possible outcomes? Be as concrete as you can.
  46. 46. Collaboration for better results
  47. 47. 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 we value? WHAT? Pressure from outside should be worked through the “WHY? process?” HOW? 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
  48. 48. Deepening Collaboration 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 Strategic PRINCIPLES – WHAT WILL WE PUT IN PLACE TO SUPPORT COLLABORATION? Sustained LEVERAGE Surface 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?
  49. 49. Involved in setting evaluation criteria Now what? Student Council Congruence Knowledge cafes Inquiry groupings NZC Why is this important? Learner Voice School Policy on Learning Online student forum Class wiki Termly feedback survey What does not align with this? Are you sure it is really happening?
  50. 50. Session 5: Change Prototyping www.ideacreation.org 53
  51. 51. “How have I moved forward in my thinking? How have I changed? What difference will people notice in my work place?” 54
  52. 52. Our contacts c.doig@thinkbeyond.co.nz www.thinkbeyond.co.nz chris.jansen@canterbury.ac.nz www.ideacreation.org 56

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