Chris Jansen (www.Ideacreation.org) - "Leading Change: Innovation for the future"

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This presentation was a leadership retreat in Johannesburg, South Africa co-lead by myself and Dr Cheryl Doig

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Chris Jansen (www.Ideacreation.org) - "Leading Change: Innovation for the future"

  1. 1. Leading Change: innovation for the Future October 2012 Cheryl Doig and Chris Jansen 1
  2. 2. Cheryl Doig Otautahi
  3. 3. Chris Jansen 3
  4. 4. Overview• exploring your change inquiry• systems thinking• complicated or complex?• system mapping• creating self organisation• tools for adaptive leadership• mapping your change journey 4
  5. 5. Herrmann’s Whole Brain Processing Model… What is the bigWhat did the data picture of yourtell us about you? change? How will we workHow will we with a diverse teamorganise resources in ways that meet& planning? your needs?
  6. 6. Dilemmas6
  7. 7. Stretch No Constraints 7
  8. 8. Partner interviewConsider a change initiative you are involved in.Take turns to question each other and record on behalf of your partnerConsider the key question you want to work on during the day – use the time to clarify this… 8
  9. 9. In what ways are international schools in Africa changing to meet thefuture needs of learners? 9
  10. 10. DISAGREEMENT CHAOSAGREEMENT STATUS QUO CERTAINTY UNCERTAINTY 10
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  12. 12. No easy answers… Technical problem Adaptive challenge Clear problem Complex and definition and requires learning - solutions that can can only be be resolved through addressed through current know-how, changes in people’s expertise, priorities, beliefs, organisational habits & loyalties structures Heifetz, Grashow & Linsky, 2009
  13. 13. Systems Thinking… ….is a way of making sense of a complex system…is the ability to see the world as relationships and connections ...allows us to influence a complex system 13
  14. 14. “Where the world is dynamic, evolving and interconnected, we tend to make decisions using mental models that are static, narrow, and reductionist.”
  15. 15. Seeing connections instead of parts… “You can never understand anything by analysing it.” “We have to understand the whole before we can understand the parts - what matters is their interaction.” Russell Ackoff
  16. 16. marketing student satisfaction S S reputation Causal loopeconomy diagram for R1 Growth University of S resources (physical, people) Canterbury # students enrolled Sefts cap S revenue O financial targets S S management TEC funding S resources for R3 strategies S R2 Growth research Performance UC research imposed performance profile S staff research S standards activity O O O staff involvement in B1 Resistance decision making resistance S O sick leave, stress B2 Health motivation andleave, staff turnover commitment O S team spirit/ morale S collaboration/ engagement
  17. 17. Cynefin Framework Multiple Multiple connected but predictable unpredictable cause and interactions Complex Complicated effect interactionsDecisions are uncertain and solutions only Decisions require apparent in retrospect expert knowledge Chaotic Simple Simple, Multiple predictable disconnected cause and interactions effect interactions Decisions need to be made quickly to dampen energy Decisions are obvious Dave Snowden 18
  18. 18. Cynefin Framework Multiple connected but unpredictable Multiple predictable interactions cause and effect interactions Complex ComplicatedDecisions are uncertain Adaptive Technical and solutions only challenges problems Decisions require apparent in retrospect expert knowedge Chaotic Simple +innovative, responsive, nimble +Efficient, reliable, powerful - messy and spontaneous - Inflexible, slow to respond 19
  19. 19. System thinking tools – affinity process 1) Clarify the question 2) Determine influence factors 3) Map connections 4) Identify leverage 5) Act with clarity 20
  20. 20. What are the indicators of a successful international school in Africa? What are the factors that contribute to this?• What influences that? • What influences that? • What influences that? 21
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  24. 24. Annual Goals 20121. Advancing student achievement through effective use of data2. Continue implementation of school curriculum document3. Consolidating a positive school wide culture for learning4. Enhance presence in and engagement with community5. Sustained improvement in school wide leadership, systems and processes
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  26. 26. “Multiple connected but unpredictable interactions”
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  29. 29. Can leaders foster self organisation? Complex systems Self organising, adaptive, innovative, flexible, nimble, responsive, creative and resilient Conditions for self organisation 1. independent agents 2. interactions with neighbours 3. Decentralised control 4. C an attractor - motivated by threat or opportunity Positive relationshipsGrow engagement, and trustmotivation and Adaptive Leadershipcommitment Foster interaction and shared learning
  30. 30. Adaptive Leadership Characterised by both; • participative processes ”Surfing the Edge of Chaos‟” • collaborate solution findingBenefits:• Engagement, ownership leading to… …enthusiasm/energy and commitment• Better solutions – innovationThe Pronoun Test “I” or “We” “My” or “Our” “We” or “They” Daniel Pink – “A whole new mind”“Theres only one thing better than ownership – authorship! Simon Breakspear , “Talent Magnets” 31
  31. 31. Grow engagement, motivation and commitment 32
  32. 32. Sample Engagement Survey1) I really care about the future of my organisation2) I am proud to tell others that I work for this organisation3) My organisation inspires me to do my best4) I would recommend my organisation to a friend as a good place to work5) I am willing to put in a great deal of effort and time beyond what is normally expected 33
  33. 33. Achieving the Tipping PointRogers, E.M. (1983). Diffusion of innovations. NY: The Free Press. p262
  34. 34. Tune into the environment Innovators Early Adopters Late Majority LaggardsVenturesome, Respect, more Skeptical, cautious Traditional,risky, can cope integrated into the focussed on past May adopt because and interact withwith uncertainty system of increased like mindsCan understand & “The individual to network pressureapply complex check with” from peers or for Suspicious oftechnical economic necessity innovations and Not so far ahead change agentsknowledge so serve as a role The weight ofNot always model systems norms Limited resourcesrespected by others needs to favour an leads to Plays an important cautiousnessin the system innovation before part by decreasing they are convinced Can change whenPlays an important the uncertaintyrole as gatekeeper - and conveying a Means that most they can see whatbringing in new subjective uncertainty must be is happening andideas from outside evaluation through removed before it fits with theirthe system interpersonal they feel safe cultural values networks Rogers (1995) Diffusion of Innovation
  35. 35. Contextual Professional Learning Allow freedom to Reinforcing focus on the explore Basis for Action learner and not needing to „know‟ all themselves Reward intuition & integration Make connectionsRule driven One idea in Small context added routines to routine expected Novice Beginner Competent Proficient Expert 36
  36. 36. Teacher inquiryA (Induction)B (the D)Team LeadersTechnologyBoard 37 Adapted from the ESD
  37. 37. Commitment Strategy• How will you engage with them?• Who will this be delegated to? Why?• FRY – Frequency – Reach – Yield 38
  38. 38. Team Leaders• Co-created Y charts• Learning walks• Dialogue• Action• Relentlessness• Sharing commitment stories• Team expectations and feedback “The difference between talk and practice” 39
  39. 39. Final word strategy1. Read the article individually, highlighting items of interest to you.2. The first person shares one of their items; they simply read it out and do not comment on it.3. Each team member comments in round-robin order about the item. (No cross-talk)4. The person who named the item then shares his or her thinking about the item and gets - the final word.5. The pattern repeats until all team members have named their item and had it commented on. 40
  40. 40. The Plastic Paradox Neuroplasticity has the power to produce more flexible but also more rigid behaviours.Norman Doidge ‘The Brain That Changes Itself’ pxvi 41
  41. 41. The way we talk,interact or doanything is mostlyhardwiredtherefore habitual.Habits are literallyunconscious to us. 42
  42. 42. Conditions for self organisationRigorous Relationships 1. independent agents 2. interactions with neighbours 3. decentralised control 4. an attractor - motivated by threat or opportunity 43
  43. 43. Leading change engages the creative tension between support and challengeSUPPORT CHALLENGE Shared norms values and beliefs about learning and the way we behave around here… 44
  44. 44. Agreed norms for our work togetherTake turnsBuild on ideasSuspend judgmentInvolve the whole groupWork togetherListen to understandMaintain confidencesRespect differencesHonestyTrustworthinessBe present www.thinkbeyond.co.nz 45
  45. 45. Differentiation
  46. 46. Foster self organisation Conditions for Interaction 1. independent agents 2. interactions with neighbours 3. decentralised control 4. an attractor - motivated by threat or opportunity 47
  47. 47. ConversationConscious use of language and of ideas between An exchange clarity of purpose through… two or more people Social Discussion Dialogue •Reach a conclusion •Exploratory •Kill choice •Suspend assumptions •Debate •Mutual questioning •Logically explore •Growing of insights and new ideas Advocating Listening Inquiring Decision Task AND relationship Understanding 48 www.thinkbeyond.co.nz © 2011
  48. 48. “Doing the thinking for other peopleis not just a waste of our ownenergy; it also gets in the way ofother people working out the rightanswers." Rock:9 49
  49. 49. The EPS ‘map’ http://eps.core-ed.org/
  50. 50. Listening to the voices of younglearners… 51
  51. 51. How to encourage self-feedback • What were six things you did really well? • What are three things you learnt about yourself? • What was your biggest challenge and how did you overcome it? • What would you do differently next time?This develops • What action will you take next? the teacherinquiry process 52
  52. 52. What went well? What went well?What impact did it have? What impact did it have? How do you think youHow do you think more couldof that? do more of that? 53
  53. 53. Realise Your Team is Your Customer• How may I better serve you?• Ask your team this and then follow throughe.g. Am I providing what you need right now? Am I being an obstacle or a help with this project? How can you best use me here? Remember – you must follow through 54
  54. 54. 55
  55. 55. Change Inquiry ProcessPlanning (20 mins)•Start with your change inquiry question•Collate key ingredients of process•Consider a sequence of stepsArticulating•First person present summary (2 mins)•Second person ask questions and feedback (5 mins)•Swap roles 56
  56. 56. Change agenda - organisational change processes 1. establish urgency based on provable need/gap 2. form a powerful coalition or core team 3. develop a vision and operation plan 4. launch numerous small ‟safe to fail‟ pilots 5. communicate the vision and develop whole school approach 6. consolidate improvements by building capacity 7. widen awareness and support 8. celebrate and embed Based on Kotter 57
  57. 57. Our contactsc.doig@thinkbeyond.co.nzwww.thinkbeyond.co.nz/aisachris.jansen@canterbury.ac.nz 58
  58. 58. One new idea is…This is how I could use it… 59
  59. 59. Can they live with it?• Clear proposal and context.• Listening and being listened to.• Understanding you don‟t have to love the idea.• Can you live with it?• If not explain your reasoning.• What is a minor modification that would enable you to live with it?• Can you support this in public and in private?• Until?“Working towards and gaining 100% 60
  60. 60. Next Practice Next Practice moves beyond good practice that already exists “but sets out to move it to a new level”Innovation unit - www.innovation-unit.co.uk/ 61
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  62. 62. Behaviours before beliefsResearch on attitudinal change has long found thatmost of us change our behaviors somewhat beforewe get insights into new beliefs.The implication for approaching new change is clear.Do not load up on vision, evidence, and sense ofurgency.Rather, give people new experiences in relativelynon-threatening circumstances, and build on it,especially through interaction with trusted peers. From Motion Leadership Michael Fullan 63
  63. 63. Change Complexity Uncertainty Ambiguity Exponential rate of change Opportunities ParadoxSpeed Lack of Control Freshness Unintended consequences 64
  64. 64. change is changing…..Peter Senge – global issues Ecological, social justice and impacts on economyDaniel Pink Abundance, Asia and Automation+ technology, globalization, diversity, 21st century learners,mental health and wellbeing, achievement tail, recruitmentand retention, workload stress+ earthquake….. 65
  65. 65. Networked Leaders• Understanding learners and their needs• Sharing challenges & collaborating across schools• Data teams – learning analytics• Eliminate distractions• One message• Over and over with the message• A few targets – focused• Rigour and quality of learning for all• Connected influencersAdapted from Fullan:Motion Leadership re Instructional Leadership 66
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  67. 67. Four Critical Tasks in Leading Change – to adapt…. Appreciating Mobilising Change Support Leadershi p Building Change Executing Capability Change 69
  68. 68. Behaviours before beliefsResearch on attitudinal change has long found thatmost of us change our behaviors somewhat beforewe get insights into new beliefs.The implication for approaching new change is clear.Do not load up on vision, evidence, and sense ofurgency.Rather, give people new experiences in relativelynon-threatening circumstances, and build on it,especially through interaction with trusted peers. From Motion Leadership Michael Fullan 70
  69. 69. One new idea is…This is how I could use it… 71
  70. 70. How to encourage self-feedback • What were six things you did really well? • What are three things you learnt about yourself? • What was your biggest challenge and how did you overcome it? • What would you do differently next time?This develops • What action will you take next? the teacherinquiry process 72
  71. 71. Networked Leaders• Understanding learners and their needs• Sharing challenges & collaborating across schools• Data teams – learning analytics• Eliminate distractions• One message• Over and over with the message• A few targets – focused• Rigour and quality of learning for all• Connected influencersAdapted from Fullan:Motion Leadership re Instructional Leadership 73
  72. 72. Contributions charts • To remedy, fix or improve a situation • To enable people to reach an important goal.www.plotpd.co 74
  73. 73. Where do you The Iceberg… Results spend your efforts? – on the 13% that is CONTENT visible? Events what can be seen above the Habits/behaviours surface? Patterns of Behaviour SYSTEMS put in place to support Leverage the culture of the Mental Models organisation: processes, structures What we feel CULTURAL Vision mission, values, norms What we think What we are all about here…Adapted from models by Daniel Kim, systems thinking and David Rock 75
  74. 74. Norms build trustIn schools with low levels of relational trust,there is a 1 in 7 chance of showing gains instudent achievement.In schools with high levels of relational trust,there is a 1 in 2 two chance of showing gainsin student achievement.Trust in SchoolsBryk& Schneiderwww.thinkbeyond.co.nz 76

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