This document discusses leadership for emergence through a living systems lens. It explores how self-organization and emergence occur when independent agents interact in a dynamic way to create higher-order responses. Leaders can foster conditions for self-organization by mentoring individuals, fostering interactions and shared learning, distributing power and control, and articulating shared values and vision. This allows for organizational capacity to develop that is self-organizing, adaptive, innovative and flexible.
SCIRT Lunch and Learn session: Changing leadership 2013Chris Jansen
A 30 minute presentation to SCIRT (Strengthening Christchurch Infrastructure Rebuild Team) on the changing nature of leadership. See www.ideacreation.org for more information.
Christchurch - a leadership incubator? Dec 2014Chris Jansen
A presentation exploring innovative approaches to leadership, inter-agency collaboration and government - community partnership emerging in post-quake Christchurch
Leading in these tough times is not easy. What worked in the past doesn't help us. New capabilities can enable leaders to work with increasingly unpredictable conditions with confidence.
Learning to draw on multiple perspectives helps us solve complex and complicated problems.
It comes down to developing relationships, optimizing interactions and outcomes. How we talk can expand our leadership in positive ways.
Building a thriving leadership incubatorChris Jansen
Workshop at INTASE Leadership Conference in Singapore April 2014 - the principles and practices of designing and facilitating large scale leadership incubators.
Chris Jansen (www.Ideacreation.org) - "Leadership concepts"Chris Jansen
This presentation was made with a group of Chinese leaders and professors from universities in China who were in New Zealand on a study tour at Canterbury University
SCIRT Lunch and Learn session: Changing leadership 2013Chris Jansen
A 30 minute presentation to SCIRT (Strengthening Christchurch Infrastructure Rebuild Team) on the changing nature of leadership. See www.ideacreation.org for more information.
Christchurch - a leadership incubator? Dec 2014Chris Jansen
A presentation exploring innovative approaches to leadership, inter-agency collaboration and government - community partnership emerging in post-quake Christchurch
Leading in these tough times is not easy. What worked in the past doesn't help us. New capabilities can enable leaders to work with increasingly unpredictable conditions with confidence.
Learning to draw on multiple perspectives helps us solve complex and complicated problems.
It comes down to developing relationships, optimizing interactions and outcomes. How we talk can expand our leadership in positive ways.
Building a thriving leadership incubatorChris Jansen
Workshop at INTASE Leadership Conference in Singapore April 2014 - the principles and practices of designing and facilitating large scale leadership incubators.
Chris Jansen (www.Ideacreation.org) - "Leadership concepts"Chris Jansen
This presentation was made with a group of Chinese leaders and professors from universities in China who were in New Zealand on a study tour at Canterbury University
As an international non-profit organization we believe in collective leadership skills for sustainability and the capacity to dialogue – for jointly created solutions across sectors, institutions, nations and cultures. We globally support leaders and change agents in private companies, public institutions and civil society who anchor their action in the concern for the greater good and the future of humankind on this planet.
Genesis Group China - Leadership development keynote 2013Chris Jansen
This is a presentation that I have just made at four large HR forums in Beijing, Shanghai, Nanjing and Guangshou in China. As you can see on the slides it was all translated into Mandarin as the audience of 300 were all Chinese speakers. What a wonderfully rich cultural experience!
Chris Jansen (www.Ideacreation.org) - "To all the edupreneurs"Chris Jansen
A keynote address co-delivered with Dr Cheryl Doig at AISA (African International Schools Association) Leadership Conference in Johannesburg, South Africa in 2012.
Presentation which covers many of the points in the work I just published ("Developing Leaders in a Global Landscape") in Linkage's "Best Practices in Leadership Development Handbook". All rights reserved - please no re-publication without permission.
As an international non-profit organization we believe in collective leadership skills for sustainability and the capacity to dialogue – for jointly created solutions across sectors, institutions, nations and cultures. We globally support leaders and change agents in private companies, public institutions and civil society who anchor their action in the concern for the greater good and the future of humankind on this planet.
Genesis Group China - Leadership development keynote 2013Chris Jansen
This is a presentation that I have just made at four large HR forums in Beijing, Shanghai, Nanjing and Guangshou in China. As you can see on the slides it was all translated into Mandarin as the audience of 300 were all Chinese speakers. What a wonderfully rich cultural experience!
Chris Jansen (www.Ideacreation.org) - "To all the edupreneurs"Chris Jansen
A keynote address co-delivered with Dr Cheryl Doig at AISA (African International Schools Association) Leadership Conference in Johannesburg, South Africa in 2012.
Presentation which covers many of the points in the work I just published ("Developing Leaders in a Global Landscape") in Linkage's "Best Practices in Leadership Development Handbook". All rights reserved - please no re-publication without permission.
Reflecting on your journey with the NZ Curriculum "Mapping future directions"...CORE Education
Presentation from Julia Atkin's recent breakfast seminar with CORE Education - Reflecting on your journey with the NZ Curriculum "Mapping future directions" Breakfast Seminar
The ideas that zoom in on The Day After Tomorrow are the ones that change entire companies, industries and even the world. They are where ENORMOUS amounts of LONG TERM VALUE lie. They are where the truly great ones – the giants of industry, those that provoke paradigm shifts – focus a lot of attention on: the Ubers of this world, and the Googles, with their moon shots. In this eye-opening presentation, Peter explains how we need to adapt to the accelerated speed of the market and how others were able to do so, in a way that propelled them ahead of the race. He shows how companies won’t make it to the Day After Tomorrow if they don’t embed Day After Tomorrow Thinking into the DNA of their organisation.
Abstract: Public Lecture Da Vinci
Dr Rica Viljoen
The theory that will underpin the public lecture deals with the complex problem of how individuals, groups, organisations and societies handle changing life conditions. Thinking systems in people, organisations and society help us to understand the adaptive capability of changing environmental conditions. These conditions in the environment study the following:
• Worldview: messaging and pattern recognition
• Degree of complexity: exiting or emerging codes of thinking
• Command and control: the inherent flexibility
• Organising Principles: the intensity of the condition
• Elaborating stream implications: the view and implications of the past, present and future time line
• Potential: the functionality or health of the ecology
Insights gained from a meta-study on leadership will be presented. These insights lead to the publication of the book Organisational Change and Development. Multi-cultural research conducted in 42 different countries, with more than 100 000 participants, will be shared. These ethnographical insights will be interwoven with the Interesting findings from various Da Vinci PhD-studies to present a rich narrative on the human condition. The purpose of the lecture is to uniquely offers the application of diversity of thought and contexual understanding in various geo-political, industry domains organisational spaces.
The stories that will be shared, was lived by leaders in multi-cultural settings. The organisational and societal development interventions that will be described, was facilitated by Rica and/or her co-researchers. One such case will deal with the successful implementation of co-determination – a unique way of partnering between workers, management and trade unions in an effort to optimise stakeholder relationships and conduct sustainable business in South Africa and other emerging economies. An effort will be made to present enough rich narratives for the participant to be triggered, inspired and even moved to action to make the world a better place for all.
The following books will be available after the lecture:
• Organisational Change and Development (Viljoen, 2015)
• Employee Engagement in a South African Context (Nienaber and Martins, 2016)
• Organisational Diagnostics (Martins, Martins and Viljoen, 2017)
I presented and facilitated a discussion on this topic to post graduate class in UTS for the MBITM program. The class was well received and I enjoyed making this deck and facilitating this discussion.
Leading questions: Leading Answers: Sue Leather & Andy Hockley IATEFL 2013Sue Leather
What qualities and skills do educational leaders need? How can these skills best be developed online? This interactive presentation looks at the development of an online course in leadership and teamwork for project managers and other leaders. It analyses the decisions we took in identifying the key competences, in devising a teaching/learning approach, and in combining the two.
Organizations must battle a highly competitive business environment where ambiguity, interdependence, diversity, and unpredictable fast change require leaders to strengthen their intercultural awareness to foster healthy global business environment. Developing CQ skills requires examining organizational dynamics and a leader's cultural diversity lens to build a global mindset of curiosity, respect and inclusion that fosters resilient relationships.
Collaborative learning by a team can produce remarkable results. The challenge is to move from the realm of the possible to the realm of practice. It helps to understand learning behavior in teams, assess individual learning styles and use this knowledge to enhance team learning, transform teams into learning communities, avoid groupthink, and use tools for surfacing and sharing learning in teams.
This is the inaugural webcast in the Commission for Student Involvement E-Series. This webcast is about the key conversations from the 2012 National Leadership Symposium.
This past year, the focus of the Symposium was on the rigorous design, engaging experiences, and demonstrated results necessary for quality leadership education in our contemporary society. Participants and presenters engaged in a shared reading which served as a collective thread across each session: A New Culture of Learning: Cultivating the Imagination for a World of Constant Change (Thomas & Brown, 2011). Focused on creating frameworks for quality education of students in today’s digital age, the book provided a springboard from which ideas were shared in translating the material to college leadership education.
Webinar participants will hear from the coordinators of this year’s Symposium: David Rosch, an Assistant Professor of Leadership Education at the University of Illinois at Urbana Champaign, and Marilyn Bugenhagen, an Associate Professor of Leadership at Marian University, as they review some of the highlights and key concepts discussed this past summer.
For many years, organizations that have been recognized as best places to work have received that recognition because they have cultures that create the conditions for people to thrive personally and professionally. Cultures in organizations that are good places to work develop environments in which people work together in support of the mission and vision.
Building institutions of excellence 11 april 2015 effective bureaucraciesPatrick McNamara
I just returned from India where I supported UNDP (United Nations Development Programme) and the Indian government training department in their efforts to create government “institutions of excellence” across an immense country that is the world’s third largest economy.
I was impressed by the dedicated, bright, enthusiastic Indian government and UNDP staff who were always up for a challenge. Both institutions are poised to help India move toward being a middle income country, while addressing human development and environmental sustainability (not just economic development).
I saw common themes that appear in many bureaucracies, perhaps exacerbated by cultural influences:
Waiting for others to do something rather than feeling empowered to initiate
Taking time to get “out of the box”
Wanting more support for insightful innovations
Needing to work beyond silos, but not knowing how to begin
Buried in analytics and the micro, but with intelligence to see the big picture and think critically
While these issues are typical in bureaucracies, UNDP has undergone two years of radical change and a new culture is beginning to emerge. A fresh batch of new leaders with a positive, entrepreneurial spirit have been put in key positions and are beginning to steer the UNDP ship in a new way, though many continue to live the old culture. Some staff are taking bold initiatives to make their corner of the UN more effective and responsive. What’s more: UNDP is being asked by their clients, governments around the world, to help them change in similar ways.
They have the intention to move toward excellence and increased effectiveness and they've taken a first step: looking at ways to work differently than before and to transform organizational culture. I trust that my interactive interventions made a difference to help both institutions move toward their goals. I’ve shared some of my presentation* below on building strengths, leading in challenging times and best practices, including:
Shared vision, aligned action
Networked solutions (beyond silos), strong partnerships
Thinking outside the box
Confidence to model values, be yourself and move through conflict
Listening deeply and seeing the big picture
These capacities are supplemented by the great work UNDP is doing to streamline its processes, which is another side of bureaucratic effectiveness.
What surprised me the most was how empowered the women were to speak up, to advocate and to take action in a culture where they are not always heard. I was also surprised by the intense energy, enthusiasm and drive of participants; if this is a high-leverage project to transform Indian government, it’s moving in the right direction!
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Literacy National Standards - Getting Creative CORE Education
Jill Hammonds from CORE Education shows teachers in New Zealand how to take a creative approach to teaching Literacy under National Standards. The discussion considers what Literacy in the 21st century is, and how teachers can utilise information communication technologies (ICTs) to ensure that children develop good literacy, visual, digital, and information skills.
National Goal 4 - Building leadership capacityCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results related to this goal from the ICT PD Annula Survey 09, and discussion questions.
National Goal 4 Building Leadership Capacity For Strategic Planning IncreasedCORE Education
A presentation showing the section of the ICT PD Self-Review rubric related to National Goal Four, results of the ICT PD Annual Survey 09 related to Goal 4, and discussion questions.
National Goal 2 - Capacity To Improve Student OutcomesCORE Education
A presentation looking at National Goal 2 using points from the self-review rubric as well as survey responses from the ICT PD Annual Survey 09. Discussion questions are included.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Biological screening of herbal drugs: Introduction and Need for
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Leadership for Emergence: Exploring
Organisations through a Living System Lens
Core Education Breakfast 2012
Chris Jansen – University of Canterbury, Linwood College
3.
4. Overview
• Self organisation and emergence
– what drives this behaviour?
• Viewing organisations through a
living system lens
• Implications for adaptive
leadership in practice
8. Self organisation…
…emergence
a collective of independent agents that
self-organise in a dynamic manner in
order to create emergence—a patterned
higher-order response to a threat or
opportunity…
24. How does self organisation work?
• independent agents
• interactions with neighbours
• decentralised control
• an attractor - motivated by threat or opportunity
Self organisation leading to emergence
Complexity thinking, ccomplex adaptive systems, adaptive leadership
24
25. ―In a few short weeks the education sector has demonstrated that maybe it is
not an hard as previously imagined to challenge traditional concepts of schooling
– to allow students and teachers to be more independent, more mobile, and
better networked in their learning experiences and to maximise the potential for
the whole city to service the needs of education‖ Nicola Meek - Cognition
Shaking Up Christchurch Education Network
―Opportunities and challenges: Creating a compelling vision and direction
for education in Christchurch - A concept plan‖
http://thinkbeyond.co.nz/suce/concept-plan/
26. change is changing…..
Technical challenges
―can be solved with knowledge and procedures
already at hand‖
Adaptive challenges
―embedded in social complexity, require behaviour change
and are rife with unintended consequences‟
28. The Innovation Stack
Management innovation Organisational processes, leadership
roles, communication, decision making
Strategic innovation
Initiatives, programmes etc
Product/service innovation
Pedagogy, technology etc
Operational innovation
Timetable, Processes etc
Gary Hamel – The Future of Management
―A key concept is Goo – like primordial soup, you can see it moving and growing – it
involves people, relationships, you can‘t control it but you can notice it and foster it…it
changes and evolves – its living and breathing….
……..get your goo glasses on – when you walk into a room put aside the programme, cut
out the strategy – see the history, interactions, how wired they are, the group dynamics -
look for the living breathing thing and then that‘s the stuff that grows….‖ Duane Major
28
29.
30. Machine Living organism
+Efficient, reliable, strong - messy and spontaneous
-Inflexible, slow to respond +innovative, responsive, nimble
―Formal planning processes, centralised decision making, hierarchical
organisation structures, and standardised procedures are still the rule in most
organisations. As important as these structures are to organisational
efficiency, they tend to limit flexibility and create impediments to innovation,
creativity and change‖ (Uhl-Bien & Marion, 2008).
31. The Starfish and the Spider…
The unstoppable power of leaderless organisations
Ori Brafman and Rod Beckstrom
35. Can leaders foster self organisation?
Conditions for self organisation Leadership role
1. independent agents 1. Proactive mentoring
2. interactions with neighbours 2. Foster interaction and shared learning
3. decentralised control 3. Distribute power
4. an attractor - motivated by 4. Explore/articulate shared vision+values
threat or opportunity
‗Enabling constraints‘
1. Coherence and randomness
(enough structure while enough freedom)
2. Diversity and redundancy
(enough variety while enough in common)
36. Layer 1: Proactive mentoring
develop independent agents
Recognise and value people
•Strong belief in people
•Prioritize them and take the time
•Creating space to empower people
•Notice, listen, appreciate
•Enlarge their self belief
•Recognise their strengths and passions
Develop people
•They leave in better shape than when
they arrived
•Create support structures to meet needs
•Make opportunities available
•Support initiative and boundary pushing
•Note achievements
“employee first – customer second”
Anand Pillai
37. Who are you actively
developing and looking
out for? Who is looking
out for you?
How could we increase
this informal
mentoring?
38. Layer 2: Foster interaction and shared learning
interactions with neighbours ―It is no longer sufficient to have one
person learning for the
―a healthy organisation is one in organisation... Its just not
which all participants have a voice‖ possible any longer to figure it out
(Peck ,1988). from the top, and have everyone
else following the order of the ‗grand
Develop culture strategist‘. (Senge , 2002)
•Creating environments
•Fostering high trust
•Build positive relationships
•Restorative environment
•Compliment each other‘s strengths
Foster learning
•Role model a learning attitude
•Build inquiry into everything
•Opportunities to dialogue and build networks
•Listening to leverage collective intelligence
•Redesign social architecture
•Take time to consult, get buy in and find the best solution
•Generate feedback
39. Who has a voice in our
organisation?
What mechanisms can we
create to foster interaction
and shared learning?
40. Layer 3: Distribute power and decentralise control
decentralised control
Share journey – share leadership
•We are all leaders
•Break down hierarchy
•Share responsibility and accountability –
bit by bit …
•Create ownership and empowerment
•Delegate and let go
•Foster interdependance
•Master the process – not the content
―Traditional organisations require management systems that control peoples
behaviour, learning organisations invest in improving the quality of thinking,
the capacity for reflection and team learning, and the ability to develop shared
visions and shared understandings of complex issues‖ (Senge, 2002)
42. Layer 4: Explore and Articulate Shared Values
an attractor - motivated by
threat or opportunity
We need to be culturally tight and managerially
loose. Order and design are not externally
imposed but emerge as a result of the
combination of individual freedom and shared
core values
Getting on the same page
•Explore individual values and negotiate organisational values to fit
•Role model values in leadership behaviour
•Reconnect all staff with personal moral purpose
•Establish benchmark of needs
•Create clarity around shared vision
•Leave space for emergent outcomes
42
43. In what way does our
organisation live out shared
core values and vision?
Are we on the same page?
44. Can leaders foster self organisation?
Conditions for self organisation Leadership role
1. independent agents 1. Proactive mentoring
2. interactions with neighbours 2. Foster interaction and shared learning
3. decentralised control 3. Distribute power
4. an attractor - motivated by 4. Explore/articulate shared vision+values
threat or opportunity
‗Enabling constraints‘
1. Coherence and randomness
(enough structure while enough freedom)
2. Diversity and redundancy
(enough variety while enough in common)
45. Adaptive
Complexity / Change / Uncertainty / Ambiguity challenges
Paradox / Lack of Control / Unintended consequences
Distribute power
and decentralise
Organisational capacity
control Self organising, adaptive, Proactive
innovative, flexible, nimble, mentoring
responsive, creative and of individuals
resilient
Leadership capacity
Explore and articulate shared values Foster interaction and shared learning