AISA Leadership Retreat Ghana - Leading complex change 2013

Juggling Multiple Perspectives: Leading Complex Change

Cheryl Doig and Chris Jansen

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Overview

• connecting our wisdom

• unleashing organisational change

and adaptability

• factors in successful change

• fostering interaction, shared

learning and collective intelligence

• change prototyping

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•cutting edge frameworks that are critiqued in the light of participant inquiry

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Structure & support systems Leadership engagement Partnering with learners Ongoing conversation

The connected world Extending beyond current knowledge base, industry and thinking

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Herrmann’s Whole Brain Processing Model…

Purpose logic):

Where does this

idea come from?

Plan:

How will I organise

resources &

planning?

Picture:

What is the big

picture of this

change?

Part to Play:

How will my team

feel about all this?

Confidentiality

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Collaboration

Openness

No ‘experts’ Sharing strengths

Session 1: Connecting with the wisdom in

the room

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What we want from

the day

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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

Your change focus…

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Wh

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?

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Wh

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What we have tried

Session 2: Unleashing organisational change and

adaptability

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Moving into new territory

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Can I lead positive and sustainable change…?

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BAU New BAU

Context Shifting Context

Shifting Context

A history of 70-80% failure Positive and sustainable

change? Why? Threat?

Opportunity?

Where? …are we heading

to?

Who?...do

we collaborate with?

How?…do we

design our journey?

What?…steps

do we take?

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A road map for leading change

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‟

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Requires leader to identify priorities, project manage and ensure stakeholder engagement

Requires leader to do all of the above and generate and trial multiple solutions

Technical change (linear)

Ministry of Social Development

Need and vision

Adopt proven ideas

Train

Roll out Scale up

Fine-tune and embed Pre-planned

and predictable steps

Proven solution

Need and vision

Launch multiple experiments

Assess responses and fine-tune

Scale up

Pilot

AI… Foster collective intelligence

Adaptive change (cyclic)

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Technical challenges

=

Linear change processes

Learning Community Clusters

You will collaborate

I don’t trust the school down the

road.


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.


Collins and Hansen

Session 3: Fostering interaction and shared learning


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?

Foster interaction, shared learning, and collective intelligence


What solution?

How to engage?

+ Ownership, motivation and commitment

++ Better solutions and innovation

“a healthy organisation is one in which all participants have a voice” (Peck ,1988).

Who has a voice in our organisation?

What mechanisms do we have to foster interaction and shared voice?


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


Collective Intelligence Explains a groups performance on a wide variety of

tasks

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”

Collective intelligence is not strongly

correlated with the average of maximum individual intelligence

of group members

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!

Reviewing Actions

Agile leadership

trello.com

• 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

Review Meetings

minutes of fame – what are you doing?

to talk – answer questions

for others to record ideas/detail to celebrate


WHY?

HOW?

WHAT?

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

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?

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.

Collaboration for better results

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? As we explore new practices we should constantly reflect on how well it enables us to achieve what we value.

Pressure from outside should be worked through the “WHY? process?”

Adapted from Julia Atkin, 1999 used by Cheryl Doig with permission

WHY?

HOW?

WHAT?

Deepening Collaboration

VISIBLE SIGNS – HOW WILL THIS BE VISIBLE? 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? 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? S

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Involved in setting evaluation criteria

Student Council

NZC Learner

Voice

Why is this important?

What does not align with this?

Termly feedback survey

Are you sure it is really happening?

Now what?

School Policy on Learning

Class wiki

Knowledge cafes

Co

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Online student forum

Inquiry groupings

Session 5: Change Prototyping


“How have I moved forward in my thinking?

How have I changed? What difference will people notice

in my work place?” 54

Our contacts

[email protected]


[email protected]

www.ideacreation.org

56

mailto:[email protected]

http://www.thinkbeyond.co.nz/

mailto:[email protected]

http://www.ideacreation.org/

AISA Leadership Retreat Ghana - Leading complex change 2013

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