Sustainable Leadership Concepts

8/9/2019 Sustainable Leadership Concepts

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Dean Fink Dean Fink

Sustainable LeadershipSustainable Leadership

Welcome

to

http://staffordshire%2C%20%20leadership%20for%20mortals.ppt/http://staffordshire%2C%20%20leadership%20for%20mortals.ppt/http://staffordshire%2C%20%20leadership%20for%20mortals.ppt/


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ACTIVITYACTIVITY

Find someone you don’t know very well, or at all.Find someone you don’t know very well, or at all.

Tell that person one thing in your school or organiationTell that person one thing in your school or organiation

that you are really proud o!, andthat you are really proud o!, and

some reasons you think it has been sustained oversome reasons you think it has been sustained over

time. "! the thing you are proud o! is relatively new,time. "! the thing you are proud o! is relatively new,

how you propose to sustain it over time.how you propose to sustain it over time.

#hat have been some o! the barriers, or what do you#hat have been some o! the barriers, or what do youanticipate are some o! the barriers to sustainability$anticipate are some o! the barriers to sustainability$


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Development of the term “sustainability”Development of the term “sustainability”

19!19! Term first "oine# by $ester %ro&n' foun#er of the (orl#Term first "oine# by $ester %ro&n' foun#er of the (orl#

(at"h Institute(at"h Institute

19)19) *ustainable #evelopment #efine# by %run#tlan# +eport of *ustainable #evelopment #efine# by %run#tlan# +eport of

the (orl# Commission on ,nvironment an# Developmentthe (orl# Commission on ,nvironment an# Development

199-199- A.en#a -1' /nite# 0ations Conferen"e on ,nvironmentA.en#a -1' /nite# 0ations Conferen"e on ,nvironment

an# Development' +io De aneiro systemati"allyan# Development' +io De aneiro systemati"ally

a##resse# sustainable #evelopmenta##resse# sustainable #evelopment

-!!--!!- /nite# 0ations ohannesbur. *ummit 2 #evelope#/nite# 0ations ohannesbur. *ummit 2 #evelope#

pra"ti"al .oals for sustainable #evelopmentpra"ti"al .oals for sustainable #evelopment

-!!3-!!3 %e.innin. of /0 De"a#e of ,#u"ation for *ustainable%e.innin. of /0 De"a#e of ,#u"ation for *ustainable

DevelopmentDevelopment


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+ducational Lessons o! +nvironmental+ducational Lessons o! +nvironmental

SustainabilitySustainability

+i"h #iversity' not soulless stan#ar#i6ation+i"h #iversity' not soulless stan#ar#i6ation Takin. the lon. vie&Takin. the lon. vie& A"t ur.ently for "han.e' &ait patiently for resultsA"t ur.ently for "han.e' &ait patiently for results

7ru#en"e about "onservin. an# rene&in. human an#7ru#en"e about "onservin. an# rene&in. human an#finan"ial resour"esfinan"ial resour"es ,5amine the impa"t of our improvement efforts on,5amine the impa"t of our improvement efforts on

othersothers All of us "an be a"tivists an# make a #ifferen"eAll of us "an be a"tivists an# make a #ifferen"e

'argreaves ( Fink 2))'argreaves ( Fink 2))


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/nsustainability/nsustainability

+epetitive "han.e syn#rome is+epetitive "han.e syn#rome is

Initiative overloa#Initiative overloa#88

Chan.erelate# "haosChan.erelate# "haos

-brahamson 2))&-brahamson 2))&


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Initiative :verloa#Initiative :verloa#

The ten#en"y of or.ani6ations to laun"hThe ten#en"y of or.ani6ations to laun"h

more "han.e initiatives than anyone "oul#more "han.e initiatives than anyone "oul#ever reasonably han#leever reasonably han#le



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Chan.erelate# ChaosChan.erelate# Chaos

The "ontinuous state of upheaval thatThe "ontinuous state of upheaval that

results &hen so many &aves of initiativesresults &hen so many &aves of initiatives

have &orke# throu.h at the or.ani6ationhave &orke# throu.h at the or.ani6ation

that har#ly anyone kno&s &hi"h "han.ethat har#ly anyone kno&s &hi"h "han.e

they;re implementin. or &hythey;re implementin. or &hy



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*even 7rin"iples of *ustainable*even 7rin"iples of *ustainable

$ea#ership$ea#ership

11 DepthDepth

-- ,n#uran"e,n#uran"e


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1)1)

*even prin"iples of *ustainable*even prin"iples of *ustainable

$ea#ership$ea#ership

33 DiversityDiversity

>> +esour"efulness+esour"efulness

)) ConservationConservation

It promotes #iversity ?It promotes #iversity ?

"ohesion"ohesion

It "onservesIt "onserves

e5pen#ituree5pen#iture

It honours the past inIt honours the past in

"reatin. the future"reatin. the future


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1111

7rin"iple 1@ Depth7rin"iple 1@ Depth

Sustainableleadershipmatters. It

preserves,protects and promotes deepand broad

learning for all inrelationship of care for others.


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#hat atters$#hat atters$

Test s"oresTest s"ores

:ver subs"ribe# s"hools:ver subs"ribe# s"hools

Customer satisfa"tionCustomer satisfa"tion

*hortterm a"hievement tar.ets*hortterm a"hievement tar.ets

‘‘A#eBuate yearly pro.ressA#eBuate yearly pro.ress’’


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1%1%


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1&1&

+ducational leadership+ducational leadership

is about a passionate' stea#fast' obstinateis about a passionate' stea#fast' obstinate

"ommitment to the enhan"ement of"ommitment to the enhan"ement of ‘‘#eep#eep’’

learnin. for all stu#entslearnin. for all stu#ents – – learnin. for life'learnin. for life'

learnin. for un#erstan#in.' learnin. for anlearnin. for un#erstan#in.' learnin. for an

in"reasin.ly flui#' messy an# risky &orl#4in"reasin.ly flui#' messy an# risky &orl#4

Leadership !or ortals aul 3hapman, 2))*


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1*1*

Standards and SustainabilityStandards and Sustainability

$earnin.$earnin. A"hievementA"hievement Testin. Testin.

0:T0:T

Testin.Testin. A"hievementA"hievement $earnin. $earnin.

'argreaves ( Fink, 2))'argreaves ( Fink, 2))

1. Depth


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The two hungersThe two hungers

In Afri"a' they say there are t&o hun.ers'In Afri"a' they say there are t&o hun.ers'

the lesser hun.er an# the .reater hun.er4the lesser hun.er an# the .reater hun.er4

The lesser hun.er is for the thin.s thatThe lesser hun.er is for the thin.s that

sustain life' the .oo#s' an# servi"es' an# thesustain life' the .oo#s' an# servi"es' an# the

money to pay for them' &hi"h &e all nee#4money to pay for them' &hi"h &e all nee#4

Commitment


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4eep learning4eep learning

The Creative ClassThe Creative Class

Flori#a' +4 -!!-E4Flori#a' +4 -!!-E4 The Rise of the Creative Class.The Rise of the Creative Class. 0e& York@ %asi"0e& York@ %asi"

%ooks%ooks

Commitment


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1/1/

#e need#e need

CreativityCreativity

Ima.inationIma.ination

DiversityDiversity

InnovationInnovation

7assion7assion

,ntrepreneurialism,ntrepreneurialism

FailureFailure

uestionsuestions

0on"onformity0on"onformity

TrustTrust

Commitment


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7resent e#u"ation #elivers7resent e#u"ation #elivers

7re#i"tability7re#i"tability

ControlControl

Complian"eComplian"e

ConformityConformity

*tability*tability

:r#er:r#er

*tan#ar#i6ation*tan#ar#i6ation

Ans&ersAns&ers

ApathyApathy

DistrustDistrust

Commitment


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2)2)

Goin. #eeperGoin. #eeper

The .reater hun.er is for the ans&er to theThe .reater hun.er is for the ans&er to the

Buestion H&hy;' for some un#erstan#in. ofBuestion H&hy;' for some un#erstan#in. of

&hat life is for4&hat life is for4

'andy, 3. 51006.'andy, 3. 51006. The Hungry Spirit.The Hungry Spirit. London7 'utchison, p.1%London7 'utchison, p.1%..

Commitment


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Gui#e# ima.eryGui#e# ima.ery

Think o! a country roadThink o! a country road

that you know wellthat you know well

"magine how it looks in"magine how it looks in

the Springtimethe Springtime


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Deep learnin.Deep learnin.

:ur e#u"ational system #oes its best to i.nore an#:ur e#u"ational system #oes its best to i.nore an#suppress the "reative spirit of "hil#ren4suppress the "reative spirit of "hil#ren4

It tea"hes them to listen unBuestionin.ly to authority4It tea"hes them to listen unBuestionin.ly to authority4

It insists that e#u"ation is ust kno&le#.e "ontaine# inIt insists that e#u"ation is ust kno&le#.e "ontaine# in

sube"ts an# the purpose of e#u"ation is to .et asube"ts an# the purpose of e#u"ation is to .et a ob4 ob4

(hat(hat’’s left out is sensitivity to others' nonviolents left out is sensitivity to others' nonviolentbehaviour' respe"t' intuition' ima.ination' an# abehaviour' respe"t' intuition' ima.ination' an# a

sense of a&e an# &on#erment4sense of a&e an# &on#erment4

The 8ody ShopThe 8ody Shop

Commitment


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2%2%

(i#e $earnin.@ ueenslan#(i#e $earnin.@ ueenslan#

:l# basi"s:l# basi"s $itera"y$itera"y

0umera"y0umera"y

:be#ien"e:be#ien"e

7un"tuality7un"tuality

0e& basi"s0e& basi"s Jultilitera"yJultilitera"y CreativityCreativity Communi"ationCommuni"ation ITIT Team&ork Team&ork $ifelon. $earnin.$ifelon. $earnin. A#aptation ? Chan.eA#aptation ? Chan.e

,nvironmental,nvironmental+esponsibility+esponsibility


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2&2&

The four pillars of learnin.The four pillars of learnin.

1414 $earnin. to kno&$earnin. to kno&

-4-4 $earnin. to #o$earnin. to #o


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2*2*

*lo& Kno&in.*lo& Kno&in.

The un"ons"ious realms of the human min# &illThe un"ons"ious realms of the human min# &ill

su""essfully a""omplish a number of importantsu""essfully a""omplish a number of important

taskstasks if they are given the timeif they are given the time4 They &ill learn4 They &ill learn

patterns of a #e.ree of subtlety &hi"h normalpatterns of a #e.ree of subtlety &hi"h normal"ons"iousness "annot even seeL make sense out of"ons"iousness "annot even seeL make sense out of

situations that are too "omple5 to analy6eL an#situations that are too "omple5 to analy6eL an#

.et to the bottom of "ertain #iffi"ult issues mu"h.et to the bottom of "ertain #iffi"ult issues mu"h

more su""essfully than the Buestin. intelle"t4more su""essfully than the Buestin. intelle"t4

3la


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(hat #oes the #o"tor reply(hat #oes the #o"tor reply

1. Depth


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*lo& s"hoolin.*lo& s"hoolin.

starts formal learnin. laterstarts formal learnin. later

re#u"es testin.re#u"es testin.

in"reases "urri"ulum fle5ibilityin"reases "urri"ulum fle5ibility

emphasi6es enoymentemphasi6es enoyment

#oesn#oesn’’t hurry the "hil#t hurry the "hil#

rehabilitates play alon.si#e purposerehabilitates play alon.si#e purpose

'onore, 2))&'onore, 2))&

1. Depth


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%1%1

Think of a re"ent staff #evelopment e5perien"e

that &as su""essful or unsu""essful as assi.ne#E

14 In &hat &ays #i# it or #i# it notE in"lu#e the five pillars

of learnin.

-4 In &hat &ays #i# it or #i# it notE a##ress the Hlesser

an# .reater hun.ers;


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%2%2

Does this poli"y' pra"ti"e' "ustom' orDoes this poli"y' pra"ti"e' "ustom' or

#e"ision "ontribute to#e"ision "ontribute to ‘‘#eep' &i#e'#eep' &i#e'an# slo& learnin.an# slo& learnin.’’ for all stu#entsfor all stu#ents

Commitment

DEAN’S CHALLENGE


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7rin"iple -@ ,n#uran"e7rin"iple -@ ,n#uran"e

*ustainable lea#ership*ustainable lea#ershiplasts4 It preserves an#lasts4 It preserves an#

a#van"es the mosta#van"es the most

valuable aspe"ts ofvaluable aspe"ts of

learnin. an# life overlearnin. an# life over

time' year upon year'time' year upon year'

from one lea#er to thefrom one lea#er to the

ne5t4ne5t4


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%*%*

I0%:/0D

7,+I7M,+A$

I0*ID,+ :/T%:/0D

%:/0DA+Y

Trajectories


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-ctivity-ctivity

Carousel topi"s@Carousel topi"s@

1414 *trate.ies to i#entify an# re"ruit prospe"tive*trate.ies to i#entify an# re"ruit prospe"tivelea#erslea#ers

-4-4

*trate.ies to #evelop their inboun# trae"tories*trate.ies to #evelop their inboun# trae"tories4 *trate.ies to ensure the important parts of your*trate.ies to ensure the important parts of your

outboun# trae"tory are sustaine#outboun# trae"tory are sustaine#

Page 36

Trajectories


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Four "ssues in SuccessionFour "ssues in Succession

1414 *u""ession 7lannin.*u""ession 7lannin.

-4-4 *u""ession Jana.ement*u""ession Jana.ement


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%/%/

Succession $anagement

identif%

recruit

develop

select

induct

appraisal

support

celebrate

transitions


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%0%0

*u""ession mana.ement*u""ession mana.ement

7:T,0TIA$7:T,0TIA$

0:T0:T

7+:FICI,0CI,*7+:FICI,0CI,*

Succession


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&)&)

Goo# su""ession plansGoo# su""ession plans

7repare early7repare early Give people proper time to prepareGive people proper time to prepare In"orporate into all s"hool improvementIn"orporate into all s"hool improvement

plansplans *houl# be responsibility of many*houl# be responsibility of many *houl# refle"t the s"hool;s e5istin. sta.e of*houl# refle"t the s"hool;s e5istin. sta.e of

#evelopment#evelopment Are linke# to "learly #efine# lea#ershipAre linke# to "learly #efine# lea#ershipstan#ar#sstan#ar#s


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&1&1

7rin"iple


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&2&2

+aisin. the temperature of+aisin. the temperature of

#istribute# lea#ership#istribute# lea#ershipAnar"hyAnar"hy

Assertive #istributionAssertive #istribution

,mer.ent #istribution,mer.ent #istribution

Gui#e# #istributionGui#e# #istribution

7ro.ressive #ele.ation7ro.ressive #ele.ation

Tra#itional #ele.ationTra#itional #ele.ation

Auto"ra"yAuto"ra"y

&oo hot

&oocold

3. Breadth


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&%&%

Tra#itional #ele.ationTra#itional #ele.ation

Man# over some po&erMan# over some po&er

Appoint .oo# #eputies an# seek an# rely onAppoint .oo# #eputies an# seek an# rely on

their "ounseltheir "ounsel

+espe"t their autonomy+espe"t their autonomy

Jake sure they report to you re.ularlyJake sure they report to you re.ularly

DonDon’’t #o everythin. yourself t #o everythin. yourself

3. Breadth


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&&&&

7ro.ressive #ele.ation7ro.ressive #ele.ation

,5ten# an# amen# your stru"tures' teams an#,5ten# an# amen# your stru"tures' teams an#"ommunities"ommunities

Create ne& rolesCreate ne& roles

Fo"us people;s roles an# responsibilities onFo"us people;s roles an# responsibilities onlearnin. an# improvementlearnin. an# improvement

/se the ne& stru"tures to restri"t the veto of the/se the ne& stru"tures to restri"t the veto of theol# onesol# ones

Develop proper plannin.Develop proper plannin. Consult &ith your teams an# "ommitteesConsult &ith your teams an# "ommittees Au#it the resultsAu#it the results

3. Breadth


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&*&*

Gui#e# #istributionGui#e# #istribution

+ely on more than your stru"tures+ely on more than your stru"tures Develop better relationshipsDevelop better relationships %rin. people to.ether%rin. people to.ether *ho& interest in your staff members as people*ho& interest in your staff members as people

Improve the Buality of professional "onversationImprove the Buality of professional "onversation Con"entrate on "ore purposesCon"entrate on "ore purposes Al&ays remember foo#Al&ays remember foo# Jo#el the attentive behaviour you e5pe"t of othersJo#el the attentive behaviour you e5pe"t of others

%e visible an# vi.ilant' al&ays steerin. "onversation an#%e visible an# vi.ilant' al&ays steerin. "onversation an#relationships in a more pro#u"tive an# attentive #ire"tionrelationships in a more pro#u"tive an# attentive #ire"tion

3. Breadth


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&&

,mer.ent #istribution,mer.ent #istribution

+emain "lear about purposes an# values+emain "lear about purposes an# values ,nsure that they are .enuinely share#,nsure that they are .enuinely share# Jaintain a premium on relationshipsJaintain a premium on relationships ,n"oura.e staff to innovate,n"oura.e staff to innovate Develop a "ulture of professional entrepreneurshipDevelop a "ulture of professional entrepreneurship Demonstrate trustDemonstrate trust *tep ba"k from &at"hin. over all intera"tions an# relationships*tep ba"k from &at"hin. over all intera"tions an# relationships $earn to let .o$earn to let .o Don;t pour "ol# &ater on proposals &hen they are brou.ht for&ar#Don;t pour "ol# &ater on proposals &hen they are brou.ht for&ar# 7raise initiative7raise initiative

Celebrate .oo# resultsCelebrate .oo# results

3. Breadth


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&/&/

ACTIVITYACTIVITY

osition your sel! according to where you think yourosition your sel! according to where you think your

school or organisation is on the distributed leadershipschool or organisation is on the distributed leadership

scale.scale.

=ou will be grouped into one o! three larger groups.=ou will be grouped into one o! three larger groups.Find people !rom each o! the other groupsFind people !rom each o! the other groups

4iscuss with your three colleagues7 why you chose4iscuss with your three colleagues7 why you chose

thethe position on the continuum position on the continuum that you did, wherethat you did, where

you wouldyou would like to belike to be on the continuum, and what hason the continuum, and what has

to be doneto be done to get there.to get there.


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&0&0

7rin"iple =@ usti"e7rin"iple =@ usti"e

*ustainable lea#ership*ustainable lea#ership#oes no harm to an##oes no harm to an#a"tively improves thea"tively improves the

surroun#in. environmentsurroun#in. environmentby fin#in. &ays to shareby fin#in. &ays to sharekno&le#.e an# resour"eskno&le#.e an# resour"es&ith nei.hborin. s"hools&ith nei.hborin. s"hoolsan# the lo"al "ommunities4an# the lo"al "ommunities4


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*)*)

*ustainability an# *o"ial usti"e*ustainability an# *o"ial usti"e

#o not steal your nei.hbour;s "apa"ity#o not steal your nei.hbour;s "apa"ity use multiple in#i"ators of a""ountabilityuse multiple in#i"ators of a""ountability emphasi6e "olle"tive a""ountabilityemphasi6e "olle"tive a""ountability

"oa"h a less su""essful partner s"hool"oa"h a less su""essful partner s"hool make a #efinable "ontribution to the "ommunitymake a #efinable "ontribution to the "ommunity

your s"hool is inyour s"hool is in pair &ith a s"hool or #istri"t in a #ifferent so"ialpair &ith a s"hool or #istri"t in a #ifferent so"ial

environmentenvironment "ollaborate &ith your "ompetitors"ollaborate &ith your "ompetitors

4. ustice


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*1*1

7rin"iple 3@ Diversity7rin"iple 3@ Diversity

*ustainable lea#ership*ustainable lea#ership

promotes "ohesivepromotes "ohesive

#iversity an# avoi#s#iversity an# avoi#s

ali.ne# stan#ar#i6ation ofali.ne# stan#ar#i6ation of

poli"y' "urri"ulum'poli"y' "urri"ulum'assessment' an# staffassessment' an# staff

#evelopment an# trainin.#evelopment an# trainin.

in tea"hin. an# learnin.4in tea"hin. an# learnin.4

It fosters an# learns fromIt fosters an# learns from

#iversity an# "reates#iversity an# "reates"ohesion an# net&orkin."ohesion an# net&orkin.

amon. its ri"hly varyin.amon. its ri"hly varyin.

"omponents4"omponents4


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*2*2

A"tivityA"tivity

-t the top o! a blank piece o! paper, write-t the top o! a blank piece o! paper, write

down one important issue that you will dealdown one important issue that you will deal

with when you return to your >ob, that yourwith when you return to your >ob, that your

colleagues can help you with.colleagues can help you with. "t should be phrased ? 'ow do " 5or we6 etc.$"t should be phrased ? 'ow do " 5or we6 etc.$


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*%*%

,ffe"tive or.ani6ations are "hara"teri6e#,ffe"tive or.ani6ations are "hara"teri6e#

by@by@

A frame&ork of "ommon an# en#urin. values' .oals an#A frame&ork of "ommon an# en#urin. values' .oals an#purposespurposes

7ossession an# #evelopment of variability or #iversity in7ossession an# #evelopment of variability or #iversity inskills' talents an# i#entitiesskills' talents an# i#entities

7ro"esses that promote intera"tion an# "rosspollination of7ro"esses that promote intera"tion an# "rosspollination ofi#eas an# influen"es a"ross this variabilityi#eas an# influen"es a"ross this variability

7ermeability to outsi#e influen"es7ermeability to outsi#e influen"es ,mer.en"e of ne& i#eas' stru"tures' an# pro"esses as #iverse,mer.en"e of ne& i#eas' stru"tures' an# pro"esses as #iverse

elements inter"onne"t an# ne& ones intru#e from the outsi#eelements inter"onne"t an# ne& ones intru#e from the outsi#e

Fle5ibility an# a#aptability in response to environmentalFle5ibility an# a#aptability in response to environmental"han.e"han.e +esilien"e in the fa"e of an# in response to threats an#+esilien"e in the fa"e of an# in response to threats an#

a#versitya#versity

!. Di"ersit#


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ra' a timeline for %our group to represent %our district’() %ears.

Identif% on the timeline 'hen each person inthe group *oined the district.

+ave each person in the group tell a stor% about acritical incident or innovation from their earl% %ears that sresonates 'ith that person toda% and brie% record the inor innovation the timeline.

What does the timeline tell %ou about %our district that hbearing on its present and the future- What should be cstopped, restarted, or subverted-

CONS!"/&ION /C&II&0


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*top' *tart' ContinueN*top' *tart' ContinueN

S&O1What is less

valuable

S&/"&

What ismore

valuable

CON&IN2!

Whatremainshighl%

valuable

S23!"&

What is formall%re4uired but

threatens 'hat is

valuable

$. Conser"ation


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*0*0

Diversity 5 +o' do 'e accommodate, includeand connect the rich diversit% of our students’learning and teachers’ teaching, and alsoretain focus, direction and cohesion in oure9orts to improve-

Resourcefulness 5 +o' do 'e engage people’senerg% and motivation for urgent improvement'ithout 'earing them out-

Conservation 5 +o' do 'e innovate for a betterfuture b% building on the 7rm foundations ofthe past 'ithout sta%ing stuc: in the past or'allo'ing in nostalgic memories of it-

$O"/8 I8!$$/S


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))

7rin"iple >@ +esour"efulness7rin"iple >@ +esour"efulness

*ustainable lea#ership*ustainable lea#ership

#evelops an# #oes not#evelops an# #oes not

#eplete material an##eplete material an#

human resour"es4 Ithuman resour"es4 It

rene&s people;srene&s people;sener.y4 *ustainableener.y4 *ustainable

lea#ership is pru#entlea#ership is pru#ent

an# resour"efulan# resour"eful

lea#ership that &asteslea#ership that &astesneither its money norneither its money nor

its people4its people4

&he "ide of %our life 6


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&he "ide of %our life 6;eorge Carlin 6

HOW TO STAY YOUNG

1. Throw out nonessential numbers. This includes age, weightand height. Let the doctors worry about them. That is why you pay

'them.'

2. Keep only cheerful friens. The grouches pull you down.

3. Keep learnin!. Learn more about the computer, crafts,gardening, whatever, even ham radio. Never let the brain idle. 'n

idle mind is the devil's wor!shop.' nd the e"il#s name isAl$heimer#s.

". %n&oy the simple thin!s.

#. 'au!h often, long and loud. Laugh until you gasp for breath.


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+argreaves /. < =in:, . >?))@ASustainable Leadership. San =rancisco, C/#

Bosse%63ass.

=in: . >?))@A.Leadership for Mortals:Developing and Sustaining Leaders of learning8ondon# 1aul ChapmanCor'in.

Stoll, 8, =in:, . < !arl, 8 >?))(A.

Its about Learning and Its about !i"e.8ondon# &a%lor =rancis.

FOR F&RT'ER INFOR()TION *EE+


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&&

Thank youThank you


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Data-driven decision making evidence-!ased"#ri-$eve$ re%orm mode$

&est 'ractice

&ottom $ine

Persona$isation

C(oice

C)stomer

#argets

C*AP DE#EC#+NG


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The $on. an# *hort of Chan.eThe $on. an# *hort of Chan.e

Mar.reaves an# Fink;s 7ropositionMar.reaves an# Fink;s 7roposition

The ur.en"y of tar.ets is inverselyThe ur.en"y of tar.ets is inverselyrelate# to the #e.ree of po&er hel# byrelate# to the #e.ree of po&er hel# by

those responsible for implementin.those responsible for implementin.

them4them4


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//

S+O"& 8ON;

c%nical,

opportunistic

evasive,

unaccountable

urgent,

con7dence6boosting

enduring,

sustainable

5

D

DESC*+P#+,NS


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S+O"& 8ON;

;overnment6imposed

short6term

achievement targets

2N $illenium ;oals

shared targets,

4uic: E'insF

authentic transformations

In practices and beliefs

5

D

EA.PLES

Sustainable Leadership Concepts

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Transcript of Sustainable Leadership Concepts