©2015  Waters  Foundation,  Systems  Thinking  Group        www.watersfoundation.org   1  

Building Learning Organization Capacity Through Systems Thinking in Schools Tracy Benson Ed.D. Waters Foundation, Systems Thinking Group www.watersfoundation.org Learning is the business of education; a logical assumption is that all school systems should be learning organizations that easily adapt to meet the demands of our changing world. The unfortunate reality is that many school systems are challenged with shifting demographics and fluctuating expectations along with a systemic resistance to change. This reality is not caused by lackluster efforts. School leaders make well-intentioned attempts to initiate rapid change, most often producing short-term results that are not sustainable over time. What all educators desire and strive for is a system that supports the development of essential skills and capabilities that will prepare students for an unpredictable yet desirable future. Educators know that the 21st century “essential skills” include an increase in students’ abilities to understand and manage complex systems. In order for this to happen, education systems should strive to be adaptive and responsive organizations. But, how? In addition to having a clear vision and culture of team learning, school systems should embrace new ways of thinking and new ways of doing that create and nurture learning organizations. Because of the growing complexity and challenges facing today’s leaders, systems thinking becomes a necessity. Systems thinkers use the habits of thinking and specific visual tools to uncover complex cause and effect relationships that lead to the identification of high leverage actions, informed decision-making and fundamental solutions to persistent problems. Learning organizations are not limited to a few systems thinkers leading the way. Systems that truly learn have a high density of systems thinkers who represent multiple stakeholder groups. The contagious nature of systems thinking (ST) inspires district administrators, principals, parents, teachers and students to adopt the ST language, habits and tools that facilitate improved and enriched communication, school culture, instructional and curricular design and

©2015  Waters  Foundation,  Systems  Thinking  Group        www.watersfoundation.org   2  

day-to-day decision-making. When people first learn about systems thinking, individuals surface a variety of reactions. Some say, “This is the way I naturally think. I just didn’t have the terms or the tools to help me make my thinking explicit to others.” Others might say, “This is a new way of thinking for me, but I can see how it can help me better understand my work, my family and my life.” Systems thinking starts with an intention to see beyond one-time events, to look for patterns and to avoid reactive, quick fix responses. Systems thinkers develop a deep understanding of what influences the daily happenings and outcomes of schools. They use the deeper understanding to identify possible leverage actions that deliver positive results. Capacity-Building Process The systems thinking learning process starts with the development of a common language around systems, including its characteristics and implications. In a 2015 address to educators, Dennis O’Donoghue, VP of Boeing International, shared from his experience, “There is no numerical value to prove that a culture is shifting. The first indicator is a change in language.” The 14 Habits of a Systems Thinker provide the language that facilitates common understanding and enhanced communication of thinking. The Habits describe what it means to become a systems thinker and inspire shifts in thinking that influence day-to-day behaviors. Becoming a systems thinker takes intentional practice. There are six different visual tools that help learning leaders put the habits of a systems thinker into practice. The systems thinking tools apply to leadership, management, professional development, classroom instruction and community engagement, making them very practical. Over time, individuals experience and value the significance systems thinking practice contributes to the development of their schools as learning organizations. Benefits of Systems Thinking Habits and Tools for Leaders of Districts and Schools Educational leaders report that the systems thinking habits and tools enable individuals to gain new insights and deeper understanding of their systems. An initial investment in time to learn and practice the habits and tools of systems thinking delivers benefits that include professional and personal development, organizational effectiveness, efficiency and the identification and achievement of desired outcomes that are a part of a shared vision. District and school leaders indicate that the habits and tools help them develop

• positive and productive shifts in school culture • decision-making and problem-solving approaches that maximize benefits to the system • creative and innovative approaches to leadership

©2015  Waters  Foundation,  Systems  Thinking  Group        www.watersfoundation.org   3  

• improved communication and collaboration skills • high and clear expectations • unparalleled levels of student achievement • organizational effectiveness and efficiency • social and emotional wellness

Benefits for Educators and Students Children are immersed in practice fields rich in relevant problem solving, interdisciplinary connections, thought-provoking dialogue, and opportunities for in-depth synthesis and critical thinking. A systems thinking learning environment is motivating and engaging for even the most reluctant learner. Teachers report that the visual nature of the system thinking tools enables students to organize and express their thinking. The tools help motivate children who tend to disengage in learning activities. When comprehension becomes visual, teachers quickly and efficiently identify learning gaps and misconceptions and can readily address them. Standards-based education (e.g. Common Core Standards) and systems thinking approaches complement one another. When integrated into classroom instruction, systems thinking

• increases student engagement and fosters a learner-centered environment • cultivates an educational environment that is cooperative, interdisciplinary, and relevant • aligns and promotes 21st century skills, STEM goals (e.g. NGSS), and curriculum

standards (e.g. Common Core) • facilitates rigorous thinking in instruction, which is key to achieving proficiency • supports social and emotional development • fosters student ability to self-manage • provides a common language and a set of tools that facilitate collaborative problem-solving

• scaffolds structures for English language learners that results in increased engagement in learning, achievement gains, and elevated levels of efficacy

• helps to determine high-leverage actions and solutions to problems. Schools across the United States and throughout the world are actively pursuing the advantages of integrating systems thinking at all levels. The benefits of such approaches are both immediate to student learning and long lasting for thriving school and communities. Marv Adams, COO of TD Ameritrade claims,

We really need an education system that recognizes the research that's been done on systems thinking with kids, and works to develop more effective theory, methods and tools for building a better balance in their thinking styles. This is essential to improving innovation in all of our institutions and is therefore essential to adapting to a fast changing world.

There is no better time to intentionally build the capacity of leaders to develop schools as learning organizations. The demands of the 21st century necessitate the development of skills and knowledge necessary to manage the complexity of current and future challenges. The language, habits of thinking and tools of systems thinking help leaders create schools that address the diverse needs of today’s youth and prepare them for a successful future.