Download - 2013 Nelson APDP Educational leadership Network

Seeding educational innovation: emergence through adaptive leadership

Chris Jansen – University of Canterbury, Idea Creation

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Chris Jansen

Communities

Schools

Classrooms

Departments

Growing leadership influence

Individuals

Change

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Speed Complexity

Uncertainty Ambiguity

Opportunities

Paradox

Unintended consequences

Lack of Control

change is changing…..

Information overload

Interconnectedness of systems

Dissolving of traditional organisational boundaries

Disruptive technologies

Generational values and expectations

Increased globalization

Apps MOOCs

3d printing Haptics

Nanotechnology Arab spring

BYOD Neuroleadership Virtual pop stars Crowdsourcing

Hacking your education Flipped classrooms

Online worlds Augmented reality

www.thinkbeyond.co.nz

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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―The greatest challenge for future leaders is the pace of change and the complexity of the challenges

faced….‖

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―Our organisations are not equipped to cope with this complexity…‖ (IBM study – 1500 CEO‘s)

….‖perpetual white-water‖…

Change Processes

Change manager Driving change Alignment Change proposals ‗Consultation‘ Cynicism Social engineering

Assumptions that get in the way…

• ―People don‘t want to change….so it needs to be driven….‖ • ―If you allow people freedom to innovate – discipline will disappear!?‖ • ―The management don‘t trust us…..‖

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―Are we in a catch-22: stuck between failing to change and

changes that fail?‖

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Can I lead positive and sustainable change…?

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17 www.ideacreation.org

Complexity / Change / Uncertainty / Ambiguity

Paradox / Lack of Control / Unintended consequences

Adaptive challenges

Leadership capacity

Organisational capacity

Self organising, adaptive, innovative, flexible, nimble,

responsive, creative and resilient


…a dynamic of experimentation and innovation…

…self organising…

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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…

…self organising…


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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, complex adaptive systems, adaptive leadership

www.ideacreation.org

The Starfish and the Spider…

The unstoppable power of leaderless organisations

Ori Brafman and Rod Beckstrom


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Leaders vs leadership? Position of a leader vs action of leadership

Hierarchies and Networks

The Innovation Stack

Management innovation Strategic innovation Product/service innovation Operational innovation Gary Hamel – The Future of Management

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organisational processes/leadership roles communication and decision making

initiatives, programmes etc

pedagogy, technology etc

timetable, processes etc


Machine Living organism

Hybrid?

+Efficient, reliable,

+innovative, responsive, nimble

-Inflexible, slow to respond

-messy and spontaneous


Can leaders foster self organisation?


……..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

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―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….

Adaptive leadership: fostering self organisation

Conditions for self organisation Leadership role

1. independent agents 1. Proactive mentoring of individuals

2. interactions with neighbours 2. Foster interaction and shared learning

3. decentralised control 3. Distribute power + decentralise control

4. an attractor - motivated by 4. Explore and articulate shared values

threat or opportunity


Complexity / Change / Uncertainty / Ambiguity

Paradox / Lack of Control / Unintended consequences

Adaptive challenges

Leadership capacity

Organisational capacity

Self organising, adaptive, innovative, flexible, nimble,

responsive, creative and resilient

Distribute power and decentralise control

Explore and articulate shared values

Foster interaction and shared learning

Proactive mentoring of individuals


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 52 www.ideacreation.org

Who are you actively developing and looking out for? Who is looking out for you?

How could we increase this informal mentoring?


The Roles of a Manager

Leadership (Vision & people driven)

Management (Office bound/paper driven)

Professional (Teaching role)

Plan Organise Control Administer systems Critique Create Order

Vision Meaningful Contribution Values Engage and develop people Create context

Commitment, Change & Hi-

Performance

Cammock (2001) The Dance of Leadership

Compliance & Status-Quo Efficiency


How‘s the balance of leadership vs management in your role?

Satisfied?........


Layer 2: Foster interaction and shared learning

interactions with neighbours

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

Develop culture •Creating environments •Fostering high trust •Build positive relationships •Restorative environment •Compliment each other‘s strengths

Foster learning •Role model a learning attitude •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

―It is no longer sufficient to have one person learning for the

organisation... Its just not possible any longer to figure it out from the top, and have everyone

else following the order of the ‗grand strategist‘. (Senge , 2002)


When I first came into this leadership role – I got together a team of senior staff and re-wrote all the staff procedure manuals. I started with an idea that we‘d perhaps do it in a month. Then I tried to take this to the meeting and present it to (the staff) and it just ended up in this shitfight basically . . . What about this?, You‘ve forgotten about that?, blah, blah, blah. It was a total disaster, and one of the absolute low points of my time here. But it made me realise that unless I got these people to come with me I was wasting my bloody time.

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We ended up having to go back to the drawing board and eventually we figured out this process which is still here this year, well it‘s completely fundamental now. It‘s called OPG (Operational Policy Groups) where you take a subset of people to work on developing a process and then anyone who‘s not present, you give them the right to submit.

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Even though it took 12 months longer than I thought, we got a result that actually stuck. We didn‘t come up with a nice new book that no one used, which is very very common. We got two things out of it, we got the best answers, these great rules that were user friendly, generally easy to follow, concise, nothing that wasn‘t a rule, didn‘t make it in here. So we got a great answer, a great result, and we got really good buy-in too.

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Yeah, that was really an epiphany around the issue for me, and I guess it‘s characterised my leadership style ever since. I learnt that if things are really important, especially in an organisation like this, where we have staff who actually have knowledge, skill, experience and passion – we have to include them in the process (L 21).

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Who has a voice in our organisation?

What mechanisms can we create to foster interaction and shared learning?


―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)

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


A framework for empowerment Extrinsic motivation intrinsic motivation external locus of control internal locus of control control empowerment Strict and complete external control no external control Responsibility on leader responsibility shared responsibility on participant I decide we decide you decide less choice more choice Dependence interdependence independence

Jansen 2005

High Supportive & Low Directive Behaviour

High Supportive

&

High Directive Behaviour

(High)

(Low)

(Low)

(High) DIRECTIVE BEHAVIOUR

SU

PP

OR

TIV

E B

EH

AV

IOU

R

High Supportive & High Directive Behaviour

Low Supportive & High Directive Behaviour

Low Supportive & Low Directive Behaviour

Situational Leadership

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Go to the people, Live with them,

Learn from them, Love them,

Start with what they know, Build with what they have, But with the best leaders, When the work is done, The task accomplished,

The people will say, ―We have done it ourselves‖

Chinese Philosopher Lao Tsu


Who makes the decisions?

How could power be shared more effectively?


4) Explore and Articulate Shared Values

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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

In what way does our organisation live out shared

core values and vision?


Shifting ‗toxic‘ culture to ‗ownership‘ culture

Chris Jansen – University of Canterbury, New Zealand

Engagement leads to peak performance Sample culture survey:

Rate each question from 1 (low) to 5 (high) Add up total out of 25 1) I really care about the future of my organisation

2) I am proud to tell others that I work for this organisation

3) My organisation inspires me to do my best

4) I would recommend my organisation to a friend as a good place to work 5) I am willing to put in a great deal of effort and time beyond what is

normally expected


Adapted from Gallop

Culture eats strategy for lunch…

“employee first – customer second”

Anand Pillai

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

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Leaders vs leadership? Position of a leader vs action of leadership

Hierarchies and Networks

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Mechanisms to assist with this, • cross functional groups • focus groups • vertical teams • multi disciplinary teams / interdisciplinary teams • design charrette - architecture • Google days, IBM open chat, • Agile development methodologies, scrum • Operational process groups - OB • You and I portal - talk to the CEO line and CEO to put question online • Open office sessions • Empowering team: co-constructed department meeting • Think tanks • Innovation page • online surveys • ???

Leveraging collective intelligence

Rogers - Diffusion of innovation

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www.ideacreation.org 86

Commitment Charting

A (Induction)

Team Leaders

Technology

Board

B (the D)

Adapted from the ESD Toolkit v2.0 87 www.thinkbeyond.co.nz

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Planning change processes

Need and

Vision Fine-tune

and

embed

Roll out

Scale up Training Adopt

proven

idea

Pilot

Team

•Steps are

emergent

•Inquiry

focussed on

new

solutions

•Cyclic

process

Clarify

need

and

vision

Assess

responses

and fine

tune

Scale up Launch

multiple

experiments

Foster

collective

intelligence

Pilot


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 organisation approach

6. consolidate improvements by building capacity

7. widen awareness and support

8. celebrate and embed

Based on Kotter


Cunning ‗inside out‘ change strategies

for middle leaders Start with small team of enthusiastic people

•Aligned purpose •Genuine respect for each other and friendship •Permission giving and support from senior leader •Trial without organisational constraints and politics •Document evidence

Open to wider group of staff •Keep gate keepers in the loop •Voluntary involvement is key – intrinsic motivation •Connect with each staff members purpose •Seek out and share success stories •Show them colleagues implementing achievable initiatives •Stick doggedly to values •Garner publicity and profile for the success not the people

Widen scope – increase number of staff opting in Critical mass – explore full cross programme implementation Build in sustainability

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Professional Inquiry Pilot – Linwood College

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Co-constructed classroom observation template

What is success?

To laugh often and much To win the respect of intelligent people And the affection of children To earn the appreciation of honest critics And endue the betrayal of false friends To appreciate beauty To find the best in others To leave the world a bit better Whether by a healthy child, a garden patch Or a redeemed social condition To know even one life has breathed easier Because you have lived This is to have succeeded RALPH WALDO EMERSON

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Download - 2013 Nelson APDP Educational leadership Network

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