chris jansen () - "leading change: innovation for the future"
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This presentation was a leadership retreat in Johannesburg, South Africa co-lead by myself and Dr Cheryl DoigTRANSCRIPT
Leading Change: innovation for the Future
Cheryl Doig and Chris Jansen
October 2012
1
Cheryl Doig
Otautahi
3
Chris Jansen
Overview
• exploring your change inquiry
• systems thinking
• complicated or complex?
• system mapping
• creating self organisation
• tools for adaptive leadership
• mapping your change journey
4
Herrmann’s Whole Brain Processing
Model…
What did the data
tell us about you?
How will we
organise resources
& planning?
What is the big
picture of your
change?
How will we work
with a diverse team
in ways that meet
your needs?
Dile
mm
as
6
7
Stretch No Constraints
Consider a change initiative you
are involved in. Take turns to question each other
and record on behalf of your partner
Consider the key question you want to work on during the day – use the time to clarify this…
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Partner interview
9
In what ways are
international schools in
Africa changing to meet the
future needs of learners?
STATUS QUO
CERTAINTY UNCERTAINTY
AG
RE
EM
EN
T
DIS
AG
RE
EM
EN
T
10
CHAOS
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No easy answers… Technical problem Adaptive challenge
Clear problem
definition and
solutions that can
be resolved through
current know-how,
expertise,
organisational
structures
Complex and
requires learning -
can only be
addressed through
changes in people’s
priorities, beliefs,
habits & loyalties
Heifetz, Grashow & Linsky, 2009
Systems Thinking…
….is a way of making
sense of a complex system
…is the ability to see the world as relationships and connections
...allows us to influence a complex system
13
“Where the world is dynamic, evolving and interconnected, we
tend to make decisions using mental models that are
static, narrow, and reductionist.”
Seeing connections instead of parts…
“You can never understand anything
by analysing it.”
“We have to understand the whole before
we can understand the parts - what
matters is their interaction.”
Russell Ackoff
# students enrolled
reputation
student satisfaction
resources (physical,
people)
revenue
S S
S
S
S
resources for
research
staff research
activity
UC research
profile
TEC funding S
S
S
S
efts cap
economy
marketing
financial targets
management
strategies
imposed performance
standards
staff involvement in
decision making
motivation and
commitment
resistance
collaboration/
engagementteam spirit/ morale
sick leave, stress
leave, staff turnover
S
S
O
SO
O
S
S
O
O
O
Causal loopdiagram for
University ofCanterbury
R1 Growth
R2 Growth R3
Performance
B1 Resistance
B2 Health
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Simple, predictable cause and
effect interactions
Multiple predictable cause and
effect interactions
Multiple connected but unpredictable interactions
Multiple disconnected interactions
Complex Complicated
Chaotic Simple
Cynefin Framework
Decisions are obvious
Decisions require expert knowledge
Decisions are uncertain and solutions only
apparent in retrospect
Decisions need to be made quickly to dampen energy
Dave Snowden
19
Multiple predictable cause and effect
interactions
Multiple connected but unpredictable
interactions
Complex Complicated
Chaotic Simple
Cynefin Framework
Decisions require expert knowedge
Decisions are uncertain and solutions only
apparent in retrospect
Adaptive challenges
Technical problems
+innovative, responsive, nimble +Efficient, reliable, powerful
- messy and spontaneous - Inflexible, slow to respond
System thinking tools – affinity process
1) Clarify the question
2) Determine influence factors
3) Map connections
4) Identify leverage
5) Act with clarity
20
What are the indicators of a successful international school in Africa?
What are the factors that contribute to this?
• What influences that?
• What influences that?
• What influences that?
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22
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Annual Goals 2012
1. Advancing student achievement through effective use of data
2. Continue implementation of school curriculum document
3. Consolidating a positive school wide culture for learning
4. Enhance presence in and engagement with community
5. Sustained improvement in school wide leadership, systems and processes
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“Multiple connected but unpredictable interactions”
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29
C
Adaptive Leadership
Complex systems Self organising, adaptive, innovative, flexible, nimble,
responsive, creative and resilient
Grow engagement, motivation and commitment
Foster interaction and shared learning
Positive relationships and trust
Conditions for self organisation
1. independent agents
2. interactions with neighbours
3. Decentralised control
4. an attractor - motivated by
threat or opportunity
Can leaders foster self organisation?
Benefits:
• Engagement, ownership leading to…
…enthusiasm/energy and commitment
• Better solutions – innovation
The Pronoun Test “I” or “We”
“My” or “Our”
“We” or “They”
Daniel Pink – “A whole new mind”
“There's only one thing better than ownership – authorship!
Simon Breakspear , “Talent Magnets”
Adaptive Leadership
Characterised by both; • participative processes ”Surfing the Edge of Chaos‟” • collaborate solution finding
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Grow engagement, motivation and commitment
Sample Engagement Survey
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
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Achieving the Tipping Point
Rogers, E.M. (1983). Diffusion of innovations. NY: The Free Press. p262
Innovators
Venturesome,
risky, can cope
with uncertainty
Can understand &
apply complex
technical
knowledge
Not always
respected by others
in the system
Plays an important
role as gatekeeper -
bringing in new
ideas from outside
the system
Early Adopters
Respect, more
integrated into the
system
“The individual to
check with”
Not so far ahead
so serve as a role
model
Plays an important
part by decreasing
the uncertainty
and conveying a
subjective
evaluation through
interpersonal
networks
Late Majority
Skeptical, cautious
May adopt because
of increased
network pressure
from peers or for
economic necessity
The weight of
systems norms
needs to favour an
innovation before
they are convinced
Means that most
uncertainty must be
removed before
they feel safe
Laggards
Traditional,
focussed on past
and interact with
like minds
Suspicious of
innovations and
change agents
Limited resources
leads to
cautiousness
Can change when
they can see what
is happening and
it fits with their
cultural values
Rogers (1995) Diffusion of Innovation
Tune into the environment
Professional Learning B
asis
fo
r A
ction
Novice
Small
routines
expected
Beginner Proficient Competent Expert
Ru
le d
riven
C
onte
xtu
al
One idea in
context added
to routine
Make
connections
Reward
intuition &
integration
Allow
freedom to
explore Reinforcing focus on the learner and not needing to „know‟ all themselves
36
A (Induction)
Team Leaders
Technology
Board
B (the D)
Adapted from the ESD Toolkit v2.0
Teacher inquiry
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Commitment Strategy
• How will you engage with them?
• Who will this be delegated to? Why?
• FRY
– Frequency
– Reach
– Yield
38
Team Leaders
• Co-created Y charts
• Learning walks
• Dialogue
• Action
• Relentlessness
• Sharing commitment stories
• Team expectations and feedback
“The difference between talk and practice”
39
Final word strategy 1. Read the article individually, highlighting items of
interest to you.
2. The first person shares one of their items; they simply read it out and do not comment on it.
3. Each team member comments in round-robin order about the item. (No cross-talk)
4. The person who named the item then shares his or her thinking about the item and gets - the final word.
5. The pattern repeats until all team members have
named their item and had it commented on.
40
The Plastic Paradox
Neuroplasticity has the power to produce more flexible but also more rigid behaviours.
Norman Doidge ‘The Brain That Changes Itself’ pxvi 41
The way we talk,
interact or do
anything is mostly
hardwired
therefore habitual.
Habits are literally
unconscious to us.
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Conditions for self organisation
1. independent agents
2. interactions with neighbours
3. decentralised control
4. an attractor - motivated by
threat or opportunity
Rigorous Relationships
Shared norms values and beliefs about learning and the way we
behave around here…
SUPPORT CHALLENGE
Leading change engages the creative tension between support and
challenge
44
Agreed norms for our work together Take turns Build on ideas Suspend judgment Involve the whole group Work together Listen to understand Maintain confidences Respect differences Honesty Trustworthiness Be present
www.thinkbeyond.co.nz 45
Differentiation
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Conditions for self organisation
1. independent agents
2. interactions with neighbours
3. decentralised control
4. an attractor - motivated by
threat or opportunity
Foster Interaction
Conversation
•Exploratory •Suspend assumptions •Mutual questioning •Growing of insights and new ideas
Dialogue Discussion
Decision Understanding
An exchange of ideas between two or more people
Social
Advocating Inquiring Listening
Conscious use of language and clarity of purpose through…
Task AND relationship
www.thinkbeyond.co.nz © 2011 48
•Reach a conclusion •Kill choice •Debate •Logically explore
“Doing the thinking for other people is not just a waste of our own energy; it also gets in the way of other people working out the right answers." Rock:9
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Th
e E
PS
‘m
ap
’
http://eps.core-ed.org/
Listening to the voices of young learners…
51
How to encourage self-feedback
• What were six things you did really well?
• What are three things you learnt about yourself?
• What was your biggest challenge and how did you overcome it?
• What would you do differently next time?
• What action will you take next? This develops
the teacher
inquiry process 52
What went well?
What impact did it have?
How do you think more of that?
What went well? What impact did it have?
How do you think you could do more of that?
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• How may I better serve you? • Ask your team this and then follow through
e.g. Am I providing what you need right now? Am I being an obstacle or a help with this project? How can you best use me here?
Remember – you must follow through
Realise Your Team is Your Customer
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Change Inquiry Process Planning (20 mins)
•Start with your change inquiry question
•Collate key ingredients of process
•Consider a sequence of steps
Articulating
•First person present summary (2 mins)
•Second person ask questions and feedback (5 mins)
•Swap roles
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Change agenda - 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 school approach
6. consolidate improvements by building capacity
7. widen awareness and support
8. celebrate and embed
Based on Kotter
57
Our contacts
www.thinkbeyond.co.nz/aisa
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One new idea is… This is how I could use it…
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Can they live with it?
• Clear proposal and context. • Listening and being listened to. • Understanding you don‟t have to love the
idea. • Can you live with it? • If not explain your reasoning. • What is a minor modification that would
enable you to live with it? • Can you support this in public and in private? • Until?
“Working towards and gaining 100% commitment from all when working a
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Next Practice
Innovation unit - www.innovation-unit.co.uk/
Next Practice
moves beyond
good practice that
already exists
“but sets out to
move it to a new
level”
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Research on attitudinal change has long found that most of us change our behaviors somewhat before we get insights into new beliefs.
The implication for approaching new change is clear. Do not load up on vision, evidence, and sense of urgency.
Rather, give people new experiences in relatively non-threatening circumstances, and build on it, especially through interaction with trusted peers.
Behaviours before beliefs
From Motion Leadership Michael Fullan 63
64
Change Complexity
Uncertainty Ambiguity
Opportunities Paradox
Speed Lack of Control
Freshness
Unintended consequences
Exponential rate of change
Peter Senge – global issues Ecological, social justice and impacts on economy Daniel Pink Abundance, Asia and Automation
change is changing…..
+ technology, globalization, diversity, 21st century learners, mental health and wellbeing, achievement tail, recruitment and retention, workload stress
+ earthquake…..
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Networked Leaders
• Understanding learners and their needs • Sharing challenges & collaborating across
schools • Data teams – learning analytics • Eliminate distractions • One message • Over and over with the message • A few targets – focused • Rigour and quality of learning for all • Connected influencers
Adapted from Fullan: Motion Leadership re Instructional Leadership 66
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Four Critical Tasks in Leading Change – to adapt….
69
Leadership
Appreciating Change
Mobilising Support
Building Change Capability
Executing Change
Research on attitudinal change has long found that most of us change our behaviors somewhat before we get insights into new beliefs.
The implication for approaching new change is clear. Do not load up on vision, evidence, and sense of urgency.
Rather, give people new experiences in relatively non-threatening circumstances, and build on it, especially through interaction with trusted peers.
Behaviours before beliefs
From Motion Leadership Michael Fullan 70
One new idea is… This is how I could use it…
71
How to encourage self-feedback
• What were six things you did really well?
• What are three things you learnt about yourself?
• What was your biggest challenge and how did you overcome it?
• What would you do differently next time?
• What action will you take next? This develops
the teacher
inquiry process 72
Networked Leaders
• Understanding learners and their needs • Sharing challenges & collaborating across
schools • Data teams – learning analytics • Eliminate distractions • One message • Over and over with the message • A few targets – focused • Rigour and quality of learning for all • Connected influencers
Adapted from Fullan: Motion Leadership re Instructional Leadership 73
Contributions charts • To remedy, fix or improve a situation
• To enable people to reach an important goal.
www.plotpd.com
74
Le
ve
rag
e
The Iceberg… CONTENT what can be seen
above the surface?
SYSTEMS put in place to support
the culture of the organisation: processes,
structures
CULTURAL mission, values, norms
What we are all about here…
Where do you spend your efforts? – on the 13% that is visible?
Mental Models
Patterns of Behaviour
Vision What we think
What we feel
Habits/behaviours
Events
Results
Adapted from models by Daniel Kim, systems thinking and David Rock
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Norms build trust In schools with low levels of relational trust, there is a 1 in 7 chance of showing gains in student achievement. In schools with high levels of relational trust, there is a 1 in 2 two chance of showing gains in student achievement. Trust in Schools Bryk& Schneider
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