Presentation to the Emerging Leaders' Summit.

1. Embracing
adap-ve
leadership
to
create
ripples
and
make
waves
in
complex
-me
Emerging
Leaders’
Summit
April
12012
Dr
Cheryl
Doig

2. DDI
• Leadership
Development
• Talent
Management
• Management
Innova>on
h?p://www.ddiworld.com/glf2011
Social
Capital:
Building
collabora>ve
cultures
within
and
across
schools
-­‐Michael
Fullan
h?p://www.cse.edu.au/Publica>ons1.aspx

3. Boundary
Spanning
Leadership
• “Capability
to
establish
direc>on,
alignment
and
commitment
across
boundaries
in
service
of
a
higher
vision
or
goal.”
• (2008-­‐9
study)
128
senior
execu>ves
• 86%
said
it
was
extremely
important
to
work
effec>vely
across
boundaries
-­‐
only
7%
felt
they
were
very
effec>ve
in
doing
so…
• h?p://www.ccl.org/leadership/pdf/research/
BoundarySpanningLeadership.pdf

4. Future
Leadership
Capabili>es
Marshall
Goldsmith
§ Thinking
globally
§ Cross
cultural
diversity
§ Technological
savvy
§ Building
alliances
and
partnerships
§ Sharing
leadership
§ Learning
agility
h?p://www.youtube.com/watch?v=m0ARtWgAEvs&feature=related

7. Conversa>on
An
exchange
of
ideas
between
two
or
more
people
Conscious
use
of
language
and
clarity
of
purpose
through…
Social
Discussion
Dialogue
le
dictab
• Reach
a
conclusion
Unpre • Exploratory
• Kill
choice
• Suspend
assump>ons
• Debate
• Mutual
ques>oning
• Logically
explore
• Growing
of
insights
and
new
ideas
Consensus
Advoca>ng
Listening
Inquiring
Decision
Task
AND
rela>onship
Understanding
www.thinkbeyond.co.nz
©
2011

9. Herrmann’s
Whole
Brain
Processing
Model…
A D
LOGICAL HOLISTIC
What is the big
Where does this ANALYTICAL INTUITIVE
picture of this
idea come from? SYNTHESIZING
QUANTITATIVE
change?
FACT BASED INTEGRATING
PLANNED EMOTIONAL
ORGANIZED INTERPERSONAL
DETAILED FEELING BASED
How will my team
How will I organise SEQUENTIAL KINESTHETIC
feel about all this?
resources & B C
planning?

10. Achieving the Tipping Point
“most
individuals
evaluate
an
innova-on,
not
on
the
basis
of
scien-fic
research
by
experts,
but
through
the
subjec-ve
evalua-ons
of
near-­‐peers
who
have
adopted
the
innova-on”
Rogers,
E.M.
(1983).
Diffusion
of
innova3ons.
NY:
The
Free
Press.
p262

11. CHAOS
Death
of
the
organisa>on
DISAGREEMENT
Dialogue
and
discussion
Breaking
with
the
past
THE
EDGE
OF
CHAOS
Avoidance
Disintegra>on
Adap>ve
leadership
Socially
Complicated
Certainty
on
how
to
achieve
the
outcomes
THE
CHALLENGE
ZONE
No
shared
vision
on
what
outcomes
are
important-­‐
Persuade/influence/
Wicked
problems
nego>ate/coali>ons
Co-­‐crea>on
of
the
future
AGREEMENT
Challenge
STATUS
QUO
Complexity
and
diversity
Technically
Complicated
Group
think
Shared
vision
We’re
doing
well
Moving
towards
a
future
Self-­‐organising
systems
Nothing
needs
to
change
state
but
no
pre-­‐
Opera>onalised
processes
determined
plan
to
get
Technical/ra>onal
there
CERTAINTY UNCERTAINTY

13. Frames
of
Change
• Which
of
these
connects
most
with
the
work
you
do
as
a
leader?
• How
could
you
use
it
to
reflect
on
your
own
leadership?
• In
what
ways
could
it
be
used
to
as
part
of
your
design
process
for
change?
Think
-­‐
pair

14. Adap>ve
leadership
is
the
prac>ce
of
mobilising
people
to
tackle
tough
challenges
and
thrive.
Heifetz,
Grashow
&
Linsky,
2009
www.thinkbeyond.co.nz

15. Adap-ve
Environments
• They
contain
a
large
number
of
interac>ng
elements.
• Informa>on
in
the
system
is
highly
ambiguous,
incomplete,
or
indecipherable.
• Interac>ons
among
system
elements
are
non-­‐linear
and
>ghtly-­‐coupled
such
that
small
changes
can
produce
dispropor>onately
large
effects.
• Solu>ons
emerge
from
the
dynamics
within
the
system
and
cannot
be
imposed
from
outside
with
predictable
results.
• Hindsight
does
not
lead
to
foresight
since
the
elements
and
condi>ons
of
the
system
can
be
in
con>nual
flux.
Perrow,
1986;
Snowden
&
Boone,
2007

16. No
easy
answers…
Technical problem Adaptive challenge
Clear problem Complex and
definition and requires learning -
solutions that can can only be
be resolved through addressed through
current know-how changes in people’s
priorities, beliefs,
habits & loyalties
Heifetz,
Grashow
&
Linsky,
2009

17. and
both

18. Quali-es
of
an
Adap-ve
Organisa-on
• Name
the
Elephant
in
the
room
• Share
responsibility
for
the
for
the
organisa>on’s
future
• Value
Independent
Judgment
• Build
leadership
capacity
• Ins>tu>onalise
reflec>on
and
con>nuous
learning

19. In
what
ways
is
your
organisa>on
adap>ve?
What
is
one
small
change
that
would
make
it
more
so?
How
could
you
influence
this?
How
will
you
influence
this?

20. Leadership
is
an
influencing
rela>onship
Two
recommended
books….

21. Posi>onal
power
to
Influence
Away
From
Towards
• Telling
• Learning
Talk
• One
off
• 365
days
of
the
year
• One
way
• Mul>ple
ways
• Discussion
• Dialogue
&
Discussion
• Advocacy
• Inquiry
and
Advocacy
• Making
assump>ons
• Checking
for
understanding
• Judgment
• Evidence

22. Posi>ve
Deviance
Somewhere
in
your
organisa>on,
groups
of
people
are
already
doing
things
differently
and
be?er.
To
create
las>ng
change,
find
areas
of
posi>ve
deviance
and
fan
their
flames.
h?p://www.posi>vedeviance.org/
Pascale
&
Sternin
(Harvard
Business
Review)

23. • Minimally
Invasive
Educa>on
(MIE).
• A
pedagogic
method
that
uses
the
learning
environment
to
generate
an
adequate
level
of
mo>va>on
to
induce
learning
in
groups
of
children,
with
minimal,
or
no,
interven>on
by
a
teacher.
h?p://www.hole-­‐in-­‐the-­‐wall.com/MIE.html
h?p://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educa>on.html

24. Compare
and
contrast…
www.
h?p://thinkglobalschool.org/
h?p://thinkglobalschool.org/hansrosling/

26. The
flipped
classroom:
reversed
instruc-on
If
kids
can
get
the
lectures,
can
get
the
content
delivery
and
skill
modeling
as
well
(or
oren
be?er)
by
computer
lecture
than
in
person,
why
do
we
have
use
precious
class-­‐>me
for
this
purpose?
Why
do
we,
in
the
status
quo,
replicate
in
person
in
our
classrooms
what
is
easily
available
elsewhere,
the
content
delivery/skill
modeling,
and
then
have
kids
apply
their
learning
to
difficult
problems
at
home,
without
us
there
to
help?

27. "An
ecology
is
basically
an
open,
complex
adap3ve
system
comprising
elements
that
are
dynamic
and
interdependent.”
John
Seely
Brown
• What
do
these
four
examples
have
in
common?
• How
are
they
different?
• What
is
an
implica>on
for
your
organisa>on?

28. Filter
Bubble
We
need
the
internet
to
connect
us
all
together.
We
need
it
to
introduce
us
to
new
ideas
and
new
people
and
different
perspec>ves
and
it
is
Cartoon
by
David
Fletcher
©Think
Beyond
Ltd
2011
not
going
to
do
that
if
it
leaves
us
all
isolated
in
a
web
of
one.
Eli
Parisier
h?p://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles.html

29. h?p://www.newshoestoday.com/site/offerings/nearling

30. W h at
if?
Great
by
Choice
-­‐
Collins
and
Hansen
www.thinkbeyond.co.nz

31. I
want
the
ability
for
people
to
be
able
to
lie
down
in
economy
class
but
I
can't
afford
for
the
seats
to
have
any
more
space.
When
you
say
it
like
that,
It
sounds
like
an
impossible
task,
because
how
can
you
get
people
to
lie
down
when
they
only
have
that
same
space
to
work
with.
But
the
reality
is,
if
you
lay
down
those
challenges
you
never
know
what
will
come
out
the
other
side.
We
got
a
solu>on
that
no
one
else
in
the
world
had
ever
thought
of
before.
h?p://online.wsj.com/ar>cle/SB10001424052970204190704577026113782699498.html?mod=wsj_share_tweet

32.
h?p://www.fastcodesign.com/1669254/what-­‐if-­‐we-­‐put-­‐a-­‐school-­‐atop-­‐every-­‐building-­‐in-­‐manha?an

33. Powerful
Ques-ons
CHALLENGES
AHEAD
What
kind
of
NO DETOUR
school
would
teenagers
fight
to
get
in
to
not
fight
to
stay
out?
The
Studio
School

34. Powerful
Ques-ons
CHALLENGES What are the key
•
AHEAD skills, characteristics
and abilities that will
NO DETOUR make your child an
irresistible employee
choice?
• What will be most
valued by employers
in 2020 – or 2030?
Proserpine
State
High
School

35. Powerful
Ques-ons
CHALLENGES
AHEAD
What if…
schools in our
district were
NO DETOUR
responsible for
the success of
all students, not
just their own?
Shaking
Up
ChCh
Educa3on

36. Influence
amplifica-on
h?p://www.dailymail.co.uk/news/ar>cle-­‐2058319/Did-­‐Harvard-­‐economics-­‐class-­‐cause-­‐financial-­‐crisis-­‐Students-­‐
walk-­‐lecture.html#ixzz1df24nW9K

37. What
well?
well?
What
went
went
What
impact
did
it
have?
What
impact
tdid
it
have?
How
do
you
think
more
of
hat?
How
do
you
think
you
could
do
more
of
that?

38. Contribu>ons
charts
• To
remedy,
fix
or
improve
a
situa>on
• To
enable
people
to
reach
an
important
goal.
www.plotpd.com

39. www.suce.org.nz

40. One
new
idea
is…
This
is
how
I
could
use
it…

41. www.thinkbeyond.co.nz
www.alpineleadership.com
c.doig@thinkbeyond.co.nz

42. Check
out
these
sites
• h?p://steve-­‐wheeler.blogspot.com/2011/03/2020-­‐learners.html
• h?p://www.bbc.co.uk/news/world-­‐15391515h?p://
mindshir.kqed.org/2011/03/21-­‐things-­‐that-­‐will-­‐be-­‐obsolete-­‐
by-­‐2020/
• h?p://learning21c.wordpress.com/2011/11/13/i-­‐need-­‐some-­‐
support-­‐mentoring-­‐in-­‐21st-­‐century-­‐schools/
• h?p://blog.globalnova>ons.com/index.php/diversity-­‐inclusion/
reverse-­‐mentoring/
• h?p://www.zdnet.com/blog/igenera>on/defining-­‐the-­‐igenera>on-­‐
not-­‐just-­‐a-­‐geeky-­‐bunch-­‐of-­‐kids/5336