One day pre-conference workshop at EARCOS Leadership Conference in Bangkok Nov 2015. Co-facilitating with Brian O'Maoileoin, Primary Principal from United World College (Singapore - Dover).

1. 1
EARCOS Leadership Conference Bangkok 2015
Preconference workshop
Dr Chris Jansen – University of Canterbury, New Zealand
Brian Ó Maoileoin: Primary School Principal, UWCSEA Singapore (Dover)
chris@leadershiplab.co.nz ; bom@gapps.uwcsea.edu.sg
Innovative Leadership Development
Designing middle leadership programmes as strategic change management

3. 3
Chris Jansen

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5. Session 1: Why leadership
development?
5www.ideacreation.org

6. Leadership Development Processes – An
organisational checklist
1. Do you have clear expectations of leadership competencies,
behaviours and skills? Leaders at all levels?
2. When do leaders set goals related to their leadership and the
organisations strategic intent?
3. How are leaders supported in their development of these goals?
4. What leadership development options are available? (study, courses,
programmes, coaching, peer groups, external and internal etc)
5. How do leaders gather feedback on their progress in their leadership
from those who they lead?
6. When and how do you celebrate successes and progress?
www.ideacreation.org 6

7. 7
“The greatest challenge for future leaders is the pace of
change and the complexity of the challenges faced….”
….”perpetual white-water”…
“Our organisations are not equipped to cope with this
complexity…” (IBM study – 1500 CEO’s)

8. 8

9. 9

10. 10
Greater Christchurch Education Renewal

11. 11

12. Culture
Strategy

13. Culture eats strategy
for lunch…
…and structure creates culture

14. .
.
.
Hierarchies and Beauracracies
“the organisation”

15. Networks, movements and living systems

16. .
.
.
Leaders vs leadership?
Position of a leader vs action of leadership
Hierarchies and Networks

17. 17

18. 18

19. “enhancing the leadership expertise and
capability of UWCSEA Dover by enabling a wide
range of leaders to confidently lead complex
change with a particular focus on our move
towards a coherent vision and strategic
approach to teaching and learning from K1 to
Grade 12”
UWC Leadership Programme focus
19

20. 1) To support and equip leaders to;
• be confident and efficient in leading change
• understand the rationale for the Leadership Standards
and the intentional strategic focus on teaching and
learning across the campus
• feel competent in implementing the Leadership
Standards
2) To create a more intentional leadership development
pathway
UWC Leadership Programme objectives
20

21. Session 2: How do leaders learn?
21www.ideacreation.org

22. Consider a leadership 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…
22
Partner interview

23. • Student achievement
• Curriculum and assessment
• Pastoral support
• Teacher development
• Wellbeing and stress
• Team development and engagement
• Collaborative practice
• Partnerships with parents
What's your leadership inquiry question?
23www.ideacreation.org

24. 24

25. 25www.ideacreation.org
What is the most compelling learning
environment you have experienced?
Why was it so engaging?

26. 26

27. •cutting edge frameworks that are critiqued in the light of participant inquiry
27

28. •cutting edge frameworks that are critiqued in the light of participant inquiry
28

29. Structure & support systems
Leadership engagement
Partnering with learners
Ongoing conversation
The connected world
Extending beyond current
knowledge base, industry and
thinking
29
Paulo Friere
1. Problem (what’s our focus?)
2. Own story (what’s your experience of this?)
3. Expert (lets consider this framework)
4. Critique (what makes sense in my world?)
5. How have I changed? (what’s different?)

30. Leadership development
events
Leadership development
processes
30
Incubator
…cultivating our own leaders…

31. 31
Social labs are platforms
for addressing complex
social challenges…
- They are social.
- They are experimental.
- They are systemic.

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34. 34

35. 35

36. 36

37. 37

38. 38

39. 39

40. Design Principles
Principle One: Embed learning in practical contexts (create
a learning programme rather than an event)
Principle Two: Transfer greater development ownership to
the participant (participant in the ‘drivers seat’)
Principle Three: Create a learning community to maximise
peer interaction and collaborative learning
Principle Four: Leverage participant diversity to create
cross-pollination of learning and collaboration
Principle Five: Focus on tangible action
40

41. Principle One: Embed learning in
practical contexts (create a learning
programme rather than an event)
www.ideacreation.org

42. Principle Two: Transfer greater
development ownership to the
participant (participant in the ‘drivers
seat’)
www.ideacreation.org

43. Principle Three: Create a learning
community to maximise peer interaction
and learning
www.ideacreation.org

44. Principle Four: Leverage participant
diversity to create cross-pollination of
learning and collaboration
www.ideacreation.org

45. Principle Five: Focus on tangible
action
www.ideacreation.org

46. Session 4: Developing our
leadership inquiry
46

47. 47
BAU
‘current state’
New BAU
‘future state’
Context Shifting
Context
Shifting
Context
A history of 70-80% failure
Positive and
sustainable
change?Why? Threat?
Opportunity?
Where?
…are we heading
to?
Who?...do
we collaborate
with?
How?…do we
design our
journey?
What?…steps
do we take?
www.ideacreation.org
A road map for leading change

48. 48

49. 1. Leadership inquiry question:
2. Why? (threat or opportunity?)
3. Where? (What does success look like for
students and ourselves?)
4. How can we measure progress?
5. How do we design our journey? (key
leadership considerations)
6. Who do we collaborate with?
7. What steps do we take?
Designing our leadership inquiry – template
49www.ideacreation.org

50. Session 3: What leadership content
shall we focus on?
50www.ideacreation.org

51. 1. Lead effectively for student learning
2. Supporting professional development of
staff
3. Working collaboratively within teams
4. Communicating effectively
UWC Leadership Standards
51

52. “Think back over your experiences as a leader - locate a
moment or period that was a high point in your
experience as a leader, when you felt a sense of
satisfaction and went home saying YES!
52
• Describe the situation. What
happened? What was the
result?
• What was your role in
creating this experience?
What other people and
factors contributed to this
exceptional moment?
Partner - what values seem to be important to
this person?

53. 53

54. 54www.ideacreation.org
Leadership feedback
• Three words to describe yourself as
leader?
• Three words your colleagues would
use?
• Three words students would use?

55. 55

56. 56www.restorativeschools.org.nz
The Social Discipline Window

57. Kiwi Leadership for Principals
57

58. 58
Kotters Change Leadership accelerators x 8

59. 59

60. ©The Leadership Circle, LLC
The Leadership Circle Profile Graphic
Complying
Protecting
Controlling
Systems Awareness
Achieving
Authenticity
Self Awareness
Relating

61. The Leadership Circle 360 Assessment tool –
individual profile based on peer feedback
61

62. Leadership Achievement
How do leaders impact achievement?
Can we lead learning??
Teaching
and learning

64. Compared the impact of transformational and
pedagogical leadership on student achievement
Transformational leadership: emphasises vision and
inspiration, developing relationships
Pedagogical/instructional leadership: emphasises the
importance of establishing clear educational goals,
planning the curriculum, and evaluating teachers and
teaching.
Findings:
Impact of pedagogical leadership to be nearly
four times that of transformational leadership.
Focused in on Educational Leadership

65. Learning Inquiry Cycle
Goals
Learning
process
Evaluation
Needs
Student
learning
data teams
Observations
Assessment
data
Joint
planning
Co-teaching
Students
Teachers
Parents
Learning
conversations
Student voice Feedback

66. Session 5: Leadership development
components
66www.ideacreation.org

67. Leadership Learning Programme – simple
Pre –
workshop
online
surveys and
reading
First
workshop
Change
inquiry
Critical
friend
On-going
inquiry
linked to PM
Peers
Action
learning
group
Critical
friend
Blog
Action
learning
group
Second
workshop
Critical
friend
Prototyping
67

68. Leadership Learning Programme - comprehensive
Pre
work
First
workshop
Change
inquiry
Critical
friend
On-going
inquiry
linked to PM
Peers
Action
learning
group
Second
workshop Critical
friend
interaction
360
Profile
On-going
coaching and
goal setting
Prototyping
event
Present and
celebrate
projects
Goal review
Learning
Management
System- Blog
Action
learning
groups
68

69. Social enterprise
incubator
Selection
Induction
Forum 2
(1 day)
Strengths
Finder
Profile and
coaching
Dragons
Den – funds
for
sustainable
projects
Developmental evaluation
Collate and showcase
stories through multiple
media channels (press,
blogs, facebook, twitter..)
Action learning groups ALG
(8 members, 5 groups, 2 hours/session)
ALG’s becoming increasingly
self managing
Ongoing ALG’s
Digital influence
incubator
Formulate tools and
resources and mentor
communities and
businesses
Additive content workshops (2
hours on 6 occasions, open
attendance)
Follow up
coaching
Delivery team action learning group
Projects in communities
Collaborative projects
Forum 3
(2 days)
Project mentors 8 hours /person
Existing ongoing community projects
Forum
1
(2 days)
Connecting
Sharing
expertise
Complexity
frameworks
Project
logistics
Showcase
Ignite talks
Evaluation
Negotiate
next steps
Dragons
den
funding
Information
sharing
Project
design
Mentor
allocation
$2000 matched fund per person
COHORT PLAN

70. • Self-directed focus
• Structured on inquiry
• A shared model
• Support
• Challenge
• Questioning to help
you get on the balcony
• Commitment to action
and change
The Action Research
Group Process

71. Expanding Questions
Designed to expand the other persons thinking
rather than clarify your own thinking or offer
advice;
ie:
• Who else would have a useful perspective?
• What have you done so far that’s worked?
• What have you noticed that keep re-occurring?
• If you could, what would you do?

73. ARG structure and timing
Groups of 4-5 participants with a participant facilitator
Part 1) Intro (5 mins)
1. Welcome and quick check-in
2. Decide order and timing of focus person (Rounds of 15 mins per
focus person)
Part 2) Focussed rounds
1. Facilitator invites focus person to reflect on their leadership inquiry
2. Facilitator invite team members to write a expanding question or two
on one post it each. After 2 mins each team member reads their
question and hands post it to focus person
3. Facilitator invite focus person to select a few of the questions to
reflect on
4. Interactive discussion if time allows

74. 74www.ideacreation.org
Developmental evaluation

75. Session 6: Designing a leadership
programme
75www.ideacreation.org

76. Core components
• Leadership Forums (2 days x 3)
• Leadership inquiry project (ongoing)
• Action research groups (90 mins/month)
• Teamie collaboration portal (ongoing)
Elective components
• Mentoring (ongoing)
• Elective modules (2 hour modules offered twice a
year)
UWC Leadership Programme design
76

77. ARG ARG ARG ARG ARG ARG ARG
Communica
tion
Selection
Induction
Self review
based on
leadership
standards
UWCSEA Leadership Programme 2015-2016
August September October November December January February March April May June
Elective week 1
Needs based 90 min
additive modules after
school in an elective week
Action research groups ARG
(collaborative inquiry into common
topics, self-facilitated, meet
monthly and virtually in between)
ARG ARG ARG ARG ARG ARG ARG
Leadership
Forum 2
(2 days,
Feb 2016)
Reflection on
inquiry
Leading
teams,
coaching,
managing
people etc
Leadership
Forum 1
(2 days,
Sept 14 –
15
Develop
leadership
inquiry
Action
research
groups
Leadership
Standards
Leadership
Forum 3
(2 days
April 2016)
Showcase of
inquiry and
action
research
Celebrate
completion
Negotiate
next steps
Mentor – internal (major/minor year) or select one, external (skype?)
Leadership inquiry aligned with leadership standards and PLP goals
Teamie: collaboration platform (portfolio, discussion, resources )
Core
components
Elective
Components
(open to others in
school)
Developmental evaluation undertaken by UWCSEA team – data and sensemaking
Elective week 2
Needs based 90 min
additive modules after
school in an elective week
External
conferences etc
Second
cohort
(overlaps
and
connects
with first)

78. Leadership Lab Design Process
STEP 1
Scope
Form Core
team
Why?
Objectives
Who?
Needs and
gap analysis
Identify
potential
stakeholders
and partners
STEP 2
Co-design
Engage
stakeholders
Collective
intelligence
Design principles
Shaping and
testing
Designing what?,
when?, where?,
who? and how
much?
STEP 3
Confirm
Articulate
Negotiate
Finalise
Contract
STEP 4
Plan and
communicate
Logistics
Branding
Marketing
Selection
and
induction
STEP 5
Implement
and
evaluate
Facilitation
Liaison and
project
management
Data collection
Sensemaking
and fine tuning
Closure
See “Leadership Lab - Customised leadership incubators”
for more detailed process© Leadership Lab 2015

79. Session 7: Case study – The LinC
(Leadership in Community) Project
79www.ideacreation.org

80. Thriving incubators of leadership in communities
The LinC Project

82. How can we be sure that in 5 years, we
can be even more proud of our vibrant,
diverse and resilient communities across
wider Canterbury?
(as opposed to “Do you remember how
fantastic our communities used to be in
2013?”)
Why?

83. 83
people thrive in communities
which thrive with leadership
who thrive with support

84. Leadership Lab has gathered a diverse network of local, experienced and trusted people to support the
development and delivery process and subsequently spread this approach across the community
Tim Pidsley Chris Mene Anna Russell Chris Jansen Billy O’Steen Peter Cammock
Margaret Jeffries Jason Pemberton Tammi Martin Jolie Wills Sooze Harris Tessa Dodge Anake Goodall
Coralie Winn Ryan Reynolds l Stan Tawa Rachel Dougherty Jane Higgins Ria Schroder
LinC Facilitation and Evaluation team

85. 85

86. Objectives based on needs analysis
• Strengthened connections (emergent and
consolidated networks)
• Sharing expertise (information sharing across a
sustainable and connected network)
• Resiliency (renewed vision, wellness, hope,
optimism and capacity to contribute)
• Leadership (insight and self-awareness of
leadership style, values and ability to lead teams)
• Competence (increased skills and knowledge in
leading community development processes, project
design and project management)
All of these objectives could be measured with appropriate tools to evaluate progress

87. 87
How?

88. 88
Who?

89. Cohort 1
Cohort 2
Cohort 3
LSG
LinC
Facilitation
and
evaluation
team
Funders
Ripple effects are influential

92. 92
LinCFilm Youtube channel

93. 93

94. How has my
leadership
inquiry
developed?

95. “How have I moved forward in my thinking?
“What are the implications for me and my
school?”
95

96. Keeping in contact….
chris@leadershiplab.co.nz
www.leadershiplab.co.nz
96
bom@gapps.uwcsea.edu.sg