This document discusses building resilience for complexity. It begins with an introduction to the workshop given by Prof. Simon Buckingham Shum and Prof. Ruth Deakin Crick. It then discusses the importance of learning and adaptability in an era of rapid change. Several concepts are introduced that are important for resilience, including knowledge, skills, dispositions, mindful agency, hope and optimism, sense making, curiosity, creativity, collaboration, belonging, and openness to learning. Examples are given of each concept. The document aims to help students and staff reflect on their readiness for an uncertain future and build their capacity through developing these concepts.

1. Building your resilience
for complexity
Prof. Simon Buckingham Shum
Prof. Ruth Deakin Crick
Summer@UTS Workshop, 8th Feb. 2018
Connected Intelligence Centre
https://utscic.edu.au/event/resilience-complexity
School of Education
UTSCRICOSProviderCode:00099F

2. ‘Enhancing human
adaptability is 90%
about optimising for
learning’
Eric Teller – CEO Google X

3. https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_term=.83f03c5ccd6a

4. https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_term=.83f03c5ccd6a

5. https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/20/the-surprising-thing-google-learned-about-its-employees-and-what-it-means-for-todays-students/?utm_term=.83f03c5ccd6a

6. The ability to learn is critical to adapting to the pace of change
Human Adaptability to Technology Change
‘Enhancing human
adaptability is 90% about
optimising for learning’
Eric Teller – CEO Google X
Adapted from Deloittes Human Capital Trends Report 2017

8. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
Industry Summit IS2016
The Future of Jobs:
World Economic Forum Davos 2016

9. Institute for the Future
http://www.iftf.org/futureworkskills

10. utscic.edu.au
Institute for the Future
http://www.iftf.org/futureworkskills

11. How strong is your T?
11
http://tsummit.org/t

12. 12
We develop analytic tools to help UTS students and
staff reflect on their readiness for this complex,
uncertain future, and build their capacity

13. What is it that enables a person or a team
to become resilient in the face of
uncertainty, risk and challenge?
— and to mindfully transform adverse
situations into positive growth and wellbeing?

14. “Knowledge of methods alone will not
suffice: there must be the
desire, the will, to employ
them.
This desire is an affair of personal
disposition.”
John Dewey
Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Co, Boston, 1933
Knowledge, Skills & Dispositions

15. “It’s more than knowledge and skills. For the
innovation economy, dispositions
come into play:
readiness to collaborate;
attention to multiple perspectives;
initiative;
persistence;
curiosity.” Larry Rosenstock
High Tech High
San Diego
hightechhigh.org
LearningREimagined project: http://learning-reimagined.com
Larry Rosenstock: http://audioboo.fm/boos/1669375-50-seconds-of-larry-rosenstock-ceo-of-hightechhigh-on-how-he-would-re-imagine-learning
Knowledge, Skills & Dispositions
15

16. “One of the key issues emerging from these
findings was the learner’s orientation
towards the unknown,
uncertainty and ambiguity, and
their tendency to either retreat from it or
move into it. The former effectively precludes
deep learning, and the latter is the beginning
point for it.”
Ruth Deakin Crick & Chris Goldspink
Deakin Crick R. and Goldspink G. (2014) Learning Dispositions, Self-theories and Student Engagement, British
Journal of Educational Studies, 62,1,1-17. DOI: http://dx.doi.org/10.1080/00071005.2014.904038
Knowledge, Skills & Dispositions

17. Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C.
(2015) Developing Resilient Agency in Learning: The Internal
Structure of Learning Power. British Journal of Educational
Studies, vol. 63, Issue 2, pp.121- 160.
DOI: http://dx.doi.org/10.1080/00071005.2014.904038
17
Mindful Agency
Sense Making
Creativity
CuriosityBelonging
Collaboration
Hope and Optimism
More Rigid
Persistence
More Fragile
Dependent
Orientation to Learning

18. Deakin Crick, R., Huang, S. Shafi A. & Goldspink C. (2015): Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies,63, 2,121 160.

19. Rapid feedback for self-directed change
Learners
Teachers
Leaders
System
leaders
Immediate visual feedback as
spider diagram for coaching and
personal change
Histograms with basic statistics
anonymised for a selected
group for diagnosis and strategy
More detailed anonymised
descriptive statistics for
organisational learning and
leadership decisioning
Raw anonymised data
exported for sophisticated
analysis and research
low medium high
Learning power
70.00
72.00
74.00
76.00
78.00
80.00
MeanofLivingmyvirtuesandvalues

20. MINDFUL AGENCY
is taking responsibility for your own
learning. It’s about how you manage your
feelings, your time, your energy, your
actions and the things you need to
achieve your goals. It’s knowing your
purpose - then knowing how to go about
achieving it; stepping out on the path
towards your goals.
20

21. HOPE AND OPTIMISM
is being confident that you can change and
learn and get better over time. It is helped by
having a positive learning story to reflect upon,
that gives you a feeling of having ‘come a long
way’ and of being able to ‘go places’ with your
learning.
21

22. SENSE MAKING
is making connections between ideas,
memories, facts - everything you know - linking
them and seeing patterns and meaning. It’s
about how ‘learning matters’ to you,
connecting with your own story and things that
really matter.
22

23. CURIOSITY
is your desire to get beneath the surface,
find things out and ask questions, especially
‘Why?’ If you are a curious learner, you
won’t simply accept what you are told
without wanting to know for yourself
whether and why it’s true.
23

24. CREATIVITY
is using your imagination and intuition,
being playful and ‘dreaming’ new ideas,
having hunches, letting answers come to
you, rather than just ‘racking your brains’
or looking things up. It’s about going ‘off
the beaten track’ and exploring ideas.
24

25. COLLABORATION
is how you learn through your
relationships with others. It is about
knowing who to turn to for advice and
how to offer it too. It’s about solving
problems by talking them through,
generating new ideas through listening
carefully, making suggestions and
responding positively to feedback.
25

26. BELONGING
reflects how much you feel you belong as part
of a ‘learning community’ – at work or at
home, or in your wider social network. It’s
about the confidence you gain from knowing
there are people you learn well together with
and to whom you can turn when you need
guidance, support and encouragement.
26

27. OPENESS TO LEARNING
is being open to new ideas and to challenge
and having the ‘inner strength’ to move
towards learning and change, rather than either
giving up and withdrawing or ‘toughing it out’
and getting mad with the world. Becoming
more open to learning is like a pathway to all
the other dimensions of learning power, just as
the other dimensions also help you become
more open to learning.
27

28. Carol
Description
o Carol loves her job and works long hours. Her role
allows her to be creative, and to see the impact of
her work.
o She’s worked in infrastructure services for 30
years, and worked for her current company for 15
years.
o She has good relationships with all her colleagues,
and socialises with them regularly. However, she
wouldn’t describe them as friends.
o She leads a department and describes her
leadership style as ‘directive’. She feels this is
necessary given the risk to the company if the
services are not successful.
o She relies on her experience when designing new
projects and has little interest in new engineering
initiatives such as net postive infrastructure or
BIM. She finds them interesting, but doesn’t see
how they could increase the company’s
performance.
o She feels she has had to fight hard to get to her
current position, and to keep it, however she
enjoys this challenge.
Mindful
Agency
Hope and
Optimism
Collaboration
Belonging Curiosity
Creativity
Sense
Making
Rigid
Persistence
Fragile
Dependence
Openness to learning
Key Information
Name: Carol
Age Range: 45-54
Role: Head of Maths Faculty

29. Jon
Description
o Jon was attracted to Engineering as he always wanted to
know how things worked and how he could make them
work better.
o He has a talent for bringing together diverse pieces of
information to help solve problems. In his previous job,
this led to him being promoted rapidly.
o Jon has been with his current company for 18 months. It
was a promotion for him, and he is really interested in the
new company’s approach to the future of infrastructure.
However, he spends more time managing people than
addressing engineering challenges.
o He is part of a team of 4 senior managers, however, they
tend not to speak to each other and a lot of the
communication is via email.
o In this senior role he feels that he spends a lot of time
fighting against others for resources rather than
collaborating to achieve a common goal.
o Jon used to be really keen to advance professionally, but
given that he’s not happy in his senior role, now he’s not so
sure.
Mindful
Agency
Hope and
Optimism
Collaboration
Belonging Curiosity
Creativity
Sense
Making
Rigid
Persistence
Fragile
Dependence
Openness to learning
Key Information
Name: Jon
Age Range: 35-44
Role: Senior Teacher STEM

30. Rose
Description
o Rose won a place on the graduate scheme at a well known
University. She’s proud of this as the competition was
intense.
o She’s very good at remembering information and
processes, which served her well on her original Maths
degree. However, she is struggling with the different
expectations of the workplace environment.
o She is popular with the other graduates and is good at
working with others.
o Rose is extremely ambitious and wants to be company
director by the time she is 40. However, she’s not sure
what sort of company she wants to be a director of.
o As a graduate trainee, Rose receives regular feedback. She
was shocked that her manager suggested that she did
some additional work around setting goals and putting
together action plans. He also suggested that she needed
to do a lot more of her own research and critical thinking,
and to come up with solutions herself, rather than relying
on others.
© Learning Emergence LLP 2015
Mindful
Agency
Hope and
Optimism
Collaboration
Belonging Curiosity
Creativity
Sense
Making
Rigid
Persistence
Fragile
Dependence
Openness to learning
Key Information
Name: Rose
Age Range: 18-24
Role: Graduate Trainee

31. https://youtu.be/jGWLA6WgehA

32. Throughout undertaking my
initial teacher training my
Learning Power profile
represented by CLARA has
changed in a significant way.
My second CLARA profile taken 4
months later shows great
improvement to belonging and hope
and optimism. The most significant
change has been part of the UTS Insite
group where we would routinely
discuss our personal thoughts as we all
progress as teachers. I am now able to
see how powerful learning device that
can be created by working as a team
and being able to freely share
thoughts, ideas and even
shortcomings to a supportive group.
The sense of belonging I believe has
helped reshape me as a learner and is
reflected in my shift towards open
readiness.

33. Learning Relationships for Leaders
• Supporting the learning in making their own decisions
and taking responsibility for their own learningCoach
• Showing the learning how to do something that the
Mentor already knows how to doMentor
• Presenting expert knowledge – representing existing
funds of knowledgeExpert
Peer
• Facilitating the resolution of personal and social
challengesCounsellor
Learning together on the job with peers – collaboratively
solving problems.

34. Hands-on exercise:
coaching conversations around
your CLARA profiles

35. No Advising
No Fixing
No Helping