Transcript Strategic Adaptive Action Planning
Springfield Public Schools
Generative Adaptive Action Planning – a new model for strategic planning
Quickly changing, turbulent landscape Relevant, cost effective, and transformative Help individuals, teams, schools and districts respond and adapt to new demands and emerging issues
• Traditional Strategic Planning Provides a 3-5 year path of planning that is definitive and set Generative Adaptive Action • Provides a path that shifts as needed to respond and adapt to environmental changes • Assigns small number of goals at top; unlimited activities at worker level with multiple and often unconnected measures of success • Separates long-range planning and strategic work from daily routine • • Offers general organizational direction and success measures, with opportunities for decision making and contribution at the worker level Integrates organizational strategic work into daily routine • • Works from a “snapshot” of the organization at a point of time that is frozen in the plan • Works from a “video” perspective of organizational needs and action over time Assumes forces for change can be itemized and managed • Adapts to significant change in both the local and larger environment • Assumes forces for change must be met and considered as they emerge
Adaptive Action Planning Background
Research Experience Ball Foundation
Generative Adaptive Action: WHY?
How can public school systems plan for moving forward in a culture of schooling that is highly diverse and massively entangled with government mandates, vendors, customers, competition and other sources of influence and pressure?
How can public school systems plan for and work toward a future they can neither predict nor control?
Complex Adaptive System
1. High dimension – Adaptive capacity means we are able to deal with high levels of diversity (of all kinds) 2. Open - requiring us to pay attention to and be accountable for our impact on and support for the whole, part, and greater whole.
3. Non-linear - requiring us to engage with today's experiences to make meaning of and learn in preparation for tomorrow's work
Strategic Landscape
Seeking Learning Adapting Operating
© Mary Nations, adapted from R. Holladay, D. Cheesbrow, HSD
Strategic Landscape
What patterns are forming and how might they impact us?
What are the top areas for adjustment and/or improvement?
How might we build capacity for those areas?
To what timeline?
© Mary Nations, adapted from R. Holladay, D. Cheesbrow, HSDI Nations Alliance LLC * [email protected]
* 919 789 1010
Adaptive Action – WHAT?
• A process that enables people to respond to their environments in coherent and productive ways.
• Adaptive Action assumes that, although human systems may seem hopelessly complex and unpredictable, in fact, patterns emerge from the dynamics of these systems.
• Adaptive Action provides a systematic approach to identifying these patterns and responding appropriately.
• People can learn from their experiences and work together to influence systems toward more coherence and greater sustainability.
Adaptive Action – WHY?
• Focus on persistent issues in practice.
• Move toward patterns that are both coherent and adaptive. • The goal is to work together in healthy and sustainable ways to respond to changes in the system, in its parts, and throughout the greater whole.
Adaptive Action – HOW?
What?
An intentional, reflective process based on three questions Now What?
So What?
Strategic Landscape
Seeking
Identify emerging opportunities
Learning
Explore shifts and options
Adapting
Establish/strengthen fit with environment/partners/allies
Operating
Define & sustain core functioning Eliminate what is no longer needed
© Mary Nations, adapted from R. Holladay, D. Cheesbrow, HSDI
Generative Adaptive Action: WHAT?
Purpose statement that is ‘good enough’ to move the district forward – open to review as environment dictates Frequent conversations among and between Cabinet; Site Leadership; Teachers; Support Staff – alignment must be constantly explored Small number of strategic priorities pursued by everyone across the district Talk and action are closely connected and frequently evaluated Measurements that are based on a variety of relevant factors
An integrated review of the past through the lens of personal, organizational and world events and milestones.
Allows us to develop a picture of where we have been and how we got there.
To create a shared frame of mind/reality for the work we are doing.
Identify patterns in our history and present.
Goals, Goals, Goals, Goals Strategic Priority Structures Simple Rules Purpose
Provide the highest level of learning for all and create and maintain a culture where learning never ends
To identify and clarify organizational values.
Define how we will work together to make our values come to life.
Design structures that support how we will work together.
Springfield’s Simple Rules
Teach and Learn in every interaction Reinforce strength of self and others Behave cooperatively to help all do their best Demonstrate commitment to the part, the whole, and the greater whole Actively embrace genuine curiosity Find common ground
Structures
Access to: People Information Resources – time, money
To immerse us in our collective concerns, face the confusion, and provide a basis for all talking about the same world.
We create a picture of all the issues and trends impacting the system’s current reality.
Connect patterns above to trends, issues that are impacting our school.
Identify the top three issues on the mind map that, . . .
if addressed, they would hold the greatest potential to support the success of all students learning at high levels.
Use Data and Expertise
Springfield’s Strategic Priority
Establish high expectations and supports for all to be successful.
Ongoing, iterative cycles of inquiry Daily work designed to support strategic priorities Frequent evaluation and assessment of work Follow according to our simple rules while standing in inquiry.
Work of Springfield Cabinet
Research review – complexity and human systems dynamics Build skills for generative conversations Gain understanding and ability to use Methods and Models for complexity
Adaptive Action Radical Inquiry Generative Engagement Landscape Diagram CDE Model Architectural Model Four Truths Conflict Circles Change Maturity Model
Next Steps
Create Adaptive Action plans by stakeholder groups as identified Begin Adaptive Action