Transcript IN TRIADS - Learning Network

JOHN EDWARDS & BILL MARTIN
WAEC
MAXIMISING LEADERSHIP CAPACITY
Tuesday May 11, 2004
EDEN PARK
LEVELS OF PERSPECTIVE
Vision
Mental Models
Systemic Structures
Patterns of behaviour
Events
L
E
V
E
R
A
G
E
MENTAL MODEL LEADERSHIP
Long term
Focus on culture and vision
Defines the future
Aligns people with the vision
Inspires people to make it happen despite
obstacles
(John Kotter)
MENTAL MODEL MANAGEMENT
Immediate future
Focus on structure and systems
Planning, budgeting, organising,
staffing, controlling, and problem
solving
(John Kotter)
KOTTER - VISION
Shared vision prevents conflict and
non-stop meetings, allowing people to
work more autonomously while still
working interdependently.
Without a vision to guide decision
making, every tiny decision can
become an interminable debate.
MENTAL MODEL PROACTIVITY
VISION
Creative
Tension
Focus on what
we want to
create
Reactive
Tension
Focus on how
we feel and on
getting rid of
bad feelings
Structural
Tension
CURRENT
REALITY
(Robert Fritz)
THE THREE MAJOR SOURCES
OF STRESS IN OUR LIVES
Having to make a large number of decisions
with serious consequences for error.
Having no real sense of personal power or
efficacy.
Having no idea of how well or poorly you are
doing.
CARL ROGERS - 1
“Through my experience I’ve found that
there is one main obstacle to
communication: people’s tendency to
evaluate. Fortunately , I’ve also
discovered that if people can learn to
listen with understanding, they can
mitigate their evaluative impulses and
greatly improve their communication with
others.”
CARL ROGERS - 2
“We can achieve real communication and
avoid this evaluative tendency when we
listen with understanding. This means
seeing the expressed idea from the other
person’s point of view, sensing how it
feels to the person, achieving his or her
frame of reference about the subject
being discussed.”
FACILITATIVE QUESTIONING
Help the person to find their OWN insights into
their OWN issues.
Focus totally on the person being questioned LISTEN to them.
Ask questions to genuinely try to understand
what they are saying.
Keep out your own agendas - do not try to “fix”
the person or give them your answers.
Have total respect for the person being
questioned.
(Edwards & Butler 1994)
ACTION LEARNING - Revans
ACT
ACT
DESIGN
REFLECT
ACT
GATHER
DATA
GATHER
DATA
DESIGN
REFLECT
PRACTICE FIELDS - Schein
If everyone is fully engaged in doing the
everyday work, they are likely to become
maladaptive as the context changes - you must
set up practice fields.
Practice fields provide time and space for
groups to test new behaviours, allow themselves
to make errors, and turn information into
knowledge through action learning.
If they are successful, for a time they will be
working differently to the rest of us - we must
support them in this.
Two types of fields: Structural - Pedagogical
TRANSFORMATIONAL LEARNING
L+
clear
understood
flows
time
confusion
frustration
angst
L-
THE PIT
WALLBESSER - EVALUATION
Evaluation is gathering information for decisionmakers.
YOU THEN ASK 3 QUESTIONS:
Who are the decision-makers?
What are the decisions they want to (have to)
make?
What will convince them one way or the other?
CHALLENGE / SUPPORT
MATRIX - Daloz
CHALLENGE
S
U
P
P
O
R
T
HIGH
LOW
HIGH
GROWTH
CONFIRMATION
LOW
RETREAT
NO CHANGE
CHALLENGE / SUPPORT
PPK - BASED MATRIX
CHALLENGE
HIGH
Growth
S
U HIGH
P
Pressured
P
O
Independence
R LOW
T
Retreat
LOW
Confirmation
Confusion
Recovery
No Change
DREYFUS MODEL
Rule
Governed
Behaviour
PPK
Basis
For
Action
Read
the
Context
Novice
Beginner
Competent
Proficient
Expert
LEADERSHIP ROLES
MODEL
ARTICULATE
TEACH
LEADERS ALIGN THEIR PEOPLE
ONE VOICE
ONE MIND
BILL MARTIN SHARED VISION PROCESS
•
•
•
•
•
•
•
Inquiry Probes
Shared Vision
Research Plan
Task Identification, Sequencing
Long Term Plan
Stewardship Conferences
Implementation - Action
Learning Spirals