Leadership
This Workshop Series provides a set of opportunities for participants to explore the
concept of "collective leadership." Unlike personal and individual leadership,
which tend to focus more on development of self and effective use of power from position
and status in hierarchies, collective leadership considers shared responsibility for
experimentation and committed collaboration within a community of learning leaders. Learning
Community
This term might best be described by what it "looks like" in practice. A
learning community looks like people exhibiting genuine respect for each other. It looks
like individuals who are comfortable with shared responsibilities and possessing an
unflinching curiosity about "hot" issues. It also looks like a place of safety,
i.e., a practice field, where new ideas and behaviors may be "tried on" in the
pursuit of ways that work rather than right answers.
Change Process
The process of change will be explored as a major topic during the Workshop Series. We
will examine how and why change occurs in an adaptive social system. We will explore
change as an unfolding phenomenon wherein response to sustained disequilibrium is of
greater importance than attempts to subdue and control. We will outline the key factors
that indicate progress in purposeful change.
Mental Models/Metaphors
As learners and influencers of change within our institutions, we are challenged to make
explicit representations (perhaps memorable, visual, or specific), that are useful in the
accumulation of collective knowledge. Mental models include a variety of conceptual
frameworks and multi-disciplinary expressions that facilitate learning. Metaphors are
those figures of speech that help frame issues and ideas in a way that people can easily
grasp.
Experiences/Case Studies/Stories
Experiential learning moments are activities designed so that participants experience
various dynamics and interactions and then have the opportunity to reflect on and learn
from them. Case Studies are descriptions from organizational literature, or actual events
occurring at the grantee institutions, of activities aimed at creating intentional change.
We will encourage participants to provide experiential case studies illustrating a wide
range of learning and impact.
Issues as a Learning Vehicle
Compelling current issues, such as faculty reward, institutional partnerships, and student
access will be examined. The intent is not to resolve these issues, but rather to use the
issues as vehicles to extract learnings that have broader application for the larger
system and for purposeful change.
Spirit / Energy
Each learning moment is infused with, or surfaces, the energy and
spirit of possibility within us as individuals, and within the learning community at
large. The Workshop Series will offer numerous opportunities to expand our capacity for
both individual and collective learning.
"Stuff"
Learners need "stuff," i.e., collateral/supplemental
materials that are both meaningful and reproducible be made available to Workshop Series
participants. These materials will be constantly evolving works that contribute to
collective knowledge growing within the groups that attend, and will be useful for sharing
with colleagues at home. Each Workshop will include new and modified materials for
reference and application.
Beauty
Our intent is to draw upon the collective beauty of diverse
individuals and institutions. Our experiences will be much more than cognitive exchanges,
but rather, unique learning moments that reflect the beauty and artistry that is inherent
in each of us and our institutions.
Fun
To the degree that we are individually and collectively enjoying
ourselves, our learning is enhanced. Research has proven that profound learning is
amplified when accompanied by humor, creativity, whimsy and playfulness. Be prepared to
indulge in the joys of each Workshop as a "rad leadership spawn trip!"
Organizing Purpose and Principles
An organizing purpose is a statement of commitment to
organization members and affiliates about what the organization provides, who benefits,
and what difference that makes. Organizing principles are strongly held beliefs
about an organization that explain why people belong to it. Together, organizing purpose
and principles project the unique identity and integrity of an organization and establish
the construct for deliberate and adaptable organization behavior to occur.
Formal System
A set of recorded policies, procedures, programs, reporting relationships, and funding
allocations for which the organization has legal, fiduciary and programmatic
responsibilities. These written "rules" govern the general behavior patterns of
organization members while respecting the organization's purpose and principles.
Informal System
A set of all organization behaviors not specifically addressed by the dictates of the
formal system yet still honoring the purpose and principles of the organization. The
dynamic and sometimes spontaneous behaviors of the informal system find ways the
organization can fulfill its commitments despite inadequacies of the more rigid formal
system.
Local Learning
Discovering ways that work within the informal system of an organization.
Global Learning
Moving and applying what works in one place in the informal system of an organization
to another place in the informal system of same organization (institutional learning), or
in the informal systems of affiliated organizations (systemic learning).
Institutional Change
Aligning an organization's formal system (policies, procedures, programs, structure,
funding) in response to what is being learned in its informal system.
Systemic Change
Modifying the formal systems of multiple organizations in concerted response to the
interactivity among, and global learning in, their informal systems.
Disruption
An intentional action or set of actions initiated within the informal system of an
organization that dislodges people from behavioral routines they take for granted. This
presents other ways of perceiving and responding that leads to greater experimentation and
learning overall.
Change Strategy
An integrated set of disruptions designed to make local learning in the informal
system explicit, broaden the scope of local learning so global learning occurs, and
introduce means by which institutional and systemic learning is reflected through
responsive changes in the formal system(s).
Such a change strategy has five dimensions:
Spontaneous Forums - convening people wearing their
informal systems' hats.
Relevant Agendas - having conversations that make a
difference about topics that make a difference.
Rampant Experimentation - making and fulfilling
commitments to find ways that work (local learning).
Interactive Learning - connecting local learning
experiences across internal and external organization boundaries to produce opportunities
for global learning (institutional and systemic learning).
Formal System Influence - synthesizing global learning and
moving it into the formal system such that changes in policies, procedures, programs,
structure, and funding occur.
Integrated Structure
An engaging set of forums that persists through changes in membership, agendas, and
learning, yet maintains a high level of influence with the formal system(s) and preserves
its integrity as something vitally different than the formal system.
Collective Leadership
The type of leadership demonstrated by members of integrated
structures. Collective leaders represent no position within a formal system as individual
leaders do, nor do they favor particular ideologies as with those practicing personal
leadership. However, they have the capacity and share the responsibility to convene,
commit, and connect across informal systems and, ultimately, influence change in formal
systems.
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