The video below, Did You Know 3.0, is the inspiration for the information contained on this page. We attempt to answer the question posed at the end of the video, "So what does it all mean" by discussing tools leaders can use to leverage sustainable change in the global environment in which we live and work. Enjoy the video, and consider our response!
Sustainability
“Sustainability is the capacity of a system to engage in the complexities of continuous improvement consistent with deep values of human purpose” (Fullan, 2005, p. ix).
“The term sustainability is widely used to express the need to live in the present in ways that do not jeopardize the future. When a process is sustainable, it can be carried our over and over again without negative environmental effects or impossibly high costs to anyone involved” (italics in the original, Senge, Smith, Krushwitz, Laur, and Schley, p. 17).
To ensure a clarity and consistency in the use of the term sustainability (emphasis ours), the researchers will use the above definitions from Michael Fullan and Peter Senge, et. al. in the discussion below. From these definitions, we can generalize that sustainable change is that which is continuous, can be repeated and last over time and not endanger the environment within which the transformation will occur.
“The term sustainability is widely used to express the need to live in the present in ways that do not jeopardize the future. When a process is sustainable, it can be carried our over and over again without negative environmental effects or impossibly high costs to anyone involved” (italics in the original, Senge, Smith, Krushwitz, Laur, and Schley, p. 17).
To ensure a clarity and consistency in the use of the term sustainability (emphasis ours), the researchers will use the above definitions from Michael Fullan and Peter Senge, et. al. in the discussion below. From these definitions, we can generalize that sustainable change is that which is continuous, can be repeated and last over time and not endanger the environment within which the transformation will occur.
Change Tools
Mental Models
The mental models process has been the subject of much research. In their paper Learning Organizations in Higher Education, Bui and Baruch reference both O’Connor and McDermott as well as Peter Senge in stating, “Mental models refer to deeply-held assumptions or metaphors through which people interpret and understand the world, and take action” (as cited in Bui & Baruch, 2012, p. 519). Additionally, Paul DiMaggio explains, “Mental models are, in part, a consequence of the range of cultural (socially constructed and recognized) elements that any group develops, and partly a result of how any given individual organizes the cultural information for their own use” (as cited in Leithwood et al., 2004, p. 64).
Given this, we can interpret that mental models are formed from both individual and group environments and that they are used in the decision making process. Successful leaders can embrace the mental models concept to support them leveraging sustainable change. The mental models process encourages leaders to listen to others around them, observe their environment, surface their personal and organizational values and beliefs, heed to the tides of change and react to all that they see and hear.
Given this, we can interpret that mental models are formed from both individual and group environments and that they are used in the decision making process. Successful leaders can embrace the mental models concept to support them leveraging sustainable change. The mental models process encourages leaders to listen to others around them, observe their environment, surface their personal and organizational values and beliefs, heed to the tides of change and react to all that they see and hear.
Organizational Learning
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Senge (1990, p. 14) defines a “learning organization as an organization that is continually expanding its capacity to create its future.” Organizations that thrive in this ever changing global economy are those that understand that in order to build sustainable organizations we must change our way of thinking and perceiving (Senge et al, 2008). Fullan (2008, p. 128) asserts “When people learn from each other, everyone can gain, without taking away from others.”
Successful leaders in the 21st century will be those who have the ability to learn and create an organization of learning. In his The Six Secrets of Change, Fullan’s Secret Four is The Learning is the Work. “The essence of Secret Four concerns how organizations address their core goals and tasks with relentless consistency, while at the same time learning how to get better at what they are doing” (2008, p. 76).
Successful leaders in the 21st century will be those who have the ability to learn and create an organization of learning. In his The Six Secrets of Change, Fullan’s Secret Four is The Learning is the Work. “The essence of Secret Four concerns how organizations address their core goals and tasks with relentless consistency, while at the same time learning how to get better at what they are doing” (2008, p. 76).
Systems Thinking
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According to Senge, Cambron-McCabe, Lucas, Smith, Dutton, and Kleiner (2000), systems thinking, the fifth discipline in learning organization that integrates the other four disciplines –personal mastery, mental models, building shared vision, and team learning, is the “Cornerstone of the Learning Organization” (Senge et al., 2000, p.55), “a framework for seeing interrelationships rather than things, for seeing patterns of change rather than static `snapshots`” (Senge et al., 2000, p. 68). Through the eleven laws of the fifth discipline, the systems thinking, leaders are encouraged to use continuous improvement through organizational learning and feedback loops (Appendix A, Senge, 2006). In essence, systems thinking means “stepping back and seeing the patterns that are, when seen clearly, intuitive and easy to grasp” (Senge et al., 2000, p. 23). It also allows the leaders to see their complex organizations with many constituents whose relationships are interdependent.
Systems thinking is needed in order for the leaders of 21st century to leverage successful change in their organizations. It is a cohesive model to management and views all critical processes in an organization to be interrelated. Understanding such interrelated relationships is important in helping leaders implement change in organizations to produce desired goals and achieve shared vision. Systems thinking can be used to alter leaders’ perspectives on their organization, their assumptions, their ways of thinking, and improve the organization effectiveness which are important skills for 21st century leaders to manage in the world of ever changing challenges.
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Transformational Leadership
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One of the leadership models that would best suit our schools and students in the 21st century is Transformational Leadership. The Johann Jacobs Foundation in Switzerland funded a study examines how transformational leadership can work at a central Ontario, Canada secondary school. The study investigates how by redesigning the culture, structure, policy and most importantly, relationships with the community can increase student success. This practice emulated from James Macgregor Burns’ concept of what leadership and expectations should be. As stated in James Kendrick’s journal article, Professional Safety, there are four factors: idealized influence, inspirational motivation, intellectual stimulation, and individual consideration, which transformational leadership must follow to ensure success (Kendricks, 2011). Additionally, the Johann Jacobs Foundation’s study also examines the impacts transformational leadership also has on various schools in central Ontario. This part of the study details the type of commitment that staff members were willing to make and their growth professionally. Continuous training, such as professional development workshop is important in ensuring higher level of performance from the staff (Kirbya, Paradisea, & King, 1992). While transformational leadership cannot be applied with the same cookie cut methods in every organization to guarantee success, it is important that it gets alter to fit its needs (Kendricks, 2011). As indicated from a study conducted by Kirbya, Paradisea, and King, good communication between the leaders and staff members would yield to a much more positive outcome because trust has been gained among everyone (Kirbya, Paradisea, & King, 1992). Thus, through effective training and collaboration among staff, leading to the feeling of trust and valued, it would yield higher caliber of work from both the staff and students.
Cooking the Conflict
Heifetz and Linsky used the classic 1957 film Twelve Angry Men to illustrate the concept of cooking the conflict (Heifetz and Linsky, 2002, pp. 114 - 116). In the film, the character played by Henry Fonda reluctantly takes on leadership role as the sole dissenting juror in a murder trial. Fonda's character challenged the perception of the other eleven jurors and a conflict quickly approached the boiling point. Fonda tells the other jurors that he wants to hear their thoughts on the guilt of the defendant and one by one the others share their points of view. Fonda is attacked personally and for a moment or two it even appears he might be attached physically. Fonda cools the situation by asking for a secret ballot offering to change his vote if he is the only voice for acquittal. The additional dissenting vote comes through and, for the next hour, Fonda skillfully raises and lowers the emotional temperature until the conflict is resolved and the jury comes to a decision to acquit.
The point of his illustration is that many types of challenges can push an organization into "disequilibrium" (Heifetz and Linsky, 2002, p. 111). The strong leader needs to know when to turn up the heat by drawing attention to the tough questions, by giving people more responsibility than they are comfortable with, by putting a spotlight on conflicts, and by protecting those who go against the flow to seek positive change. (Heifetz and Linsky, 2002, 9. 111). The strong leader also needs to know when to lower the temperature by looking at the technical parts of the problem, or by chunking the issue into smaller parts and creating time frames, decision rules, and clear role assignments. The leader may cool the situation by temporarily taking back responsibility for the tough issues, employing work avoidance mechanisms or by slowing down the process of challenging the norms and expectations. (Heifetz and Linsky, 2002, p.111). By carefully controlling the temperature while still keeping on the heat, the leader "cooks the conflict" until the conflict is done.
The point of his illustration is that many types of challenges can push an organization into "disequilibrium" (Heifetz and Linsky, 2002, p. 111). The strong leader needs to know when to turn up the heat by drawing attention to the tough questions, by giving people more responsibility than they are comfortable with, by putting a spotlight on conflicts, and by protecting those who go against the flow to seek positive change. (Heifetz and Linsky, 2002, 9. 111). The strong leader also needs to know when to lower the temperature by looking at the technical parts of the problem, or by chunking the issue into smaller parts and creating time frames, decision rules, and clear role assignments. The leader may cool the situation by temporarily taking back responsibility for the tough issues, employing work avoidance mechanisms or by slowing down the process of challenging the norms and expectations. (Heifetz and Linsky, 2002, p.111). By carefully controlling the temperature while still keeping on the heat, the leader "cooks the conflict" until the conflict is done.
Tools in Action
Mental Models. Systems Thinking. Organizational Learning. Transformational Leadership. Cooking the Conflict. All tools leaders can use to effect sustainable change in the 21st century. The video below was developed by the contributors to this website by combining our ideas with 3 Steps for 21st Century Learning (teacherhacks, 2007) to showcase these tools and how they can be effective by cooperating and collaborating with competition...enjoy!
Traveling Tools
In his book, The Six Secrets of Change, Michael Fullan describes how “Good theories travel across sectors of public and private organizations, and they apply to geographically and culturally diverse situations” (Fullan, 2008, p. 14). The collaborators of this website believe these tools also travel well across across all types of organizations, across global boundaries and to all types of leaders. As discussed above, these tools, when used properly, can effect sustainable change building better institutions of learning for all ages, private or public.