Download - Developing Learning Community
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Navigating the Sea of Complexity: Leadership in the 21st Century.
Ken Otter, Director of Leadership Studies, Saint Mary’s College of California
July 16, 2009
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The world has changed, is changing, and will change...
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“Toto, I've a feeling we're not in Kansas any more” ~Dorothy in the” Wizard of OZ”
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We are called to respond
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Slide 5
Like the new world explorers of Old Europe, we are navigating uncharted waters
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We need to update our maps
Slide 6
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Slide 7
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Or may be it is more like this…
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Slide 9
We need not only new maps, but multiple maps
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Slide 10
Worldview Modern--simple Modern-complex Post-modern Integral
Leader Orientation
Autocratic/
Authoritarian
Authority--based
Managerial/
Administrative
Facilitative/
Enabling
Influenced based
Participatory/
Collaborative
Leadership
Perspective
Individual Individual Relational Intrinsic to social processes
Locus of Authority/Power
In the person In position, policies and procedures
Shared Distributed & Emergent
Environment Stable Stable with slow change Complex and Dynamic Interdependent
Key Values Safety/Security
Self-interest/Control
Obedience/Duty
Achievement/Success
Efficiency/Planning
Integration/Wholeness
Adaptability/Flexibility
Empathy/Presence
Truth/Wisdom
Global Justice/
Sustainability
Metaphor Parent/ruler Machine Organism Gaia
Leadership along a Continuum of Complexity
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Slide 11
21st Century Leadership is full spectrum leadership
Each phase or world-view includes and transcends the previous
By educating in the more complex, people can flex to the less complex
The capacities and competencies in leadership have both inner and outer orientations
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Slide 12
Seven threads of our program
1. Learning community2. Multiple ways of knowing3. Values development4. Systems thinking5. Cross-cultural capacity6. Transformative Learning7. Participatory learning and inquiry
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Learning Community: Key Premises
Develops capacities and skills from right side of the continuum, e.g. emotional and social intelligence
Creates necessary conditions for individual and group learning
Individual and group development are seen as mutually enhancing
Offers a learning laboratory and a practice field
Provides a social analogue for real world activity, and enhanced transfer of learning
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Individual Group
•Unique initiative, skills, and gifts offered;•Value priorities registered;•Preferences and perspectives shared;•Goals & expectations identified.
•Basic group infrastructure forms;•Shared purpose, agreements established;•Basic interaction patterns emerging;•Membership decided;•Foundational trust and safety present;•Coordination taking place; •Diversity acknowledged;•Multiple perspectives evident•Sense of connection emerging.
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Individual Group
•New understanding of self—gifts, strengths and limitations;•Increased openness & vulnerability;•Revised value priorities;•Wider frame of reference achieved;•New intrapersonal and interpersonal capacities developed
•Increased collaboration;•Purpose redefined;•Roles are fluid; •Varied perspectives are encouraged;•Shared learning occurs;•Conflict redefined as resource;•Unexpected meanings, decisions, results get made.
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“The cohort learning provided a forum for open and honest dialogue… (The) solid trust, built over time, allowed for the freedom of new ideas and the creation of openness to ideas which were not present at the beginning of the program…. They changed because of openness to new individuals, dialog and the deeper quest for understanding.”
C.V. Private Sector, Director
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“Being a part of the learning community allowed me to have meaningful exchanges…further broadened my worldview…(through )being open and honest,…seeking to understand, and appreciatively inquiring. “
TL—Public Sector, Director
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“The relationships that are formed…allowed me a freedom of exploration through the material that aided my learning. Having others, whose opinions I valued, there to vet my thoughts and challenge me, served to create emergent thought, new ideas and definitely facilitated my learning.”
M.F.--Private Sector, CEO
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“Nowhere in my academic experiences have I thought more deeply about how I hold myself and my awareness of others, especially those from other cultures. I clearly believe that my social consciousness has risen greatly, along with my awareness and sensitivity of cross-cultural interaction…that has translated to both a greater understanding and sensitivity that has afforded me more in-depth growth as a person and as a professional.”
B.L.—Private Sector, VP
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The 7 C’s of Developing Learning Community
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Care Communication
Contact
Coordination
Community IntelligenceCommunity Intelligence
Creativit
y Connection
Collaboration
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The word “intelligence” is derived from the Latin word “intellegere”
(legere meaning gather or bring together, and inter meaning between or within)
The capacities of discerning the world brought before us, toward what is meaningful
Leadership education through the development of learning community is a strategy for developing multiple ways of knowing and intelligences.
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COMMUNITY INTELLIGENCECOMMUNITY INTELLIGENCE
SOCIAL
EMOTIONAL
KINES
THET
ICANALYTIC
PRACT
ICAL
AESTHETIC
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The new global reality
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requires new maps and models of leadership,
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which require new
and different learning goals and outcomes in leadership education,
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which also require innovative designs for learning.
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The new global reality requires new maps and models of leadership, which require new and different learning goals and outcomes in leadership education, which also require innovative designs for learning.
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Thank you!