Learning System
Yesterday, during a leadership development gathering we got into a discussion about developing a coherent “high-quality learning system.” We then talked about defining a learning system. Here is what I came up with:
A high-quality learning system is a structured framework designed to facilitate effective education by incorporating key components that enhance the learning experience. It is differentiated to meet diverse learner needs, responsive to feedback and changing circumstances, relevant to real-world applications, transferable across contexts and disciplines, rigorous to ensure depth and mastery of content, and usable by learners to apply knowledge confidently in practical situations. Together, these elements create an environment that promotes meaningful, adaptable, and enduring learning outcomes.
A few other elements of a high-quantity learning system that I subsequently considered for addition were:
- Consider the development of the adults facilitating learning. This would be andragogy – the method and practice of teaching adult learner.
- Making sure an environment, with the necessary supports, is created so students belong.
- Provide a supportive learning ecosystem – culture, family, community, resources
All of these considerations should help lead to a responsive learning environment.
Change Leadership: The Iceberg Analysis and Perception Versus Reality
Back in August, a group of leaders and I got to do a presentation on next steps in a change leadership case study. Our task was to make a pitch promoting next steps using one of the five key tools of change.
The five key tools of change are:
- Problem statement;
- Stakeholder mapping;
- Iceberg analysis;
- Causal loops;
- Iteration and testing.
Our team chose to use an iceberg analysis. The iceberg analysis is a key tool in change leadership that helps identify underlying issues that are not immediately visible. Just like an iceberg, only a small part is seen above the surface, while the larger, more significant concerns lie beneath. By exploring these hidden aspects—such as underlying beliefs, assumptions, and cultural patterns—leaders can address root causes of challenges, fostering meaningful and sustainable change within our organizations’ systems.
In the context of the case study we were given, we chose to expand the metaphor of the iceberg (which is the point of this post) even further by creating a bigger iceberg (see the featured photo to see my graphic recording of the presentation) that encompasses the original. Sometimes we consider the iceberg as what we see above the surface and imagine is below the surface, but sometimes the iceberg is bigger than what we see above and below the surface. We called this perception versus reality.
All the data in the case study we were using, which was related to systems change in a school educational system, had been collected qualitatively using administrator perceptions. We wanted to know if the positive perceptions held by administrators was reality for the teachers. Check out our graphic perceptions/realities in the photo inset (don’t miss our penguins).
This iceberg analysis that includes perception versus reality is such an important part of change leadership. Does perception meet reality? Great leaders care whether perception is reality. In the context of the case study, we needed to know if all the changes being made in this school’s systems were being experienced by the teachers in the same way as the administrators perceived them to be. Furthermore, this speaks to another key tool of change, stakeholder engagement. The teachers are an important internal stakeholder in the community that was being formed in the case study school.
Our Portable Assets: Skills and Reputation
Something I believe is important for young people and adults alike to understand is that our skills and reputation are portable assets. These qualities are valuable resources we carry with us across different situations, careers, or environments.
Skills are like tools in our personal toolkit—they can be applied in various roles or industries, making us adaptable and versatile. Our reputation, which is built on trust, credibility, and how others perceive us, can also follow us from one job or community to another, often opening doors and creating opportunities.
We must remember and make sure that our students and young adults understand that both skills and reputation are assets that aren’t tied to a specific place or time; they can be transferred and utilized wherever we go, helping us succeed and grow regardless of the particular circumstances.
Don’t Let Others Limit You
This is another post inspired by the students at Shields Valley High School in Clyde Park, Montana. I was in Montana all this week doing a student leadership development event. These students were very engaged and thoughtful. I took lots of notes from their thoughts that inspired me. I’ve already blogged about this event once in Grounded in the Present: Embracing the Power of Being Where Your Feet Are. Another great comment made by a student was “You are not limited by other people.” I loved this because so many times we let others limit us by letting them influence what we are doing, by telling us what we should be doing, by letting our parents live vicariously through us, telling us we can’t do something, negativity, or other ways.
We stopped a moment to discuss this comment. These students were very cognizant of how others can limit us. We can all learn several valuable lessons from thinking about not being limited by other people. Here’s how:
- Empowerment and Self-Potential: We are encouraged to recognize that our abilities and potential are within our own control. External opinions or doubts shouldn’t define what we can achieve.
- Resilience Against Negative Influences: We often face peer pressure or criticism. This phrase reminds us that we are not confined by others’ perceptions, allowing us to stay true to our vision and values.
- Independent Thinking: It promotes confidence in making decisions based on our own judgment instead of being overly influenced by others’ expectations.
- Encouraging Innovation: When we understand we aren’t limited by others’ beliefs about what’s possible, we’re more likely to pursue creative ideas and initiatives.
- Fostering a Growth Mindset: Recognizing that limitations aren’t imposed by external sources motivates us to focus on our personal growth and continuous improvement.
Overall, these high school students gave us a powerful reminder for to trust ourselves, embrace our unique strengths, and not let external judgments restrict our personal journey.
Grounded in the Present: Embracing the Power of Being Where Your Feet Are
This week I’ve had the honor of being in Clyde Park, Montana at Shields Valley High School doing leadership development for high school students involved in FFA, BPA, student council, volleyball, basketball, and football. It has been a great week working with the students around the theme of “Everyone Is A Leader.” As is always the case, I am being inspired by the students as much as they are by me. One of the students, FFA officer Andrew Long, made the very profound comment on our first morning together that, “we need to be where our feet are.” This fit so well with our discussion of leading from where we are and that everyone is a leader and very quickly became a theme we kept coming back to.
The phrase “we need to be where our feet are” means to fully focus on and be present in the current moment or place. It encourages mindfulness and paying attention to our immediate surroundings, rather than being distracted by past concerns or future worries. Essentially, it’s a reminder to stay grounded and engaged with what’s happening right now.
The leadership lesson from the phrase “we need to be where our feet are” is the importance of presence and mindfulness in leadership. As a leader, being fully engaged in the current moment allows us to better understand our team’s needs, make thoughtful decisions, and respond effectively to challenges. It encourages leaders to listen actively, be attentive to details, and prioritize the task at hand, rather than getting distracted by future uncertainties or past mistakes. Ultimately, it promotes authentic leadership rooted in awareness and connection, fostering trust and clarity within our team.
Experiences Over Experience
Today during a discussion with National FFA Teacher Ambassadors about who we influence and how we influence others, a teacher commented that sometimes she worried she lacked influence because others viewed her as not having enough years experience. This teacher is going into her third year of teaching and went on to say she has had a lot of experiences that others with more years of experience have not had. Did you catch the distinction here? I loved this and it is something I have always told teachers I’ve coached or mentored: Experiences trump experience!
While the number of years someone has spent in a field can give a general sense of their exposure, it doesn’t necessarily reflect the depth, quality, or relevance of their experiences. Considering the actual experiences of others allows us to understand their challenges, problem-solving approaches, and lessons learned in specific situations. This deeper insight helps us evaluate their true expertise and adapt their knowledge to our own circumstances more effectively. Ultimately, focusing on meaningful experiences fosters more genuine learning and growth than simply counting years.
Navigating Challenges
This weekend, for the finale summit trip of “THE Leadership Academy” program I facilitate for Hamilton Heights School Corporation, I named one of the activities, Navigating Challenges. The idea was that, just like a captain who must navigate navigate through changing waters, leaders can also learn to adapt to unforeseen challenges. The activity literally involved having a lunch celebration on a riverboat. Little did I know just how great that three hours was going to become.
As we boarded the BB Riverboats flagship, the Belle of Cincinnati, the captain greeted us and checked us in. This really impressed us, but it was a Captain’s Lunch Cruise, after all. Here was the leader of the ship personally checking every person in. Those that know me won’t be surprised that I got into a conversation with the captain. The conversation led to us to being invited to visit the captain on the bridge. By now I was giddy – we had been invited to the bridge! I also set a goal of wanting to blow the ship’s horn.
After a wonderful lunch celebrating the group, enjoying the beginning of the cruise and Banjo Bob’s narration and music for a little while we ventured to the bridge. I called up to the captain and he gave us permission to climb to the bridge. Here we were, where it all happens – the navigation and steering of the ship. Our entire group was so eager to learn about everything. Our Captain generously discussed each piece of navigational device and each steering component. We were at the nerve center of the ship.
There on the bridge I viewed the rope used to make the ship’s horn blow. First, I must remind you of a Byron Rule: “The answer is always no, until you ask.” So I asked the Captain if I could blow the horn. He said, “No, there has to be a reason to blow the horn.” The captain then proceeded to give us an incredible lesson. He told us that when facing adverse conditions or an obstacle we must, “deal with it.”
Participants in our group asked questions about how our Captain dealt with it. He told us the key was to adapt and overcome. I asked again if I could blow the horn. He didn’t answer. The Captain proceeded to give us a strong leadership lesson on using our decision-making skills to effectively navigate adverse conditions. Here area few of the notes I jotted down while he was teaching us:
- Assessment of Situations: The captain continuously monitors weather patterns, river conditions, and any potential hazards. Accurate assessment helps in making informed decisions.
- Communication: Clear communication with the crew is essential. The captain must convey instructions, maintain morale, and ensure everyone understands their roles during challenging times.
- Calm Under Pressure: A good captain remains calm and composed, which instills confidence in the passengers and crew. This helps prevent panic and promotes rational decision-making.
- Strategic Planning: The captain develops contingency plans, identifying safe routes or alternative actions to take if conditions worsen.
- Teamwork and Delegation: A captain relies on their crew, delegating tasks efficiently and encouraging collaboration to ensure all hands are on deck.
- Experience and Training: Drawing on previous experiences and training, the captain uses lessons learned from past situations to guide their current actions. The Captain even explained how he would create scenarios for himself to prepare for adverse conditions, obstacles, or equipment failure/malfunction. This impressed us because he was not relying on someone to do this for him.
- Use of Technology: Utilizing navigation tools and technology to gather real-time data helps the captain make better decisions.
- Flexible Decision-Making: The captain must remains adaptable, ready to change tactics as new information emerges or conditions evolve.
The Captain concluded by saying, “Don’t let it get to you because you have peoples lives at stake.” What a lesson on navigating challenges, changing waters, and adverse conditions to ensure the safety and success of the voyage. Just then he stated that we were coming upon another vessel approaching us from the opposing course. The Captain stated that on his command I could give the horn a five second blast (see photo). I got my wish! Don’t forget, the answer is always no until you ask.
Leading By Making Room for Other People’s Ideas
Yesterday, I had the opportunity to spend the morning at Purdue Polytechnic High School here in Indianapolis. We were there as part of the National Association of State Boards of Education’s High School Transformation State Network. There are six states that are part of the network: Washington, Missouri, California, New York, Kentucky, and Indiana. Of course, I was in my element – in classrooms spending time with students. We joined a chemistry class and I could not help myself but to take over a lesson on pH. As a former Ag Science teacher, pH, measuring the free hydrogen ions and hydroxyl ions, is a pretty important concept. Once a teacher always a teacher!
We also had a panel of students speak to us and spend time answering questions and offering advice. One student made a comment that really impressed me. She said, “I have learned to make room for other people’s ideas.” Wow, there was a future leader in the making. There are a lot of adults who have not figured that out.
Making room for other people’s ideas embodies a key principle of great leadership: openness to collaboration and inclusivity. Here’s what it means in the context of effective leadership:
- Valuing Diverse Perspectives: Great leaders understand that diverse viewpoints can lead to better decision-making and innovation. By making room for others’ ideas, we encourage a rich exchange of thoughts, which can enhance creativity and problem-solving.
- Fostering Collaboration: When leaders invite contributions from their team members, we create a collaborative environment. This not only boosts morale but also strengthens team cohesion as everyone feels valued and heard.
- Encouraging Engagement: Making space for others’ ideas promotes engagement and ownership among team members. When individuals see that their opinions matter, they are more likely to invest themselves in the outcomes of their collective efforts.
- Developing Trust: Leaders who are receptive to new ideas build trust within their teams. Team members are more likely to share their thoughts and take risks when they know we respect and consider their input.
- Adapting and Learning: Leaders who embrace others’ ideas demonstrate a willingness to adapt and learn. This flexibility is crucial in dynamic environments where solutions often require input from various sources.
It was great to be reminded yesterday by a young high school leader that making room for other people’s ideas is essential for fostering a positive and productive organizational culture, ultimately leading to greater success.
The Gift of Imagination
On Saturday, I wrote about Our Gifts & Force Multipliers. Today, as I think about all of us being gifts I consider George MacDonald’s view on imagination. He believed that everything of us humans must have been of God first. MacDonald said, “We discover at once, for instance, that where a man would make a machine, or a picture, or a book, God makes the man that makes the book, or the picture, or the machine. Would God give us a drama? He makes a Shakespeare.” I love this from from MacDonald’s essay, “The Imagination: Its Function and its Culture,” because it suggests that God created us all as gifts. MacDonald believed God created us in his own image to imagine all the things we do.
“We discover at once, for instance, that where a man would make a machine, or a picture, or a book, God makes the man that makes the book, or the picture, or the machine. Would God give us a drama? He makes a Shakespeare. Or would he construct a drama more immediately his own? He begins with the building of the stage itself, and that stage is a world–a universe of worlds. He makes the actors, and they do not act,–they are their part. He utters them into the visible to work out their life–his drama. When he would have an epic, he sends a thinking hero into his drama, and the epic is the soliloquy of his Hamlet. Instead of writing his lyrics, he sets his birds and his maidens a-singing. All the processes of the ages are God’s science; all the flow of history is his poetry.” “The Imagination: Its Function and its Culture” by George MacDonald first published 1867 in A Dish of Orts
MacDonald asserted “The imagination of man is made in the image of the imagination of God.” He suggested that human creativity and imagination reflect a divine quality. MacDonald believed that just as God is the ultimate creator, humans, being made in His image, possess the capacity for creativity and imaginative thought. We are gifts – every one of us! This idea emphasizes the notion that our ability to envision and create—whether through art, literature, or innovation—is a gift from the divine. MacDonald believed that the act of imagining something new is not merely a human endeavor but also a way to connect with the divine nature of creation.
MacDonald described imagination as the faculty that allows humans to give form to their thoughts, creating images and ideas that can be expressed in various ways. MacDonald suggested that our creative power highlights the significance of imagination in our capacity to create and understand the world around us.
Our Gifts & Force Multipliers
Yesterday, I did an all day professional development gathering for Wabash River Career and Technical Education and we did an activity using kinetic sand beach castle building. The idea was to develop a project-based learning lesson and create a rubric. When sharing out their great innovations, one instructor and owner of Thompson’s College of Cosmetology, Deanna Kindsvatter, referred to the other members of her project team as “gifts.” For example she said things like, “And Ron was a gift because he knew how to…” I don’t think I’ve ever heard teammates referred to like this. We should, however, consider our teammates and those we serve as gifts.
This made me reflect on a concept I think about in leadership a lot – force multiplication. A force multiplier is really a military science term referring to factors or combination of factors that allow personnel or weapons to achieve more than by themselves alone. In Deanna’s case she was highlighting the different positive impacts of the others in her group and amplifying the efforts of the team, leading to enhanced overall performance and success. Thus, she was acknowledging them as force multipliers.
It was so great to hear Deanna acknowledge others as gifts and it made me ponder how do we make sure we create environments for all our gifts to thrive and we ourselves serving as gifts to others. Here are some thoughts on being gifts and creating force multipliers:
- Empower Your Team: We must delegate responsibilities and trust our team members’ gifts. By empowering them, we multiply our effectiveness through their contributions.
- Cultivate Collaboration: We can encourage teamwork and collaboration among our team members and those we serve. When we work together we can achieve more than any individual could alone, creating a multiplying effect.
- Leverage Technology: Utilize tools and technologies that enhance productivity and communication. This can streamline processes and enable or teams to work more efficiently.
- Develop Others: We must invest in the growth and development of our team members. By mentoring and coaching them, we’re equipping them with skills that elevate the entire team’s performance.
- Build a Diverse Team: A diverse team brings different perspectives and ideas, providing a deep set of gifts, which can lead to innovative solutions. This diversity can amplify our team’s overall capability.
- Communicate Vision: Clearly articulate a shared vision and goals. When everyone is aligned and understands the bigger picture, it directs energy and resources more effectively.
- Foster a Positive Culture: Create an inclusive and supportive environment where team members feel valued. A positive culture enhances morale and motivation, leading to greater productivity.
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