How can you spot a “Learning Organization?”

Let’s Think ‘n Share! 1. 2. How can you spot a “Lead Learner?” Identify one that you know and share some descriptors. How can you spot a “Learning Organization?” Identify one that you know and share some descriptors.

TOTAL LEADERS: Module 2 Being the Lead Learner and Creating a Learning Organization from the Authentic LeadershipDomain

PLDC Approach to Leadership Assessment and Development Total Leaders Framework Ten Critical Performance Roles of the Total Leader Strategic Leader Selection (An External Assessment) Personal Leadership Assessment (Detailed Rubrics for each of the Ten Performance Roles) Leadership Development Opportunities (For Individuals and Teams . . . PLDC Training Modules for the Ten Performance Roles) Performance-Based Electronic Portfolios (Leaders Demonstrating the Ten Performance Roles)

LEADERSHIP DEVELOPMENT MODULES Module 1 Module 2 Module 3 Module 4 Module 5 AUTHENTIC LEADERSHIP: Creating a Consensus Around a Compelling, Future-Focused Organizational Purpose AUTHENTIC LEADERSHIP: Being the Lead Learner and Creating a Learning Organization AUTHENTIC LEADERSHIP: Modeling the Organization’s Purpose, Values, and Principles VISIONARY LEADERSHIP: Employing Win-Win Strategies With Customers and Clients CULTURAL LEADERSHIP: Creating a Culture of Innovation, Cooperation, Quality, and Success

LEADERSHIP DEVELOPMENT MODULES Module 6 Module 7 Module 8 Module 9 Module 10 CULTURAL LEADERSHIP: Creating a Change-Friendly, Continuous-Improvement Mindset CULTURAL LEADERSHIP: Creating Meaning and Ownership Around Organizational Purpose, Values, and Vision QUALITY LEADERSHIP: Developing and Empowering Everyone in the Organization QUALITY LEADERSHIP: Creating Feedback Loops for Continuous Improvement and Accountability SERVICE LEADERSHIP: Managing Toward an Organizational Purpose, Values, and Vision

MODULE 2 Authentic Leadership OUTCOMES The Learner will….. • Clearly define and describe the terms, “life-long learning” and the • “learning organization” to colleagues and the staff. • Provide a convincing rationale as to why individuals must be life- • long learners, and why organizations must be continuously • developing their knowledge and core competencies. • Clearly and comprehensively define and describe the role of the • leader in the creation of a learning organization. • Identify specific strategies and activities that have the power to • ensure that the organization is a learning organization. • Describe a systematic approach that he/she will use to become the • lead learner and to create a learning organization.

Today’s Leadership 101 Strategic Design STRATEGIC DIRECTION STRATEGIC ALIGNMENT • People • Practices • Policies • Structures • Beliefs/Values • Mission • Exit Outcomes • Vision

STRATEGIC DESIGNRequires STRATEGIC DIRECTIONRequires STRATEGIC ALIGNMENT Requires + AUTHENTIC LEADERS WhoDEFINE PURPOSE VISIONARY LEADERSWhoFRAME VISION CULTURAL LEADERSWhoDEVELOP OWNERSHIP QUALITY LEADERSWhoBUILD CAPACITY SERVICE LEADERSWhoENSURE SUPPORT + + + + TOTAL LEADERS Creating PRODUCTIVE CHANGE

Key Domains of Total Leaders VISIONARYVision SERVICESupport AUTHENTICPurpose CULTURALOwnership QUALITYCapacity

The AUTHENTIC Domain Defining organizational purpose and the compelling reasons for productive change • Creating a compelling purpose • Being the lead learner • Modeling core values and declared principles Primary Sources:The One Thing You Need to Know, Buckingham, 2005 Principled-Centered Leadership, Covey, 1991 The 8th Habit: From Effectiveness to Greatness, Covey, 2005 Good Work: When Excellence and Ethics Meet, Gardner, Csikszentmihalyi, and Damon, 2001 The Fifth Discipline, Senge, 1990 Credibility, Kouzes and Posner, 1993 Who Moved My Cheese?, Johnson, 1998

The Moral Foundation of the Authentic Leader Core Values REFLECTION: HONESTY: the process of using a values screen to review, assess, and judge decisions being truthful while being sensitive to the thoughts, needs, and feelings of others Principles of Professionalism the honest search for purpose and perspectives on issues, and a deep understanding of ideas and possibilities one’s deep and genuine relationship with, and appreciation of, the value, intellectual, and feeling dimensions in others INQUIRY: CONNECTION:

The Close Relationship Among the Performance Roles of Authentic Leaders

Activity How Am I Doing??? 1. Read pages 11-12 in the The Personal Leadership Assessment handout. (Note: The two rubrics for the Lead Learner Performance Roles are on these pages. The first rubric is titled “The Concept and Role” and the second is titled “The Performance.” ) 2. Complete the self-assessment (pages 11-12). 3. Place your personal assessment score in the “Present Level of Functioning” box on page 14. 4. Reflect on your assessment and identify the evidence on which you based that assessment.

THEFUTUREISNOW Today’s Realities Shifts and Trends That are Redefining Organizations, Careers, and Life Developed by Charles J. Schwahn and Beatrice McGarvey Revised 2006

Friedman Popcorn Pink Celente Yankelovich Covey Gates, etc. etc. Peters Bennis Drucker Collins Blanchard Wheatley Buckingham, etc. etc. Shifts/Trends Sources Futurists (General) Futurists (Organizational)

THEFUTUREISNOW….. Today’s Realities The Shifts and Trends #1 The Hurried Individual and the Stressed Society #2 Flexible . . . But Still Work #3 Transformational Technologies #4 The High Quality, Global Marketplace #5 The Adept, Empowered Employee in the Nimble Organization #6 Total Leader Expectations #7 Consciousness: The Expanding Frontier

Activity The Future Is Now! • In your small group, • Identify the five future conditions in The Future Is Now • paper that most strongly support the need for Being • the Lead Learner and Creating a Learning Organization. • Use your choices to develop a strong rationale for • Being the Lead Learner and for Creating a Learning • Organization. • 3. Be ready to report your rationale to the large group.

Graduate Outcome for the Learning Sphere of Living A self-directed, life-long learner who….. • What should they know???? • What should they be able to do???? • What should they be like????

Activity A Self-Directed, Life-Long Learner Who…… 1. Individually, identify the critical knowledge, skills, and attitudes that foster life-long learning. 2. In groups of four, share your lists and note the similarities and differences.

The RCCSS Graduate will be a Self-Directed, Life-Long Learner who: • Possesses core knowledge on which to build future learning • Researches current global trends and issues • Sets learning goals consistent with a personal vision • Prioritizes quality time for learning • Is an active problem-solver who can acquire, analyze, • organize, and evaluate information from a variety of sources • Transfers information to new situations and communicates • new learning to others • Discerns, evaluates, and judges authentic data sources • Continually seeks ways to model, practice, and incorporate • ethical learnings in his/her daily life • Seeks wisdom

Activity Refining Your List of Expectations • In groups of three or four: • 1. Compare your lists with the list on Slide 20. • Create a composite list taking the best of your list, • the list on Slide 20, and the lists of your group • members. (Your composite list might be useful in • assessing your own preparation for being the “Lead • Learner.”)

ForLEARNINGto beIMPACTFUL, you must do more than add knowledge Meaningful Learning will:  Clarify (or challenge) your values Change your world view Change your expectations Change your vision Change your behavior    

Activity Think – Pair - Share • 1. Individually, reflect upon the • definitions/descriptions of “impactful learning.” • Identify something you have learned during • the past year that fits one of the definitions • of “impactful learning.” • 3. Share with a partner.

Drucker on the Life-Long Learner “People grow according to the demands they make on themselves.” “If they demand little, they will remain stunted. If they demand a good deal, they will grow to giant stature – without any more effort than is expended by the non-achievers.”

Spotting the LEAD LEARNER • Comfortable with being uncomfortable . . . they reflect deeply….and they risk looking bad • Learning addicts . . . they can’t help themselves • They ask questions . . . and actually listen • Collegial sharing . . . they talk about their latest learning • They hang out with the bright and the bold • Forever young . . . life is about discovery • Their learning rate compounds itself . . . know-it-alls who do • Their mothers are embarrassed by them . . . until they are successful

Spotting the LEAD TEACHER • Steals great ideas from everyone and everywhere, • . . . then shares them with everyone • Turns every encounter into an exchange of ideas • Mentors and models without reservation • Consciously creates a “learning organization” • Coaches to implement the organization’s vision • Learns most when teaching others

Activity Think – Pair - Share • Individually, reflect on the lists in Slides • 25 and 26. • Compare your own attitudes and • behaviors with those listed on these slides. • 3. Share your thoughts with a partner.

Activity Planning Your Learning • Individually, • Identify your learning goals for next year which • are directly related to a challenging personal or • organizational vision or goal. • Identify the learning resources (a minimum of • three) you will seek/require to meet your learning • goal. • Identify who, how, and when you will teach/coach • about your new learnings.

“Learning Organization” is NOT a Vague Concept: A learning organization opens itself to acquire, develop, and distribute knowledge rapidly so that everyone may have access to the newest and best ideas, practices, and products. It examines its own processes systematically and frequently to improve them. Driving Change, 1998, Jerry Wind and Jeremy Main

Organizational IQ Business @ the Speed of Thought Measured by:  how easily an organization shares information broadly, how well people within an organization build on one another’s ideas, and how well individuals and the organization learn from past experiences.  

From LEAD LEARNER to the LEARNING ORGANIZATION  Model life-long, self-directed learning Do it. Talk about it. Use it. Be symbolic about it. Encourage and support the learning of others Expect it. Insist upon it. Reward it.  Create a culture of learning and innovation Be collegial. Be future-focused. Be data-driven.  Read real books by respected authors Encourage reading. Expect reading. Assign reading.

Characteristics of Learning Organizations • Learning is focused by COMPELLING PURPOSE and CORE VALUES • Bold VISIONS/GOALS tug at the heart • Opportunity for MEANINGFUL DIALOGUE • All are FUTURISTS/TREND TRACKERS • RESEARCH/THEORY are valued and applied • Focus on building CORE COMPETENCIES • Constantly ACT, REFLECT, LEARN, RESPOND

The CEO’s Role in Raising “Organizational IQ” Business @ the Speed of Thought • Create an atmosphere that promotes knowledge sharing and collaboration, • Prioritize the areas in which knowledge sharing is most valuable, • Provide the digital tools that make knowledge sharing possible, and • Reward people for contributing to a full flow of information.

LEARNING SOURCES of the Learning Organization Business @ the Speed of Thought •  Reading and listening to the experts •  Observing other effective organizations •  Formal staff development programs • But mostly - - learners learn from EACH OTHER, from THEIR EXPERIENCES, and from their RISKS TO INNOVATE

Activity Writing Your Rationale • Individually, create your own rationale for the creation of learning organizations. Include the following: • Your definition of a learning organization. • - How would you know one if you saw one? • The role of the Lead Learner in creating and sustaining a • learning organization. • - What would he/she be doing? Modeling? • - How would people who work in a learning • organization think? • - How would they solve problems? Make decisions?

Speech! Speech! The topics . . . . • What does it take to be a life-long learner? What knowledge? What skills? What motivation? What values? • What does it take to be the organization’s Lead Learner? What do you do? What do you model? How do you use your new learnings? Who are some exemplars of Lead Learners? • What is a “learning organization?” A definition? Identify learning organization attitudes, values and activities. How would you know one when you saw one? • Why is it critical for organizations to be “learning organizations?” What is the rationale? What is different about today’s organizational environment that requires continuous organizational learning? What are some exemplars of learning organizations?

Activity Speech! Speech! • Form groups of four. • Each member of the group should select one of the four • topics (on Slide # 36) on which he/she will prepare a three • to five minute presentation. • 2. You will have 15 minutes to prepare your speech. • 3. Present your “speech” to your small group. • Note: Some of you may be asked to share your speech with the larger group.

Activity Your Own Development • Refer to page 13 of The Personal Leadership Assessment handout. • Create a professional vision of yourself as a leader who is able to be the lead learner and able to create a learning organization. Write your vision on the space provided on page 13. • (Note: Page 13 contains a “vision prompt” that you can use or modify if you agree with portions of the vision statement.) • Refer to page 14 of The Personal Leadership Assessment handout which contains a brief planning form entitled “Professional Growth Opportunities.” • 2. Complete the form and add other learning opportunities if you wish.

Activity Workshop Evaluation Complete the workshop evaluation form provided by the Pennsylvania Leadership Development Center. Specifically, the PLDC office is seeking feedback about: - the worth of the workshop - the presentation of the workshop - suggestions for improving the workshop experience

How can you spot a “Learning Organization?”