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Strong from Start to Finish MAISA Summer Conference June 21, 2007 Seizing the Opportunities a Crisis May Offer – A Vision for a 21 st Century Education in Michigan. Chuck Schwahn Schwahn Leadership Associates email@example.com.
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Strong from Start to FinishMAISA Summer ConferenceJune 21, 2007Seizing the Opportunities a Crisis May Offer – A Vision for a 21st Century Education in Michigan
Schwahn Leadership Associates
“Act always as if the future of the Universe depended on what you did, while laughing at yourself for thinking that whatever you do makes any difference.”
Buddhist advice from Finding Flow
To apply IT ALL, to:
Getting better at “doing schools” is simply polishing the last patch of skin on the Industrial Revolution’s souring apple.
Tom Peters applied to US Education
STRATEGIC ALIGNMENT Requires
AUTHENTIC LEADERS Who DEFINE PURPOSE
VISIONARY LEADERS Who FRAME VISION
CULTURAL LEADERS Who DEVELOP OWNERSHIP
QUALITY LEADERS Who BUILD CAPACITY
SERVICE LEADERS Who ENSURE SUPPORT
TOTAL LEADERS Creating PRODUCTIVE CHANGE
VISION - - The clear picture and direction that guide an organization as it defines and pursues its preferred future.
OWNERSHIP - - The emotional and motivational commitment by staff to accomplish the organization’s vision.
CAPACITY - - The knowledge, skills, and abilities of the organization's staff to achieve its declared purpose and vision.
SUPPORT - - The organizational structures, processes, and resources made available for achieving its purpose.LPC . . . The Five Essential Bases of Change
The first responsibility of a leader is to define reality.
Max DePree, Chairman and CEO, Herman Miller
CONFRONTING REALITY is based on the principles of Courage, Responsibility, Awareness and Respect.
You must never confuse faith that you will prevail in the end – which you can never afford to lose – with the discipline to confront the most brutal facts of your current reality, whatever it might be.
No one thinks that we are doing a good job in preparing our students for a successful future.
Everyone . . . other than educators . . . is critical of our performance.
We rank near the bottom of nearly all international rankings.
Authors that used to devote a chapter to the needs of education now dismiss us in a paragraph.
Reality 2: We are Industrial Age Organizations existing in an Information Age world.
Our Instructional Delivery System is an assembly line where time is the constant and quality is the variable.
Reality 3: We are bureaucratic monopolies existing in a world of customization and service.
Our policies and practices are chosen for “administrative convenience” and are inconsistent with our most basic research regarding students and learning.
Reality 4: We are an “industry,” existing in a world that requires a profession.
We are union contract driven, controlled by outside forces, and seldom remove underperforming workers.
Reality 5: We are managers in a “profession” that requires bold and courageous leadership.
Tradition trumps innovation, security trumps change, and goal setting trumps vision.
but given today’s definitions of leadership and management . . .
“educational leaders” may be an oxymoron.
My (CJS) take . . . Public education cannot improve significantly if we continue to function in our present Industrial Age Instructional Delivery system.
And I have little motivation for the care and maintenance of a dead horse.
Present reality demands significant change in how we do business.
“When your horse dies, for God’s sake, dismount!
Do you think that education is going to get better if we continue in our old Industrial Age paradigm?
and INDUSTRIAL AGE Paradigms
Industrial Age Paradigm of SCHOOL
Information Age Paradigm
of LEARNING SYSTEMS
World Wide Experts
EQ and IQ
. . . to a future-focused Information Age Instructional Delivery System.
Please help me to come up with a shorter, catchier, and stickier name or label for this.
that schools “are NOT what they used to be”…..
The problem IS
that schools “ARE what they used to be!”
Your organization is perfectly designed to get the results that you are getting.
“85% or more of the problems
in any organization are caused by the organization itself. 15% or fewer
are caused by the workers.”
*Late in Deming’s career, he changed his figures to 94% -6%.
MANAGEMENTis all about - - and nothing more thanALIGNMENT* Structures* Processes* Practices* PeopleManaging for Alignment is where the heavy lifting takes place
If 50% -- 60% of what students need to learn to be successful after they leave school can be learned alone via technology . . . .
We have just dropped the student/teacher ratio from 26 to 1 to 13 to 1
Make sure that you don’t miss the opportunities that a crisismay offer.
(Schools could/should learn from this – should do this.)
Any possible application to education??????
In the spirit of real change, we invite you to consider the following paradigm shifting questions . . .
What could we learn from Sylvan Learning about high expectations, student success, accountability for learning, and parental support?
Yes, we know that not everything Sylvan Learning does can be easily transferred to public schools,
but what could we learn?
What might we learn from how Wells Fargo – or your personal bank – has gone from being open from 9 to 3 for your banking inconvenience, to being open and available 24/7 . . . and rarely making an error?
What might we learn from Michael Dell and Dell Computers about how to create a structure that routinely meets the individual needs of millions of clients while doing it at costs lower than anyone in the personal computer industry?
What might we learn from the late Sam Walton about how to consistently deliver quality products so that money back requests for returns are so infrequent that they are virtually accepted without question?
And what might we learn from how Wal-Mart uses the ubiquitous bar code to organize, manage, and communicate everything important to everyone in the production-to-distribution-to-sales chain?
What might we learn from Amazon.com about successful strategies for simultaneously customizing services to millions of people . . . while selling books and related products with much greater efficiency than the traditional “bookstore” business model?
What might we learn from Verzion about recordkeeping . . . about how they keep track of who called whom, from where, when they called, how long they were connected . . . and if privacy laws permitted, could probably help you to recall what you talked about?
What might we learn from JetBlue about scheduling . . .about how they employ Salt Lake City stay-at-home housewives to do the complex work of effectively scheduling passengers for all JetBlue flights?
What might we learn from Apple and iTunes . . . about simultaneously identifying and acting on the listening preferences of millions of individual customers, allowing each customer to select specific tunes for only 99 cents per song, having the songs downloaded and ready for play within minutes, billing the customer, and paying the artist . . . all seamless friction free, and untouched by human hands?
What might we learn from Apple, Inc. . . . about how to put 10,000 songs, a half dozen full length films, and your family photo album on a gadget that is small enough to put in a shirt pocket . . . and be able to show it all on a screen nearly the same size as the iPod . . . or the family TV . . . while easily selecting which item you want, when you want it, using only one small dial.
What might we learn from 3M about risk-taking, innovation, learning from failures, and finishing with products and services that lead their specific industries?
What might we learn from Phoenix University about preparing and credentialing people throughout the U.S. for high success in today’s competitive business world?
“The future is not lurking under your desk –So, get up and get out!”
Properly defined, the opposite of a leader isn’t a follower. The opposite of a leader is a pessimist.
For your ISD leadership team . . . polish
For your ISD staff . . . Polish
For your Superintendents
Can it get to the future from here????
Can it get to the future from here????