I would suggest that this model can be adapted for educational leadership, especially to encourage student voice. Schools often focus on informing and discussing, thinking that discussing = consulting. Yet this is just the start, often being implemented when ideas are well developed. The second stage of consultation sees stakeholders involved in dialogue during the early stages of planning and having a role during the whole process even if they do not make the final decision. Less often, schools focus on students as equal partners, with decisions being made together. And still less frequently are students entrusted to initiate and manage their own work.

All these levels of engagement are appropriate. When students (and other stakeholder in all settings) have opportunities to be partners in decision making there is a greater chance of commitment and increased opportunities to make decisions for oneself. This is the fine balance between structure and freedom.

With massive unrest, diminishing trust and violent clashes the future picture for some countries is unclear and concerning. Now, more than ever, the way a country is led and how the people perceive that leadership, impacts on us globally. Swedish academic superstar Hans Rosling graphically illustrates changes in global development over the past 200 years, and at the same time models aspects of leadership that we all should take note of. He uses his expert knowledge and translates that transparently in ways that the masses can follow and connect with. He understands the power of technology and uses it to enhance his message. He can see the big picture, as well as break that picture into smaller parts to analyse. He connects and collaborates. Leadership for the future demands this.

Heifetz, Grashow and  Linsky (2009) describe adaptive leadership as the practice of mobilising people to tackle tough challenges and thrive. I think this is the way to go. Adaptive leadership is needed for the growth of individuals and organisations. Perhaps, to avoid low expectations, future leadership involves:

• looking for those things that should be preserved and having courage to abandon the expendable;
• accepting that conflict is a necessary part of the organisation and can be productive;
• creating a culture of courageous conversations;
• acknowledging the importance of collaboration, networks and global connections; and
• building the capabilities of others to lead in adaptive ways.

This quote from Egon Zehnder (2000) reminds us that future leaders will need to be flexible, future focused and capable of thinking in new ways. “Stability is a liability, not an asset in today’s world. Each new view of the horizon is a glance through a different turn of the kaleidoscope.”

I’m going to leave the survey open for a few more days so take a few minutes to contribute here. And join the conversation about what the biggest challenge for future leaders will be. Do you agree that it is low expectations and if so what do you interpret this to mean?

This co-creation occurs when leaders:

Peter Senge describes commitment as being easily confused with compliance. People comply because they want to be part of  team. While it is easy to tell if people are apathetic or non-compliant, it is less easy to identify true commitment. True commitment is not ‘buy-in’, which suggests a transaction, nor is it only enrolment (by choice). True commitment occurs when people want the change and are prepared to make it happen. Not all stakeholders will be at this level of commitment, however moving from mere participation to co-creation is likely to result in greater commitment.

Recently I came across the website of public engagement specialists Involve. They list nine principles of effective deliberative public engagement:

• The process makes a difference
• The process is transparent
• The process has integrity
• The process is tailored to circumstances
• The process involves the right number and types of people
• The process treats participants with respect
• The process gives priority to participants’ discussions
• The process is reviewed and evaluated to improve practice
• Participants are kept informed

This resource can be downloaded from their website. They make the comment that you should not pretend to involve people if you have already decided on the outcome or if their input will not be used. This breaks trust and will negatively influence any further conversation. Deep, committed change will not occur.

Co-creation is not always easy nor does it always lead to consensus. Dialogue, conflict and respectful debate should be encouraged,  rather than a group think mentality. If we are developing innovative organisations for the future we have to be up for a challenge. What do you think?

These resources are available for your use, and to share with others. Please acknowledge the source in using these articles and resources. Page 1 contains slideshare resources, page 2 – articles, page 3 – videos and page 4 – other links.

Slideshare

Global Leadership: Why being networked matters

Welcome to Think Beyond

An organisation passionate about collaborating, challenging and creating to meet your future leadership needs.

Collaborating

• Listening to your needs and meeting them together
• Growing a relationship based on trust and support
• Building local and global networks through online environments
• Extending skills in communication and facilitation

Challenging

• Stimulating debate and thought leadership
• Focusing on future trends in leadership
• Using research and practice to think beyond status quo

Creating

• Extending future leadership practices through innovative practices, strategies and thinking
• Envisioning the future – creating the pathway to change
• Developing future leadership capabilities
• Leadership focused on adapting to change and dealing with complexity

Congruency – our underlying principle

• Think Beyond has the constant aim of living by its beliefs.
• We uphold ethical behaviour, integrity, reliability and confidentiality.
• We work with thought leaders who have similar congruent beliefs.