by Dr. Manoj Chandra Handa | Nov 23, 2014 | Leadership
“We must be the changewe wish to see in the world.”– Mahatma Gandhi Leadership, at its core, is about leading change. The question is how we can attain sustainable, quality change in schools. The following change equation presents a framework for leading institutional reforms that endure. Sustainable Change = Big picture x Buy-in x Skills & tools x Manage risks x Action Equation variable Actions to take in this area 1. Big picture Develop a shared vision that you can explain in five minutes or less. Always communicate the change in a wider context. Answer the question “Why?” and address the fit with the organisational direction. Use metaphors, stories, and examples to illustrate; people need a good illustration to understand the change. Prepare an interdependency analysis; often, change has many interlinking systems, which can disrupt change. Find and tap synergies with other initiatives in the school. 2. Buy-in The best way to gain the acceptance of others is by involving them early and often. Communicate, communicate: Why? What? and How? Use multiple channels of communication: formal and informal; and ask for feedback. Prepare a stakeholder map, as each group sees it. Ensure people understand the effects and benefits of the proposed change. Build and organise allies early; often, support is only asked at the action phase. Recognise and thank people for their support when you get it. 3. Skills and tools Always build collective capacity of the whole staff team in the school. Understand that productivity often initially drops just when you want gains. Ensure that your change is user-friendly. Do not overlook the skills that...
by Dr. Manoj Chandra Handa | Aug 31, 2014 | Creativity
“Innovation education is about tapping into the inner entrepreneur.” – MCH Click here to listen to the podcast, “Innovative Habits of Mind”. At the Australian Council for Educational Leaders (ACEL) Conference in Brisbane, I presented a paper, “Creating innovators by choice and not by chance”, in October 2013. At the presentation, I proposed that one of the fundamental goals of 21st century learning for our young people is innovation, not just creativity. It is about providing innovation education and fostering entrepreneurial mindsets (Shavinina, 2009, 2013). Through an exploration of (a) research-based case studies of gifted learners, and (b) a Framework of Innovation Pedagogy that I had developed, I shared with the audience what it means to innovate, and how we can develop the capacities of young people to become entrepreneurial. My research findings revealed that “innovation education” should be embedded into curriculum at all levels through problem-based, multidisciplinary, collaborative learning, encouraging “design thinking”, and promoting the development of real-world designs (“prototyping”). By fostering “play, passion, and purpose” among young learners, we help them become innovation-ready (Wagner, 2012). To achieve this goal, we require “teacherpreneurs” who have innovative habits of mind. Research shows that teachers—who work in radically diverse multidisciplinary teams, and model innovative habits of mind—can share and mould young students into innovators of the future. We require “leaderpreneurs”, i.e., leaders who create conditions in schools and systems that inspire and encourage educators and students to imagine, experiment, and innovate. After my presentation, I was invited by Rosanna Stevens, a Canberra-based writer, to record a podcast, “Innovative habits of mind”, that I share with you in this post. The drawing, “Le bonhomme à fleurs”, is by André François (1915-2005),...
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