Leadership &

Learning Organization

ExcellenceConcepts and Prospects

--With focus on the DEAN & Dean’s Council

Leadership is needed now as never before, and it is essential that we provide those who are committed to the task at hand with the tool they need to lead effectively.

Leadership

Focus accountability on procedural and regulatory compliance & results.

Provide incentives for innovation in policy, scholarly research/service and professional practice

Building consensus around goals is fundamentally a political and leadership responsibility and must be addressed :◦ the colleges and universities bearing the greatest

responsibility for improving access and completion

◦ That they have adequate resources so that the productivity of all institutions of higher education is substantially improved

Integrate policies and coherent framework practices:◦ Encourage good management practices◦ Promote productivity increases◦ Create incentives for degree and certificate

completions, not just enrollments ◦ Maintain affordability and budgetary complex◦ Be sustainable in good and bad economic times.

lead in the creation of a new operational culture, one that focuses primarily on◦ (1) cost management & revenue enhancement◦ 2) the core instructional mission and to pursue

new sources of revenue and status (i.e., research, service, graduate programs)

◦ (3) strategic choices rather than short-term fixes

This will require a commitment to using whatever resources are available to achieve outcomes that are enhanced in both qualitative and quantitative terms

Establish clear goals for increases in degree and certificate production

Develop clear metrics for measuring progress toward institutional goals and widely communicate the results each year

Develop a strategic financing plan that: creates and supports the capacity to achieve goals

restructures institutional budgets to assure that programs necessary for access and success have the highest priority and can be sustained

reinforces the pursuit of student success; reflects an expectation of productivity improvement

College and university leaders

Leadership & leader are needed now as never before.   Leaders must lead in the creation of a new operational culture.   Leadership demands people who are fully committed and

engaged.   Leadership needs the tools to lead people & systems effectively.   Leadership focuses & encourages on managing costs and

incremental cost shifting while increasing revenues.   Leadership expands access, success and affordability for

learners and other educational stakeholders.

Leader(ship) Lens

Leadership supports the educational missions of UCN and devotes all types of resources to primary educational needs of programs and productivity & improvement dimensions.

Leadership holds accountability in all matters responsibly.

Leadership provides incentives for innovation in scholarship and professional practice.

Leadership encourages good management practices through strategic decision-making and positioning-choices & outcomes in both qualitative and quantitative terms.

Leadership builds consensus around educational goals in a proactive and consultative manner.

Leadership does self and professional monitoring and improvement enhancement in scholarly administration dynamics and practice capacity building.

Leadership develops clear metrics to pursue student success, productivity improvement, and progress toward institutional goal attainment and using these data for strategic programming and budget planning.

The primary purposed of education with all of its stakeholders are the whole-hearted service to the cause of education, the unfolding of the mysteries within and without, the extension of the boundaries of science, elimination of causes of ignorance and social evils that has engulfed humanity-weighing down its standards, and the diffusion of the lights of knowledge and reality.

It is to raising the moral tone of all learners that embody the educational enterprise, students, instructors, administration and whatever Leith between them, inspiring them with sublimes ideals of ethical refinement, inculcating in their lives the beauty of holiness and excellence of virtue and animating them with perfections.

The peace must be instilled into minds of all scholars so as to be the real servants of the body politic – the world. The teachers in schools, the professors in the colleges, the presidents in universities must teach themselves these ideals and then others.

We have to be open-minded and little influenced by tradition that satisfy the intellects and sentiments and be acquainted with the mind of the intelligent and educated masses contributing to the virility, the purity, and the deriving force of life of community, upon whom the future generations and their destiny depend on, and to complete unfoldment of the potentialities with which we are all endowed.

This is also to weigh the information that is given to us rather than accept it blindly. We must shine like a searchlight on so many problems that baffle modern thinkers with humility and be able to sort out the gold from the dross of human error.

The academic fashions finds eminence in souls and liberal minds and free from ego with potentiate and progressive spiritualism.

The administrators as shepherds known for their humility and self-sacrifice continually deepening and learning, expanding and consolidating, inspire confidence & encouragement in individuals, balancing administration and humanity, infusion of new energy and fresh blood, guardians of welfare of people, abstaining from fault-finding and backbiting and vicious criticism, and adorned with frank and unfettered consultation with compassion.

Transform ourselves Transform our institutions in response to

changing situations and requirements Invent and develop learning systems

capable of bringing about their own continuing transformation

Learning Organization

Involve employee in a collaborative process and collective accountability

Create shared value and principle Consider learning as valuable & continuous

and every experience is an opportunity to learn.

Provide continuous learning opportunities

Use learning to reach goals

Link individual performance with organizational performance

Provide continuous learning opportunities Use learning to reach goals Link individual performance with

organizational performance Foster inquiry and dialogue to share openly

and take risks Embrace creative tension as source of

energy and renewal

Be continuously aware of and interact with environment

System looks to connections to the whole and not always focusing on the parts and hence appreciation of organization as a dynamic process that leads to more appropriate action

System thinking frameworks that help realize the significance of feedback mechanism in organizations.

Have a long-term view but with short-term and medium range feedback loops

Emphasize dialogue in organizations( conversation) that views are worthy of consideration

Support collaboration, commitment, ready access to knowledge and talent, and coherent organizational behavior

Give people space & time to connect so as to demonstrate trust and building of social capital

Offer equitable opportunities and rewards that invite genuine participation not mere presence.

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1)      Learning orientation: for learning organization

2)      System: expression and aspiration 3)      Personal mastery: reflection, inquiry &

conversation 4)      Shared vision: fostering commitment

to our common purpose 5)      Team building: transforming our skills

of collective thinking through dialogue

Learning Organization Dimensions

6)      Systems thinking: developing awareness of complexities, interdependencies, change and leverage through system dynamics simulation, open systems thinking, human systems thinking, living systems thinking, process systems thinking, and feedback-related systems thinking

7)      The learning community and connection: opening the classroom and designing a learning classroom with passion and team learning, seeing the learner, school as a community, the aesthetics of joy in learning & educational care

8)      Knowledge defragmented: faces and voices in architectural education, assessment, constructive knowledge building & focus through persistence, listening, flexibility in thinking, meta-cognition, accuracy & precision, questioning, ingenuity, originality, insightfulness, creativity, precision of language & thought, multiple sense data gathering, having a sense of humor, wonderment, and curiosity, cooperative thinking & social intelligence, and empowerment language for transformation

9)      Conditions for innovation: relationship, connection, living systems, learner-centered learning, multiple intelligence and diverse learning styles, understating a world of interdependency and change, exploring the theory in use, integrating web of education to social relationship that link friends, families, and communities

10)   Learning as a natural search for development: Evolve the institutions and practices that assist that natural process

Cluster-1: Higher order cognitive skills a. Analytical thinking b.      Synthetic creative thinking c.      Evaluative thinking d.      Scientific thinking e.      Using numerical data

Clusters of being & becoming a Leading/Learning Organization

Cluster-2: awareness of natural environment

a. Structure and function b.      Human-environment

interactions c.       Problem solving

Cluster-3: active awareness of oneself a.       Self-identity b.      Values c.       Learning

Cluster-4: social and cultural awareness

a.      Communication b.      Interpersonal interaction c.      Leadership d.      The contemporary world e.      Cultural change f.      Artistic response and

expression

Cohen, D. and Prusak, L.(2001). In Good Company. How social capital makes organizations work. Boston: Harvard Business School press.

Gardner, H.G. (1979). Truth and Methods. London: Sheed and Ward.

Garvin, D.A. (2000). Learning in Action. A guide to putting the learning organization to work. Boston, Mass.: Harvard Business School Press.

References

Kerka, S. (1995). The learning organization: myths and realities. Eric Clearinghouse.

Senge, P. et al.(1994). The Fifth Discipline Fieldbook.: Strategies and Tools for Building a Learning Organization.

Watkinsd, K. and Marsick, V.(1992). Building the learning organization: a new role for human resource developers. Studies in continuing education, 14(2): 115-29.