CORE retreat - future thinking

The Future…?

AGE PROFILE OF CORE STAFF

Never known a time without the internet

Can remember a time before there was TV!

THINKING 3D

http://3dprintingindustry.com/2014/11/09/11-food-3d-printers/

PRINTING A KIDNEY

Core Values & beliefs

Principles

Practices Lived expression of your values

Derived from values and beliefs – captured in policy statements

Mutually agreed upon and owned by the organisation – provides a common sense of purpose. Made explicit in vision/mission statement

WHY

HOW

WHAT

Education In the Future •  How will learning

occur?

•  What about the role of teachers?

•  What sorts of environments?

•  What will we learn about?

•  What will we learn with?

Education For the Future •  What skills/knowledge/

competencies do we need to be developing now in order to cope with what the future might hold?

•  How do we prepare for the emerging ethical, moral and societal change issues that will emerge?

BEYOND THE STABLE STATE

The loss of the stable state means that our society and all of its institutions are in continuous processes of transformation. We cannot expect new stable states that will endure for our own lifetimes. We must invent and develop institutions which are ‘learning systems’, that is to say, systems capable of bringing about their own continuing transformation.

Beyond the stable state, Donald Schon, 1973

RESPONSE TO CHANGE

Supportive of change

Not supportive of change

Not aligned with vision

Aligned with vision

RESPONSE TO CHANGE




Aligned with vision

RESPONSE TO CHANGE




Aligned with vision

Moving ahead together – goals achieved, innovation evident

“Rogue” staff – enthusiasts who are difficult to harness

Reluctance, silent resisters, grumblers, lacking confidence

Vocal opposition, resisters, underminers

Those things influencing the culture of our organisations and what happens within them

Recognizing the multiple demands on limited resources,

and the need to prepare our young people for a changing

economic future

The significant shifts that are occurring as a result of technological advances

Things likely to impact how our schools are organized and

managed Considering the things that are

impacting on how things are done within our institutions

ACTIVITY

•  Famili groups

•  Take an envelope

•  Assign a group leader

•  Follow the instructions on the sheet inside the envelop

•  Take a large sheet of paper to record your group decisions

FUTURE FOCUS THEMES

•  Sustainability •  Enterprise •  Globalization •  Citizenship

FUTURE FOCUSED THEMES

•  Personalising learning •  New views of equity, diversity and

inclusivity •  A curriculum that uses knowledge

to develop learning capacity •  “Changing the script”: Rethinking

learners’ and teachers’ roles •  A culture of continuous learning

for teachers and educational leaders

•  New kinds of partnerships and relationships: Schools no longer siloed from the community

TOP TEN CHALLENGES •  Confirm the Purpose, Business Model and key strategic intentions with the Board and

share with the organisation •  Unpack the open blue ocean drivers to ensure all staff have a clear understanding and

be used as the basis for our strategic planning •  Develop areas of strategic purpose to ensure these are CORE's recognised point of

difference •  Develop People Strategies and policies to support and develop CORE staff(including

recruitment, retention and professional development)

•  Grow credibility and reputation by ensuring all CORE work is high quality, underpinned by research and uses models and frameworks well understood by staff, and is embedded throughout our business and operating models

•  Package our products and services in a compelling way and ensure aligned to purpose and strategy

•  Develop the marketing strategy and brand awareness consistent with the new purpose and strategy

•  Refine, develop and strengthen CORE’s organisational models and processes to deliver the purpose and challenge

•  Build sustainability through innovation, risk management and succession planning into our business and operating models

•  Define and develop the networks and relationship that align with our values and enable us to meet our objectives.

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Support •  Does “real work” •  Provides analysis/data for

decision-‐making •  There can be several Ss

Approve •  Final sign-‐off before acAon is taken •  You can’t do it unAl it is approved •  Checks that it all stacks up and supports

the resource allocaAon •  There can be more than one A

Responsible •  Directly accountable for quality of outcome •  IntegraAon role •  Ensures everything is done to the point of

approval and effecAvely implemented or handed over to the next step in process

•  There is only one R

Consult •  A specialist with experAse to contribute to the

quality of the decision •  Adds value (but doesn’t do the work,

nor approve) •  Input obtained before decision made •  Someone whose buy-‐in is needed for

ulAmate implementaAon or who is significantly affected by the project

•  There are several Cs •  Cs are given fixed Ame to respond

Inform •  People who need to know about decisions

made but do not need to be involved in the decision-‐making process

•  Advised aRer decision made to avoid being sucked into doing subordinate’s job

•  Is can elect to become Cs if they believe they may be affected by the decision or can create value in the process

RASCI ROLES

Senior Adviser Roles

SA - Transformation Q

ualit

y A

ssur

ance

Professional Practice

Inclusive Education

Blended and Digital

Future Focused Education

Pasifika

ENABLE

EMPOWER

TRANSFORM

Derek Wenmoth Email: [email protected]

Blog: http://blog.core-ed.org/derek Skype: <dwenmoth>