Index
- A
- Accountability, 89–90, 121, 127, 132
- After-action review (AARs), guidelines for, 102
- Ahlstrand, B., 41
- AI. See Artificial intelligence
- Aldred, Jonathan, 150
- Alvarado, Anthony, 68–70
- AMDSB. See Avon Maitland District School Board
- Argyris, C., 14, 41, 43
- Artificial intelligence (AI), x, 39, 103
- Avon Maitland District School Board (AMDSB), 108, 110
- B
- Bechtel's Steam Generator Replacement Group, 102–103
- Becoming “dispensable,” x, 60, 141, 144
- Beer, M., 42–43
- Benjamin Adlard Primary School, case study of: Bretherton job reflection of, 28; as high-poverty primary school, 26; initial situation at, 26–27; leadership learning in, 27; learning mission at, 141; school of year award for, 28; staff and pupils of, 26
- Better (Gwande), 71–72
- Bill & Melinda Gates Foundation, 81, 150
- Bishop, B., 66
- Bishop, Russell, 75, 82–83
- Bretherton, Marie-Claire, 26–28, 141–142, 146–147
- British Petroleum, 97, 101–102
- British Petroleum's Peer Assist Program, 101–102
- Brown, J. S., 92–93
- Brynjolfsson, Erik, 104–105, 112
- Burney, D., 67–69
- Business: bad things reduction in, 16; Canada's best-managed companies study in, 34; change capacity of, 5; companies financial success study on, 33–34; complexity science in, 64; dependability in, 35; employee engagement level in, 29; end of bad period in, 31; FoE study in, 33; Gallup on changes in, 29–30; Gallup on management in, 30; good things in, 15; knowledge building in, 94–105; managers and employees partnerships in, 30; meaning in, 35; millennials and Generation Z human potential interest in, 29; moral leadership and, 24; moral purpose pursuing in, 22; new convergence in, 33; new modes of organizational learning in, 36; psychological safety in, 34; relationship-first formula in, 66–67; relationships and, 64–67, 90; seven expectations for success in, 30; slow-boat route to progress in, 35–36; Southwest Airlines study in, 34; status quo challenging in, 5; structure and clarity in, 35; success qualities in, 34–35; team member impact in, 35; technology disruption and, 36
- C
- California Department of Education (CDE), 125
- California Way, 125
- Canada, best-managed companies study in, 34
- Cappelli, Peter, 136–137
- CDE. See California Department of Education
- Chamorrow-Premuzic, Tomas, 7, 66, 137, 149
- Change, 47, 81, 124; complexity and pace of, ix–x; continuous basis of, ix; cultural forces and evolutionary genetics in, 39; examples of, 2; five themes of, x–xi, 17; Gallup on business and, 29–30; indicators for, 2; inertia in, 2; insights to concept of, 10; leader's dilemma in, x; learning anxieties in, 16–17; negative and positive terms for, 1; odds on, 17; Schein's formal definition of, 2, 60; selectivity in, 5. See also Understanding change
- Change savvy, advice and strategies for, 45–48
- Chesterton, G. K., xii
- Coherence Framework for Education: accountability culture in, 121; collaborative culture creation in, 121–122; context and, 123; deep learning in, 121–122; focusing direction in, 121–122; moral purpose and collaboration in, 120–121
- Coherence making, xi, 55, 86, 88, 115; alignment difference from, 119; autonomy and cooperation culture creation in, 119; clarity of strategy in, 121; Coherence Framework for Education components in, 120–123; Complexity Index in, 118–119; context and, 123; daily purposeful interaction in, 120, 123; employee disengagement in, 118–119; environment changes and ongoing capacity of, 123; “experience” and, 120; flywheel effect in, 123; formal definition of, 120; four leadership capacities and, 117; initativitiis problem in, 118; lower turnover in, 122–123; moral purpose and collaboration in, 121–122; new procedures increase in, 118; new work on, 12; as subjective and emotional phenomenon, 12. See also System coherence
- Cole, Peter, 85
- Collaboration: collaborative professionalism vs. professional collaboration in, 77; in education, 74–75, 81; in knowledge building, 107; moral purpose and coherence making in, 120–122; in relationship building, x, 11, 75; SMJ study in, 79–80; understanding change focused strategies in, 54
- Collective efficacy, 76–77, 82, 130, 150
- Collins, Jim, 85–86, 88, 123
- Communication, 46, 98, 153; in knowledge building, 107; in understanding change implementation, 58–59
- Complexity: change and, ix–x; leaders and, xi, 16; leadership and, ix, 139; moral purpose and, 22; relationship building and, 64; science of, 64
- Complexity Index, 118–119
- Contextually literate, 49, 147
- Cote, David, 46
- D
- Da Vinci, Leonardo, 56, 153
- Damasio, Antonio, 38, 152
- Darrah, C., 97
- Datnow, Amanda, 75, 77–78
- Deep learning: AMDSB example of, 108, 110; characteristics of, 111; Coherence Framework for Education and, 121–122; education and, xi, 12, 15–16; emergent discoveries in, 111; four-part learning model in, 107–108; future preparation in, 114; knowledge and problem-solving pursuit in, 11; knowledge seeking in, 114–115; knowledge sharing in, 11–12; Mehta and Fine study of, 112–113; multi-country initiative in, 94; new energy for learning in, 111; organizational and system conditions support in, 108; rubric development for, 112; 6 Cs in, 106–107, 153; student and teacher knowledge role change in, 112; student role and interest in, 110–111, 113; teacher role in, 112–113; teaching practice differences in, 114; Young Minds of the Future example of, 108–109
- “Dispensable,” becoming, x
- Dixon, N., 101
- Donohoo, Jenni, 75–77
- Drucker, 41
- Duguid, P., 92–93
- E
- Education, 30; action guidelines for leaders in, 83; autonomy and collaboration relationship in, 75; bad things reduction in, 16; challenging circumstances of, xi; change capacity of, 5; collaboration as culture change in, 81; collaboration work in, 74–75; collaborative professionalism vs. professional collaboration in, 77; collective efficacy factors and study in, 76–77; cracks in system of, 32; deep learning and, xi, 12, 15–16; end of bad period in, 31; flywheel and, 85–86; four major wrong drivers in, 31–32; good things in, 15; Gustafson's six factor flywheel in, 86–87; hiring best practices in, 79; knowledge building and, 105–114; moral purpose ends and means in, 19–20; moral purpose pursuing and track record in, 22, 24; new convergence in, 33; new experiences for people and students in, 25; pedagogical and emotional support in, 77–78; professional development ineffectiveness in, 85; relationships and, 63–64, 67–70, 90; relationships fundamental to learning in, 82; research evidence and increased moral exhortation in, 25; Schwalm school district improvement in, 87–88; SMJ collaboration study in, 79–80; SMJ school culture study in, 78–79; status quo challenging in, 5; student achievement inequity in, 38; success examples of, 24; sustainability factors attention lack in, 82; teacher engagement figures in, 31; teachers hypothetical question in, 25; “visible learning” and collective work analysis in, 76. See also Benjamin Adlard Primary School, case study of
- Eisenstat, R., 42–43
- Elmore, R. F., 67–69, 83–84, 89, 148
- Energy-courage-relentlessness constellation, 12–13
- Engagement, 29, 31, 118–119, 136
- Ericsson, Anders, 145–146
- Expert and apprentice, 142–143, 146
- G
- Gallup, 28–30, 34, 36, 135
- Garden Grove Unified School District (GGUSD), Anaheim, California, 87, 129
- Generation Z, 29, 32
- Getting Serious about Getting Serious guidelines, 129–131
- GGUSD. See Garden Grove Unified School District
- Gittell, J., 34
- Gladwell, Malcolm, 145
- Gleick, James, ix–x
- Goffee, R., 66
- Goleman, Dan, 2–3
- Google, 34–35, 34–36, 105
- Grier, Terry, 138
- Gustafson, Deb, 86–87
- Gwande, Atul, 71–72
- H
- Hamel, 43
- Hargreaves, Andy, 75, 77, 124–125
- Harnessing the Digital World (McAfee & Brynjolfsson), 104
- Hattie, John, 75–76
- Heifetz, R., 6–7, 139–140
- Heritage Elementary School, 53–54
- Herold, D., 47, 49
- Hewlett-Packard, 93
- Hiring, 78, 130–131, 149; education best practices in, 79; Grier advice on, 138; outside, 136–138
- Homer-Dixon, T., 6
- Humility, 8, 13, 23, 49, 148
- K
- K3 Peters school, 52
- Katz, Steven, 75–77
- Knowledge building: AARs use in, 102; Bechtel's Steam Generator Replacement Group lessons learned practice in, 102–103; best practice sharing in, 93; British Petroleum's Peer Assist Program example of, 101–102; character in, 106; citizenship in, 106; cognitive and emotional support in, 99; collaboration in, 107; communication in, 107; computer components supplier example of, 97–98; creativity in, 107; critical thinking in, 107; culture of care dimensions in, 97; deep learning in, xi; design criteria in, 103; enabling not controlling in, 100; enthusiasm loss by grade level in, 105–106; explicit and tacit knowledge distinction in, 94–95; external adaptation and internal integration in, 105; as fad, 91; Hewlett-Packard example of, 93; information and, 92; information technology overuse in, 95; internal commitment link in, 96; knowledge creation process in, 95; knowledge exchange elements in, 99; McKay on knowledge sharing in, 91; mechanisms and procedures establishment in, 100–101; new settings creation for, 93; new triadic set in, 104; Nonaka and Takeuchi on tacit knowledge sharing in, 95; organizational knowledge creation in, 94; relationships in, 96–97; Ries on adaptability in, 104; 6 C's in, 106–107; social context information value in, 92–93; as social phenomenon, 92
- Knowledge sharing, 95; best practice in, 93; in deep learning, 11–12; McKay on, 91
- Kotter, J., 42–43
- KPMG International, 91, 97
- L
- Lampel, J., 41
- Lead learner, 46, 54, 60, 141–143
- Leaders, 83; anxiety and, 17; Argyris on commitment of, 14; below surface qualities in, 8; change dilemma of, x; charismatic and superhuman, 4–5; checks and balances of five capacities in, 13; complexity and, xi, 16; confidence and competence relationship in, 7–8; courage development of, 13; difference guiding of, 131–132; energy-courage-relentlessness constellation in, 12–13; enthusiasm and confidence of, 13; expectations of, 5–6; five change themes of, x–xi, 17; Google's advice for, 35; Homer-Dixon on, 6; incompetency of, 7; long-term commitment generation of, 14; Mintzberg on effective, 44–45; mixed motives of, 21; moral purpose of, 19, 23; motivational pluralism of, 21; self-criticism and self-doubt and humility of, 8; statistics on, 7
- Leadership, 24, 27; big picture in, xii; Cappelli review on recruitment in, 136–137; change savvy advice in, 47; coercive and pacesetter styles in, 2–3; coherence making in, 117, 132; collective mobilization in, 15; complex society and, ix; confidence and assertiveness in, 137; employee engagement problem in, 136; framework for, 8–9; “Go slow to go fast” adage in, 135–136; Grier hiring advice in, 138; Heifetz on, 6–7; informal test results on, 137–138; large-scale improvement and, xi–xii; “leaders of leaders” in, x; leading practitioners ideas in, xii, 10, 44; LRN definition of, 23; moral, 24; Negroni on learning about learning in, 3–4; new complexity of, 139; new leader development in, 16; outcomes in, 15; outside hiring in, 136–137; Sergiovanni on authentic, 20; too-fast-too-slow dilemma in, 47, 48; wilderness coping in, xii
- Leadership, new, xii, 36, 133; adaptive problems challenge in, 140; become dispensable in, x, 60, 141, 144; bigger picture in, 148; Bretherton learning mission in, 141; characteristics of, 140–141; context-literate essential in, 147; courage concept in, 147–148; dynamic moral compass in, 144; Elmore on learning in, 148; environment change in, 139; Ericsson on experts in, 146; evolutionary biologists impacting, 151–152; expert and apprentice in, 142–143; expertise development in, 146; five main dimensions in, 145; fulfillment and flourishing in, 152–153; fundamental virtues of humans in, 150; goodness evolving and, 151–152; harmonious groups challenge in, 152; human and moral purpose in, 150–151; humility and empathy in, 148; individual heroism in, 150; insights and intuition increase in, 146; intrinsic goodness and, 151; knowledge society requirements in, 150; leader development in, 149; learn in context in, 143–144; listen and learn in, 142; LRN study and, 144; Malloy as lead learner in, 141–142; Mintzberg on strong institutions and, 149; population of groups in, 152; Povey and McInerney's seven factors in, 147; purposeful practice characteristics in, 145; relationship building and, 65; social beings and, 151; technical and adaptive work in, 139–140; 10,000-hour rule in, 145; in understanding change, 46; wisdom of others in, 143; world problems and, 154
- The Leadership Factor (Povey and McInerney), 147
- Leadership from the middle (LftM), 125–126, 129
- Leading practitioners ideas, xii, 10, 44
- Learn in context, 83–85, 88–89, 141, 143–144
- Learning, 41–42, 52, 142; Benjamin Adlard Primary School and, 27, 141; change anxieties in, 16–17; Elmore on, 148; Negroni on learning about, 4; new modes of organizational, 36; relationship building and, 64, 70, 73–74, 82–85, 88–89; relationships fundamental to, 82; “visible,” 76. See also Deep learning
- “Learning is the work,” 64, 70–71, 83, 87, 128
- Lewin, R., 64–65
- LftM. See Leadership from the middle
- Licence to Be Bad (Aldred), 150
- Liker, J., 72–74
- Linsky, M., 139–140
- LRN Company, 23–24, 38, 144
- M
- Malloy, John, 55–56, 141–142, 146
- Martin, Roger, 142–143
- McAfee, Andrew, 104–105, 112
- McInerney, L., 147–148
- McKay, Rod, 91
- Mehta, Jal, 112–113
- Meier, D., 72–74
- Micklethwait, J., 41
- Millennials, 29, 32
- Mintzberg, Henry, 12, 41, 44–45, 149
- Moral purpose, x; coherence making and, 120–122; complexity of pursuing, 22; critical state of, 150–151; cultural forces and evolutionary genetics in, 39; Damasio on, 38; deep learning and, 114; as dynamic process, 37; ends and means in, 19–20; evolutionary hypothesis on, 20–21; evolutionary reasons in, 9; fast boat in, 36–37; five components work in, 21–22; four pillars of, 24; Gallup workplace tracking study in, 28–29; humans shaping future in, 22; institutions and individual well-being in, 28; integrated efforts in, 37; leaders work on improving, 19; long-term success in, 9–10; LRN definition of leadership in, 23; LRN research regarding, 23–24, 38; make prominent in, 40; positive difference making in, 8–9; practices of, 23; questions examining in, 22; sense of urgency in, 15; Southwest Airlines study in, 34; troubled world and, xi; whole new level of, 152
- Morieux, Y., 118–119, 127–128
- Multiplexity concept, 128
- Munby, Steve, 48–49
- N
- National College of School Leaders, England, 48
- Negroni, Peter J., 3–4
- New leadership. See Leadership, new
- Nonaka, I., 94–95
- Q
- Quinn, Joanne, 119
- R
- Reeves, Doug, 55, 118
- Regine, B., 64–65
- Relationship building, 62; authenticity and care in, 64; autonomy and collaboration in, 75; Bishop, R., on learning and, 82–83; collaborative professionalism vs. professional collaboration in, 77; collective efficacy factors in, 76; complexity science in, 64; constant learning in, 74; culture-based accountability in, 89–90; daily learning in, 70; effective collaboration in, x, 11; Elmore on individual quality focus in, 83–84; employee quality in, 65–66; FoE in, 65–66; group work in, 11; hand washing consistency example of, 71–72; improvement in, 10; individual and collective in, 64–65; knowledge building and, 96–97; learning and, 64, 70, 73–74, 82–85, 88–89; learning in context payoff in, 84–85, 88–89; “learning is the work” in, 64, 70, 83; new style of leadership in, 65; organized learning in, 73; precision and innovation consistency in, 11, 71, 89; professional learning communities in, 70, 85; relationship-first formula in, 66–67; School District 2, New York City example of, 67–69; schools and businesses and, 63–64; scientific management principles in, 70–71; standardized work goal in, 73–74; success conditions creation in, 66; successful enterprise and, 63; tasks identification and breakdown in, 74; technology in, 72; Toyota and, 72–73; understanding change and, 48–49
- Relationships (Lewin and Regine), 64
- Ridley, M., 20–21
- Ries, Eric, 104, 112
- S
- Schein, Edgar, 2, 16–17, 60
- School District 2, New York City, reculturing of: Alvarado's approach in, 68; Elmore and Burney on context of, 67–68; professional development in, 69; seven organizing principles in, 68–69
- Schwalm, Laura, 87–88, 129
- Scientific management principles, 70–71
- Sergiovanni, T. J., 20
- SES. See socioeconomic status
- Sheth, J., 33–34, 65–66
- Shirley, D., 124–125
- Sisodia, R., 33–34, 65–66
- 6 Cs, 106–107, 153
- SMJ. See Johnson, Susan Moore
- Sober, E., 20–21
- socioeconomic status (SES), 38
- Southwest Airlines, 34
- Spector, B., 42–43
- Spillane, Brendan, 49, 143
- Steinberg, Robert, x
- “Sticky phrases,” 54
- Success: business companies financial study on, 33–34; moral purpose and, 9–10; qualities for, 34–35; relationship building conditions creation for, 66; seven expectations for, 30
- System coherence: ad hoc initiatives undermining, 129; California Way goal in, 125; exploit upwardly explanation in, 127; feedback loop in, 128; general principles of, 126–127; Getting Serious about Getting Serious guideline for, 129–131; group freedom in, 127; Hargreaves and Shirley finding in, 124–125; increase reciprocity in, 128; interaction as accountability function in, 127; lateral accountability in, 132; LftM major component in, 125–126, 129; middle as resource in, 125; middle formal definition in, 126; middle positive role in, 126; multiplexity concept in, 128; “Tomorrow's Schools” example of, 124; top-down and bottom-up change in, 124
- T
- Takeuchi, H., 94–95
- Taylor, Frederick, 70–71
- TDSB. See Toronto District School Board
- Technology, xi, 93–94; business disruption and, 36; knowledge building overuse of, 95; McAfee and Brynjolfsson on, 104; in relationship building, 72; students and, 105; unintended consequences of, 151; as wrong driver, 31–32
- 10,000-hour rule, 145
- Thompson, Wendy, 52, 58
- Tollman, P., 118–119, 127–128
- “Tomorrow's Schools” plan, New Zealand, 124
- Toronto District School Board (TDSB), 55–56, 123–124, 141–142
- Toyota, 72–73
- U
- Understanding change: bottom-up ideas and energies in, 42–43; brief focused documents in, 55–56; change savvy advice in, 47–48; change savvy strategies in, 45–46; communication double purpose in, 58–59; communication in implementation for, 58; contextually literate in, 49; contradictory advice in, 41; costs–benefits ratio in, 50; Cote on leadership in, 46; emotional connection in, 50–51; excitement from accomplishment in, 59; external and internal dynamics in, 60–61; focused collaboration strategies and, 54; Hamel's advice in, 43; Heritage annual climate survey results in, 53; Heritage school experiment in, 53–54; individual and collective capacity development in, 51; introduce something new in, 49; joint determination in, 46; K3 Peters school turnaround in, 52; Kotter's eight-step process for, 42; lead learner attributes in, 54; lead learner six aspects in, 60; as learning proposition, 41–42; management books and, 10; Mintzberg on effective leaders in, 44–45; moral purpose and, 10; Munby example of, 48–49; myth and reality of, 49–50; new behavior and experiences in, 56–58; new insight in, x; “nonactionable advice” in, 43–44; people understanding in, 45; people with problem in, 45, 46–47; over planning in, 55; purposeful action and action-based learning in, 52; rapidly improving enterprise in, 54–55; relationship building and organization development in, 48–49; resistance as crucial in, 61–62; risk taking in, 61; Schein's culture definition and, 60; secondary school students eating habits and, 57; socio-psychology of, 44; “sticky phrases” insights in, 54; superficial implementation in, 51; Thompson example of, 58; too-fast-too-slow dilemma in, 47, 48, 49; York Region implementation plan in, 55
- V
- Von Krogh, G., 95–100
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