Summer@UTS: Building your resilience for complexity
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This document discusses building resilience for complexity. It begins with an introduction to the workshop given by Prof. Simon Buckingham Shum and Prof. Ruth Deakin Crick. It then discusses the importance of learning and adaptability in an era of rapid change. Several concepts are introduced that are important for resilience, including knowledge, skills, dispositions, mindful agency, hope and optimism, sense making, curiosity, creativity, collaboration, belonging, and openness to learning. Examples are given of each concept. The document aims to help students and staff reflect on their readiness for an uncertain future and build their capacity through developing these concepts.
Summer@UTS: Building your resilience for complexity
- 1. Building your resilience for complexity Prof. Simon Buckingham Shum Prof. Ruth Deakin Crick Summer@UTS Workshop, 8th Feb. 2018 Connected Intelligence Centre https://utscic.edu.au/event/resilience-complexity School of Education UTSCRICOSProviderCode:00099F
- 2. ‘Enhancing human adaptability is 90% about optimising for learning’ Eric Teller – CEO Google X
- 6. The ability to learn is critical to adapting to the pace of change Human Adaptability to Technology Change ‘Enhancing human adaptability is 90% about optimising for learning’ Eric Teller – CEO Google X Adapted from Deloittes Human Capital Trends Report 2017
- 8. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf Industry Summit IS2016 The Future of Jobs: World Economic Forum Davos 2016
- 9. Institute for the Future http://www.iftf.org/futureworkskills
- 10. utscic.edu.au Institute for the Future http://www.iftf.org/futureworkskills
- 11. How strong is your T? 11 http://tsummit.org/t
- 12. 12 We develop analytic tools to help UTS students and staff reflect on their readiness for this complex, uncertain future, and build their capacity
- 13. What is it that enables a person or a team to become resilient in the face of uncertainty, risk and challenge? — and to mindfully transform adverse situations into positive growth and wellbeing?
- 14. “Knowledge of methods alone will not suffice: there must be the desire, the will, to employ them. This desire is an affair of personal disposition.” John Dewey Dewey, J. How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Co, Boston, 1933 Knowledge, Skills & Dispositions
- 15. “It’s more than knowledge and skills. For the innovation economy, dispositions come into play: readiness to collaborate; attention to multiple perspectives; initiative; persistence; curiosity.” Larry Rosenstock High Tech High San Diego hightechhigh.org LearningREimagined project: http://learning-reimagined.com Larry Rosenstock: http://audioboo.fm/boos/1669375-50-seconds-of-larry-rosenstock-ceo-of-hightechhigh-on-how-he-would-re-imagine-learning Knowledge, Skills & Dispositions 15
- 16. “One of the key issues emerging from these findings was the learner’s orientation towards the unknown, uncertainty and ambiguity, and their tendency to either retreat from it or move into it. The former effectively precludes deep learning, and the latter is the beginning point for it.” Ruth Deakin Crick & Chris Goldspink Deakin Crick R. and Goldspink G. (2014) Learning Dispositions, Self-theories and Student Engagement, British Journal of Educational Studies, 62,1,1-17. DOI: http://dx.doi.org/10.1080/00071005.2014.904038 Knowledge, Skills & Dispositions
- 17. Deakin Crick, R,. Huang, S., Ahmed-Shafi, A. and Goldspink, C. (2015) Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies, vol. 63, Issue 2, pp.121- 160. DOI: http://dx.doi.org/10.1080/00071005.2014.904038 17 Mindful Agency Sense Making Creativity CuriosityBelonging Collaboration Hope and Optimism More Rigid Persistence More Fragile Dependent Orientation to Learning
- 18. Deakin Crick, R., Huang, S. Shafi A. & Goldspink C. (2015): Developing Resilient Agency in Learning: The Internal Structure of Learning Power. British Journal of Educational Studies,63, 2,121 160.
- 19. Rapid feedback for self-directed change Learners Teachers Leaders System leaders Immediate visual feedback as spider diagram for coaching and personal change Histograms with basic statistics anonymised for a selected group for diagnosis and strategy More detailed anonymised descriptive statistics for organisational learning and leadership decisioning Raw anonymised data exported for sophisticated analysis and research low medium high Learning power 70.00 72.00 74.00 76.00 78.00 80.00 MeanofLivingmyvirtuesandvalues
- 20. MINDFUL AGENCY is taking responsibility for your own learning. It’s about how you manage your feelings, your time, your energy, your actions and the things you need to achieve your goals. It’s knowing your purpose - then knowing how to go about achieving it; stepping out on the path towards your goals. 20
- 21. HOPE AND OPTIMISM is being confident that you can change and learn and get better over time. It is helped by having a positive learning story to reflect upon, that gives you a feeling of having ‘come a long way’ and of being able to ‘go places’ with your learning. 21
- 22. SENSE MAKING is making connections between ideas, memories, facts - everything you know - linking them and seeing patterns and meaning. It’s about how ‘learning matters’ to you, connecting with your own story and things that really matter. 22
- 23. CURIOSITY is your desire to get beneath the surface, find things out and ask questions, especially ‘Why?’ If you are a curious learner, you won’t simply accept what you are told without wanting to know for yourself whether and why it’s true. 23
- 24. CREATIVITY is using your imagination and intuition, being playful and ‘dreaming’ new ideas, having hunches, letting answers come to you, rather than just ‘racking your brains’ or looking things up. It’s about going ‘off the beaten track’ and exploring ideas. 24
- 25. COLLABORATION is how you learn through your relationships with others. It is about knowing who to turn to for advice and how to offer it too. It’s about solving problems by talking them through, generating new ideas through listening carefully, making suggestions and responding positively to feedback. 25
- 26. BELONGING reflects how much you feel you belong as part of a ‘learning community’ – at work or at home, or in your wider social network. It’s about the confidence you gain from knowing there are people you learn well together with and to whom you can turn when you need guidance, support and encouragement. 26
- 27. OPENESS TO LEARNING is being open to new ideas and to challenge and having the ‘inner strength’ to move towards learning and change, rather than either giving up and withdrawing or ‘toughing it out’ and getting mad with the world. Becoming more open to learning is like a pathway to all the other dimensions of learning power, just as the other dimensions also help you become more open to learning. 27
- 28. Carol Description o Carol loves her job and works long hours. Her role allows her to be creative, and to see the impact of her work. o She’s worked in infrastructure services for 30 years, and worked for her current company for 15 years. o She has good relationships with all her colleagues, and socialises with them regularly. However, she wouldn’t describe them as friends. o She leads a department and describes her leadership style as ‘directive’. She feels this is necessary given the risk to the company if the services are not successful. o She relies on her experience when designing new projects and has little interest in new engineering initiatives such as net postive infrastructure or BIM. She finds them interesting, but doesn’t see how they could increase the company’s performance. o She feels she has had to fight hard to get to her current position, and to keep it, however she enjoys this challenge. Mindful Agency Hope and Optimism Collaboration Belonging Curiosity Creativity Sense Making Rigid Persistence Fragile Dependence Openness to learning Key Information Name: Carol Age Range: 45-54 Role: Head of Maths Faculty
- 29. Jon Description o Jon was attracted to Engineering as he always wanted to know how things worked and how he could make them work better. o He has a talent for bringing together diverse pieces of information to help solve problems. In his previous job, this led to him being promoted rapidly. o Jon has been with his current company for 18 months. It was a promotion for him, and he is really interested in the new company’s approach to the future of infrastructure. However, he spends more time managing people than addressing engineering challenges. o He is part of a team of 4 senior managers, however, they tend not to speak to each other and a lot of the communication is via email. o In this senior role he feels that he spends a lot of time fighting against others for resources rather than collaborating to achieve a common goal. o Jon used to be really keen to advance professionally, but given that he’s not happy in his senior role, now he’s not so sure. Mindful Agency Hope and Optimism Collaboration Belonging Curiosity Creativity Sense Making Rigid Persistence Fragile Dependence Openness to learning Key Information Name: Jon Age Range: 35-44 Role: Senior Teacher STEM
- 30. Rose Description o Rose won a place on the graduate scheme at a well known University. She’s proud of this as the competition was intense. o She’s very good at remembering information and processes, which served her well on her original Maths degree. However, she is struggling with the different expectations of the workplace environment. o She is popular with the other graduates and is good at working with others. o Rose is extremely ambitious and wants to be company director by the time she is 40. However, she’s not sure what sort of company she wants to be a director of. o As a graduate trainee, Rose receives regular feedback. She was shocked that her manager suggested that she did some additional work around setting goals and putting together action plans. He also suggested that she needed to do a lot more of her own research and critical thinking, and to come up with solutions herself, rather than relying on others. © Learning Emergence LLP 2015 Mindful Agency Hope and Optimism Collaboration Belonging Curiosity Creativity Sense Making Rigid Persistence Fragile Dependence Openness to learning Key Information Name: Rose Age Range: 18-24 Role: Graduate Trainee
- 32. Throughout undertaking my initial teacher training my Learning Power profile represented by CLARA has changed in a significant way. My second CLARA profile taken 4 months later shows great improvement to belonging and hope and optimism. The most significant change has been part of the UTS Insite group where we would routinely discuss our personal thoughts as we all progress as teachers. I am now able to see how powerful learning device that can be created by working as a team and being able to freely share thoughts, ideas and even shortcomings to a supportive group. The sense of belonging I believe has helped reshape me as a learner and is reflected in my shift towards open readiness.
- 33. Learning Relationships for Leaders • Supporting the learning in making their own decisions and taking responsibility for their own learningCoach • Showing the learning how to do something that the Mentor already knows how to doMentor • Presenting expert knowledge – representing existing funds of knowledgeExpert Peer • Facilitating the resolution of personal and social challengesCounsellor Learning together on the job with peers – collaboratively solving problems.
- 34. Hands-on exercise: coaching conversations around your CLARA profiles
- 35. No Advising No Fixing No Helping