As this course comes to an end, I find myself reflecting on the knowledge that I have gained and how I can apply my key learnings professionally. Becoming a leader is a journey of continuous discovery and improvements. However, I feel more equip to become an agent of change within digital learning environments with more confidence, resources, and ideas that I did not have before. I have a better vision of the kind of leader I want to become, along with the knowledge and steps to get there.
Being an effective leader requires more than just having charisma and charm. It is understanding that the role is dynamic, ever changing and non linear. Developing adaptive leadership qualities takes time and experience to cultivate. Khan (2017) emphasizes that adaptive leadership is flexible and takes into consideration the current complexities and fast paced conditions we live in. This holistic approach factors in a collaborative approach and encourages leaders to leverage the knowledge and expertise that others around them may have. To further help develop and cultivate adaptive leadership qualities, I will continue to seek out opportunities for growth and build upon my experiences.
The other side of leadership is understanding the environment, the people, and the mechanics of how it all works together. Conway, Masters, and Thorold (2017) introduce the approach of thinking like a system and acting like an entrepreneur, as a way of looking at change management. They further acknowledge that design thinking alone is not enough, one must recognize and consider system wide complexities and power dynamics that maybe at play (Conway, Masters, and Thorold, 2017). Their research and approach to understanding problems and power dynamics within an environment was not something that I had proactively thought about when working on past projects. Taking the extra step to complete a comprehensive assessment of potential issues and barriers can help minimize the risks, but also to manage stakeholders’ expectations from an early stage. Additionally, acting entrepreneurially can “cut through barriers to change” by “being agile and responsive when challenges present themselves can lead to opportunities opening up” (Conway et al., 2017, p. 19). This mode of thinking and approach to leadership and managing change can be adapted and utilized in many facets.
As I continue to reflect upon my journey and what I hope to accomplish in the future, there is a lot of room for growth. Although I am not responsible in leading and managing change at an organizational level yet, I will take advantage of the opportunities that I have now to utilize the knowledge and skills that I have gained from this course.
References
Conway, R., Masters, J., & Thorold, J. (2017). From design thinking to systems change: How to invest in innovation for social impact. Retrieved from https://www.thersa.org/globalassets/pdfs/reports/rsa_from-design-thinking-to-system-change-report.pdf
Khan, N. (2017). Adaptive or Transactional Leadership in Current Higher Education: A Brief Comparison. The International Review of Research in Open and Distributed Learning, 18(3). https://doi.org/10.19173/irrodl.v18i3.3294
April 4, 2020 at 6:31 pm
Hi, Eunice.
I really enjoyed your post. I, too, had not previously considered some of the concepts brought forward in this course, such as Conway, Masters, and Thorold’s (2017) approach to change management to augment design thinking with systems thinking. I have since started to think deeply about how to “think like a system, act like an entrepreneur” (Conway, Masters, and Thorold, 2017) in my future leadership roles. Certainly, one gains knowledge as one experiences organizational change. However, I think it is critical for current and upcoming leaders to take courses, such as this one, as well as perhaps connect with role model or mentors with experience in change management, design thinking, and systems thinking to help them manage change successfully.
I was intrigued to look up some examples of failed organizational change as we can learn as much, if not more, from failure as we can from success. One example, Knack for Teachers, was an online gradebook. When it failed, Knack head Jarrod Drysdale said that he learned a lot about teachers and education, “including the truth that Knack is not a solution people want” (as cited in Shumski, 2013, para. 5). It seems that they did not clearly communicate their vision with their end users and obtain feedback.
Another example was Colllabo: a teacher lesson plan and collaboration site. Founder, AJ Juliani, stated that within months of it shutting down, other companies emerged “with painstakingly similar ideas. What was worse is how much better they were at executing and shipping than our team was” (Shumski, 2013, para. 6). Here, again, it seems that the organization did not fully consider the environment their innovation was intended for and the potential barriers for change.
There are many examples, large and small, of failed organizational change where a systems thinking approach may have produced better results. Knowledge is certainly not a guarantee to success, but I feel that this course has provided me with the knowledge to be more aware of change management strategies which will hopefully help me lead successful change in my organization in the future.
Shumski, D. (2013, November 20). 5 failed education startups you should study. Retrieved from https://www.educationdive.com/news/5-failed-education-startups-you-should-study/196134/