JOHN EDWARDS

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JOHN EDWARDS

• THE LEADERS REPERTOIRE
• ACEL CONFERENCE
• Sydney - October 2007

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LEADERSHIP - KEY ELEMENT 1
LEADERS KNOW HOW TO LEAD, NOT MANAGE
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LEVELS OF PERSPECTIVE - Kim
Vision
LEVERAGE
Mental Models
Systemic Structures
Patterns of behaviour
Events
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VISION FOCUS
VISION
Focus on what we want to create
Creative Tension
Structural Tension
Focus on how we feel and on getting rid of bad
feelings
Reactive Tension
CURRENT REALITY
(Robert Fritz)
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UNDERSTANDINGS - 1

• Leaders work at the top three levels of
  perspective
• Managers just get through the day, they deal with
  events and patterns
• Leaders delegate responsibility for outcomes,
  rather than delegating tasks
• Leaders align people to a jointly developed
  shared vision and core values
• Leaders must walk the talk

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LEADERSHIP - KEY ELEMENT 2
LEADERS UNDERSTAND HOW LEARNING IS GENERATED IN
THE WORKPLACE
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ACTION LEARNING - Revans
ACT
ACT
ACT
GATHER DATA
GATHER DATA
DESIGN
DESIGN
REFLECT
REFLECT
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PERSONAL PRACTICAL KNOWLEDGE - PPK (Edwards and
Butler)

• The knowledge from which you drive performance
• Comes from your actions and your reflections -
  must switch on reflection
• Your organisations most valuable resource
• Help people grow PPK, articulate it, share it,
  and use it powerfully in your organisation

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TRANSFORMATIONAL LEARNING - Edwards and Butler
L
clear understood flows
time
THE PIT
confusion frustration angst
L -
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UNDERSTANDINGS - 2

• Learning is iterative
• Set up powerful feedback environments
• Knowledge is your core resource, not information
• You must get worse before you get better
• Always establish practice fields to ensure that
  changes are fit for context before implementation
• Knowledge is socially constructed focus, involve
  everyone and absolutely nail one thing

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LEADERSHIP - KEY ELEMENT 3
LEADERS UNDERSTAND SKILL ACQUISITION
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DREYFUS MODEL
Rule Governed Behaviour
PPK
Basis For Action
Read the Context
Novice
Beginner
Proficient
Competent
Expert
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UNDERSTANDINGS - 3

• Everyone is contextually skilled
• Skills audits provide a focus for development
• Experts are poor teachers of novices
• Expert leaders read the context
• Expert leaders see the big picture - use
  synthesis rather than analysis