It’s Time to Disrupt Schools

I was sitting in an Uber, listening to music on my iPhone while booking accommodation on the Airbnb site. No big deal right? Right! It’s a very natural way of doing things. Yet on closer examination, the three applications I was using have all radically altered their industries. Apple linked the iPod with iTunes and the music business became virtual. Uber has partnered with a platform that allows agility and a high degree of personalization. Airbnb platform technology to create an entirely new business model that has radically altered the hotel industry globally

As the world undergoes radical changes on a daily basis, schools remain content to deliver a 20^th century style education. Could schools learn something from these business models and begin the now critical task of transforming the educational industry? Let’s look at just 3 keys to success in business and consider if they could hold true for education.

1.     A more personalized product or service. These are tailored toward the customers’ individual needs. They are hyper-individualized.

·       Schools could use technology to create a personalized online playlist of learning tasks or projects for students so that they can test out of core concepts and engross themselves in areas of interest. These would be long term hands-on projects and expeditions (not limited to the 4 walls of the classroom) that would be individualized to connect to a student’s passion. (AltSchools and Big Picture Learning follow this model to an extent). Engagement would spike and behavior issues would diminish.

2.     A closed-loop process that replaces a “linear consumption process” where “products are made, used and then disposed of”.

·       Take students off the bullet train of linear learning which is the antithesis of how learning actually occurs. Create opportunities for students to loop back into learning. Students set learning goals for the week, take assessments when they are ready to show evidence of mastery, and even get to jump ahead to take the test if they believe they already know the concepts. If they fail, they can loop back in to revise these before retaking the test. The shortened feedback loop means students can quickly measure progress, easily take ownership of and reflect on their learning. They can have access to review of key concepts and make adjustments accordingly with a mentor teacher. (The learning platform Activate supports this approach).

3.     Asset sharing allows innovations to succeed because the sharing of costly assets is enabled. (e.g. “Airbnb allows homeowners to share them with travelers, and Uber shares assets with car owners”).

·       Schools have huge assets that lie dormant for many hundreds of hours a week. Stronger community partnerships could mean schools remaining open in the evenings for adult learning to take place. This is an extra source of revenue and promotes learning in the wider community. Furthermore, schools typically have access to technology that local families may not have. Keeping schools open beyond the usual hours would give students and their families access to a library, the internet, and other technology (e.g. film studio).

·       Design experiences that cater to the needs of families. Schools should stay open in the evening for students to study. For some families, the children need to work during the day to support the family, or work late into the night. Having school stay open for longer hours would make school more accessible. Using online learning platforms (like Laurel Springs offers), students can move at their own pace without a subject matter expert in the room, needing a facilitator or teaching mentor only.

By adopting an innovative mindset and leveraging technology, we can re-imagine schooling and begin the important steps of transforming schools so that they better meet the needs of all students as they enter a world so different to the one the current system is preparing them for. New technologies can disrupt the educational status quo and create a more compelling and relevant proposition for the students.

By Peter Dry (October, 2016)

References:

Kavadias, S., Ladas, K. & Loch, C. (2016). The Transformative Business Model: How to tell if you have one. Harvard Business Review, October 2016, pp. 90-98.

Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. San Francisco, CA: Jossey-Bass, A Wiley Brand.

Photo source:

http://www.cccis.com/era-disruption-whos-making-change-happen-organization/

Get over the wall: the innovator's attitude

Last week I spent a few days running a leadership course. The major focus was on paradigms people were viewing the world through. Why? Because in order to make big changes in behavior, paradigms need to be shifted. With the group, we examined participants’ lenses or attitudes and considered how they affect actions and consequently the outcomes we experience.

One of the activities in the week was to get the group over a 12-foot wall. It was fascinating to see how different people dealt with the challenge. One student held his hands like a stirrup and began tossing the students to the top of the wall. Some students were even climbing on the shoulders of their peers to get greater heights. No-one stepped in to stop them because everyone was having such fun and relishing the challenge.

In contrast, other groups I’ve worked with kept to the perceived rules, showed a much more conservative approach to the challenge and didn’t come close to achieving the great heights of this group. Some onlookers were worried about injury to body and self-respect and steered students away from attempts to solve the challenge.

I’ve worked with organizations (including schools) who have set up structures, teams, departments or processes to facilitate innovation. However, the overlooked and most potent tool is our paradigms; the ways we view the world. No time was spent shifting paradigms and thus little sustainable progress was made.

Do we view our work through a risk-averse, fear-of-mistake, I-need-to-know-the outcome mentality? Or does our attitude embrace a spirit of adventure, boldness, and daring? Here are some key understandings about innovation that I gleaned from the ‘wall challenge’.

1.     There is a boldness of spirit in leaders. This energy flows down through the organization. Their paradigm is, “I embrace challenges and see failure as a learning opportunity not a setback”. This drives the group’s behavior. They feel an energy and have a desire to succeed regardless of the risks needed to be overcome.

2.     It is difficult to be fast and flawless. The students made mistakes. They clattered against the wall, fell over and couldn’t always get over the wall. They were seldom certain of their plan would work. But they tried, experimented and took risks. They had a time limit so had to work quickly and relentlessly. The paradigm they had was, “I can persist in the face of setbacks.”

3.     Innovative organizations accept the risk and the adventure of not knowing until they give it a go. But we tend to focus on method and process to get things exactly right. Innovation requires daring. Being overly concerned with making mistakes or having everything perfect will inhibit progress. This is not about throwing caution to the wind. It’s about being brave enough to innovate when we don’t know exactly how things will turn out and then being open to feedback and agile enough to make ongoing improvements. The problem with innovation is that we don’t exactly know how it will turn out. That’s why it’s innovation. It is simply too different from anyone’s experience for them to know 100% whether a customer will appreciate it or not. The leadership paradigm is, “I’ll know when I have a go!”

Innovation is an attitude. Great leaders are willing to risk being thrown into the wall, have a scratch or bruise or maybe be a little embarrassed. Those who are not will escape the bumps and bruises as they stick to what they know works. They may not leap as far and as high though.

photo: http://munfitnessblog.com/what-workout-to-do-before-you-learn-parkour/

Breaking down barriers to change

What are the biggest barriers to change? People. As many supporters of change there are, you will find the resistors who do not want to embrace the new and unknown. They scupper any efforts to improve; sometimes unknowingly, sometimes intentionally. This risk-averse behavior is an internal threat. It puts the entire organization in a situation where change is not embraced and consequently real progress is not made. Thus the organization becomes susceptible to irrelevance.

Who are these people who keep change from happening and how can we lead them?

Fixed mindset: Carol Dweck’s research shines a light on fixed and growth mindsets. The fixed mindset person has the view that intelligence is static which leads to a desire to look smart and therefore they have the tendency to avoid challenges. But change is generally a challenge. Enter growth mindset people who believe intelligence can be developed. A new situation may be challenging but because they operate in a growth paradigm they have a desire to learn. Their tendency is to embrace rather than avoid challenge and change. They are genuinely committed to growth and are willing to put the time and effort into it. Simply by creating the awareness of the qualities of a fixed and growth mindset can cause a shift in thought towards a growth mindset. People become more aware of their thoughts, words and reactions.

Blame game: Typically linked to a fixed mindset, the people who play the ‘blame game’ can derail change. They tend to be fearful and have a limited as opposed to an abundance mentality. They avoid taking ownership and tend to blame others for poor results and failed initiatives. The blame gamers get defensive and give up quickly. It is difficult to pin them down as they push the blame off themselves on to others, the market, the students, and even the weather. We need to be alert to these people. We want to build our teams with people who look for opportunities, say “yes!” to challenges and look for feedback even if it may hurt a little. Leaders in this situation call on the team to watch each other’s language and ensure they hold each other accountable to using the words such as, “Yes and…” Simple yet powerful words that open the door to opportunity.

The Elephants:  These are not spoken about unless it is at the water cooler, behind closed doors in whispers or in hallways after meetings. Not addressing the elephants means that key change-blocking issues are not dealt with and remain as blockers. Even more challenging is an organization that claims to have a culture of open dialogue, however has issues that are ‘off the table’. Powerful individuals and teams who embrace change are comfortable in talking about the tricky things. They see challenging conversations as an opportunity to move forward. They take conflict as a positive step to promote true change. I know of a leader who put a box of Kleenex in the middle of the room alongside a toy pink elephant. On the elephant were sticky notes of all the topics that were unspoken issues. The Kleenex was for the tears that would come through the hard conversations to follow.

Leaders cannot ignore the blockers to change. Their organization depends on their ability to overcome these challenges so that progress can be made. And, progress is critical to survival.

Picture source: http://www.wespath.org/center-for-health/resources/overcoming-barriers-to-change/