“Reinvention is not changing what is, but creating what isn’t. A butterfly is not more caterpillar or a better or improved caterpillar; a butterfly is a different creature. Incremental change isn’t enough for many companies today. They don’t need to change what is; they need to create what isn’t.” -Athos, Goss, Pascale The Reinvention Roller Coaster: Risking the Present for a Powerful Future via HBR
For which Athos, Goss and Pascale add, “When a company reinvents itself, it must alter the underlying assumptions and invisible premises on which its decisions and actions are based. To reinvent itself, an organization must first uncover its hidden context. Only when an organization is threatened, losing momentum, or eager to break new ground will it conform its past and begin to understand why it must break with its outmoded present. And only then will a company’s employees come to believe in a powerful new future, a future that may seem beyond the organization’s reach.”
While it is inevitable, we continue, both as individuals and organizations, to continuously push-back and resist change; even when we understand that change is an ongoing necessity if we are going to effectively adapt and sustain any form of continued relevance in moving forward into the future. However, even so, there remains a variety of reasons to why we continue to resist change, from: an unwillingness to part ways with or release strategies that have led to previous success, a lack of trust and/or relationship, lack of understanding or clarity in the communication of the change, a possible loss of individual or organizational status or hierarchy, a lack of capacity to effectively implement the change, or a fear of the unknown, uncertainty, or failure that can accompany a change.
All of which must be understood, if any change initiative is to take hold.
And while change is a natural, but not necessarily comfortable process, individual or organizational transformation or reinvention is not. It requires a different mindset, a completely different level of capacity, and a very different way of considering the future, which will require new behaviors that necessitate new ways of thinking, doing, acting and being.
From the past to the present, education has had to go through reinvention and a variety of transformations, but for the most part, has relied over the last one hundred years or so on small adjustments and incremental changes to the system, even as the world and society around us has been under siege with a plethora of exponential shifts and transformations, of which would include societal pillars such as the world of work. A pillar undergoing a deep reinvention of what that means and what it looks like be career ready in a world undergoing constant change and ongoing transformation and reinvention.
In many ways, both individuals and organizations are having to continuously look at the heavy lift of engaging in ongoing cycles of transformation and reinvention. As is shared in the ebook The Changing Face of Modern Leadership, “The shelf-life of our ideas, skills, frameworks, and systems now deteriorate at a much more advanced rate. Under this new societal ecosystem, change and innovation has become the new fast and furious of our modern world.”
As this pace of change accelerates, the complexity and chaos individuals, organizations, institutions and systems must deal with increases substantially, as each of these must learn to adapt to the shifting demands of increasingly more dynamic and often less stable environments. As Porter O’ Grady and Malloc share in Quantum Leadership, “In a complex system, no one element remains inert as other elements adapt to internal and external forces or lead the process of adapting to these forces.” For which they add, “The object is to discern the effects of these forces and to judge which actions will maintain the system’s integrity, adaptability, and viability.”
For these reasons, today’s educational organizations, institutions, and systems can no longer act as “closed” systems, mired in predictable, efficient, and ordered ways of acting, reacting and operating. Educational organizations, institutions and systems can longer relevantly serve future generations effectively if they find themselves isolated and siloed off from the necessary awareness and deep understandings of how these often exponential societal shifts will have great effect and affect on the future of the students we are serving and the world they will eventually walk out into.
Rather, education and our educational organizations, institutions and systems must learn to move towards operating with more of an “open” system mindset. We can no longer serve students effectively for the future without removing the boundaries between the world of education and the world of work. There must be an opening of these boundaries, as well as a greater levels of collaboration and ongoing idea flows that allow these internal and external entities to interact in ways that build up awareness, share new learnings and knowledge, and create greater levels of capacity. And while the research on these interactions have not shown these collaborations to be as effective as one would have hoped, the necessity of an open system that allows these interactions in order that both entities (world of education and the world of work) can adapt together, simultaneously, will be important in facing this very non-obvious future in a much more effective manner for our students, as well as for the world of education and the world of work.
“People have contexts just as organizations do. Our individual context is our hidden strategy for dealing with life; it determines all the choices we make. On the surface, our context is our formula for winning, the source of our success. But on closer examination, this context is the box within which a person operates and determines what is possible and impossible for him or her as a leader and, by extension, for the organization.” -Athos, Goss, Pascale The Reinvention Roller Coaster: Risking the Present for a Powerful Future via HBR