Managing for agility in constant change: HR strategies for teaching center leaders (original) (raw)
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Constant shifts, both in global and local spheres, be it in public or private settings, influenced by anything from disease outbreaks, politics, terrorist attacks, or natural disasters can change circumstances instantaneously, which are often described as the characteristic of a volatile, uncertain, complex and ambiguous (VUCA) environment. Hence, to weather the storm that VUCA challenges present, many practitioners as well as researchers are of the view that certain capabilities are vital to be had and developed in a leader for team and organizational success. Learning agility is, thus, seen as an important leadership competency that is crucial in facing the challenges of a VUCA world. Nevertheless, a review of the literature shows that little has been researched or being written on learning agility among educational leaders or within an educational context. Thus, this paper attempts at filling in this gap by bringing together a coherent treatment of learning agility within the con...
LEARNING AGILITY AMONG EDUCATIONAL LEADERS: A VUCA-READY LEADERSHIP COMPETENCY
JURNAL PENGURUSAN DAN KEPIMPINAN PENDIDIKAN, 2021
Constant shifts, both in global and local spheres, be it in public or private settings, influenced by anything from disease outbreaks, politics, terrorist attacks, or natural disasters can change circumstances instantaneously, which are often described as the characteristic of a volatile, uncertain, complex and ambiguous (VUCA) environment. Hence, to weather the storm that VUCA challenges present, many practitioners as well as researchers are of the view that certain capabilities are vital to be had and developed in a leader for team and organizational success. Learning agility is, thus, seen as an important leadership competency that is crucial in facing the challenges of a VUCA world. Nevertheless, a review of the literature shows that little has been researched or being written on learning agility among educational leaders or within an educational context. Thus, this paper attempts at filling in this gap by bringing together a coherent treatment of learning agility within the context of educational leadership in the VUCA world. For further investigation and future research, a conceptual framework of learning agility which is consequential to a VUCA-ready leadership within the educational sphere is proposed.
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A decade ago, the CEO of Albert Einstein Healthcare Network (AEHN), anticipating a tumultuous and largely unpredictable period in its industry, undertook to convert this organization from one that was basically stable and complacent to one that was agile, "nimble, and change-hardy". This case study briefly addresses AEHN's approaches to business strategy and organization design, but focuses primarily on the human resource strategy that emerged over time to foster the successful attainment of organizational agility. Although exploratory, the study suggests a number of lessons for those who are, or will be, studying or trying to create and sustain this promising new organizational paradigm.
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VUCA conditions and the covid-19 pandemic have caused all organizations to work hard to get up and continue to exist. One of them is an organization engaged in education, especially private universities. To survive, private universities must have human resources, in this case lecturers who are able to provide maximum teaching to the students they teach. As human resources, lecturers have an important role related to the quality of education in private universities. In this sophisticated era of disruption, lecturers must be able to be agile in everything, especially in one of their functions in the Tri Dharma of Higher Education which is teaching. Being agile is important so that private universities, especially lecturers, do not lose their momentum to continue to achieve success, especially in producing outcomes, students who are superior and have the ability to compete nationally and internationally. The purpose of this study is to determine and analyze the level of agility of lecturers as human resources who conduct teaching at private universities in the city of Makassar. The method used is quantitative analysis by distributing questionnaires to 99 respondents, lecturers at private universities in Makassar. The questionnaire made consisted of 15 statements from 3 (three) agile indicators of human resources, which are speed, focus, and flexibility. From the results of the study, it can be concluded that lecturers as human resources at private universities in the city of Makassar carry out their roles in teaching, including in the agile category.
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This Organizational Improvement Plan (OIP) addresses the problem of practice (PoP) of how leaders in the International School of Central Eastern Europe (a pseudonym) elementary school might foster and sustain a cognitively diverse and inclusive learning culture that promotes innovative and agile thinking. The plan is theory-based, research-informed, and looks to transfer learning into practice. It is built on a foundation of social constructivism and pragmatic-idealism and is firmly grounded in constructivist, ethical, and distributed leadership. Contextually oriented, the PoP grew in response to the need for schools to re-envision teaching and learning so students can thrive in an ever-changing, globalized society. It views change through continuous improvement. Bound by time constraints and the desire to empower faculty to lead change, an integrative approach was generated. The OIP intertwines an eight-step process with the organization's inquiry cycle and key principles focused on maintaining a strengths-based approach to change. The framework connects the traditional hierarchy with a network structure. The dual operating system supports the cultivation of self-efficacy and collective efficacy fostering innovation in support of continuous change that focuses on improving teaching and learning. The resulting integrative framework, the accelerated improvement cycle, will be leveraged within the elementary division. The implementation of this approach will engage participants in reflective, reciprocal learning opportunities that encourage members to challenge one another's assumptions to bring about positive, meaningful, and sustainable change. A critical examination of policy and the impact of the school's dominantly Western philosophy and a workforce that does not personify the underrepresented minorities requires future investigation.