What does innovation mean to you?

1. What does innovation mean to you? Here are some common definitions of innovation: “The act or process of introducing something new or a new invention or way of doing something” - Encarta World Dictionary “The act of introducing something new”- American Heritage Dictionary “A new idea, method or device”- Webster online “Change that creates a new dimension of performance” - Peter Drucker “Innovation is a new element introduced in the network which changes, even if momentarily, the costs of transactions between at least two actors, elements or nodes, in the network”- Regis Cabral “Innovation is the way of transforming the resources of an enterprise through the creativity of people into new resources and wealth” - Paul Schumann

2. Chaos, change and control • Change is disruptive - change involves emotional engagement • If the process of change is not structured enough: • Emotional threats and stress can escalate • Inequalities can occur and trust can suffer • Systems can be chaotic and fluctuating • If the process of change is too heavily controlled: • Change processes are not owned • Changes tend to be simply minor improvements • Leadership tends to stay in the hands of a few

3. The challenges of change The following challenges each raise awareness of the complexity of change and the importance of excellent communication and structure. • Challenge 1 – Getting the balance of uncertainty and agreement right • Challenge 2 – Predicting the size of the innovation dip • Challenge 3 – Engaging stakeholders • Challenge 4 – Sustainable Stakeholder Engagement

4. Challenge 1: Getting the balance of uncertainty and agreement right • Those engaged in leading change this year need to find the balance between control and chaos • Meaningful change is managed yet free enough to be creative and innovative • The Microsoft Innovative Schools’ Improvement Cycleis a structured programme for change. • Before even considering the cycle, there needs to be ownership and understanding of the reasons for engaging in significant change.

5. Far from Agreement • Possibilities • Growth • Innovation • Performance • Flexible deliveries Chaos • Leadership for innovation • Vision, mission and values • Relationships and collaboration • Networks / partnerships • Information rich • Identity and purpose • Trust, challenge and support • Responsible risk • Double Loop learning • Customer outcomes focus • Personal Responsibility • Flexible Budgets • Performance management • Researching for evidence Transformational Edge • Management and Operational structures • Rules, standard operating procedures • Communication systems and information management • Timetables, internal routines • Programmes and pedagogical agreements • Standards for teaching • Standards for learning • Control • Limitation • License to operate Close to Agreement Close to Certainty Far from Certainty Adapted from Stacey, R. / Napoli D.

6. Challenge 2: Predicting the size of the innovation dip Eventually your project will create improvement but make sure you start the next project before the previous one becomes too embedded, otherwise the gains may begin to tail off. When the Project started Success Any project that involves change may cause some initial confusion and inefficiency and could result in things getting worse not better. If you predict the extent of this initial dip, you can ensure that you don’t embark on a project that is outside of the school’s capacity. Time

7. Challenge 3: Engaging Stakeholders “The ultimate goal of change is when people see themselves as shareholders with a stake in the success of the system as whole.” -Michael Fullan • There are two powerful strategic leadership approaches to achieving stakeholder engagement: • A ‘top down’ model can be effective: • When the entire leadership team supports the transformation agenda • When the leadership has minimal resistance from staff and community regarding the transformation agenda • For incremental change. • 2. A ‘coalition’ model can be effective: • When the school is implementing a significant change • In generating broad stakeholder support quickly • In overcoming change resistant staff or community members.

8. A ‘top down’ approach • A ‘top down’ approach to gaining stakeholder engagement begins with the school leadership team and gradually spirals out to include more stakeholders.

9. A ‘coalition’ approach • A ‘coalition’ approach to stakeholder engagement still requires the Head of the school to be the project leader. • It involves engaging a range of stakeholders and external inputs from the outset and systematically moves to individual accountabilities.

10. How deeply engaged are each of your stakeholder groups? • The ‘informed’ stakeholders you share information with in a one way stream • Those ‘asked’ have a chance to give feedback on the information you give them • The ‘consulted’ group can see how their feedback was considered by you • ‘Listened to’ stakeholders give their feedback in person and argue their case • ‘Involved’ stakeholders’ ideas are then consulted on by other groups. • Stakeholders can ‘co-develop’ if they are given some authority to take their ideas forward e.g. by being invited to join the project management board • Stakeholders gain ‘ownership’ when they are entrusted with the resources to drive their ideas and effect policy 1 2 3 4 5 6 7

11. Challenge 4: Sustainable Stakeholder Engagement It is important to plan for a broad emotional commitment to the reason for change from stakeholders. This will provide a platform on which to build the vision. For your plan to succeed, you will need to focus on: • Establishing an urgent reason for change • Forming a visible and powerful support coalition • Having a clear plan for implementation • Effectively engaging stakeholders • Converting this process to long-term sustainable work practices for all stakeholders.