© 2006 The Neville Freeman Agency
If we had known then what we do know now, what would we have done
differently in retrospect?
If we could know now what we will know then, what should we do differently
in prospect?
© 2006 The Neville Freeman Agency
8.45 Welcome, group formation & process review
Oliver/Richard
9.15 1: Burning Issues Howard
10.40 MORNING TEA
11.00 2: Burning Issues & Framing Questions
Oliver
12.20 3: Conceptual Map Richard B
12.30 LUNCH
1.30 4: Futurequake! Richard N
2.30 5: Introducing INSPECT Oliver
3.30 AFTERNOON TEA
3.45 6: Timeline Melanie
5.00 7: The ‘I’ in INSPECT Richard B
5.30 CLOSE
© 2006 The Neville Freeman Agency
Experiential Learning
Concrete Experience
Reflective Observation
Active Experimentation
DivergenceAssimilation
Convergence Accommodation
Abstract Conceptualization
© 2006 The Neville Freeman Agency Learning to be Strategic
EPISODE 3
Plausible
Strategic
Strategic
Challenges Scenarios
Designs Testing
Strategy
Scenario
Narratives
EPISODE 2 Learning to Generate
Scenarios
INSPECT
Influences
Environmental
Critical
Logics
Uncertainties
Scenario
Scenario Planning as an integrated ‘Structured Episode’ Experiential Learning Process
Identification
EPISODE 1
Learning to Identify and Focus Issues
Question
Design
Analysis
Framing
Key Factor Issues
Question
© 2006 The Neville Freeman Agency
The Logic of Scenario Planning
Here is the
Teaching Professio
n 2006
Reflexive Participation
© 2006 The Neville Freeman Agency
The Logic of Scenario Planning
Here is the
Teaching Professio
n 2006
Here is the environment in which it is
having to operate
© 2006 The Neville Freeman Agency
The Logic of Scenario Planning
Here is the
Teaching Professio
n 2006
Here is the environment in which it is
having to operate
Here are the strategists – planning for the future of
the profession
© 2006 The Neville Freeman Agency
The Logic of Scenario Planning
Here are the
issues currently
facing the
Teaching Professio
n
Here are the influences in the
current environment
Here are the strategists – exploring both the current
issues and influences
© 2006 The Neville Freeman Agency
The Logic of Scenario Planning
Here are issues that those in the
Teaching Profession may well
have to face in the future
Here are influences which
might be important in
future environments Here are the
strategists – imagining
and exploring future issues
and influences of
potential relevance to the Teaching Profession
© 2006 The Neville Freeman Agency
GROUP NUMBER
•Please acknowledge your team number (from G1-G8).
•You will use this number which MUST be used to prefix all Zing postings throughout the two days
© 2006 The Neville Freeman Agency
• “YOLK”……“the essential part or inner core” (separated from the external by a
membrane – ‘system’)
• “ALBUMEN”…..”the nutritive matter about the yolk”
© 2006 The Neville Freeman Agency
BURNING ISSUES - SOURCES
• the thought starters report• the pre-reading reports• the interviews report• the ‘day in the life’ report• the ten questions report• the focus groups report• the literature review• the student forums
© 2006 The Neville Freeman Agency
BURNING ISSUES -ACTIVITIES
• 3-5 issues for your group• ZING YOUR RESPONSES • Share your issues with everyone• Report from Neville Freeman
© 2006 The Neville Freeman Agency
WHAT WILL THE WHAT WILL THE
AUSTRALIAN AUSTRALIAN TEACHING TEACHING
PROFESSION HAVE TO PROFESSION HAVE TO DO TO BE SUCCESSFUL DO TO BE SUCCESSFUL IN THE ENVIRONMENTS IN THE ENVIRONMENTS
IN WHICH IT WILL IN WHICH IT WILL HAVE TO OPERATE IN HAVE TO OPERATE IN
2030?2030?
© 2006 The Neville Freeman Agency
WHAT ARE THE WHAT ARE THE
IMPLICATIONS OF THESE IMPLICATIONS OF THESE CHALLENGES FOR SCHOOL CHALLENGES FOR SCHOOL
LEADERSHIP?LEADERSHIP?
© 2006 The Neville Freeman Agency
The Burning Issues – Activities
• Impact on …… the
profession… success… leadership
• Zing• Share
© 2006 The Neville Freeman Agency
The Future
Confidently Extrapolate
Speculate
Passively Await
Reflexively Participate
Actively Anticipate
Ambitiously Co-
generate
The ‘Getting it Right’ School of
Strategy
The ‘Not Getting it Wrong’ School of
Strategy
Normatively
Designate
© 2006 The Neville Freeman Agency
SESSION 5: INTRODUCING INSPECT
• Australia in the World• We live in a world in which …
Oliver
© 2006 The Neville Freeman Agency
The Environment as a Map of Influences
[I]NSPECT[I]NSPECT NATURAL
ECONOMIC
SOCIAL TECHNOLOGICAL
CULTURAL
NT S
P E
C
I POLITICAL
© 2006 The Neville Freeman Agency
INSPECT - Activities
• Identify the influences which have made Australia what it is today, using the INSPECT analysis tool
• ZING• Share
© 2006 The Neville Freeman Agency
TIMELINE - Activities
• Select ONE influence you identified in the last session and create a timeline of how it has evolved since its inception
• ZING as follows:(INSPECT Letter) (Date) (Topic) (Event)
E.g. T 1982 IT The first PC is marketed in Australia
• Share
© 2006 The Neville Freeman Agency
The Environment as a Map of Influences
[I]NSPECT[I]NSPECT NATURAL
ECONOMIC
SOCIAL TECHNOLOGICAL
CULTURAL
N
T S
P E
C
POLITICAL
I
© 2006 The Neville Freeman Agency
Experiential Learning
Reflective Observation
Active Experimentation
SensingThinking
Planning Acting
Concrete Experience Abstract
Conceptualization
© 2006 The Neville Freeman Agency
WORLDVIEW• Beliefs about the nature
of nature
• Beliefs about the nature of knowledge
• Beliefs about the nature of human nature
© 2006 The Neville Freeman Agency
WORLDVIEW• Beliefs about the nature
of nature
• Beliefs about the nature of knowledge
• Beliefs about the nature of human nature
(Epistemology)
(Ontology)
(Axiology)
© 2006 The Neville Freeman Agency
SensingThinking
Planning Acting
Cognition
Meta-cognition
Epistemic-cognition
© 2006 The Neville Freeman Agency
8.45 8: Critical Reflection Howard
9.10 9: Welcome Back - to the future! Howard
9.30 10: Panel - World Views in Collision Richard B
11.10 MORNING TEA
11.30 11: INSPECTING the Now of 2030 Melanie
1.00 LUNCH
2.00 11: INSPECTING the Now of 2030 (ctd) Melanie
3.00 AFTERNOON TEA
3.30 12: Mapping the IMPAXES Oliver
4.30 15: Further Exploration Needs Richard B
5.00 CLOSE
© 2006 The Neville Freeman Agency Learning to be Strategic
EPISODE 3
Plausible
Strategic
Strategic
Challenges Scenarios
Designs Testing
Strategy
Scenario
Narratives
EPISODE 2 Learning to Generate
Scenarios
INSPECT
Influences
Environmental
Critical
Logics
Uncertainties
Scenario
Scenario Planning as an integrated ‘Structured Episode’ Experiential Learning Process
Identification
EPISODE 1
Learning to Identify and Focus Issues
Question
Design
Analysis
Framing
Key Factor Issues
Question
© 2006 The Neville Freeman Agency
Learning to Identify and Focus Issues
Learning to be Strategic
Learning to Generate Scenarios
Meta-cognition
Cognition
Epistemic-cognition
Transformational Learning
© 2006 The Neville Freeman Agency
Red odd tables/Yellow even tables Discuss your experiences so far in the project and identify what has been of special importance or significance to members of the group. Agree on one or two items.Of the experiences you have had since the last SBT meeting, what was unexpected? How do you feel about the experience?How have your experiences changed your thinking about teaching? What are you going to do about it? Which, if any, of your values has changed and why? What will you do now?
Reflection
© 2006 The Neville Freeman Agency
Why ‘future’?• ‘Business planning’, ‘strategic planning’, ‘forecasting’ all suffer
from similar malaises……..– often merely trend based
– assumes a “steady state” continuum with the planner in the picture
– progresses in a linear manner from where we are standing
– will explore lateral opportunities or solutions, seldom future and unseen ideas
– ignores (or does not see) the discontinuities
© 2006 The Neville Freeman Agency
• We cannot see tradition from the beginning, because….
“traditions are retrospective, not prospective”
(F.R. Leavis)
© 2006 The Neville Freeman Agency
Let’s look back
• A good handy never has a bad ring• My dear Watson!• Television never lies• The inter WHAT?• Who would ever have believed?
© 2006 The Neville Freeman Agency
Through their participation in the Scenario Building Team, teachers and school leaders will have the opportunity to
gain an understanding of, and be involved in a potentially transformative experience of:
• Learning about possible future environments in which schooling
may well have to operate in the future and about the implications of this for the teaching profession;
• Learning about the experiential, social, reflexive, transformative and systemic nature of learning from the
future; and
• Learning about the nature of worldviews and of the impacts
that these epistemic states have on the learning, and the learning to learn aspects of the scenario process.
© 2006 The Neville Freeman Agency
SESSION 10: PANEL SESSION
Richard B in the chairPANEL
Russell Blackford Sophie Curzon-Siggers, Di Fleming Andrew Metcalfe, Richard Neville,
© 2006 The Neville Freeman Agency
2030 [I]NSPECT activities• From your understanding of the reports, what are
the major influences which you feel will change the external environment within which teachers will have to operate in the year 2030?– Discuss and use your workbooks to make notes– Summarise what you as a group believe to be
the most important influences into ZING– Share
© 2006 The Neville Freeman Agency
Which of the Key Influences become Impaxes?
Most
Least
HighLow
This quadrant is where we hope to
find the IMPAXES which will differentiate the scenario worlds
Importance
Uncertainty
© 2006 The Neville Freeman Agency
The Scenario Planning Network
NFA TA
Pupils
Teachers
Principals
Employers
Parents
Politicians
Bureaucrats
Associations
Unions
Teacher Educators
Analysts
Futurists
Cognitive Eccentrics
Home Remote
Independent
Special Needs
Primary
Secondary
Pre-School
Directors
Directors General
StateFederal
Catholic
Scenario Building
Team
© 2006 The Neville Freeman Agency
• “YOLK”……“the essential part or inner core”
(separated from the external by a membrane – aka ‘system’)
• “ALBUMEN”…..”the nutritive matter about the yolk”
© 2006 The Neville Freeman Agency
Reflection
Red odd tables/Blue even tables Discuss your experiences so far in the project and identify what has been of special importance or significance to members of the group. Select and report on one or two items.Of the experiences you have had since the last SBT meeting which have surprised you? How do you feel about that?Have any of your experiences changed your thinking about teaching? What difference has that made to your practice? Which, if any, of your values has been challenged and how? What impact has that had on you?
© 2006 The Neville Freeman Agency
Why ‘future’?
• ‘Business planning’, ‘strategic planning’, ‘forecasting’ all suffer from similar malaises……..– often merely trend based
– assumes a “steady state” continuum with the planner in the picture
– progresses in a linear manner from where we are standing
– will explore lateral opportunities or solutions, seldom future and unseen ideas
– ignores (or does not see) the discontinuities
© 2006 The Neville Freeman Agency
• We cannot see tradition from the beginning, because….
“traditions are retrospective, not prospective”
(F.R.Leavis)