E X E C U T I V E B O O K S U M M A R Y

The

Adaptive School
A Sourcebook for Developing Collaborative Groups
Written by Robert J. Garmston & Bruce M. Wellman
EBS prepared by K Kuehn for EDAM 824 University of Saskatoon

Developing Strong Schools

and Collaborative Staffs
‘To be adaptive and meet the demands of
omnipresent change requires more than
linear thought, tired problem-solving
formulas, and recycled plans. In the work
of school improvement, human energy
matters as much as the elements of good
Recognizing Social Patterns as People Work management. Maybe more. (p. iii)’
Together
Adaptive schools create concurrent focus to increase Ideals
organizational and professional capacities. This is developed ! To change form
through 6 energy sources: EFFICACY, FLEXIBILITY, ! More data = more predictions?
Not always.
INTERDEPENDENCE, CRAFTSMANSHIP and ! Everything influences everything
CONSCIOUSNESS. Ideally, the conscious effort of the group else
will drive member capabilities and shared leadership. ! Tiny events produce major
disturbances
Requirements that need to be met to function as an adaptive ! No need to effect everyone to
school are the ways of talking, developing success structures and make a difference
groups, effective collaboration, strategies, and calculated ! Things and energy matter
behaviours.
Effective Leaders Reflect
The Results WHO ARE WE?
WHY ARE WE DOING THIS?
COLLECTIVE RESPONSIBILITY FOR WHY ARE WE DOING IT THIS
WAY?
STUDENT LEARNING
Themes
3 Focus Areas Becoming a Skillful Professional Community
Facilitating Groups
Group Member Shared Responsibility
Developing Groups Collaborative Culture
Paying attention to
Choices of the Communal Application
task focus, process Shared responsibly Relational Trust
individual maintain
skills, relationships of the leaders, Individual and Group Learning
focus, momentum,
facilitators, and
and achievement
members
THE LOREM IPSUMS SPRING 2012
FOUR HATS OF SHARED

LEADERSHIP
All players wear all hats in meetings, activities, in research, in
projects. Recognizing and knowing when and how to change
them helps creates balance of the group.

1. Facilitating… to make easier.

! To direct the procedure used in meetings.

! Choreographs the energy within the group.
! Maintains the focus of content and one process at a time.
! Should rarely be the person with the greatest role or
knowledge authority

2. Presenting …to teach. 3. Coaching… to help take action.

! To extend and enrich the knowledge, skills ! Helps develop expertise in planning,
or attitudes, and the application of such in
reflecting, problem solving and decision-
the work.
making.
! May adopt a stance, such as expert,
! Takes a non-judgmental stance and uses the
colleague, novice, or friend tools of pausing, paraphrasing, inquiry and
! Chooses strategy of presentation: lecture, probing for purpose.
cooperative learning, study group, other
! Focuses on perceptions of the group and
! Guided by clarity of instruction and their thinking.
assessment of goals.

4. Consulting… to be an information specialist.

! An information specialist or advocate for
content and process
! Delivers technical knowledge to the group
! Must have trust, commonly defined goals,
and the groups desired outcomes clearly in
mind
‘Four Hats of Leadership’ p. 17

2
THE LOREM IPSUMS SPRING 2012
HOLONOMY
\

From the Greek, holos, meaning ‘whole’ and ‘on’ meaning ‘part’. Realizing that systems have parts,
that system creates the bigger system, yet all rely on each other. Seeking resolutions to conflicting
tension between part and whole, independence and interdependence (p. 19).

Working in effective groups from an Adaptive A school as an ORGANIZATION group

School model assumes members have certain focuses on vision, values, goals as their system
capabilities. Group members are introduced to thinking. Thus, group behavior needs to follow
the expectations of how to behave in a group roles of initiating and managing adaptations,
and adhere to behaviors that articulate interpreting and using data, developing and
understanding and achieve group purpose. maintaining collaborative cultures and gathers
The idea, ‘to know ones’ intentions and to choose and focusing resources.
congruent behaviors’. Group members are trained A school as a PROFESSIONAL group focuses
to set aside unproductive patterns of listening, on collegial interaction and the cognitive
responding and inquiring. Examples of are processes of instruction. Thus, group behaviors
‘autobiographic’, ‘inquisitive’, and ‘solution centers around knowledge of the structure of the
listening’. discipline, knowledge of self (values, standards,
Effective group members know when to assert beliefs), repertoire of teaching skills, and
and to integrate in the conversation; and know knowing about students and how they learn.
and support the group’s purposes, topics,
processes and development (p. 15). An
adaptive group member understands their
5 Energy Sources
autonomic role builds community. for high performing groups
EFFICACY, FLEXIBILITY,
CRAFTSMANSHIP, CONSCIOUSNESS,
INTERDEPENDENCE.
1. Believing in capacity and staying on course.
2. Multiple perspectives provide intuitive ways of working.
3. Strive for clarity of values, goals and high standards, whilst
refining communication process.
4. Monitor impact of actions on one another, group, individuals,
and others beyond immediate group.
5. Valuing internal and external relationships, reciprocal
influence, and learning.

3
 THE LOREM IPSUMS SPRING 2012
Ways of Talking- Converge to Converse

Groups Getting Together To Discuss

An ‘Adaptive School’ differentiates between DIALOGUE and DISCUSSION.

Both methods of communication are monitored by the 7 Norms of Collaboration.

DIALOGUE
Reflective in nature
‘Meaning-making’ through words
Members inquire into their own and other’s beliefs
Listening is as important as speaking
‘Tactic infrastructure of thought’ (David Bohm, 1990)

Monitoring the dialogue members pay attention to themselves, the

process of the dialogue, and the new whole that is emerging
within the group.

Preparation as a participant is to ‘listen to your listening’. The

7 Norms of Collaboration
goal is to hear others without judging. PAUSING allowing thinking time
Suspension is the essential internal skill in dialogue, setting aside PARAPHRASING to hear and
own perceptions, impulses, feelings. Yet as well, ‘suspension’ is understand
to expose thoughts on the ceiling for all to examine.
PUTTING INQUIRY AT THE
Well-crafted dialogue will lead to understanding with conflict
resolution, consensus forming and building professional
CENTRE explore perceptions,
assumptions, interpretations
community.
PROBING increase the clarity and
precision of thinking
DISCUSSION
Active in nature PLACING IDEAS ON THE
Means to ‘shake apart’ TABLE the heart of meaningful dialogue
Members seek out: a) clarity about the decision making process; PAYING ATTENTION TO
b) knowledge about the boundaries surrounding the authority to SELF AND OTHERS being aware of
make the decision; what is being said, how it is said, how others
c) and standards set during such meetings. are responding

Monitoring the discussion member pay attention to themselves, the PRESUMING POSTIVIE
process of skilled discussion, and the details of the problem INTENTIONS promotes and facilitates
solving, planning, and decision-making process in which they are meaningful dialogue and eliminates
engaged.
unintentional putdowns.
The purpose of discussion is to eliminate some ideas from a field of
possibilities and allow stronger ideas to prevail. (p. 38)

4
 THE LOREM IPSUMS SPRING 2012
Discussion

A Structure for Collaborative Decision Making

As a school/staff/classroom leader it is important to set up the environment in which others learn. In
effect, one cannot teach people to learn, rather, create atmospheres for learning to occur.
This section is to assist leaders in planning for ‘meetings’ as a means to increase the learning potential for
all participants.
Four meeting success structures include:
1. Decide who decides
2. Define the sandbox
3. Develop standards
4. Design the surround
1. The most critical function related to running a meeting is to provide clarity about how decisions will be made.
Determining who is making final decisions helps group members know how to proceed.
2. Groups should be clear about the issue within the sphere of influence it is responsible to. Outside influence and
understanding its relationship with the decision will help the group conserve energy by focusing resources where
they have direct influence. Examples of structures that may define the size of the sandbox include: departments,
curriculum, improvement teams, advisory boards, trustees, student councils, faculties, parent-teacher groups,
associations, districts.
3. Developing one process, one topic, balancing participation, engaging in conflict issues, and to understand and
agree on roles sets the standards of the meeting. Roles are defined as: engaged participant, facilitator, recorder,
person with role or knowledge authority.
4. Presence will mediate thinking and behavior. The physical space and room arrangement will structure desired
interaction. Tasks, norms and standards charts remind participants of norms, meeting standards and group-member
capabilities. Incorporate visuals to track information generated, and allow for ‘emotional space’- ground
members with inclusion activities and support everyone to be fully present both physically and emotionally.
Ensure everyone ‘checks in’. (p. 77)
As a brief overview, additional suggestions to facilitating successful meetings include providing agendas, preparing
goals before the meeting, designing an opening to the meeting to focus energy and clarify roles, engagement
opportunities, transition periods, and constructing a closing to clarify who does what and by when.
Focusing CONSENSUS means that all participants have contributed resources and have taken in to consideration
other resources and opinions. Viewing differences as helpful rather than hindrances creates platforms for discussion.
An element of consensus would be the idea that all can paraphrase the issue and has had a chance to describe
feelings about the issue. Those who disagree are to indicate it publicly they are willing to go along for an
experimental try thus everyone shares in the final decision. There is no unanimous vote, not everyone will get their
first choice, and not everyone will agree, however, the capacity for the group to move forward will remain intact
and there will always be opportunity to revisit decisions if necessary. Additional ways to conduct consensus forums
are further discussed throughout the Adaptive School program.

5
THE LOREM IPSUMS SPRING 2012
Working Effectively with Conflict
‘Conflict can be seen as a gift of energy, in which neither side loses and a new dance is
created.’ Thomas Crum
Cognitive Conflict and Affective Conflict: difference of opinion, an effective team makes
Differentiating Between the Two the fullest use of every member. Seeking out the
thoughts and opinions of those less active helps
Cognitive Conflict (C-Type) can produce
disseminate and prevent who monopolizes,
substantial changes and improve team
hijacks or grandstands during the conversation.
effectiveness. It produces better decisions,
Overall, when the group has taken the time to
increased commitments, increased
build its culture, participation and norms of
cohesiveness, increased empathy, and increased
collaboration, generally, members feel able to
understanding. C-Type conflicts are mostly
speak freely without personal challenge.
issue related differences of opinion. It is a
natural component of being part of a team. As discussed throughout this book, Adaptive
Generally, this form of conflict arises as team Schools, there are specific suggestions for
members examine, compare and reconcile managing conflict yourself; as a participant,
differences. Such an exercise in team conflict within the community; and as a leader
effectiveness, focusing attention of the content facilitating the problems. Under all
of conflict, will reveal underlying issues and circumstances, the main, recurring theme is to
reduce assumptions to increase group reinforce the values of the community and
engagement. demonstrate a willingness to ‘let go’ and ‘live
with’. Having an openness to foster the ideas
Affective Conflict (A-Type) lowers the
and thoughts of others, letting go of your idea
effectiveness of a group as it fosters hostility,
being the final authority provides immeasurable
distrust, cynicism, avoidance and apathy among
understanding as to what it means to function
team members. The focus is generally on
in an effective, cohesive work environment.
personalized anger or resentment, usually
directed at a person, not an idea. It generally is Clearing the air and inquiring will also gain
a result of a lack of skill or norm practice to deeper understanding of the issue and task at
disagree gracefully. Quality solutions lessen and hand. Leaving out the words, ‘why’ and ‘you’
the commitment to the team declines. Members when forming questions prevents emotional
stray and identify themselves no longer with the responses or an imbalance of feelings that have
team’s direction and goals. preconceived notions. Examples of furthering
questions include:
Creating a forum and ability to deal with C-
Type conflict in constructive ways allows the What specifically does it mean by…?
group to stay on track and focus on the issue, What might be some of the experiences…?
not trivial details. Teams that tackle conflict are
generally more creative and diverge beyond What are your hunches about the importance?
normal opinions and circumstance. Open What path do we take?
communication is also a benefit when dealing
As this plays out, where are the directions it
with conflict as it arises. When there is a
may go?

6
THE LOREM IPSUMS SPRING 2012
Dialogue Skills
Tips to Refine Dialogue Skills MOVING FORWARD
Effective Dialogue is the means for group As the understanding of effective group
advancement. It assists with problem solving, work, and the ways in which people speak
idea generation, and conflict resolution. Ways with each other, refines itself, what next?
to impact effective dialogue practice include:
• Adopting the five meeting standards
1. State the purpose of your contribution: allows opportunity for meaningful
-an idea, a wondering, a curiosity, a question to engagement.
clarify, a thought • Rotating the facilitator and recorder
2. Inquire about: roles allows for balance and the
theme that the perception of
- assumptions, implications, connections,
principal/leader is often more
generalizations, values, intentions
figurehead and traditional.
3. Sentence starters will help speak intentions:
• Make changes slowly. Choose to
‘Here is an idea I’m throwing out on the table’ work on one or two norms,
‘Here is an idea I’m holding at the moment’ developing them well.

4. Tips for facilitating dialogue: • Be clear on what is nonnegotiable.

Reflect on which norms need be
-breathe, listen to own listening, speak to the
instilled from day one.
center of the room, set aside assumptions, use
listening set asides, monitor your need and • Teach topics groups should know. If
purpose to talk, ‘why am I saying this?’ & ‘why staff arrangement is conducive to the
am I saying this now?’ physical arrangement of group work,
move forward quickly. Do not spend
5. Monitor meetings for unproductive
too much time discussing
behaviour:
environment arrangement.
-side bar conversations, interruptions
• Provide space, tools, and time to
/interrupting, dominating conversations, lack of
engage in discussion. Implement the
organization, lack of purpose or unclear
modeling of effective dialogue from
purpose, apathy by participants, hidden
day one set a standard
agendas, timing, physical arrangement,
marking/multitasking, person in charge/takes • Lighten Up: Laugh Lots! Listen
charge, length, structure, inattentive listening, Well! Locate power inside the group!
having materials read to you
6. Lean into the table, the conversation. Now get Moooving!
-create open, directed, and implicit body
language to assure active listening to the sender

7
THE LOREM IPSUMS
Overall Connections and ReflectionsSPRING 2012
How to be a Better Group Member/Group Facilitator
A brief overview of practical examples, " Ask the question, what is going to make
common practices, and highlights how to use people stay? It generally isn’t the work; it
parts of the Adaptive School Program in staff is where they do it.
and classrooms tomorrow: (in no particular " Trust is the predetermining factor, the
order) relational trust piece.
" A Technique Approach to acquire ‘buy " The program mimics the program of
in’ from a group: name and describe the Cognitive Coaching in the absence of
strategy, (the ‘what’ of the issues); offer assessment.
rationale and related research as to your
" The difference between Adapted and
focus thus far (the ‘why’); present the
Adaptive: ways to get ahead rather than
steps visually and make the process
change; changing form while clarifying
available (the ‘how’).
identity.
" Say good morning to people and make
eye contact. Take time to shake people’s " Teachers need to see themselves as more
hands. Wear nametags in situations than those who ‘move’ stuff.
where people will be approaching each " 10 & 2: Ten-Minute Talk & Two Minute
other and conversing. Use first names in Reflections.
dialogue with others to create
" Sometimes backing up to see the beauty
communicated connectedness with
is what is important.
them.
" Always ask, who are we? And why are
" Risk taking can also be called ‘creative-
we doing this?
discomfort’.
" Conversations are productive when there
" The purpose of inclusion activities with
is a sender, receiver, a message being
groups is to set the norms and focus the
relayed audibly, it’s been paraphrased,
energy of the room- the beginnings of a
clarified, reflected back, and the receiver
learning environment.
and sender agree that there was equal
" We don’t learn from experience, we opportunity to be heard, shared and
learn from what we ‘do’ with experience. understood.
" It is never wrong to put ideas on the " The responses, ‘I can live with that’ and
table when there is a mutual ‘can we meet half way?’ help engage in
understanding that it is an idea, not compromise and group balance.
directly connected to the person
" Third point teaching- when delivering
formulating the idea.
content for learning will lessen the
" Create regenerative, not degenerative distractibility of the learner.
work environments.

8
 THE ADAPTIVE SCHOOL DEVELOPING COLLABORATIVE GROUPS

The Adaptive School

A Sourcebook for Developing
Collaborative Groups
Developed by Robert Garmston and Bruce Wellman
Fifth Edition (2009) The Center for Adaptive Schools
Norwood, MA: Christopher-Gordon Publishing, Inc.

Executive Book Summary

K Kuehn
EDAM 826 Human Resource Leadership

For Bob Bayles and Keith Walker

University of Saskatoon
August 2014