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Developing T-shaped water professionals: Reflections on a framework for building capacity in collaboration, learning and leadership Dr. Brian S. McIntosh,

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Presentation on theme: "Developing T-shaped water professionals: Reflections on a framework for building capacity in collaboration, learning and leadership Dr. Brian S. McIntosh,"— Presentation transcript:

1 Developing T-shaped water professionals: Reflections on a framework for building capacity in collaboration, learning and leadership Dr. Brian S. McIntosh, Senior Lecturer and Education Program Manager Dr. André Taylor, Leadership Specialist Joint venture of 4 unis + supported by the State Government in Queensland Based in Brisbane, Queensland, Australia - Created 7 years ago

2 Climate and water availability change
IPCC (2007) Synthesis Report Developing T-shaped water professionals

3 Global demographics to 2050
2050 – 6.3bn UN (2010), World Urbanization Prospects: The 2009 Revision Population Database Developing T-shaped water professionals

4 Access to adequate water & sanitation
WHO & UNICEF (2010), Progress on Sanitation and Drinking Water Developing T-shaped water professionals

5 Urbanisation and ecological degradation
Walsh et al. (2005), J. N. Am. Benthol. Soc. 24(3):706 Developing T-shaped water professionals

6 Global food production challenges
FAO (2010), Where do the hungry live? Developing T-shaped water professionals

7 Change Developing T-shaped water professionals

8 Professional skills profiles
From Uhlenbrook and de Jong (2012) Developing T-shaped water professionals

9 Investing in education to invest in adaptivity
Formal education can provide a process for building the capacity of water sector professionals to: recognize the need for innovation; develop innovative ways of changing which avoid creating problems elsewhere, and to; stimulate and drive processes of change. But what should formal education programs for building such capacities look like? What skills and knowledge should they focus on and how should they be delivered? Developing T-shaped water professionals

10 Ingredient: Innovation management
managing innovation Knowledge about Innovation Continuum Incremental Radical Simple Management of innovation Complex Routine Nature of innovation process Unstructured Developing T-shaped water professionals

11 Ingredient: Learning Developing T-shaped water professionals

12 Ingredient: Collaboration
Innovation processes are becoming more ‘open’, as a consequence of collaboration across organizational boundaries Promoting and enabling collaboration between personnel within organisations and between organisations is a key part of developing new opportunities and solving problems Effective collaboration, characterized by the creation of shared understandings of purpose, values and activity which yields benefits to the group as well as to individuals, is essential to group effectiveness Effective, as opposed to functional, collaboration tends to lead to more radical, status quo challenging action Developing T-shaped water professionals

13 Ingredient: Leadership
At the heart of many successful projects in the water sector Water contexts offer unprecedented levels of (rapid) change, high levels of uncertainty, instability and complexity, problems with long timeframes and multiple stakeholders Major change management processes require skilled leaders Developing T-shaped water professionals

14 Ingredient: Ethics, values & context
Episteme Systems of knowledge (know why) Techne Art or craft Knowledge (know how) Phronesis Knowledge that helps us act wisely in particular situations Guides the use of the other kinds of knowledge – whether they are used well from an ethical point of view The most important form of knowledge for Aristotle Praxis Practical, thoughtful doing From Aristotle Modern science emphasises these We need to emphasise these more if we are to live more sustainably Developing T-shaped water professionals

15 T-Shaped Water Professionals
We believe that effective water leadership will involve the development of T-shaped professionals. By this we mean that as well as possessing deep specialist disciplinary or functional knowledge (which can be imagined as an ‘I’), such professionals will need to have a broad knowledge of other disciplines, organisational functions and the institutions in which they operate (which can be imagined as the cross bar on a ‘T’) to be able to meaningfully co-construct and resolve wicked problems. Effective water policy and management organisations will then need to be composed of mixtures of I-shaped professionals providing deep, technical and specialist skills, with T-shaped professionals providing integration across functions and disciplines. Developing T-shaped water professionals

16 Applying the T-shaped concept
T-shaped skills profile component Masters of Integrated Water Management Water Leadership Program Understanding Covered Minor coverage Organising Influencing Collaboration Ethics, values & context Developing T-shaped water professionals

17 Applying the T-shaped concept
T-shaped skills profile component Masters of Integrated Water Management Water Leadership Program Understanding Natural science (e.g. hydrology, water quality, aquatic ecosystem function and health, sustainability, climate science, urban climatology, dryland agriculture) Social science (e.g. water governance, water policy, water law, environmental economics, development theory, sustainability, behavior change, gender, participation and collaboration) Applied science (e.g. social impact assessment, environmental impact assessment, IWRM, sustainable livelihoods, participatory rural appraisal, decision-making techniques, urban metabolism, life cycle assessment, urban agriculture, conceptual modelling) Engineering (e.g. water treatment, sustainability, low cost water and sanitation systems, water supply system design, mass balance modeling, rainwater and stormwater harvesting, water sensitive urban design, water / energy / nutrient recycling and recovery) Systems thinking Methods to build leadership capacity over one’s career Theories and models of leadership Developing T-shaped water professionals

18 Applying the T-shaped concept
T-shaped skills profile component Masters of Integrated Water Management Water Leadership Program Organising Project proposal development Project management Team working Survey and interview design, execution and data management Self-leadership Team development and leadership Time management Leadership development planning Individual leadership development project planning and management Influencing Team leadership Presentation skills Conceptual modelling Water leadership models – project champion, enabling leader, team leader Models and theories from the academic leadership literature Social networking Communication skills Planning influence attempts including choice of tactics Fostering innovation and creativity within teams Individual leadership development project Developing T-shaped water professionals

19 Applying the T-shaped concept
T-shaped skills profile component Masters of Integrated Water Management Water Leadership Program Collaboration Stakeholder engagement and participation Conflict management Team leadership Team roles Distributed / shared leadership Mentor-mentee relationships Social networking Communication skills Active listening Ethics and values Personal values clarification Reflective practice Equity Ethical project management Values and building credibility Authentic and ethical leadership Developing T-shaped water professionals

20 Reflections on implementation
Challenges in broadening education – ensuring that: Each discipline or functional area of knowledge can be learned to Masters level from essentially no, or only high school level knowledge beforehand, and; Opportunities are provided to participants to take part control of the learning agenda so that they are able to focus on content of most relevance to their own professional goals and context, and are also more motivated to learn Developing T-shaped water professionals

21 Reflections on implementation
Learning philosophy: Standard classroom didactic teaching is at best only ever partially successful as an approach to catalyzing learning Alternative approaches to learning emphasise: Peer-to-peer interactions, dialogue, problem orientation, real-life or immersive education, and critical pedagogy Application of the 70:20:10 rule - 70% of learning and development occurs as a consequence of doing, 20% as a consequence of receiving feedback and 10% from formal instruction Developing T-shaped water professionals

22 Reflections on implementation
Strategies for responding to the challenges: High quality printed and online resources enables ‘flipping’ Emphasis is given to conceptualization, skills and problem-solving rather than the acquisition of factual knowledge Use of real-world, problem-based learning as a device to promote active, integrative learning across disciplines Immersive, problem-focused field trips Developing praxis (conscious, reflective action to transform the world) – head, heart and hands Ability to command significant 1-to-1 time from academics Developing T-shaped water professionals

23 www.watercentre.org +61 (0)7 3014 0225 b.mcintosh@watercentre.org
Developing T-shaped water professionals


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