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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

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

3 Global demographics to 2050 UN (2010), World Urbanization Prospects: The 2009 Revision Population Database 2050 – 6.3bn 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 Innovation Continuum Knowledge about managing innovation Incremental Radical SimpleManagement of innovationComplex Nature of innovation processRoutineUnstructured 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 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 Ingredient: Ethics, values & context Developing T-shaped water professionals

15 T-Shaped Water Professionals Developing T-shaped water professionals

16 Applying the T-shaped concept T-shaped skills profile component Masters of Integrated Water Management Water Leadership Program UnderstandingCoveredMinor coverage OrganisingCoveredMinor coverage InfluencingMinor coverageCovered CollaborationCovered Ethics, values & contextCovered Developing T-shaped water professionals

17 Applying the T-shaped concept T-shaped skills profile component Masters of Integrated Water ManagementWater 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 ones 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 Team leadership Mentor-mentee relationships Social networking Communication skills Active listening Ethics and values Personal values clarification Reflective practice Equity Ethical project management Personal values clarification 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 +61 (0) Developing T-shaped water professionals


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