The Adaptive Learning Workshop

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.
— Alvin Toffler

This is the second installment in the Adaptive Capacity series, designed to be taken after the Adaptive Leadership workshop.

In the first of this two-part series, we helped you identify the adaptive challenges you’re facing, and we highlighted the idea that when facing an adaptive challenge the primary leadership activity is to orchestrate learning.

In this unique, highly-acclaimed workshop, we’ll explore how the ability to converse in the sweet spot under pressure is essential in adaptive situations because it helps you orchestrate not just more learning, but a profound new kind of learning inaccessible to teams, schools, or districts with low conversational capacity.

You’ll not only learn about this deeper, more profound type of learning, you’ll learn how to orchestrate it when and where it’s needed.

This, in turn, requires strengthening your collective conversational capacity. You’ll see how the capacity to transform conflicting perspectives into learning gives a team an additional advantage that is invaluable in challenging situations where our old ways of thinking no longer fit the bill. People with differing perspectives and high conversational capacity are more agile and innovative because they have the capacity for deliberate adaptive learning.

Adaptive learning is the process of surfacing, questioning, improving, and changing our view of the world, so we can make better, more effective choices. Like a group of skilled jazz musicians, a team that can deliberately learn in this way is more nimble in the face of unusual, shifting, complex circumstances because team members can better adjust their thinking to fit the new challenge.

Learning outcomes:

  • Help people adjust their thinking to fit an adaptive problem rather than interpret a problem to fit their routine thinking.
  • Increase level of innovation, creativity, and agility.
  • Reinforce the value of the conversational capacity discipline as a core leadership competence.
  • Mobilize people and teams to engage their challenges in the most focused and effective way.

At the end of the session you’ll identify key places to work and practice, update your Personal Plans and Application Plans.

Prerequisite: Conversational Capacity for Educational Professionals.

Length: Customized to fit your training schedule.

Randy Weber

Randy Weber

Randy Weber has worked with Conversational Capacity concepts and skills for over two decades. With a BA in History from UC Berkeley and a MA in Education from USC, Randy’s primary research and practice has focused on teaching elementary school children the basics of Conversational Capacity. Based on this work, Randy and Craig are co-authoring a new book, tentatively titled Conversational Capacity in the Classroom, to help educators apply the discipline to their demanding work environment.