https://doi.org/10.59132/vviz/2024/1/74-93
Povzetek
Agilno miselnost je začela razvijati skupina ameriških podjetnikov, ki je leta 2001 oblikovala Manifest agilnega razvoja programske opreme, v katerem so na kratko in enostavno navedli štiri glavne vrednote in dvanajst načel. Navedene vrednote in načela so nato začeli udejanjati v različnih podjetjih, tudi v vzgojno izobraževalnih ustanovah. Na razvoj drugačnega mišljenja v ustanovi pa močno vpliva ravnatelj, ki je tudi zgled sodelavcem. Agilna miselnost vključuje spremembe, ki zajemajo predvsem osebni razvoj. Jane Loevinger poudarja, da se z odraslostjo kognitivni, afektivni in vedenjski razvoj lahko nadaljujejo in s tem posameznik postopoma prehaja k bolj integriranemu mišljenju. Agilna miselnost poudarja tudi spremembe v delovanju, kjer je pomembna vloga ravnatelja tudi, da v svoji ustanovi sprejema ter se proaktivno odziva na spremembe, spodbuja neposredno komunikacijo, preizkušanje in eksperimentiranje, tudi če to vodi do napak, podpira razvoj samoorganiziranih in decentraliziranih timov ipd., če navedemo le nekaj elementov agilne miselnosti in delovanja, ki jih predstavljamo v članku.
Abstract
Why develop the agile mindset of principals?
In 2001, a group of American entrepreneurs initiated the Agile Mindset by creating the Agile Software Development Manifesto, which succinctly outlined four core values and twelve principles. They aimed to implement these values and principles in various companies, including educational institutions. The principal, serving as a role model for colleagues, significantly influences the development of new thinking within the institution. The agile mindset involves changes primarily involving personal development. Jane Loevinger highlights that cognitive, affective, and behavioural development can continue into adulthood, with individuals gradually transitioning toward more integrated thinking. Agile thinking also emphasizes changes in action, where the principal’s essential role is to embrace and proactively respond to change within the institution, including encouraging direct communication, testing, and experimenting even if it leads to mistakes, supporting the development of self-organised and decentralized teams, among other elements of agile thinking and action discussed in this paper.