1. The story of NorthLight
- NorthLight

2. Creative Tension at Play
Our Desired Future
- where we want to be
Supporting Systemic Structures (Theory of success)
Opposing Systemic Structures
(eg Limits to success)
Our Current Reality
- where we are 2 2

3. Current Reality:
Deep sense of failure and hopelessness
Angry parents -blame self and society
May incur a social cost in the long run
May become future low wage workers
(Good morning NLS)

4. Profile of the students
55% has very low language proficiency
96% has a U grade for Maths
70% has low household income
EQ profile - Intrapersonal skills , Interpersonal, skills adaptability, stress management, general mood.
Lowest in Interpersonal skills and general mood.

5. Questions asked:
How will the society view NLS?
Will there be parents who wants to send their children to NLS?
Will there be teachers who want to come and teach?
Is a centralised model the best option?

6. “Good to Great” by Jim Collins
First Who then What
Hedgehog concept
Path of Least Resistance by Robert Fritz

9. Mission
Vision
Motto
Values
- staff , parents, students’ creeds

10. Theory of Success
The theories drive our strategies, decisions and actions.
Why do we need to make it explicit?
Question the mental models and assumptions underlying our theories to see if they are valid..
Ensure that our strategies and actions have coherence
A valid theory of success is a reinforcing loop – it is a virtuous cycle that is self-sustaining.
Identify potential obstacles which prevent our theory of success from taking off on a sustainable basis.

11. Northlight’s Theory of Success
Quality of Results
Quality of Relationships
Quality of Collective Thinking
Quality of Plans & Actions
Quality of Conversations
Reinforcing Cycle
(This theory of success is adapted from Daniel Kim’s core theory of success for organisations)
The above core theory of success is one of NorthLight’s key success loop. It reflects our assumptions about what will enable NorthLight to create its desired results. It shows a self-reinforcing loop with the following variables: 11

12. A Core Theory of Success (cont’d)
Quality of Results
“What do we want to create together in this school? Why is this important and meaningful? ”
Quality of Plans & Actions
. “What high leverage actions do we need to take to reach our desired future?”
Quality of Collective Thinking
“Do our team members understand where we are going, why we are going there and what we need to do to get there?
Is there synergy among the different departments and individuals in the NorthLight team? ”
Quality of Conversations
“Do our conversations give life; do they encourage ownership and commitment?” 12

13. NorthLight’s Operational Theory of Success
In additional to the core theory of success, NorthLight also has an operational theory that drives many of its teaching, learning and character development strategies:
Student’s level of hope
Tastes/ Experiences of success
Student’s Motivation to Succeed
Confidence
Performance
The theory goes as follows: When our students taste success, their level of hope go up. As their hope goes up their motivation to succeed increases. This leads to better performance and higher confidence. These in turn causes them to experience more success. The success loop is in operation!

14. NorthLight Overall Theory of Success
Rebranded
Identity
Redefined Success
Relevance, resilience
Attract believers
Quality of Results
Trust, not fear
Resources
Quality of Actions
Quality of
Relationships
Our mission and vision
Quality of Planning
Quality of Collective
Thinking
Our values
NorthLight Overall Theory of Success

15. Pattern of Behavior of Variables in Theory of Success
The variables in success loops experience exponential growth or decline. It usually takes time for the results to show initially, as this is when the initial actions to start the success loop are made. After this initial period we will experience exponential growth or take off.
Slow
Fast
Time
Desired Outcomes
In NorthLight’s case, we have experienced faster than expected results in terms of our students’ motivation, character and performance. 15 15

16. Limits To Growth In NorthLight,
Clarity of what we want in our staff and students
Theory of success to reach our desired outcome.
As our success loop grows, more resources will be needed. As the resource is fixed, the resource gap (or availability) falls. This declining availability may retard the growth of one or more variables in the success loop.
This is very real in NorthLight as we have experienced faster than expected growth in our desired outcomes. As we go into our third year of operation, we need to be aware of what our limits are, organisationally and individually, so that we can anticipate them and take corrective action. Only then can our results be sustained in the long term in a life giving way. 16 16

17. 2009 : 1 learning journey/ term; Fixed attachments
2007 – 80 visitors, 23 attachments
2008 – fixed 2 school learning journeys/ term ; 83 groups visited; 53 attachments
2009 : 1 learning journey/ term; Fixed attachments

18. NorthLight – Success Redefined (What we want to grow more of)
Relationships and Team Spirit (7)
Empathy and Acceptance (7)
Perseverance (7)
Belief in the NorthLight Cause (6)
Passion and Commitment (5)
Others – Humility, Courage, Integrity, Attendance

19. Success Redefined For Graduating Class - World – ready - Work- ready
- Character (eg resilience, focus, on task, sustain in job)
- IT proficient
- Continued connection with NorthLight through WDA – funded courses, alumni

20. Sustaining our Passion, Staying the Course
“What is needed, individually and collectively, for us in NorthLight to sustain the progress made in our first 2 years, and replendish our passion and energy on a sustainable basis?”

21. What Organisational Limits do we need to be aware of?
Size of Organisation and Impact on Communications
Resources – Time, Finance, Manpower
Competencies
Bureaucracy vs Flexibility
Family Support for students

22. Sustaining Our Passion, Staying the Course
What will enable me to deepen relationships, be more empathetic and accepting – of myself and one another in the team (staff and students)?

23. “A bird sings not because it has the answer,
it sings because it has
a song”