IT Architects Development

Context

As IT Architects develop into more senior roles they become increasingly involved with the business and human context IT systems are embedded in. Some business education is usually included in their professional development path, or is available elsewhere. ‘People education’ is lacking, however. The human context is extensively addressed within the proposed program with an emphasis on those places where people (from end-users, to stakeholders, to the architects themselves) meet and interact with systems and processes. Some less widely accessible business knowledge and training are incorporated in the program as well.


Content

30 years of research in the corporate world indicate that high performance (the top 10%) in complicated technical professions is determined for more than 80% by intra- and inter-personal competencies (also known as Emotional Intelligence or EI). Cognitive/intellectual/analytical skills seem to be an entry-level requirement for these professions (i.e. necessary but not sufficient). EI competencies (intra- & inter-personal skills) are behaviours that can be successfully trained and improved. These competencies and skills are trained extensively during this program with an emphasis on a number of competencies that seem to be specifically crucial for high-performance in architecture roles. The aim of this training is to reach or exceed a cumulative ‘tipping point’ that forms the condition for high-performance. Emergent Intelligence is responsible for visionary thinking, innovative thinking, and sense-making processes, all of which play an important role in successful IT Architecture. Emergent Intelligence, as such, cannot be trained. The conditions for its occurrence, however, can. Training these conditions enhance at the same time frontal right lobecapabilities including intuition, pattern-recognition and creativity — all of which, again, are important in the architecture process. Perception plays a pivotal role in any of the stages of the architecture process, from knowledge acquisition, to definitions of domain and problems, to communication with stakeholders, to specifying requirements, to investigating solutions, etc. Perception, basically, guides of all of these processes. Personality, cultural and emotional conditioning, as well as our mind set, convictions, and belief systems, form our perceptual filters. Training perception in our programs has a double aim: to create shifts in perception and to investigate, clear, and ‘debug’ perceptual filters. These will result in enhanced awareness leading to a significantly increased level of choice in all stages of the process mentioned above. Because of the highly demanding and versatile nature of the role of IT Architect, a high level of personal mastery is essential for outstanding performance in this role. Training Personal Mastery includes the development of:
Obviously, the more senior the position of the architect, the more important their leadership abilities become. Our programs take a two-sided approach to leadership. On one hand they aim to create awareness of the architects themselves as leaders of teams, learning processes, and change. At the same time the programs provide the understanding, tools, and techniques for effective leadership in all of these areas, including reading and influencing group dynamics and team resonance and political awareness and savvy. Understanding the difference between ordered, complicated, and complex domains is crucial to the ability to evaluate, design, and act appropriately within an organisational context. We provide a framework for this understanding and address a wide range of implications, applications, and appropriate strategies.

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The Process

The development process is designed to: a) create shifts in awareness, perception, and mind set, and with that bring about a process of learning and growth (i.e. change); and b) enable turning these shifts into "default path" actions and reactions. Effecting true learning and self-sustaining change in perception, belief systems, mind set etc. and improving EI - which involves rewiring neural networks in the brain - are relatively lengthy processes. A one-off event and even a short-term training will not deliver the desired returns. To assure delivery of its objectives the process includes a series of workshops alternating with cycles of directed practice and implementation in between.

Because personal motivation is the determining factor in any successful adult learning, the preparation phase for a program, including communication, recruitment and selection, must be carefully planned and coordinated. The process includes a number of highly intensive workshops in which we create the abovementioned shifts and teach the relevant skills. During the workshops all three thinking processes in the brain are engaged in an integrated, holistic manner: each workshop offers a combination of experiential learning, theory, practice and exercises, case studies, and discussions. For maximum effectiveness the principles of adult learning and accelerated learning are incorporated into the design. In the periods between workshops participants practice the acquired techniques and skills in their daily (work) environment. The practice is monitored and directed. These cycles of monitored practice and fine-tuning ensure true assimilation resulting in self-sustaining learning and change.

Design Considerations


Outcomes

The process will result in participants acquiring: