Thanks for this post, Harold. As an engineer who migrated into PreK-20 education, I traded culturally collaborative work on complex mechanical systems for less culturally collaborative work on even more complex human systems. To nurture the creativity required to address wicked social and organizational problems, I agree that we must be agile and autonomous and give up control. I would add that we must be systems-aware (you mention critical and systems thinking in your link to agility and autonomy, but it bears repeating here). As an engineer, I worked both autonomously and collaboratively with others in my group within a co-created understanding of the object we were designing AND the system (stable or emergent) in which that object needed to function. What a culture shock it was for me when I encountered education work cultures where decisions were made and carried out with little awareness of unintended and/or delayed consequences and no feedback loops to decision makers! A solution is much more likely to gain traction if solvers engage in whole-to-part-to-whole thinking along the way, and re-solve as consequences emerge. Those who have been used to working at the bottom of a pyramidal structure might not have been required or encouraged to consider their choices and work systemically, especially if the organization and hierarchy weren't well connected. Systems thinking might have been perceived as a function of those at the top of the pyramid. In an inverted pyramidal work structure, we all must be systems thinkers aware of both the pyramid itself and the objects/processes/functions/services the pyramid exists to provide.