1 ways to do the program prisoner - forced to – trapped vacationer - time off – relaxation ...
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Ways to do the program
Prisoner - forced to – trappedVacationer - time off – relaxationSophisticate – done everything, seen
everythingExplorer - Try it on - test it out
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Recall after 3 weeks 3 months
• Tell 70% 10% • Tell, Show 72% 32% • Tell, Show, 85% 65% Experience
Research Findings
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Tell me and I will forget.Show me and I may
remember.Involve me and I will care.
The people within Organization feel committed to change
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Ground Rules
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Learning Organisation
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It is not enough to be the biggest and the best and even to be getting better.
The only sustainable competitive advantage is your organization’s ability to learn, change, and improve faster than any potential competitor.
The Accelerating OrganizationThe Accelerating Organization
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The key is people!The key is people!
What connects all the improvement thrusts?What connects all the improvement thrusts?
ORGANIZATION
SYSTEMS
OPERATIONSSTRATEGYPEOPLE
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Are you creating “silos of excellence”?Are you creating “silos of excellence”?
Higher performance comes from integrationHigher performance comes from integration
Excellence in individual Excellence in individual organization entitiesorganization entities
Excellence in individual Excellence in individual organization entitiesorganization entities
A B C
AB
C
OVERALL PERFORMANCE OF ORGANIZATION
*
* Dynamically connecting Dynamically connecting the entitiesthe entities
Dynamically connecting Dynamically connecting the entitiesthe entities
9The “soft” way produces hard The “soft” way produces hard
resultsresults
Are you stifling your “appreciating assets”?Are you stifling your “appreciating assets”?
*“Forbes 500” firms.
Hierarchical Firms People-Centered Firms
Sales Profit
10.8%10.8%
2.6%2.6%
Sales Profit
17.5%17.5%
10.7%10.7%
Annual Improvement in Financial Performance Over 5 Years*Annual Improvement in Financial Performance Over 5 Years*Annual Improvement in Financial Performance Over 5 Years*Annual Improvement in Financial Performance Over 5 Years*
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The Middle Way ... the soft with the hardThe Middle Way ... the soft with the hard
What’s the key to acceleration?What’s the key to acceleration?
PRAGMATICPRAGMATIC
CONCEPTS ANDCONCEPTS AND
TOOLSTOOLS
PRAGMATICPRAGMATIC
CONCEPTS ANDCONCEPTS AND
TOOLSTOOLS
COMPETITIVENESSCOMPETITIVENESS
GROWTHGROWTH
PROFITPROFIT
COMPETITIVENESSCOMPETITIVENESS
GROWTHGROWTH
PROFITPROFIT
CHANGECHANGELEARNINGLEARNING
INVOLVEMENTINVOLVEMENT
STRATEGIES
BUSINESS PROCESSES
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Is your transformation process backwards?Is your transformation process backwards?
““Push” Push” ProgramsPrograms
““Pull” Pull” ProcessProcess
Results Results RequiredRequired
Actions Actions RequiredRequired
New New BehaviorBehavior
New New AttitudesAttitudes
Pull, don’t push, for changePull, don’t push, for change
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Focus of Focus of Traditional Traditional MeasuresMeasures
Are we learning Are we learning the right things the right things
and fast and fast enough?enough?
Are we learning Are we learning the right things the right things
and fast and fast enough?enough?
Are we making Are we making the right the right
changes and changes and fast enough?fast enough?
Are we making Are we making the right the right
changes and changes and fast enough?fast enough?
Are we Are we obtaining obtaining financial financial benefits?benefits?
Are we Are we obtaining obtaining financial financial benefits?benefits?
Target, and measure, learning and changeTarget, and measure, learning and change
Are your measurements out-of-date?Are your measurements out-of-date?
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Headline
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~
Story about ........Story about ........
A notable, world-class, A notable, world-class, achievementachievement
Do you want to make a difference?Do you want to make a difference?
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Aspiration
• Personal Mastery : Learning to expand our personal capacity to create the results we most desire, and creating an organizational environment which encourages all its members to develop themselves toward the goals and purposes they choose
• Shared Vision : Building a sense of commitment in a group, by developing shared images of the future we seek to create and the principles and guiding practices by which we hope to get there
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Reflection and Conversation
• Mental Models: Reflecting upon, continually clarifying and improving our internal pictures of the world, and seeing how they shape our actions and decisions
• Team Learning : Transforming conversation and collective thinking skills, so that groups of people can reliably develop intelligence and ability greater than the sum of individual members’ talents
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Conceptualization
• Systems Thinking : A way of thinking about, and a language for describing and understanding the forces and interrelationships that shape the behavior of systems.
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Learning Cycle
DOING
REFLECTINGDECIDING
CONNECTING
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Covey’s Time Model
Urgent Not Urgent
Important Quadrant 1 Quadrant 2
Not Important Quadrant 3 Quadrant 4
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MEASURING IMPORTANCE
TIME MANAGEMENT
IMPORTANCE
DELEGATE TO A CAPABLE PERSON
SET DEADLINES FOR COMPLETION
GET SOME-ONE ELSE TO DO IT
HIG
HL
OW
UR
GE
NC
Y
COMPLETE FIRST
HIGH LOW
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LO Corner Stones
Understanding Complexity &
ChangeCollaboration
Aspiration:Individual and
Collective
PersonalMastery
SharedVisioning
TeamLearning
MentalModels
Systems Thinking
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Personal Mastery
Define……
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Definition
Learning to expand our personal capacity to create the desired results in our life and creating an organizational environment which encourages all of its members to develop themselves towards the results they choose.
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Characteristics of people who express Personal
Mastery
Orientation Deep sense of purpose Ability to seek and to tell the truth Self aware Deep sense of curiosity Courage Commitment to lifelong learning
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Orientation
Desperation Aspiration
Playing not to loose
Playing to win
Illness Wellness
Problem solving Creative innovation
Incremental change
Fundamental change
REACTIVE CREATIVE“Life happen to me” “I make life
happen”
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A Deep Sense of Purpose
VISION (WHAT YOU WANT TO CREATE)
CREATIVE TENSION
CURRENT REALITY ( WHAT YOU HAVE)
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Characteristics of people who express
Personal Mastery
Orientation Deep sense of purpose Ability to seek and to tell the truth Self aware Deep sense of curiosity Courage Commitment to lifelong learning
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The Way You think…..
How you think about things directly impacts your ability to create what you want.
Focus on the results you want.What ever you focus on tends to be
reinforced.
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VISION
A DISTANT AND DISTINCT FUTURE WHICH I DEEPLY CARE FOR
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Personal vision
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PERSONAL VISION
LIFE WITH CHILDREN
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PERSONAL VISION
LIFE WITH ITS FULLNESS
FOCUS ON WHAT YOU WANT
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PERSONAL VISION
HOME
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PERSONAL VISION
LIVING ENVIRONMENT
FOCUSON WHAT YOU WANT
NOTWHATYOU
THINK ISPOSSIBLE
FOCUSON
WHAT YOU
WANT
NOT AVOIDING
WHAT YOU
DO NOTWANT
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PERSONAL VISION
RELATIONSHIPS
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PERSONAL VISION
HEALTH
SEE IT AS IF IT IS
HAPPENINGRIGHTNOW
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PERSONAL VISION
HOBBIES
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PERSONAL VISION
CAREER
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PERSONAL VISION
WORK ASPIRATIONS
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Guidelines for Visioning
• Focus on the results, not the process.• Focus on what you want not what you
think is possible really reach.• Focus on what you want not avoiding
what you don’t want.• See it in the present tense as if its
happening right now.
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Experience of
Personal Vision
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Creative tension exercise
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Mental Models
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•Our brains can not make sense of all the data being taken by our senses every day.
•We learnt to select data we think important or meaningful
We compute the meaning of the data, make assumptions and draw conclusions based on that meaning and take actions accordingly.
WE ARE SURROUNDED AND BOMBARDED BY DATA DAILY FROM THE REAL WORLD
During our evolution, the nature helped us to sharpen our senses so we could see only what really mattered.
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LADDER OF INFERENCE•
OBSERVABLE DATA & EXPERIENCE
SELECT THE DATA FROM OBSERVATION
ADD MEANING TO THE DATA
DRAW CONCLUSION
TAKE DECISION & ACT BELIEFS
ASSUMPTIONS
VALUES
THE ONLY VISIBLE EFFECTS ARE THE ACTION TAKEN & THE OBSERVABLE DATA.
He hasn’t said a word this morning
He is boredwith mypresentation
He think this isn’timportant
He thinks I amincompetent
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We Jump Up the Ladder
We select what we will treat as important.
We add meanings and draw conclusions. Our thinking is effortless, fast, and works
routinely. Our conclusions appear obvious and we
rarely think about the steps. Our beliefs, assumptions and values
influence what data we select, what meanings we add, and what conclusions we draw.
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WHY THE FEELING BECOMES BELIEF
FEELINGS THAT GENARATES BELIEFS BASED ON THE CONCLUSIONS INFERRED FROM OBSERVATION:
OUR BELIEFS ARE THE TRUTH
THE TRUTH IS OBVIOUS
OUR BELIEFS ARE BASED ON REAL DATA
THE DATA WE SELECT ARE THE REAL DATA
47MENTAL MODEL
The nature gave us the ability to form representations or models of reality based on the data we collect.
The working model or simulations is running in our heads all the time so as to simplify and explain how
reality works.
As soon new variables are made available, these models are called upon and we predict what is going
to happen.THIS IS CALLED :
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Qualities of Mental models
• They are critical to our effectiveness• They affect how we act and how we
create structures• They strongly affect what we perceive• They may be conscious or unconscious
and they can get us in trouble• It is easier to see others’ mental
models and harder to see our own
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MENTAL MODELS
•THEY ARE PRIZED PERSONAL POSSESSIONS
•THEY GIVE MEANING TO EVENTS EVEN THOUGH
• THEY ARE NOT FACTS
•THEY SHAPE THE WAY WE SEE THE WORLD
•THEY MAY HAVE A DASH OF HOPE
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MENTAL MODELS
CHILDREN ARE TROUBLESOME/ACTIVE
POLITICIANS ARE BAD/CORRUPT/GOOD
MEN AND WOMEN ARE EQUAL/DIFFERENT
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MENTAL MODELS
FACILITATIVE QUESTIONING
REDEFINING PROBLEM
CHALLENGING THE DOMINANT IDEA
ASKING FIVE WHYS
SHIFTING PERSPECTIVES
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MENTAL MODELS
• BOSSES CRIB ABOUT SANCTIONING LEAVEFOR THEIR SUBORDINATES.
• A SHOW CAUSE NOTICE PUTS THE DEALER ON THE
RIGHT TRACK.
• FINANCE PEOPLE DO NOT UNDESTAND MARKETING.
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Sometimes we get stuck in our mental models following rules that don't really exist
“Hey! They’re lighting their arrows!...Can they do that?”
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WHAT IS MENTAL MODEL
DEEPLY HELD BELIEFS AND ASSUMPTIONS WE HAVE ABOUT EVERY ASPECT OF OURSELVES, OTHERS, ORGANISATION & THE WORLD.
THEY GUIDE HOW WE ACT
THEY DETERMINE HOW & WHAT WE PERCEIVE.
We say that ‘seeing is believing’ but actually we are seeing what we are believing nearly all the time &
occasionally seeing what we can’t believe
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With various Mental Models and leaping of ladder of inferences, how do we have a Productive Conversation
Three skills help us for having a Productive Conversation
•Advocacy
•Inquiry
•Reflection
The trick is to find a right balance of all three
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Observable data
Data Selection
Add meaning
Form Assumption
Take Action
Conclusion
Advocacy involves slowing down the process of running up the Ladder of Inference. Skilled advocacy is a way of stating your case, step by step; revealing to others how you arrived at the conclusions you have reached.
ADVOCACY
Advocacy helps to climb down the ladder instead of staying at the top.
“I assumed that……
“I came to this conclusion……
“To get a clear picture of what I’am saying ,imagine that you are the customer who …..
“what do you think of what I said?”
“Do you see it differently?”
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Observable data
Data Selection
Add meaning
Form Assumption
Take Action
Conclusion
INQUIRYInquiry involves not only asking the other person what they think, but also really wanting to hear and understand their thinking.Skilled inquiry is to use questions to help other person to walk through their thinking.
Inquiry is to walk up the ladder from data to the conclution.
“What leads you to conclude that?”
“What Data do you have for that?”
“What is the significance of that?’”
“I’m asking you about your assumption
because….
“Am I correct that you’re saying….
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Observable data
Data Selection
Add meaning
Form Assumption
Take Action
Conclusion
Reflection simply means taking the time, individually or collectively, to pause for a few moments of silence to collect your thoughts. Think about the conversation you have been having. Is it off-track?
REFLECTION
Reflection is not a moment to gather your reserves so you can launch stronger attack moment you re engage in conversation
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Our Skill is Essential-and Get’s Us in Trouble
We jump up the ladder without stopping to reflect.
People with the same data often reach different conclusions. Yet, when they see their conclusions as obvious, they do not see a need to illustrate the steps.
People who disagree, often hurl conclusions at each other from the tops of their respective ladders.
Our thinking is vulnerable to error. We allow error to persist by not publicly testing.
This has an important impact on the quality of the thinking and the decisions we make as a team and as an organization.
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Left-Hand/Right-Hand Column
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Inquiry/advocacy matrixA
DV
OC
AC
Y
LOW
Testing: “Here’s what I say, what do you think of it?”
Dictating: “Here’s what I say, and never mind why.”
Asserting: “Here’s what I say, and here’s why I say it.”
Explaining: “Here’s how the world works and why I can see it that way.”
Bystanding: Making comments which pertain to group process and not to content.
Sensing: Watching the conversation flow without saying much, but keenly aware of all that transpires.
Withdrawing: Mentally checking out of the room and not paying attention.
Productive conversation: Balancing advocacy and inquiry, genuinely curious, makes explicit reasoning, asks others about assumptions.
Dialogue: Suspending all assumptions, creating a container in which collective thinking can emerge.
Politicking: Giving the impression of balancing inquiry and advocacy while being close-minded.
Interrogating: “Why can’t you see that your point of view is wrong?”
Clarifying: “What is the question we are trying to answer?”
Interviewing: Exploring others’ points of view and their reasons behind them.
Telling
INQUIRY Askin
g
Observing
Generating
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Advocacy/Inquiry matrix:
TELLING•Assertively States own point of view•Frequently doesn’t explain reasoning behind position
SKILLFUL DISCUSSION•Balance advocacy and inquiry•Genuinely interested and curious•Makes reasoning explicit•Asks others about their assumptions without being critical or accusing
OBSERVING•Listens and attends to what others are saying•May appear defensive through withdrawal
ASKING•Explores other’s points of view•Can be seen as leading the witness
AD
VO
CA
CY
LOW INQUIRY HIGH
HIGH
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Key Points
• In conversations, important issues that you are aware of often not shared or addressed.
• For learning to occur and conversations to be productive, we must recognize now we contribute to negative outcomes, rather than assuming it is the other person’s fault.
• Advocacy and inquiry are contrasting modes of communication. They must be integrated and used in a balanced way to enable mutual learning.
• The ladder of inference is a tool which helps us understand how we often instantaneously jump from observable data to conclusions and then treat those conclusions as if they are facts.
• Being aware of our left-hand column and how it influences our actions gives us a broader range of choices in what we say.
• We each have a preferred frame or way of thinking, but we are so skillful, we are largely unaware of it.
• When people choose to practice these skills, they create a pattern of behavior that promotes increased learning and effectiveness.
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Building shared vision
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Shared Vision
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Inspired Performance
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INSPIRED PERFORMANCE
68 WHAT IS INSPIRED PERFORMANCE ?
69IS IT INDIVIDUAL BRILLIANCE?
70IS IT BEING BIG AND BIGGEST OF ALL?
71IS IT SHOWING SENSE OF URGENCY?
72IS IT ONE UP THING ?
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IS IT BEING BIG AND BIGGEST OF ALL?
IS IT INDIVIDUAL BRILLIANCE?
IS IT SHOWING SENSE OF URGENCY?
IS IT ONE UP THING?
74IS IT BEING FOCUSSED?
75
DO WE SHARE THE SAME DESIRE?
76FUNCTIONING AS A SINGLE UNIT?
77
Inspired Performance
Un-aligned or Typical
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WHAT IS ALIGNMENT?
79ALIGNMENT
80DO WE NOT DISAGREE?
81
Inspired Performance
Aligned Organization
Shared Purpose/
Vision
CurrentReality
82Moving toward a magnetic aspirationMoving toward a magnetic aspiration
IS YOUR TEAM ALIGNED?
SHARED OR COMMON PURPOSE /VISION
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PRENSENCE OF A SHARED VISION AND PURPOSE BUILT FROM A SENSE OF INDIVIDUAL PURPOSE AND VISION RESULT IN THE NATURAL EMERGENGE OF ALIGNMENT.
Current RealityCurrent RealityCurrent RealityCurrent Reality
Shared VisionShared Vision
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THE PROCESS OF ACE CREATES ALIGNMENT AND TAPS INTO THE LATENT ENERGIES IN PEOPLE TO CREATE THE RESULTS THEY
WANT.
Current RealityCurrent RealityCurrent RealityCurrent Reality
Shared VisionShared Vision
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Enrollment
PRINCIPLES OF ENROLLMENT:
o Be enrolled yourself
o Engage in an honest conversation
Share your vision fully Ask for a response; be open Ask about the other person’s vision; invite them to share it
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Enrollment Vs Compliance
IntrinsicChoicePartnersCreative
Extrinsic No choice Boss/
employeeReactive
GenuineFormal GrudgingNone
ENROLLMENT
COMPLIANCE
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Building Shared Vision
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•HPCL delights customers by superior understanding and fulfilling their stated and latent needs with innovative product and services
•HPCL commands highest reputation and is known for its sensitivity and responsiveness for concerns of its customers and other stakeholders.
•HPCL Always acts faster than the competitors in the most cost effective way
•HPCL is the highest performer in Rate of Growth and Return on Investment
•HPCL is a Learning and Innovative Organization
•HPCL provides an environment of trust, pride and camaraderie
CORPORATE VISION-2006
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Systems Thinking
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INTERDEPENDENCE AND INTERRELATIONSHIP
CAUSE AND EFFECT RELATIONSHIP
Systems thinking
Vertical thinking Focused view
Peripheral view
Lateral thinking Alternate view
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IN SYSTEMS THINKING THE STRUCTURE MEANS THE PATTERN OF INTERELATIONSHIPS AMONG KEY COMPONENTS OF THE SYSTEM
IT MAY INCLUDE HIERARCHY ANDPROCESS FLOWS BUT ALSO INCLUDES
ATTITUDES AND PERCEPTIONS,THE WAYSIN WHICH DECISIONS ARE MADE AND HUNDRED OTHER FACTORS
WHICH ARE OFTEN INVISIBLE
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HUMAN BODY IS A SYSTEM COMPRISINGAN INTERRELATED AND INTERDEPENDENT SYSTEMS HANGING TOGETHER AND CONTINUOUSLYINTERACTING TO PRODUCE THE FEELING OF BEING ALIVE(OPERATE TOWARDS A COMMON PURPOSE)
At its broadest level systems thinking encompasses a large and fairly Amorphous body of methods, tools and principles all looking at Interrelatedness of forces and seeing them as part of common purpose.
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We sometimes fixate on our part of the system, and miss the whole
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SYSTEM INCLUDES BIOLOGICAL ORGANISMS ( INCLUDING HUMAN
BODIES), THE ATMOSPHERE, DISEASES,ECOLOGICAL NICHES,
FACTORIES,CHEMICAL REACTIONS, POLITICAL ENTITIES,
COMMUNITIES, INDUSTRIES, FAMILIES, TEAMS AND ALL
ORGANISATIONS.
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FIVE WHY’s
System is a quality of perception with which you as observerCause it to assemble together
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THERE ARE NO RIGHT ANSWERS
YOU CAN NOT DIVIDE AN ELEPHANT IN HALF
TODAY’S PROBLEMS ARE YESTERDAY’S SOLUTIONS
Ramifications and trade offsOVERTIME IN A BOTTLING PLANT: (intended and unintended)
Everyone must look at the whole systemBudget requirements-corporate financing
Structure in systems are built out of choices-consciously or UnconsciouslyStagnation - massive promotionsIncrease production-give overtime
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CAUSE AND EFFECT ARE NOT CLOSELY RELATED IN TIME AND SPACE
YOU WILL HAVE YOUR CAKE AND EAT IT TOO-BUT NOT ALL AT ONCE
Leverage will not be near to the symptoms of the problem
Time delaysImpart training-productivity improvesFrequent transfers-lack of ownership
War in Middle East-livelihood of a family in KeralaCyclone in Andhra-availability of fish in Calcutta
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In complex systems, cause and effect are distant in time and space
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THE EASIEST WAY OUT WILL LEAD BACK IN
BEHAVIOUR WILL GROW WORSE BEFORE IT GROWS BETTER
Intervene at visible levels where less skill is requiredIncrease discount-improvement in sales volumes
Moments of despair and sabotage of effortsComputerization-better performance
BEWARE THE EASIEST, FASSTEST SOLUTION. Most people prefer to intervene in a system at the level of rules, physical structure, work processes, material and information flows, reward systems, and control mechanisms- where the elements are more visible and it requires less skill to work with them.
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EVENTS
PATTERNS
SYSTEMIC STRUCTURE
MENTAL MODELS
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EVENTS
PATTERNS & TRENDS LEVEL
SYSTEMS THAT ARE IN PLACE
MENTAL MODELS
CHARACHTERSTIC BEHAVIOR
REACTIONARY
PROACTIVE OR
ANTICIPATORY
UNDERSTANDING &
DESIGN
KEY QUESTIONS
WHAT HAPPENED?
WHAT ARE THE TRENDS?
WHY AND HOW HAS IT
BEEN HAPPENING?
WHAT FORCES ARE
AT WORK???
ICEBERG DIAGRAM- A FRAMEWORK FOR SYSTEMS THINKING
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Events, Patterns, and Structure
EVENTS
TRENDS & PATTERNS
Systemic Structure
Increased Leverage and
opportunity for Learning
Like an Iceberg…. the more
important part is hidden beneath
the “Water Line.”
The “Water Line”
Mental Models
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Systems Thinking
System A system is a perceived whole whose
elements “hang together” because they continually affect each other over time and operate towards a common purpose.
It has come from a Greek verb ‘sunistanai’ meaning “to cause to stand together”
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Systems Thinking
Systemic StructureThe pattern of interrelationships
among key components of the system that might include the hierarchy and process flows, but it also includes attitudes and perceptions, the quality of products, the ways in which decisions are made, and hundreds of other factors.
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Systems Thinking
A Universal LanguageAlthough systems thinking is
seen by many as a powerful problem solving tool, it is believed as more powerful language which helps in augmenting and changing the ordinary ways we think and talk about complex issues (like A causes B while B causes A, and both continually interrelate with C and D).
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Cause and Effect
REDUCE STAFF
PRODUCTIVITY
FINANCIAL PRESSURE
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Systems Thinking
• Linear: – Fragments– Symptoms– Short Term– Independent– Problem solving
• Systems thinking– Whole– Causes – Long Term– Interrelated– Understanding
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Systems Thinking
• Move from thinking about events to observing history and on to uncovering structure.
• If we see the world as events causing further events, we can react.
• If we see trends and patterns, we can anticipate.• But if we can understand the underlying structure
well enough, we can change it. This is the opportunity to influence the events and patterns in our favor.
• Structural explanations of complex systems are never complete, and cannot be proved right or wrong; just better and inferior.
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“Nouns” VARIABLE:
An element of the system that varies over in a discernible way Fits into the phrase
“The level of….” “The number of ….” “The quality of….”
Can be plotted over time
EXAMPLES:
The number of customers The level of service quality The clarity of direction The commitment to the goal The pressure to sell The effort to sell
The language of system dynamics
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BOT
Variable
Links
Loops
Delay
Archetype
Basic building blocks
111
Reinforcing Loops
Growing Action Condition
Condition Growing Action
Reinforces
Reinforces Or
R
R
R= reinforcing process: vicious or Virtuous
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Balancing Loops
Actual Performance, Condition of
Problem Symptom
Corrective Actions of Fix Time
B
Delay
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Systems Thinking Exercise
1. Tell the story – 15-30 minutes
2. Identify the Variables/Draw the Graphs – 15 minutes
3. Write the Focusing Statement – 5-10 minutes
4. Identify the Structure – 2 hours
5. Identify Mental Models
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Systems thinking Archetypes
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Archetypes
Why Study Archetypes?
Makes systems thinking visible Well understood – recur frequently Easily transferable Naturally promote systems thinking and acting in a team Can have high “ah ha” value Shifts focus from blaming to inquiry
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Mastering the Archetypes means…
• Knowing the story lines
• Recognizing them operating
• Mapping out stories visually
• Going deeper and enriching
• Communicating effectively
• Drawing out implications for leveraged interventions
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FIXES THAT BACKFIRE
BorrowingCash Needs
InterestPayments
B
R
S
S
S
O
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FIXES THAT BACKFIRE
StaffingProfitability
Revenue
B
R
S
S
S
O
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FIXES THAT BACKFIRE
The fix addresses the symptom, not the problem.
The reinforcing loop is longer term, usually not obvious, and dominates behavior.
The habit of focusing on the short term and addressing symptoms makes it harder to consider the long term and the real nature of the problem.
Reframe and address the root problem. Give up the fix that works only on the symptom.
Increase awareness of the unintended consequences; get them out on the table and manage them.
120
SHIFTING THE BURDEN
Quick Fix-worksIn short runEasier to do
Problem
Symptom
Effective inLong run Harder to do
B
R
B
Addiction
Loop
Fundamental
Solution
Symptomic Solution
Delay
Side Effects that Makes it evenHarder to do
long term solution
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Effective in
Long run
Harder to do
B
R
B
Addiction
Loop
Fundamental
Solution
Symptomic Solution
Delay
Side Effects that
Makes it even
Harder to do
long term solution
SHIFTING THE BURDEN
Problem
Symptom
Quick Fix works
In short run
Easier to do
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SHIFTING THE BURDEN
Short–term is easy. Long-term is hard.
If overall vision or goals are missing, short-term focus takes over.
Short-term solutions can erode long-term capability.
Focus on the long-term solution.
Sometimes the best approach is to support only the long-term solution, to “go cold turkey.”
Pay attention to dependency on the short-term fix as you strengthen long-term capability.
Look for mental models that tend to perpetuate the dependence on the Quick Fix.
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LIMITS TO GROWTH
Growth Process
B
RGrowingaction Performance
Constrainingaction
Limits
LimitingProcess
Delay
B
124
LIMITS TO GROWTH
Growth Process
B
ROur
InvestmentsOur SalesVolumes
Competitorsinvestments
Limits
LimitingProcess
Delay
B
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LIMITS TO GROWTH
• The archetype of the classic life cycle curve - growth and maturation.
• Nothing grows forever.• In any situation, there are multiple limiting forces;
some visible, and some not.• Doing more of what worked in the past can make
the crash worse.• The leverage is in managing the limiting forces.
There is rarely leverage in pushing harder on the growth loop.
• Anticipate the slowing forces and address them early, before they are felt.
126
Outcomes from Systems Thinking
– See trends and structure.– Create structural explanations for
why things are happening.– Apply system archetypes to your
own situations.– Identify mental models and their
role in structure.– Plan and evaluate actions to
improve system performance.– Build a learning organization.
127
Team Learning
128
• T - TOGETHER
• E - EVERYBODY
• A - ACHIEVES
• M - MORE
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TEAM
• A TEAM IS SMALL NUMBER OF PEOPLE WITH COMPLEMENTARY SKILLS WHO ARE COMMITTED TO A COMMON PURPOSE, PERFORMANCE GOALS, AND APPROACH FOR WHICH THEY HOLD THEMSELVES MUTUALLY ACCOUNTABLE.
130
Team
• Collective commitment
• Collective Performance
• Collective Result
• Collective Accountability
• Collective Complementary skills
131
Ground for Team Learning :
1.Agree to tell truth.
2.Bring relevant information to the team.
3.Limit time each one can speak.
4.Clarify how discussion will be made and by whom.
5.Establish ways to safely check and challenge.
6.To deal with violations.
7.Master the art of forgiveness.
132
Sr. No. Normal Team Real HP Team
1Focus - Limited Achievements Consistent Achievements
2 Normal LearningCon. Learning - Improve Learning
3 Commitment Shared Commitment4 Project - Individual Collective Project5 Blame Appreciate6 Sharing Responsibility Self Managing7 Skill Complementry skill9 Selector Process Naturally
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TRUSTCOMMITTMENT
MANAGEABLE
COHESIVE
COMMUNICATING
TECHNICAL
PROBLEMSOLVING
INTERPERSONAL
MISSION
INSPIRATION
MOTIVATION
MEASURABLEMILESTONES
INDIVIDUALRESPONSIBILITIES
& ROLES
OWNERSHIP
UNITY OF ACTION
PRODUCTIVEEFFORTS
FUNCTIONALSKILLS
COMMONPURPOSE
SPECIFICPERFORMANCE
GOALS
COMMONAPPROACH
MUTUALACCOUNTABILITY
SMALL
TEAM
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Team Group: A collection of people assembled to accomplish a task. Team: A small number of people who are committed to a common purpose, produce common work products, are judged by a set of performance goals, and share an approach to which they hold each other mutually accountable
Commitment to Common Purpose
Shared Performance Goals
Common Work Products
Mutual Accountability
Low1
5
4
3
2
1
6
1
5
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Team Learning
Teams’ intentional, systematic activity of continually learning to more powerfully create their desired results. The purpose of team learning is to dramatically increase teams’ ability to create.
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Team Learning
Environment
Business
Organisation
Doing the WorkInterpersonal
Behavior
Critical Images & Stories
Mental Models
Beliefs
RESULTS
LessVisible
LeastVisible
Most Visible
BroaderSocialStructures
Face to FaceStructures
DeeperIndividualStructures
Levels of Structure
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Kantor Four-Player System
Move Initiate a sequence of behavior
Follow Support a Move
Oppose Oppose a Move
Bystander Observe, ask questions and
make comments
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Purpose of Behaviors
• Move provides Direction
• Oppose provides Correction
• Follow provides Completion
• Bystand provides Perspective
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A Well - Functioning Team • The team has the capability to engage in all four
behaviors in observable, balanced sequences.
• Individuals In the team have the flexibility to engage In more than one of the behaviors.
• The team, and Individuals within it, do not tend to get caught frequently in repetitive, almost ritualized patterns of behavior.
• The team has an active, enabled bystander function which helps it stay unstuck.
• People on the team are able to make clear, rather than mixed and ambiguous, moves.
• Therefore, the team is able to reach successful resolution, to produce results.
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A Stuck Team
• Individuals get locked into their "favorite" role.
• Opposers are punished by the group they dominate.
• There are no strong Movers, or no one ever Follows a Move.
• The Bystander Is disabled.• Individuals attach "double messages" to
their behaviors.• Ritualistic and unproductive patterns
prevail.• The team is unable to reach closure.
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A point-counterpoint sequence
O
B
F
M
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Courteous compliance
O
B
F
M
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