leading for the future - knowledge.scot.nhs.uk leadership modu… · single and double loop...

Leading for the Future

Module 3August 2014

Welcome back …

� What has been happening for you since module 2?

� Thinking back to last time, what insights have you had about adaptive

2Leading for the Future / Adaptive Leadership / Module 3 (2013)Leading for the Future / Adaptive Leadership - Module 3 (2014)

have you had about adaptive challenges?

� What questions do you have?

Aims of the programme

� Come up with breakthrough ideas in dealing with intractable problems within complex systems

� Learn more about the theory in addressing wicked and adaptive


Learn more about the theory in addressing wicked and adaptive challenges in the workplace

� Be challenged and supported in working on a real issue

� Practice with models and skills that will add value back in the workplace

Module 3: What we will cover and discover

Day 1

In the morning:• Welcome back and aims• Reviewing the theory – Grint on

“wicked problems”• Re-connecting with Action

Day 2

In the morning:• Check in• Organisation “politics” and the

“shadow side”• Return to Action Learning


• Re-connecting with Action Learning and using the U

In the afternoon:• Skills practice• Further Action Learning• Review & check out

• Return to Action Learning

In the afternoon:• More Action Learning• Single / double loop learning• Review of learning, considering

evaluation• Looking ahead to master classes

and consolidation event and checking out

Complex environments need leaders who will tackle wicked problems

Getting beyond our assumptions in:� What we pay attention to� What insight we have into ourselves


� What insight we have into ourselves� How we interpret events� How we relate to others� What we do to build shared purpose� How we take initiatives

Keith Grint: 3 kinds of problems

Type of challenge:

Tame

Response required:

Management


Wicked

Critical

Leadership

Command

Reference: Keith Grint & Clare Holt, “Followership in the NHS”, The King’s Fund, 2011

A typology of problems & decision styles*

LEADERSHIP:

Ask questions

Wicked

Increasing uncertainty about solution to problem


COMMAND:

Provide answer

MANAGEMENT:

Organise process

Ask questionsTame

Critical

Coercion / Physical

(Hard Power)

Increasing requirement for collaborative compliance / resolution

Calculative / Rational

Normative / Emotional

(Soft Power)

*Reference: Keith Grint & Clare Holt, “Followership in the NHS”, The King’s Fund, 2011, p.13

What does this mean for “followers”?*

Responsible followers

Wicked

Increasing uncertainty about solution to problem


Compliant followers

Technical followers

followers

Tame

Critical

Coercion / Physical

(Hard Power)

Increasing requirement for collaborative compliance / resolution

Calculative / Rational

Normative / Emotional

(Soft Power)

Reference: Keith Grint & Clare Holt, “Followership in the NHS”, The King’s Fund, 2011, p.14

Four types of work?

Maintenance:

Problem Solving/ Adding Value:The area of continuous improvement


Maintenance:Business as usual is delivering required outcomes

Adaptive change:Where new thinking is required

Emergence…Link to “3rd horizon”?

Action learning … and skills


and skills

Review & check out


& check out

Welcome back & check in


& check in

The shadow side of an organisation is…

…all those things that substantially and consistently affect the productivity and quality of the working life of a business, for


quality of the working life of a business, for better or worse, but which are not found on organisation charts, in company manuals or in the discussions that take place in formal meetings.

Gerry Egan

The shadow side of an organisation is

…the set of interactions among members of a legitimate system that fall outside that legitimate system. It comprises all social and political interactions that are


social and political interactions that are outside the rules strictly prescribed by the legitimate system. It is the arena in which members pursue their own gain.

Ralph Stacey

Group discussion:

� To what extent do you recognise the “legitimate” & the “shadow” system in your own organisation?


� How would you describe the “shadow side”?

� Which features characterise the “formal” / “legitimate” system and which characterise the “shadow” side?

Group discussion (2):

� Egan and Stacey would put organisation culture on the “shadow side”.

� Or, perhaps some aspects of “culture” are


� Or, perhaps some aspects of “culture” are influenced or expressed by the formal system; while other aspects are on the “shadow” side / informal.

� What do you think?

• Organisation• Designed for efficiency

and effectiveness • Managing change

• Self-organising and emergent

• Serves people’s personal needs and

Tension –“edge

Formal System

Shadow System


• Managing change through legitimate system

• Single loop learning

personal needs and being who they are

• Can pull the system towards “chaos”

• Emergent change“edge of chaos”

Group discussion: Tensions between the formal & shadow side

� How do you think that tensions show up between the “formal” and the “shadow” systems?


� Discuss the challenges you have experienced where the “formal system” tries to enforce structure and direction.

Understanding the shadow side

Conditioning, culture and norms:� What is considered fair?� What is considered unfair?


� What is valued?� What are considered appropriate ways

to deal with deviance?

Understanding the roots of the shadow side …

� Product of the ancient brain� Product of the primitive social brain� Unconscious (psychoanalytic)

processes


processes� “Undiscussibles” / defensive routines

Group discussion:Managing the “shadow side”

� How can you manage effectively withthe “shadow side”?

� What are some of the pitfalls?


� What are the opportunities?

“Model I”

AIMS(Governing Values)

BEHAVIOUR(Action Strategies)

IMPACT(Consequences)

Control the purpose of the meeting or encounter

Asserting your ownposition in order to be in control and win

Miscommunication

Mistrust


encounter

Maximise winning and minimise losing for yourself

Minimise upsetting yourself and others

Maximise rationality

control and win

Promoting face-saving -your own and others

Taking your own reasoning for granted

Asking leading questions

Avoiding enquiry into others’ views

Protectiveness

Self-fulfilling prophecies

Self-sealing processes

Escalating error

Reference: Chris Argyris

“Model II”

AIMS(Governing Values)

BEHAVIOUR(Action Strategies)

IMPACT(Consequences)

Valid (confirmable) information

Advocating your position and subjecting it to inquiry and public

Reduction of self-fulfilling, self-sealing,error-escalating


Free and informed choice

Internal commitment to the choice

it to inquiry and public testing

Minimising unilateral face-saving

Enquiring into others’ views

error-escalating processes

Effective problem solving

Reference: Chris Argyris

“Social Virtues”

Help & support “Being nice” Treat people as grown-ups

Respect for others

Defer and don’t confront

Respect capacity for self-reflection

“Model I” “Model II”


Honesty All or nothing Bringing your left-hand column into the right-hand

Strength Advocate to win; hide all vulnerability

Balance advocacy with inquiry and admit vulnerability

Integrity Stick to your principles & values

Advocate your principles & values, invite inquiry, and encourage others to do the same

Managing the “shadow side”

� Suspendfulness

Emergence


� Emergence

� Initiative-taking process

Single and double loop learning

ResultsUnderlying

assumptionsTechniques,

Goals, Values & Strategies

Single loop learning: Problem solving –improving the system as it exists


What we getWhy we do what we do

Strategies

What we do

Double loop learning: More than just fixing the problem, this style of learning involves questioning the underlying assumptions behind techniques, goals, values & strategies

Reference: Chris Argyris, Good Communication that Blocks Learning, HBR 1994

Action learning …


Action learning …

Reflecting on the impact of “Leading for the Future”

� Reaction of participants:� Measure participants’ initial satisfaction with elements of the

programme (level 1)*

� Knowledge and/or skills that have been learned:� Measure changes in knowledge, skills, attitudes and self-awareness


� Measure changes in knowledge, skills, attitudes and self-awareness (level 2)

� How learning has been applied:� Identify where and how learning has been applied (i.e., changes in

behaviour) to the benefit of individual performance in role (level 3)

� What impact has it had:� Assess the impact of any changes (in skills, behaviours) on individual

and organisational performance (level 4)

* Levels of evaluation according to Kirkpatrick

Evaluation – group & individual

Group discussion:� What worked well / what would be even better if… � What have you learned?

How have you applied the learning?


� How have you applied the learning?� 1 or 2 key learning points

� How will you sustain the learning and development beyond the programme?

Evaluation feedback forms – your chance to give level 1 feedback

Review & check out…


…and looking ahead

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