leading for the future module 3 august 2013 2013 version

Leading for the Future

Module 3August 2013

2013 version

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

Welcome back …

What has been happening for you since module 2?

Thinking back to last time, what insights 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 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

Learning and using the U

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

Day 2

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

“shadow side”• 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 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 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

Wicked

Critical

Response required:

Management

Leadership

Command

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


A typology of problems & decision styles*

COMMAND:

Provide answer

MANAGEMENT:

Organise process

LEADERSHIP:

Ask questions

Wicked

Increasing uncertainty about solution to problem

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.13


What does this mean for “followers”?*

Compliant followers

Technical followers

Responsible followers

Wicked

Increasing uncertainty about solution to problem

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


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 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 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?


• Organisation• Designed for efficiency

and effectiveness • Managing change

through legitimate system

• Single loop learning

• Self-organising and emergent

• Serves people’s personal needs and being who they are

• Pulls the system towards “chaos”

• Emergent changeTension – edge of chaos

Formal System

Shadow System


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 roots of the shadow side …

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

processes “Undiscussibles” / defensive routines


Group discussion:Managing the “shadow side”

How can you manage effectively with the “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

Maximise winning and minimise losing for yourself

Minimise upsetting yourself and others

Maximise rationality

Asserting your ownposition in order to be in control and win

Promoting face-saving - your own and others

Taking your own reasoning for granted

Asking leading questions

Avoiding enquiry into others’ views

Miscommunication

Mistrust

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

Free and informed choice

Internal commitment to the choice

Advocating your position and subjecting it to inquiry and public testing

Minimising unilateral face-saving

Enquiring into others’ views

Reduction of self-fulfilling, self-sealing,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

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

Model I Model II


Managing the “shadow side”

Suspendfulness

Emergence

Initiative-taking process


Single and double loop learning

Results

What we get

Underlying assumptions

Why we do what we do

Techniques, Goals, Values &

Strategies

What we do

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

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


Levels of evaluation

Kirkpatrick level of evaluation

Objective

Level 1: Reactions of participants.

To measure participants’ initial satisfaction with the elements in the programme.

Level 2: Knowledge or skills that have been learned.

To measure changes in knowledge, skills, attitudes and self-awareness.

Level 3: How learning has been applied (i.e., changes in behaviour).

To identify where learning has been applied to the benefit of individual performance in role.

Level 4: What impact it has had.

To assess the impact of any changes (in skills, behaviours) on individual and organisational performance.

Kirkpatrick, 1959


Evaluation – group & individual

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

leading for the future module 3 august 2013 2013 version

Documents

future module

adaptive challenges

process leadership

workplace slide

version slide

action learning review

keith grint clare holt

theory grint