leading for the future - knowledge.scot.nhs.uk leadership modu… · single and double loop...
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Leading for the Future
Module 3August 2014
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Welcome back …
� What has been happening for you since module 2?
� Thinking back to last time, what insights have you had about adaptive
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have you had about adaptive challenges?
� What questions do you have?
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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
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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
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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
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• 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
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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
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� 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
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Keith Grint: 3 kinds of problems
Type of challenge:
Tame
Response required:
Management
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Wicked
Critical
Leadership
Command
Reference: Keith Grint & Clare Holt, “Followership in the NHS”, The King’s Fund, 2011
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A typology of problems & decision styles*
LEADERSHIP:
Ask questions
Wicked
Increasing uncertainty about solution to problem
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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
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What does this mean for “followers”?*
Responsible followers
Wicked
Increasing uncertainty about solution to problem
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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
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Four types of work?
Maintenance:
Problem Solving/ Adding Value:The area of continuous improvement
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Maintenance:Business as usual is delivering required outcomes
Adaptive change:Where new thinking is required
Emergence…Link to “3rd horizon”?
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Action learning … and skills
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and skills
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Review & check out
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& check out
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Welcome back & check in
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& check in
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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
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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
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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
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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
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Group discussion:
� To what extent do you recognise the “legitimate” & the “shadow” system in your own organisation?
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� How would you describe the “shadow side”?
� Which features characterise the “formal” / “legitimate” system and which characterise the “shadow” side?
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Group discussion (2):
� Egan and Stacey would put organisation culture on the “shadow side”.
� Or, perhaps some aspects of “culture” are
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� 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?
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• Organisation• Designed for efficiency
and effectiveness • Managing change
• Self-organising and emergent
• Serves people’s personal needs and
Tension –“edge
Formal System
Shadow System
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• 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”
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Group discussion: Tensions between the formal & shadow side
� How do you think that tensions show up between the “formal” and the “shadow” systems?
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� Discuss the challenges you have experienced where the “formal system” tries to enforce structure and direction.
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Understanding the shadow side
Conditioning, culture and norms:� What is considered fair?� What is considered unfair?
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� What is valued?� What are considered appropriate ways
to deal with deviance?
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Understanding the roots of the shadow side …
� Product of the ancient brain� Product of the primitive social brain� Unconscious (psychoanalytic)
processes
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processes� “Undiscussibles” / defensive routines
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Group discussion:Managing the “shadow side”
� How can you manage effectively withthe “shadow side”?
� What are some of the pitfalls?
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� What are the opportunities?
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“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
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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
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“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
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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
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“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”
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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
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Managing the “shadow side”
� Suspendfulness
Emergence
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� Emergence
� Initiative-taking process
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Single and double loop learning
ResultsUnderlying
assumptionsTechniques,
Goals, Values & Strategies
Single loop learning: Problem solving –improving the system as it exists
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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
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Action learning …
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Action learning …
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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
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� 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
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Evaluation – group & individual
Group discussion:� What worked well / what would be even better if… � What have you learned?
How have you applied the learning?
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� 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
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Review & check out…
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…and looking ahead