Singapore - Leading change from the middle Workshop April 15-16 2013
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This document provides an overview of a workshop on leading change from the middle. It discusses exploring change inquiries, influence and position, systems thinking, determining if a challenge is complicated or complex, system mapping, creating self-organization, tools for adaptive leadership, and appreciative inquiry. It also discusses applying positive psychology concepts like positive deviance and positive leadership to leverage strengths. Finally, it outlines frameworks for analyzing change, fostering self-organization, and adaptive leadership.
Singapore - Leading change from the middle Workshop April 15-16 2013
- 1. Leading change from the middle ASCD Singapore April 15th – 16th 2013 Chris Jansen University of Canterbury New Zealand 1
- 2. Overview • exploring your change inquiry • influence and position • systems thinking • complicated or complex? • system mapping • creating self organisation • tools for adaptive leadership • Appreciative inquiry • mapping your change journey 2
- 3. Information overload Speed Complexity Interconnectedness of systems Uncertainty Ambiguity Dissolving of traditional organisational boundaries Exponential rate of change Opportunities Disruptive technologies Paradox Generational values and expectations Unintended consequences Lack of Control Increased globalization www.ideacreation.org 3
- 4. change is changing….. The greatest challenge for future leaders is the pace of change and the complexity of the challenges faced…. ….”perpetual white-water”… www.ideacreation.org 4
- 5. “Our organisations are not equipped to cope with this complexity…” (IBM study – 1500 CEO‟s) www.ideacreation.org 5
- 6. Technical challenges “can be solved with knowledge and procedures already at hand” Adaptive challenges “embedded in social complexity, require behaviour change and are rife with unintended consequences‟ www.ideacreation.org 6
- 7. Positive Psychology „what we focus on becomes our reality‟ Heliotropic Hypothesis “social systems evolve towards the most positive images they hold of themselves, toward what gives them life and energy, in much the same way that plants grow in the direction of the sun” www.ideacreation.org 7
- 8. What do we tend to focus on? • vision • planning • detail • problem • drama www.ideacreation.org 8
- 9. Applications of Positive Psychology • Solution focused therapy / narrative therapy • Placebo effect / positive thinking • Positive expectations on educational achievement • Positive deviancy • Positive leadership – leveraging strengths • Appreciative Inquiry www.ideacreation.org 9
- 10. What's your change leadership inquiry? – What factors effect powerful professional learning in schools? – What processes build effective collaborations with communities and whanau? – What factors promote positive student behaviour? – How do we improve achievement? – How can we improve our staff culture? www.ideacreation.org 10
- 11. www.ideacreation.org 11
- 12. www.ideacreation.org 12
- 13. Planning my change inquiry www.ideacreation.org 13
- 14. Planning my change inquiry www.ideacreation.org 14
- 15. Planning my change inquiry www.ideacreation.org 15
- 16. Planning my change inquiry www.ideacreation.org 16
- 17. Change agenda - organisational change processes 1. establish urgency based on provable need/gap 2. form a powerful coalition or core team 3. develop a vision and operation plan 4. launch numerous small ‟safe to fail‟ pilots 5. communicate the vision and develop whole school approach 6. consolidate improvements by building capacity 7. widen awareness and support 8. celebrate and embed Based on Kotter www.ideacreation.org 17
- 18. Hierarchies 18
- 19. Networks 19
- 20. Scales of Influence Communities Schools Departments Classrooms Individuals What strategies could you consider to increase your positive influence within your organisation and community? www.ideacreation.org 20
- 21. Leading from the middle www.educationalleaders.govt.nz www.ideacreation.org 21
- 22. Kiwi Leadership for Principals 22
- 23. Middle leadership case studies www.educationalleaders.govt.nz www.ideacreation.org 23
- 25. Systems Thinking… ….is a way of making sense of a complex system …is the ability to see the world as relationships and connections ...allows us to influence a complex system www.ideacreation.org 25
- 26. “Where the world is dynamic, evolving and interconnected, we tend to make decisions using mental models that are static, narrow, and reductionist.” www.ideacreation.org 26
- 27. Seeing connections instead of parts… “You can never understand anything by analysing it.” “We have to understand the whole before we can understand the parts - what matters is their interaction.” Russell Ackoff www.ideacreation.org 27
- 28. www.ideacreation.org 28
- 29. Cynefin Framework Multiple Multiple connected but predictable unpredictable cause and interactions Complex Complicated effect interactions Decisions are uncertain and solutions only Decisions require apparent in retrospect expert knowledge Chaotic Simple Simple, Multiple predictable disconnected cause and interactions effect interactions Decisions need to be made quickly to dampen energy Decisions are obvious www.ideacreation.org Dave Snowden 2012 29
- 30. Cynefin Framework Multiple connected but unpredictable Multiple predictable interactions cause and effect interactions Complex Complicated Decisions are uncertain Adaptive Technical and solutions only challenges problems Decisions require apparent in retrospect expert knowledge Chaotic Simple +innovative, responsive, nimble +Efficient, reliable, powerful - messy and spontaneous - Inflexible, slow to respond www.ideacreation.org 30
- 32. S Student behaviour B Quality of alternative issues programmes O S R Programme appeal to other students “Causal loop diagrams provide a framework for seeing interrelationships rather than events, for seeing patterns of change rather than snapshots” Senge www.ideacreation.org 32
- 33. marketing student satisfaction S S reputation Causal loop economy diagram for R1 Growth University of S resources (physical, people) Canterbury # students enrolled S efts cap S revenue O financial targets S S management TEC funding S resources for R3 strategies S R2 Growth research Performance UC research imposed performance profile S staff research S standards activity O O O staff involvement in B1 Resistance decision making resistance S O sick leave, stress B2 Health motivation and leave, staff turnover commitment O S team spirit/ morale S collaboration/ engagement
- 34. The Iceberg Model Four levels of thinking Events Patterns Systemic structure Mental models Maani 2010 www.ideacreation.org 34
- 35. System thinking tools – affinity process 1) Clarify the question 2) Determine influence factors 3) Map connections 4) Identify leverage 5) Act with clarity www.ideacreation.org 35
- 36. What are the indicators of a successful school in Singapore? What are the factors that contribute to this? • What influences that? • What influences that? • What influences that? www.ideacreation.org 36
- 37. www.ideacreation.org 37
- 38. www.ideacreation.org 38
- 39. Complexity – self organisation www.ideacreation.org 39
- 40. The Innovation Stack Management innovation organisational processes/leadership roles communication and decision making Strategic innovation initiatives, programmes etc Product/service innovation pedagogy, technology etc Operational innovation timetable, processes etc Gary Hamel – The Future of Management www.ideacreation.org 40
- 41. Adaptive Complexity / Change / Uncertainty / Ambiguity challenges Paradox / Lack of Control / Unintended consequences Organisational capacity Self organising, adaptive, innovative, flexible, nimble, responsive, creative and resilient Leadership capacity www.ideacreation.org 41
- 42. www.ideacreation.org 42
- 43. How does self organisation work? • independent agents • interactions with neighbours • decentralised control • an attractor - motivated by threat or opportunity Self organisation leading to emergence Complexity thinking, complex adaptive systems, adaptive leadership www.ideacreation.org 43
- 44. www.ideacreation.org 44
- 45. “A key concept is Goo – like primordial soup, you can see it moving and growing – it involves people, relationships, you can‟t control it but you can notice it and foster it…it changes and evolves – its living and breathing…. ……..get your goo glasses on – when you walk into a room put aside the programme, cut out the strategy – see the history, interactions, how wired they are, the group dynamics - look for the living breathing thing and then that‟s the stuff that grows….” Duane Major 45
- 46. The Starfish and the Spider… The unstoppable power of leaderless organisations Ori Brafman and Rod Beckstrom www.ideacreation.org 46
- 48. Hybrid? Machine Living organism +Efficient, reliable, +innovative, responsive, nimble -Inflexible, slow to respond -messy and spontaneous www.ideacreation.org 48
- 50. Adaptive Leadership Characterised by both; • participative processes ”Surfing the Edge of Chaos‟” • collaborate solution finding Benefits: • Engagement, ownership leading to… …enthusiasm/energy and commitment • Better solutions – innovation The Pronoun Test “I” or “We” “My” or “Our” “We” or “They” Daniel Pink – “A whole new mind” “There's only one thing better than ownership – authorship! Simon Breakspear , “Talent Magnets” www.ideacreation.org 50
- 51. Adaptive leadership: fostering self organisation Conditions for self organisation Leadership role 1. independent agents 1. Proactive mentoring of individuals 2. interactions with neighbours 2. Foster interaction and shared learning 3. decentralised control 3. Distribute power + decentralise control 4. an attractor - motivated by 4. Explore and articulate shared values threat or opportunity www.ideacreation.org 51
- 52. Layer 1: Proactive mentoring develop independent agents Recognise and value people •Strong belief in people •Prioritize them and take the time •Creating space to empower people •Notice, listen, appreciate •Enlarge their self belief •Recognise their strengths and passions Develop people •They leave in better shape than when they arrived •Create support structures to meet needs •Make opportunities available •Support initiative and boundary pushing •Note achievements “employee first – customer second” Anand Pillai www.ideacreation.org 52
- 53. Who are you actively developing and looking out for? Who is looking out for you? How could we increase this informal mentoring? www.ideacreation.org 53
- 54. The Roles of a Manager Vision Meaningful Contribution Plan Values Organise Engage and develop Control people Administer systems Create context Critique Create Order Leadership Management (Vision & people driven) (Office bound/paper driven) Commitment, Compliance Change & Hi- Professional & Status-Quo Performance (Teaching role) Efficiency Cammock (2001) The www.ideacreation.org 54 Dance of Leadership
- 56. How‟s the balance of leadership vs management in your role? Satisfied?........ www.ideacreation.org 56
- 57. Layer 2: Foster interaction and shared learning interactions with neighbours “It is no longer sufficient to have one person learning for the “a healthy organisation is one in organisation... Its just not which all participants have a voice” possible any longer to figure it out (Peck ,1988). from the top, and have everyone else following the order of the „grand strategist‟. (Senge , 2002) Develop culture •Creating environments •Fostering high trust •Build positive relationships •Restorative environment •Compliment each other‟s strengths Foster learning •Role model a learning attitude •Opportunities to dialogue and build networks •Listening to leverage collective intelligence •Redesign social architecture •Take time to consult, get buy in and find the best solution •Generate feedback www.ideacreation.org 57
- 58. Engagement leads to peak performance Sample culture survey: Rate each question from 1 (low) to 5 (high) Add up total out of 25 1) I really care about the future of my organisation 2) I am proud to tell others that I work for this organisation 3) My organisation inspires me to do my best 4) I would recommend my organisation to a friend as a good place to work 5) I am willing to put in a great deal of effort and time beyond what is normally expected Adapted from Gallop www.ideacreation.org 58
- 60. www.ideacreation.org 60
- 61. Tune into the environment Innovators Early Adopters Late Majority Laggards Venturesome, Respect, more Skeptical, cautious Traditional, risky, can cope integrated into the focussed on past May adopt because and interact with with uncertainty system of increased like minds Can understand & “The individual to network pressure apply complex check with” from peers or for Suspicious of technical economic necessity innovations and Not so far ahead change agents knowledge so serve as a role The weight of Not always model systems norms Limited resources respected by others needs to favour an leads to Plays an important cautiousness in the system innovation before part by decreasing they are convinced Can change when Plays an important the uncertainty role as gatekeeper - and conveying a Means that most they can see what bringing in new subjective uncertainty must be is happening and ideas from outside evaluation through removed before it fits with their the system interpersonal they feel safe cultural values networks www.thinkbeyond.co.nz Rogers (1995) Diffusion of Innovation 61
- 62. Commitment Charting A (Induction) B (the D) Team Leaders Technology Board www.thinkbeyond.co.nz Adapted from the ESD Toolkit v2.0 62
- 63. Who has a voice in our organisation? What mechanisms can we create to foster interaction and shared learning? www.ideacreation.org 63
- 64. Layer 3: Distribute power and decentralise control decentralised control Share journey – share leadership •We are all leaders •Break down hierarchy •Share responsibility and accountability – bit by bit … •Create ownership and empowerment •Delegate and let go •Foster interdependance •Master the process – not the content “Traditional organisations require management systems that control peoples behaviour, learning organisations invest in improving the quality of thinking, the capacity for reflection and team learning, and the ability to develop shared visions and shared understandings of complex issues” (Senge, 2002) www.ideacreation.org 64
- 65. A framework for empowerment Extrinsic motivation intrinsic motivation external locus of control internal locus of control control empowerment Strict and complete external control no external control Responsibility on leader responsibility shared responsibility on participant I decide we decide you decide less choice more choice Dependence interdependence independence www.ideacreation.org Jansen 2005 65
- 66. Situational Leadership (High) High Supportive & High Supportive High Supportive & Low Directive High Directive & Behaviour Behaviour High Directive Behaviour SUPPORTIVE BEHAVIOUR Low Supportive & Low Low Supportive & Directive High Directive Behaviour Behaviour (Low) (Low) DIRECTIVE BEHAVIOUR (High) www.ideacreation.org 66
- 67. Go to the people, Live with them, Learn from them, Love them, Start with what they know, Build with what they have, But with the best leaders, When the work is done, The task accomplished, The people will say, “We have done it ourselves” Chinese Philosopher Lao Tsu www.ideacreation.org 67
- 68. Who makes the decisions? How could power be shared more effectively? www.ideacreation.org 68
- 69. Layer 4: Explore and Articulate Shared Values an attractor - motivated by threat or opportunity We need to be culturally tight and managerially loose. Order and design are not externally imposed but emerge as a result of the combination of individual freedom and shared core values Getting on the same page •Explore individual values and negotiate organisational values to fit •Role model values in leadership behaviour •Reconnect all staff with personal moral purpose •Establish benchmark of needs •Create clarity around shared vision •Leave space for emergent outcomes www.ideacreation.org 69
- 70. Moral purpose and collective vision…. 1. What‟s the one change you want to see in the world? 2. What do you currently do in your role that contributes to this? How do you play your part? 3. What strategies would you have to do to move more towards this? 4. How would your leadership be different? 5. How would you know if you had achieved this shift? adapted from Jan Robertson 2010 www.ideacreation.org 70
- 71. Getting into the flow… Internal passion / Moral Purpose / Meaning Hobby Calling Job Duty www.ideacreation.org 71 External opportunities
- 72. In what way does our organisation live out shared core values and vision? www.ideacreation.org 72
- 73. Appreciative Inquiry and Positive Psychology www.ideacreation.org 73
- 74. Appreciative Inquiry (AI) Appreciative Inquiry focuses on supporting people getting together to tell stories of positive development in their work that they can build on. (Reed, 2004) AI as an orientation to the positive rather than just a series of techniques •Focus on the positive •Inclusivity – shared ownership, voice, decision making Appreciative Inquiry is an exploratory process for positive change. It identifies the best of what is happening in the present moment to pursue what is possible in the future. (Harkness, 2004) www.ideacreation.org 74
- 75. Appreciative Inquiry Processes 1) 2) Dream Discovery 1) Initiate 2) Inquire 4) Delivery 3) Design 4) Innovate 3) Imagine www.ideacreation.org 75
- 76. Appreciative Inquiry Processes Discover 1) Discover 2) Dream - collective discussion around focusing questions -paired interviews around positive and real experiences Dream - collective sense making 4) Deliver 3) Design Design - practical visioning based on these concrete past experiences Deliver - collective action taking www.ideacreation.org 76
- 77. Appreciative Inquiry Processes When you ask people appreciative questions, you touch something very important to them. They don‟t give politically correct answers, they give heartfelt answers because we ask soulful questions. (Hammond) www.ideacreation.org 77
- 78. Step 1) Discover Think back over your experience as a leader and locate a moment or period that was a high point in your leadership, when you felt a sense of satisfaction in your work, when you went home saying YES! • Describe the situation. What happened? What was the result? • What was your role in creating this experience? What other people and factors contributed to this exceptional moment? • When you reflect on this experience– what beliefs and values guided you in your leadership? www.ideacreation.org 78
- 79. Step 2) Dream Collectively draw out the key themes from the peer interviews in step 1 • Listen to each sound bite • Consider key themes emerging • Build up collective mind map of clusters of similar foci www.ideacreation.org 79
- 80. LYNGO Deeply held values Equality Social Justice Compassion Dignity and respect Generosity Honesty and integrity Passion and energy Humility Quality Commitment www.ideacreation.org 80
- 81. We take what we know and we talk about what could be. We stretch what we are to help us be more than what we have already been successful at. We envision a future that is a collage of the bests. Because we have derived the future from reality, we know it can happen. We can see it, we know what it feels like, and we move to a collective collaborative view of where we are going. (Thin Book of Appreciative Inquiry) www.ideacreation.org 81
- 82. Step 3) Design Collective dialogue to explore; • What energises and motivates us? • What do we have in common? • What could we do collectively that we couldn‟t do individually? Step 4) Deliver • If we were to carry this conversation on beyond this workshop what could that look like? • What opportunities are there for us to further these conversations? • What would we like to achieve? www.ideacreation.org 82
- 83. AI touchstones for creating learning communities Focus on the positive strengths, what‟s working Collaboration shared ownership, voice, inclusivity, decision making www.ideacreation.org 83
- 84. AI based NGO Leadership Project www.ideacreation.org 84
- 85. Creating a professional learning community Guiding principles • Positive focus • Collaboration 5 key strategies • flexible and negotiated structure • sharing positive stories • cycles of exploration • individual and collective reflection • significant time frame • Intentional facilitation www.ideacreation.org 85
- 86. Positive Deviancy Pioneered by Jerry and Monique Sternin in Vietnam working with communities whose children had extremely high malnutrition statistics Now successfully implemented in an enormous range of complex settings around the world • infant mortality in the Himalayas • rehabilitating child soldiers in Uganda • preventing girl trafficking in Indonesia • reduction in hospital infections – MRSA superbug • girls access to education in Ethiopia • primary school student retention in Argentina US etc www.ideacreation.org 86
- 87. Positive Deviancy DEFINE, DETERMINE, DISCOVER, DESIGN Step 1: The community DEFINES or reframes the problem • Explore the magnitude of a problem • Articulate a preferred future • Including all stakeholders in community meetings • Collect baseline data Step 2: The community DETERMINES common practices • Conducting discussions and focus groups www.ideacreation.org 87
- 88. Step 3: The community DISCOVERS the presence of positive deviants • Identify individuals or groups that exhibit different outcomes • Ensure that those selected have the same circumstances or worse than everyone else in community • Conduct in-depth interviews and observations to indentify uncommon practices • Vet the findings with the whole community Step 4: The community DESIGNS and develops activities to expand the PD solutions • Set up opportunities for the positive deviants to demonstrate their practices to other members of the community • Create opportunities for community members to learn by doing • Start small, ensure safe environment to try new things • Target the widest possible range of community members www.ideacreation.org 88
- 89. Positive Deviancy Suggests that when confronted with an intractable problem that is resistant to other change strategies, then look for those outliers within the community or organization who have already successfully addressed the issue, then provide opportunities for these „positive deviants‟ to teach other community members. The solutions to complex long term problems in communities and organisations are to be discovered within these organisations or community “somebody just like me”… Invisible in plain sight…often invisible positive deviants don‟t realise what they are doing and yet they flourish while their peers struggle” (The Power of Positive Deviance, 2010) www.ideacreation.org 89
- 90. Four Critical Tasks in Leading Change Appreciating Mobilising Change Support Leading Change Building Change Executing Capability Change www.ideacreation.org 90
- 91. Informal Connected Un-precious Agile Inspired Gutsy Engaged www.ideacreation.org 91
- 92. What is success? To laugh often and much To win the respect of intelligent people And the affection of children To earn the appreciation of honest critics And endue the betrayal of false friends To appreciate beauty To find the best in others To leave the world a bit better Whether by a healthy child, a garden patch Or a redeemed social condition To know even one life has breathed easier Because you have lived This is to have succeeded RALPH WALDO EMERSON www.ideacreation.org 92