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Leadership for Change Programme Residential 2 Tuesday 4 th November – Thursday 6 th November, 2014 Welcome!

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Presentation on theme: "Leadership for Change Programme Residential 2 Tuesday 4 th November – Thursday 6 th November, 2014 Welcome!"— Presentation transcript:

1 Leadership for Change Programme Residential 2 Tuesday 4 th November – Thursday 6 th November, 2014 Welcome!

2 Since we last met, what has been going well? What have been the significant changes and pressures? For you, personally? In your work? In your wider system? Pay attention to the way you are listening to your partner. Reflect together: Given the above, what will help us to be as ‘present’ as we can over the next three days? What might we need to acknowledge and handle as a group?

3 Overall Purpose of the programme To develop systems leadership skills and capacity amongst public leaders To support public leaders to make progress on complex systems challenges in their places To make tangible improvements for the people and communities we serve, and in which we live and work

4 What is systems leaderhip? Systems Leadership: Exceptional leadership for exceptional times

5 Improving outcomes for service users Ways of feeling Personal core values Commitment Ways of perceiving Balcony & dance-floor The unseen & unpredicted Diverse views Sensitivity to narratives Ways of thinking Curiosity Synthesising complexity Sense-making Ways of doing Narrative Enabling & Supporting Repurposing & Reframing Ways of relating Mutuality & Empathy Honesty & Authenticity Reflection Self Awareness Ways of being Courage to take risks Resilience & Patience Drive, energy, optimism Humility

6 to create space for reflection and learning arising from your safe-fail experiment(s) in relation to your systems leadership practice and the systems leadership challenge you are addressing to deepen your understanding and ability to work with multiple sources of power in your system to develop a systemic approach to working with teams of leaders from across your system to develop your capacity to use narrative as a systems leadership practice for mobilizing actors from across your system to take action to deepen your appreciation of the impact of culture in your system and how to work with it to increase your own self-awareness as a systems leader through opportunities for peer feedback to identify areas where you want to further develop in your systems leadership practice and to design a personal safe fail experiment to help you do so. Aims for Residential 2

7 Expectations and aspirations Given the aims of this residential and where you are at, what questions and expectations are you bringing? How can we best use these three days together? Discuss in fours 7

8 Cycle of Learning 1.Practical experience Acting in the world, experimenting and experiencing results ACTIVIST 2.Observation and reflection Reviewing and reflecting on experience REFLECTOR 4.Application Translating ideas and insights into action/ways forward PRAGMATIST 3.Conceptualisation Developing understanding through deepening/challenging assumptions, using models and concepts THEORIST Adapted from David Kolb’s work

9 Today’s outline TimingActivity 09:30 – 10:00Arrival and registration 10:00 – 11:15 Check in and re-connecting – acknowledging changes since we last met. Aims and expectations for next 3 days. 11:15 – 13:00 Learning from our safe/fail experiments. Where are we now? What are we learning about our systems leadership? In place teams and home groups (including break) 13:00-13:45Buffet lunch 13:45-14:00Reflection 14:00-15:45Understanding and working with power 15:45-16:00Break 16:00-18:00Understanding and working across cultures 18:00-18:30Free time 18:30-19:30Evening speaker From 19:30Dinner in the restaurant

10 Tomorrow’s outline TimingActivity 07:30 – 08:30Breakfast 08:30 – 09:00Check in 09:00-10:45 Narrative as a systems leadership practice & reframing your systems leadership challenge 10:45-11:00Break 11:00-13:00Introducing public narrative and story of self 13:00-14:00Lunch 14:00-16:00Story of us 16:00-16:15Break 16:15-18:00Story of now and linking your public narrative 18:00 – 19:00Free time 19:00 – 20:30Dinner

11 Day 3 outline TimingActivity 07:30 – 08:30Breakfast 08:30 – 09:00Check in 09:00 – 10:45 Consolidation, moving forward and ‘messy solutions’- place teams and home groups 10:45- 11:00break 11:00 – 12:30 Who do you need to draw on and how might you work together? Working with multi-stakeholder leadership teams and networks 12:30 – 13:15Lunch 13:15 – 14:45What do you need to do to sustain learning and change? 14:45 – 15:00Break 15:00 – 16:30 What do we need from each other and ourselves? Giving/ receiving feedback- designing a personal ‘safe-fail’ experiment 16:30 – 16:45Review and reflection 16:45Depart

12 Reflecting on progress and learning from your ‘safe-fail experiment In Place Teams: Individually reflect out loud on the progress you think have been made in relation to your safe-fail experiment and your part in it What challenges have you faced and how have you handled them? What have you learnt about your own systems leadership? One person speaks, one acts as ‘listener’, others as ‘observers’. Take it in turns and rotate roles.

13 Deep listening

14 Reflection as a team As a team: What did you notice? What was common, what was different amongst you? How do you interpret your experience now? What impact did the listener and observer roles have on the quality of your reflection when you were the speaker?

15 Exercise : experimenting with perceptual positions Home group exercise: Reflecting on ‘safe-fail’ experiment using deep listening ‘Clients’ talk together to the group about their experience of running their safe-fail experiment(s) – what happened, what they noticed, how they are starting to interpret the experience and what they are learning about systems leadership Consultants listen in silence – paying attention to the different levels. Are differing aspects of the system being represented beyond personal positions/perspectives? Clients then ‘turn their back’ on the group. The consultants discuss their observations about the interpretations being made and any assumptions, biases or feelings that are beginning to show up. What is this telling them about the system? Clients come back into the group and reflect on what they have heard, sharing any new perspectives, insights or ideas that have opened up for them. Reflect on what it is like to have ‘a good listening to’. How did the listeners impact on the conversation?

16 Leadership for Change Programme Residential 2 Lunch

17 Power 17

18 Sources of Power Personal Power expert power personality power Organisation Power position power coercive power reward power Political Power network power information power Adapted from French and Raven Identity power – Cultural, social, Professional Other ?

19 Mapping power in your system In Place Teams illustrate the power relationships and types of power in your system Use ‘Lego’ to represent yourselves and the most relevant players – organisations, people and constituencies Build your system on the paper provided. Discuss how you see the power relationships Use coloured pens to show the types of power and arrows to show the direction of the power relationship.

20 ….. how things are done around here. Ouchi and Johnson, 1978 ….. the collection of traditions, values, policies, beliefs and attitudes that constitute a pervasive context for everything we do and think in an organisation. McLean and Marshall, 1983 ‘values and basic assumptions which organisational members come to share’. Van Maanen and Schein, 1979 ‘ Culture is the result of all the everyday conversations and negotiations between members of an organisation’ Seel 2000 How do we understand organisational culture?

21 By kind permission of Bill Crooks

22 Levels of culture (Hawkins and Smith) Artefacts Outward manifestations, buildings, furnishings, objects, settings, PR, high profile symbols. Rituals. Stated values. Policies, procedures and systems. Behaviour Spontaneous actions, routine responses, enacted realities and values. Repeated patterns/norms of behaviour. Often absorbed via role models. Mind set Basic assumptions and world view that underpin thinking and behaviour. Mostly unconscious. Paradigms. Emotional ground The passions, aspirations, motivations and projections that represent the emotional energy within a culture. Often well camouflaged, muted or expressed in distorted forms.

23 Stories & myths Symbols Rituals & routines Mind-sets/ paradigm Power structures Organisational structures Control systems The CULTURAL WEB (Johnson and Scholes)

24 Culture and change (Seel) Unless the paradigm is at the heart of culture change, there will be no lasting change Paradigms are not imposed by CEO’s or invented by consultants, rather ‘they emerge from a multiplicity of interactions between individuals within the community’ Therefore, change needs to move away from ‘planning change’ onto ‘facilitating emergence’

25 Inquiring into culture – being creative Using metaphors/pictures Heroes and Villains Find an object Complete the sentence.. ‘our organisation always….’ ‘our organisation never….’ ‘our organisation loves…’ ‘our organisation hates..’ Tell stories Unofficial induction Amateur anthropologist/alien visitor/journalist

26 Culture inquiry Use one of the creative exercises to inquire into the culture of another organisation/sector/professional background etc that you are curious about Use this and the cultural web hand-out as a guide to draw out the underlying mind-sets/paradigms that really inform behaviour, from the perspective of the interviewee. How do these mind-sets show up? How do they impact on relationships with others in the system? What do they think might be needed to work well with others coming from different cultures? Any new insights/discoveries? Any assumptions confirmed or challenged?

27 Some implications for systems leadership Be curious and appreciative– seek to understand and share underlying mind-sets Work with informal processes and conversations Encourage greater connectivity between people from across different organisational cultures Support spaces for thinking/talking differently together “a talent for speaking differently, rather than arguing well is the chief instrument of cultural change” Rorty Nurture and model new behaviours- develop ‘simple rules’

28 Leadership for Change Programme Residential 2 Day 2 Welcome!

29 Day 2 agenda TimingActivity 07:30 – 08:30Breakfast 08:30 – 09:00Check in 09:00-10:45 Narrative as a systems leadership practice & reframing your systems leadership challenge 10:45-11:00Break 11:00-13:00Introducing public narrative and story of self 13:00-14:00Lunch 14:00-16:00Story of us 16:00-16:15Break 16:15-18:00Story of now and linking your public narrative 18:00 – 19:00Free time 19:00 – 20:30Dinner

30 Leadership for Change Programme Residential 2 - Day 3

31 Day 3 agenda TimingActivity 07:30 – 08:30Breakfast 08:30 – 09:00Check in 09:00 – 10:45 Session 1: Working with multi-stakeholder leadership teams and networks & Sustaining learning and change 10:45- 11:00Break 11:00-12:00Session 1 continued & An island of sanity 12:00-13:00Session 2: Consolidation, moving forward and ‘clumsy solutions’ 13:00-13:30Lunch 13:30-14:15Session 2 continued: Home Groups 14:15-16:00 Session 3: What do we need from each other and ourselves? Fast feedback & your personal safe/fail experiment 16:15Depart

32 Who do you need to draw on/connect with? Working with multi-stakeholder teams & networks

33 Leading change in a new era Dominant approach Emerging direction

34 Leading change in a new era Dominant approach Emerging direction Most transformation efforts are driven from this side

35 Unleashing the spirit of the volunteer You may be able to ‘buy’ a person’s back with a paycheck, position, power or fear but a human being’s genius, loyalty and tenacious creativity are volunteered only. The world’s greatest problems will be solved by passionate, unleashed ‘volunteers’ Stephen Covey, Turn the ship around, Source of image: ‘ ‘ ’’

36 The Network Secrets of Great Change Agents Julie Battilana &Tiziana Casciaro 1.As a change agent, my centrality in the informal network is more important than my position in the formal hierarchy 2.If you want to create small scale change, work through a cohesive network If you want to create big change, create bridge networks between disconnected groups

37 John P. Kotter, ‘Accelerate’, HBR November 2012 Hierarchy & Networks

38 Strong ties vs. weak ties

39 Are we structured to lead in this way? What would it take?

40 Teams and networks ‘you can’t really think about teams independent of their networks, sub-groups, and integrated leadership systems’ Katzenbach 2012

41 Networks and teams

42 Interdependent Roles Norms of conduct Real work to do Enabling Structure 3 conditions for successful teams (Wageman and Hackman) The Right People Able to work interdependently Well networked and diverse System thinkers Compelling Shared Purpose Challenging Clear direction Consequential

43 Five disciplines of high performing teams Core Learning Co-ordinating and consolidating Reflecting, learning, integrating Task Process Outside Inside Clarifying Primary purpose Goals Roles ‘Authorising’/mandate Ensuring a clear commission/mandate from its ‘authorising’ environment/wider system Co-creating Interpersonal and team dynamics Team culture Connecting and engaging all the critical stakeholders (within boundary) ( across boundary) Adapted from Hawkins (2011)

44 Actions for building a great leadership team/group Treat the beginning with great attentiveness: - Begin with personal stories and identify shared values/interests to support shared purpose - Assess individual capabilities - Get constructive norms in place from the beginning – and revisit them on an iterative basis. Hold each other to account! Craft agendas that allow for conversations on those issues that matter most- focus on meaningful activities that involves interdependent work in-between meetings Identify and recruit the “right people” to lead the work Ensure regular opportunities are built in for reflection and learning Keep connected with key stakeholders/constituency groups/strong and weak ties Ensure appropriate skilled support is made use of eg team coaching Pay attention to the above in any turnover/reconfiguration of the team

45 Application Use the diagnostic framework to help you reflect on a systems leadership team/network you are part of, one you would like to grow or one you would like to create. What role might you play in supporting a positive shift- what might your first step be?

46 Leadership for Change Programme Residential 2 Lunch

47 What do you need to sustain learning and change?

48 foster thinking and learning from experience pay exquisite attention to relationships Navigate/hold your ground against bureaucratic and political demands strategies for self-care for the long term Islands of Sanity: The Role of Leadership Adapted from Margaret Wheatley

49 foster thinking and learning from experience Question: Where is thinking taking place in your organization? Are you learning from experience or repeating mistakes? pay exquisite attention to relationships Question: What’s the level of trust, support, teamwork among staff? Getting better or worse? Navigate/hold your ground against bureaucratic and political demands Question: Where have you pushed back or said no? What have you learned from these experiences? strategies for self-care for the long term Islands of Sanity: The Role of Leadership Margaret Wheatley-use freely cite source

50 Restoring Thinking Regular times for staff reflection, sacrosanct Open agenda: discuss needs of the moment Not added on to regular staff meetings Relaxed, hospitable atmosphere Margaret wheatley

51 10 conditions for a Thinking Environment (Nancy Kline) 1)Attention 2)Incisive questions 3)Equality 4)Appreciation 5)Ease 6)Encouragement 7)Feelings 8)Information 9)Place 10)Diversity

52 Measures for assessing impact of thinking Are problems getting solved by our solutions? Are we applying what we learn from mistakes? Are we quicker to identify problematic behaviours or old patterns that no longer serve us? Are we taking more risks? Experimenting more? Do we truly feel “We’re all in this together” Are we behaving better with each other? Are we handling stress better? Margaret Wheatley

53 We need boatrockers! Rock the boat but manage to stay in it Walk the fine line between difference and fit, inside and outside Able to challenge the status quo when we see that there could be a better way Conform AND rebel Capable of working with others to create success NOT a destructive troublemaker Source: Debra Meyerson

54 What is the issue here? “permission” ? (externally generated) or Self efficacy ? (internally generated)

55 Building self-efficacy: some tactics 1.Create change one small step at a time 2.Reframe your thinking: failed attempts are learning opportunities uncertainty becomes curiousity 3.Make change routine rather than an exceptional activity 4.Get social support 5. Learn from the best Source: Helan Bevan

56 Consolidation, moving forward and clumsy solutions

57 Source: Keith

58 Group Orientation Adapted from ‘Wicked problems and clumsy solutions: the role of leadership’, Keith Grint, Clinical Leader, Vol I Number II, Dec 2008

59 Clumsy Solutions Adapted from ‘Wicked problems and clumsy solutions: the role of leadership’, Keith Grint, Clinical Leader, Vol I Number II, Dec 2008

60 The Bricoleur’s approach to wicked problems approach to wicked problems From ‘Wicked problems and clumsy solutions: the role of leadership’, Keith Grint, Clinical Leader, Vol I Number II, Dec 2008

61 Eschew the elegance of the architect’s approach to problems…..

62 …and adopt the world of the Bricoleur - the do-it- yourself craftworker.

63 Accept that imperfection and making do with what is available is not just the best way forward but the only way forward.

64 Avoid alienating significant constituencies – but progress does not depend on consensus.

65 Assume no one has the answer in isolation. No man is an island entire of itself; Every man is a is a piece of the continent, A part of the main. If a clod be washed away by the sea, Europe is the less, As well as if a promontory were, As well as if a a manor of thy friend’s Or of thine own were: Any man’s death diminishes me. For I am involved in mankind. Therefore, send not to know For whom the bell tolls, It tolls for thee. John Donne ( )

66 Assume that the problem is a system problem not caused by or solved by a single aspect of the system.

67 Systems leadership in action In Place Teams – revisit your systems leadership challenge. Taking account of power, culture, identity, and messy solutions what action/behaviour might need to shift, change or continue? What interventions in your system are you going to make when you go back? Test your actions with your Home Group.

68 Giving and receiving fast feedback 68

69 69 System 1 - Gut Automatic Unconscious Lightning Intuitive Emotional Resemblance

70 System 2 - Head Reason Conscious Slow Effortful Calculating Explaining

71 Fast feedback (1 min per person) “What impresses me about you is…” “What I imagine about your leadership edge is….”

72 Fast Feedback What did you notice about the feedback you gave? What did you notice about the feedback you received? What did you notice about doing the exercise for yourself? The Group? Any new insights/discoveries

73 Highly unpredictable Highly uncontrollable Highly predictable Safe Certainty (Stuckness) Safe uncertainty (Stretch) Unsafe uncertainty (Danger) Highly controllable CONTROLLABLE PREDICTABLE Adapted from the work of Mason, Stacey, Critchley and Vanstone by Steve Chapman (2014)

74 Developing a personal safe-fail experiment Explore your relationship with ‘safe uncertainty’. How might you stretch your habitual ‘no’ and find your ‘yes’ Reflecting on your feedback and your learning about systems leadership, design your personal safe-fail experiment between now and the final residential Share this in co-coaching trios

75 Review and evaluation

76 Leadership for Change Programme Residential 2 Safe journey home!


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