Presentation on theme: "‘New Economy’ leadership: valuing social relationships, ethical"— Presentation transcript:
1‘New Economy’ leadership: valuing social relationships, ethical practice and sustainable processes - Dr Ngaire BissettTechnologyPeopleProfits
2Turbulent times: redefining L’ship practice Trad. L ‘person’ (Grint 2005): individualist traits, born-to-rule20th C - dark-side: behaviourism: learnt socialisation, meritocracy, achieved ‘position’21st C - context, multi-factorial, dynamic pressures: flexible, adaptive, capabilities, focus L ‘process’ and ‘results’Accountability pressures: beyond business of business is businessGlobal competition, customisation, 24/7 commitments, environmental/economic sustainability, Gen Y self-actualising employees, citizenship expectations/values, ‘prosumer’ technologies (McAfee 2006 ‘Dawn of emergent collaboration’)Overwhelmingly complex demands = from classic Superman (sic) to Kent, and Lois, teams.
3Knowledge economy conditions Intellectual capital: knowledge, information, intellectual property, experience, used to create value/advantageCompetitive/customer benefits derived from what company/institution knows, how it uses what it knows and how quickly it can learn something newInnovation-producing contexts require skilled relationship-building leaders, creating meaningContradictory institutional tensions: individualist, hierarchical, autocratic.3
4Ongoing leadership seductions Top-down, Theory X (McGregor) control-orientated, performance management systemsCaptain-of-the-ship, remote strategic fantasies versus white-water-rafting realitiesNarcissistic trap: ‘Believing one’s own press’ (Hayward)Knocked off the pedestal, taking-a-scalp, retributionBeyond superficial surveys: in-depth ethnographic observations (Sveningsson & Larsson 2006)From transformational helicopter L to mundane socialised encounters (Alvesson & Sveningsson 2003)Emotionally-engaged, change-agent, facilitators.
5Re-framing L-as-distributed practice ‘In praise of the incomplete leader’ (Ancona et al 2007): including range stakeholders, sense-making, relating, visioning, inventing ingredients, partnership L governance (Kev Rudd) approachLeaderful organisations: ‘creating shared contexts for learning and developing leadership capacity’ (Grint 2005:143) (Ideo, Semco)‘Theory Y’ potential: Scandic collaborative learning conditions= environmental/social/econ. capital outcomes3fold ‘heterarchy’ benefits: (i) L synergy greater than its parts; (ii) boundaries L porous, encourages individual involvement, (iii) facilitates innovation through reflection on what counts as valuable experience.
6Blended L: delegation and direction Participative L: self-organised networks Al-Qaeda (Wheatley 2007), US civil rights mv’t ML King and Ella Baker (Grint)Blending distributed capacity with decisive decision-making; meaningful delegation (power and responsibility) plus supportive infrastructure (Collinson 2007, FE principal, Christine Nixon, Chris Sarra)Affirming aspects COP L ‘continuous learning’ model: trust, risk-taking, mistakes as route to innovation, culture of openness, transparency, communication & praise, face-to-face encountersEmotional-Cultural Intelligence integrity based L = sense of belonging, perceptions fairness/equity, commitment, motivation, self-esteem, enterprise, empowerment – ‘felt order’Diverse inputs: more systemic & ethical accountable systems (the Gandhi approach – principled practice).
7Part 2 - Learning Conversations Action learning and the leadership development challenge
8Remote versus ‘in context’ learning Lab development programs, short term, abstracted, prescriptive, decontextualised, controlledAction learning ‘experiential’ base (Peters & Smith 1998): transparency limits, CEO transitions5 L learning journey methods: doing, observing, reading popular accounts, testing fads & fashions remedies, engaging with soft/hard theory/researchInterweaving the action-driven, relational & conceptual (SOL, Senge et al Shell, Nike, HP, Xerox)From tame to wicked problems (Kelly et al 2006): donning expanded reflective practice L lens.8
9Reflective practitioners An agent who contemplates previous deeds, automatically reflecting on the actions involved, the role of the various actors, and the circumstancesIn thinking back as to what happened poses: ‘why’, ‘how’, ‘where’, ‘what’ reflexive questionsSuch practitioners are constantly learning, evaluating and refining their practice, even after years of experienceThey also apply what they have learnt from one situation to the next.9
10Reflective practice capacity building Enhances self-awarenessDevelops creative solutionsImproves problem-solving skillsIncreases evaluative abilitiesEnhances action planning capabilitiesImproves effectiveness as a leader10
11Systems biomimicry learning Naming the tacit: re-valuing the ‘mundane’, everyday, leadership and learning through repetitive patterns (Kelly et al 2006)Sharing white-water-raft: expansive reflections, collaborative learning conversations, story-making vehicle (Parry & Jackson 2008)ASPIRE framework: aspirations, skills, partnerships, engagement, innovation, results.11
12‘Leadership as art’ training Succession management: learning the ‘inspire’ architecture of L in the practice fieldLeadership action-driven experimental learning (Peters & Smith –LADL 1998)Employing philosophers to handle complex integrated problems/puzzles/patternsLeaders of the future: people who know how to ask! expects no easy answers (Drucker)Communication: 21st C L learning metaphor.12
13Socially-orientated KE pragmatism ‘Systemic leadership is ethical in that it creates community, encourages creativity and “intends” the good in its purposes and practices, effective in that it fosters “emergence” and organisational renewal’ (Collier & Esteban 2000: 207).Collective intelligence interdependentcapabilities: co-sensemaking, co-relating, co-visioning, co-inventing,‘Turning general ideas into specific organisational strategies and practices takes imagination, courage, persistence, patience and passion – engaging the relational, emotional and ethical’ (Senge et al 2007: 44).13
14LADL development program participants learn how to: Identify and implement current organisational strategies while designing for the futureGet things done within the organisation’s cultural and political norms through organisational ‘savvy’Contribute to organisational learning by confronting old patterns and spearheading new onesDifferentiate puzzles (having an answer) from problems (having many answers)Identify critical problems and ask valuable questionsAct with courage in conditions of ambiguity, complexity and riskDevelop and contextualise many sources of information and contribute to effective organisational knowledge managementSelf-develop through organisational and social experienceAct in concert with others, yet know when to act aloneLeverage their own non-traditional capabilities and those of othersCommunicate via traditional and emerging technological means in order to build and utilise networks (Peters & Smith 1998: 287).
15Examining your leadership capabilities Signs of weak sensemaking You feel strongly that you are usually right and others are often wrongYou feel that your views describe reality correctly, but other’s views do notYou find you are often blindsided by changes in your organisation or industryWhen things change, you typically feel resentful, (that’s not the way it should be!)
16Examining leadership capabilities contexts Signs of weak relatingYou blame others for failed projectsYou feel others are constantly letting you down or failing to live up to your expectationsYou find that many of your interactions at work are unpleasant, frustrating, or argumentativeYou find many of the people you work with untrustworthy.
17Examining leadership contexts Signs of weak visioning You feel your work involves managing an endless series of crisesYou feel like you’re bouncing from pillar to post with no sense of larger purposeYou often wonder, “ Why are we doing this?” and/or “ Does it really matter?”You can’t remember the last time you talked to your family or a friend with excitement about your work.
18Examining leadership contexts Signs of weak inventing Your organisation’s vision seems abstract to youYou have difficulty relating your company’s vision to what you’re doing day-to-dayYou notice dysfunctional gaps between your organisation’s aspirations and the way work is organisedYou find that things tend to revert to business as usual.