1. Human Systems Dynamics Institute
Quarterly Virtual Mini-Conference
September 15, 2016
© 2016 Human Systems Dynamic Institute | Use with permission.

2. Welcome! Quarterly Virtual Mini-Conference
Celebrate of our Associates’ use of HSD
Honor their HSD stories
Share with the broader network of interest

3. Today’s Agenda
Glenda Eoyang Uncertainty: Finding the Simplicity in the Complex
Diane Robie Practice Fad or Enduring Practice
Bruce Pappas When Teachers Talk – the HSD Connection
Jennifer Jones-Patulli Restoring the Workplace Using HSD

4. Glenda Eoyang

5. © 2015 Human Systems Dynamic Institute | Use with permission.
Let’s start with the easy stuff—tame problems. Like a broken arm, the solution for a tam problem is clear, the best practices are known, the solution can be replicated. The problem may be difficult to solve, it may require expertise and practice, but it the solution is known.
A wicked problem is different. This aging fellow poses for you a wicked problem. What is the cause/are the causes of his distress? What is the likelihood that any solution today will avoid future problems? What is a solution if you are a surgeon? Gerontologist? Internist? Alergist? How many possibilities are there and how much certainty do you have that any of those solutions will work? This is wicked.
When we address the broken arm, we are playing a finite game. Clear boundaries, known solutions, predictable success. Competencies and outcomes – finite game
When we encounter the aging man, we are playing an infinite game. Fuzzy boundaries, unknown causes, and ambiguous measures of success.
In health care, as in education, we know how to play and win the finite game. Best practices, standardized tests, reliable simulations, measurable outcomes are all useful as we play finite games of wellness and learning. In the classroom and in the acute care setting, it is easy to focus on the finite games and forget the infinite ones. As you tink about your own wicked problem, what about it is finite?
On the other hand, the most interesting challenges in health care and education are infinite games. They demand innovation, creativity, insight, experience, engagement, sensitivity. No two cases of diabetes or two struggling students are identical. Each one demands that you pay attention and create a unique response that is fit for the current situation. As we say—fit for function. The goal of these infinite games is not to win, because winning may not be possible. The purpose is to keep the game going—to begin a journey toward health or toward life-long professional development.
The problem is that, the traditional sciences of medicine and education are not very helpful when you plan infinite games. Infinite games demand that you stand in uncertainty, engage with possibility, use what you do know for sure, inquire about what you don’t know, and create a response in the moment that will make a difference to your patient or student.
Today, I will share with you three tools to help you deal with uncertainty as you play the infinite game: Adaptive Action, Inquiry, and Stability.
© 2015 Human Systems Dynamic Institute | Use with permission.

6. Finite games:
Formulary
Injections
Laboratory research
Budgets
Construction
Checklists
Contracts
© 2015 Human Systems Dynamic Institute | Use with permission.

7. Infinite Games
Cancer
Relationships
Population health
Professional development
Teams
Family and patient-centered care
Culturally competent care
© 2015 Human Systems Dynamic Institute | Use with permission.

8. © 2015 Human Systems Dynamic Institute | Use with permission.

9. © 2015 Human Systems Dynamic Institute | Use with permission.

10. © 2015 Human Systems Dynamic Institute | Use with permission.

11. © 2015 Human Systems Dynamic Institute | Use with permission.

12. Rules of Infinite Games:
Inquiry
Adaptive Action
© 2015 Human Systems Dynamic Institute | Use with permission.

13. © 2015 Human Systems Dynamic Institute | Use with permission.

14. © 2015 Human Systems Dynamic Institute | Use with permission.

15. What are the patterns? What do you expect? What is the tension?
What do you know?
What do you wonder?
And . . .
© 2015 Human Systems Dynamic Institute | Use with permission.

16. So what is working? So what is better? So what is possible?
So what is the research?
So what have we tried?
So what are our options?
And . . .
© 2015 Human Systems Dynamic Institute | Use with permission.

17. Now what will we measure? And . . .
Now what will we do?
Now what will we say?
Now what will we measure?
And . . .
© 2015 Human Systems Dynamic Institute | Use with permission.

18. Rules of Infinite Games:
Inquiry
Adaptive Action
© 2015 Human Systems Dynamic Institute | Use with permission.

19. Diane Robie

20. Introduction Diane Robie Senior Vice President
Berkshire Children and Families, Pittsfield, MA
Child and Family Well-being
Permanency
Early Education and Care
Kids 4 Harmony

21. Passing Fad or Enduring Practice
Cohort 6, 2007
“Finding My Tribe”
Practice vs. Fad
Thought Leaders

22. Key Frameworks

23. Application Planning Meetings—family, community, organizational
Starting the Family Resource Center
Supervision & Coaching
Organizational Planning and Development

24. The leader doesn't talk, he acts
The leader doesn't talk, he acts. When his work is done, the people say, "Amazing: we did it, all by ourselves!” ― Lao Tzu, Tao Te Ching

25. Bruce Pappas

26. When teachers talk – the HSD connection
Presented by Bruce Colglazier Pappas, EdD HSD Associate, Cohort 13, August 2010 Quarterly Associates Meeting September 15, 2016

27. “Transitioning to a New Principal From the Teachers’ Perspective: An Interpretive Case Study”
Dissertation for Doctorate in Organizational Development from the University of St. Thomas, successfully defended on March 17, 2016.
File location:
Methodology: Interpretive case study
Two questions:
The teacher experience during a principal transition.
Teachers’ perceptions of the role that the principal played in the transition.

28. Research
Teachers revealed their experience during a principal transition, which was reported to be positive.
Prior research: No research to date was found that focused on the teacher experience when a new principal is hired.
Significance: Added to the body of knowledge by filling a gap regarding the teacher experience during one principal transition.
Implication: Highlighted the need for principals to examine the impact of their actions on teachers, likewise for managers regarding their employees.

29. Themes discovered during research interviews with teachers
During the principal transition, teachers experienced:
An improved school work environment.
A graphic vision for the school’s future.
More systems to support students and learning.
More building-based professional development

30. Theme 1: Teachers experienced… An improved school work environment.
A positive tone.
Feeling listened to.
Clear expectations.
Feeling treated as professionals.
Direct communication.
Involvement in decision making.
Time to deal with the past and the future.
Lower teacher turnover.
A focus on fit.

31. Theme 2: Teachers experienced… A graphic vision for the school’s future.
A shared vision.
A focus on student learning.
Removal of unnecessary work.
Resistance to district administration demands.

32. Theme 3: Teachers experienced… More systems to support students and learning.
Better systems put in place.
More time to teach.

33. Theme 4: Teachers experienced… More building-based professional development.
Development of teacher-leaders.
Building the capacity of every teacher.

34. HSD connection – school as a system
A system IS; it just IS.
People interpret the system and assess responsibility.
A school is a system. All parts try to bring stability to the system.
When management struggles, employees fill the gap(s).
The assumption of good intentions.
Principal set conditions for self-organizing.

35. HSD connection – “no fault” patterns
IMHO- one of the strengths of HSD lies in the “judgment-less” pursuit of finding patterns.
No fault; no assessing blame; “no naughty or nice”
Allows people to take a step back and look objectively at what has happened and what is happening without assessing blame.

36. HSD connection – examples
Organized a staff retreat
”What was it like working at Lincoln?”
”What do we want it to be like?”
Some teachers previously labelled as “negative”
Both defined and limited work by creating a vision
Recognized patterns – put systems in place to respond, not react
Developed in-house teacher-leaders

37. HSD connection – takeaways
Focus on the teacher experience
No other dissertations found to-date that focus on teachers
All focus on principals and management
Perspective of leadership
Is there a role for ”followership” in HSD?
Use of simple rules
Bringing coherence across system

38. Discussion
Bruce Colglazier Pappas, EdD Phone: (H)   - (C) 
Dissertation:
Address:  20 Ardmore Dr, Golden Valley (Minneapolis), MN Work blog: 
Coffee blog:  Skype: bruce.c.pappas Sailboat: 1982 Ta-Shing Panda 40 Pilot House #29 "Whisper", Duluth, MN

39. Jennifer Jones-Patulli

40. Where is the focus?
Other
Self

41. Becoming Pattern Spotters
In general I notice. . .
Except for. . .
On one hand. . . On the other. . .
I was / am surprised by. . .
I wonder. . .

42. Building Adaptive Capacity
What is happening around you? Within you?
So what does this mean to you? So what possibilities do you see?
Now what small actions can you take? Now what support do you want? Now what will you accept, and what will you reject?
What is your new “what?”

43. Learn more . . . Online at HSDinstitute.org Adaptive Action Labs:
HSD Professional Certification—Toronto, January 2017
Leadership in Health Professions Education—Online
Coaching—Online
Conflict—Ottawa
Health and Wellness—Ottawa
For more information contact

44. Join us for upcoming webinars
Oct 6th, 11 am CDT
Live Virtual Workshop
Greater than the Sum of the Parts: Collaborate for Community
Nov 3rd, 11 am CDT
Your Unfolding Future: Plan in Uncertainty
Dec 1st, 11 am CST
Personal Power to Design the Life You Want: Your Radical Inquiry
Dec 15th, 11 am CST
Qrtly Virtual Mini-Conf
HSD Virtual Holiday Celebration

45. Thanks! To Glenda, Diane, Bruce, Jen for their presentations
To Mary for her support
To you for spending this time with us!