Instructor: Russ Linden Over the long run, superior performance depends on superior learning.” --...

Instructor: Russ LindenInstructor: Russ Linden

Over the long run, superior performance depends on superior learning.” -- Peter Senge, leader of the learning organization movement

Dealing with Complexity, Chaos and Dealing with Complexity, Chaos and Change Through Organizational Change Through Organizational

LearningLearning

Copyright (c) 2003 Russ Linden

About Russ LindenAbout Russ Linden

Russ Linden is a management consultant who specializes in organizational change methods. Since 1980, he has helped government, non-profit and private-sector organizations develop leadership, foster innovation, and improve organizational performance. He is an adjunct faculty member at the University of Virginia, University of Maryland, and the Federal Executive Institute. He writes a column on management innovations for The Virginia Review, where he serves as Contributing Management Editor, and has produced national videoconferences on re-engineering and on the human side of change.

Russ’ current teaching and consulting interests include the human side of change, systems thinking and learning organization principles, re-engineering for seamless service, customer-focused organizations, strategic thinking and planning. He has published numerous articles, and his first book, From Vision to Reality: Strategies of Successful Innovators in Government, came out in 1990. His next book, Seamless Government: A Practical Guide to Re-engineering in the Public Sector (Jossey-Bass, 1994), was excerpted in the May, 1995 issue of Governing Magazine. His most recent book, Working Across Boundaries: Making Collaboration Work in Government and Nonprofit Organizations, was published in 2002. It was a finalist for the best book on nonprofit management in 2002. His clients have included the National Geographic Society, Departments of the Navy and Army, Health Data Services, Inc., U.S. Customs Service, U.S. Dept. of State, Metro Information Services, Inc., Government of the Cayman Islands, U.S. Information Agency, FBI Academy, U.S. Dept. Of Education, two state attorneys general and over four dozen state, local government, and non-profit agencies. Several local governments are redesigning their organizations using the principles in his book, Seamless Government.

Before beginning his full-time practice, Russ was a Senior Faculty Member at the Federal Executive Institute. He served as the Director of Executive Programs at the University of Virginia's Center for Public Service, taught at the UVa McIntire School of Commerce, and managed in the human services field for seven years.

Russ Linden's bachelor's and master's degrees are from the University of Michigan. His Ph.D. is from the University of Virginia. He lives in Charlottesville, VA with his wife and two children. He is on the web at: www.russlinden.com.


Organizational Learning: Why?Organizational Learning: Why? 6 6

Organizational Learning: What?Organizational Learning: What? 8 8

Workshop ObjectivesWorkshop Objectives 1010

Example of Organizational Learning: FEMAExample of Organizational Learning: FEMA 1111

Practices of Organizations That Learn and Adapt WellPractices of Organizations That Learn and Adapt Well 1616

Practice 1Practice 1: Understand, communicate the “Main Thing”: Understand, communicate the “Main Thing” 1717

Practice 2Practice 2: Create alignment by giving everyone a “line of sight”: Create alignment by giving everyone a “line of sight” 2626

Table of ContentsTable of ContentsTable of ContentsTable of Contents


Practice 3Practice 3: Utilize multiple perspectives to gain a systems understanding: Utilize multiple perspectives to gain a systems understanding 3333

PracticePractice 4: Defer to expertise 4: Defer to expertise 4444

Practice 5: Practice 5: Maintain fluid communications across permeable boundariesMaintain fluid communications across permeable boundaries 5151

Practice 6: Practice 6: Support continual training, learning and practiceSupport continual training, learning and practice 6262

Appendix A: Five Leadership Skills That Foster LearningAppendix A: Five Leadership Skills That Foster Learning 7070

Appendix B: 9 Requirements for Organizational ChangeAppendix B: 9 Requirements for Organizational Change 7171

Appendix C: Partnering WorkshopsAppendix C: Partnering Workshops 7272

References and ResourcesReferences and Resources 7474

Table of ContentsTable of ContentsTable of ContentsTable of Contents


A Challenging Environment -- Some ExamplesA Challenging Environment -- Some Examples

The Marines’ new challenge: fighting in urban settings.The Marines’ new challenge: fighting in urban settings.

Internal Revenue Service -- caught in the financial and Internal Revenue Service -- caught in the financial and political cross fire.political cross fire.


Why Organizational Learning? The “C” WordsWhy Organizational Learning? The “C” Words

Complexity:Complexity: Situations that are difficult to understand, have Situations that are difficult to understand, have considerable ambiguity and uncertainty, and often have no considerable ambiguity and uncertainty, and often have no “solutions,” only options and tradeoffs“solutions,” only options and tradeoffs

Chaos:Chaos: Seemingly random events that have an underlying Seemingly random events that have an underlying pattern (which is difficult to discern)pattern (which is difficult to discern)

Change:Change: turbulent environments in which the future is turbulent environments in which the future is difficult to predict or controldifficult to predict or control

“The illiterate of the 21st century will not be the individual who cannot read and write, but the one who cannot learn, unlearn,

and relearn.” -- Futurist Alvin Toffler


The “C” Words -- Some examplesThe “C” Words -- Some examples

Examples of complexity, chaos and change facing federal agencies today: a Examples of complexity, chaos and change facing federal agencies today: a starter list ...starter list ...

world-wide epidemics -- AIDS, SARSworld-wide epidemics -- AIDS, SARS

urban sprawlurban sprawl -- -- balancing demands for growth with environmental protectionbalancing demands for growth with environmental protection

fighting terrorism (while protecting civil liberties) fighting terrorism (while protecting civil liberties)

gaining boarder security (without harming economic activity)gaining boarder security (without harming economic activity)

information security (while dealing with privacy concerns) information security (while dealing with privacy concerns)

attracting/retaining quality employees (in an age of competitive sourcing)attracting/retaining quality employees (in an age of competitive sourcing)

dealing with rising (and often competing) customer expectations (with stable or declining dealing with rising (and often competing) customer expectations (with stable or declining resources)resources)

continually changing senior leadership prioritiescontinually changing senior leadership priorities


Organizational Learning -- What?Organizational Learning -- What?

In learning organizations, people are encouraged toIn learning organizations, people are encouraged to

reflect as they act, share lessons learned and other key reflect as they act, share lessons learned and other key information, so that they (and their customers) can information, so that they (and their customers) can easily access the best thinking of the entire easily access the best thinking of the entire organization.organization.

Put more simply: In a learning organization, Put more simply: In a learning organization, when one of us gets smarter, we all can get when one of us gets smarter, we all can get smarter.smarter.


Examples of Organizations That Manage These Examples of Organizations That Manage These Challenges WellChallenges Well

FEMAFEMA

U.S. MarinesU.S. Marines

NAVAIR Manned Flight SimulatorNAVAIR Manned Flight Simulator

““High Reliability Organizations”High Reliability Organizations”

Basketball, soccer, hockey teamsBasketball, soccer, hockey teams

FEIFEI


Workshop ObjectivesWorkshop Objectives

Understand why organizational learning can be a powerful Understand why organizational learning can be a powerful method for dealing with complexity, chaos and change,method for dealing with complexity, chaos and change,

Learn six management practices that will help you deal with Learn six management practices that will help you deal with complex and chaotic environments, complex and chaotic environments,

Apply the above to your organization, and Apply the above to your organization, and

Leave with specific actions you/your associates can takeLeave with specific actions you/your associates can take


Example of Organizational Learning: FEMAExample of Organizational Learning: FEMA

Prior to James Lee Witt taking over in 1993, FEMA was in terrible shape. It was seen asPrior to James Lee Witt taking over in 1993, FEMA was in terrible shape. It was seen as

• Rigid, not customer friendlyRigid, not customer friendly

• Unable to communicate across internal stovepipesUnable to communicate across internal stovepipes

• Terrible in managing external relationships with state and local unitsTerrible in managing external relationships with state and local units

• A place to send people who supported the president’s campaign (but lacked A place to send people who supported the president’s campaign (but lacked management skills)management skills)

• Unable to perform its basic missionUnable to perform its basic mission

• An agency that the president and others circumventedAn agency that the president and others circumvented

Sen. Hollings famously called it “The biggest group of bureaucratic jackasses ever Sen. Hollings famously called it “The biggest group of bureaucratic jackasses ever assembled in one place at one time in the history of USA!”assembled in one place at one time in the history of USA!”

When Witt left in 2001, the agency had been transformed into a model of internal and When Witt left in 2001, the agency had been transformed into a model of internal and external collaboration, learning, and high performance. And almost all of Witt’s changes external collaboration, learning, and high performance. And almost all of Witt’s changes have continued under the new administration.have continued under the new administration.


FEMA (cont.)FEMA (cont.)

Key Actions:Key Actions:

1.1. Witt worked hard on Congressional relations with both parties. He cut a deal with Sen. Witt worked hard on Congressional relations with both parties. He cut a deal with Sen. Mikulski: if he made fundamental changes in FEMA, she wouldn’t try to close it down. He Mikulski: if he made fundamental changes in FEMA, she wouldn’t try to close it down. He also maintained his good relationship with the President.also maintained his good relationship with the President.

2.2. Witt: instituted a new business model of “all hazards” -- everyone would be deployed to any Witt: instituted a new business model of “all hazards” -- everyone would be deployed to any hazard (nobody would work only on earthquakes, tornadoes, floods or hurricanes). At hazard (nobody would work only on earthquakes, tornadoes, floods or hurricanes). At multiple meetings he explained reasons for the change.multiple meetings he explained reasons for the change.

3.3. To support the new model, he abolished the old stovepipe structure (offices of flood, To support the new model, he abolished the old stovepipe structure (offices of flood, hurricanes, tornadoes, etc.), and replaced them with operational directorates that would hurricanes, tornadoes, etc.), and replaced them with operational directorates that would respond to any emergency. This was done with significant input from employees.respond to any emergency. This was done with significant input from employees.

4.4. To emphasize the reality that FEMA had to change, and to reinforce his “all hazards” model, To emphasize the reality that FEMA had to change, and to reinforce his “all hazards” model, Witt rotated all FEMA SESers to different offices one Friday afternoon in 1993.Witt rotated all FEMA SESers to different offices one Friday afternoon in 1993.



• Some of the SESers were given offices they had publicly bad mouthed in the past (!)Some of the SESers were given offices they had publicly bad mouthed in the past (!)

• Some (who showed little interest or talent for the new approach) were given Some (who showed little interest or talent for the new approach) were given assignments usually reserved for managers of lower grades (GM 14-15)assignments usually reserved for managers of lower grades (GM 14-15)

• Some 14s-15s who had demonstrated competence and a desire to collaborate were Some 14s-15s who had demonstrated competence and a desire to collaborate were given offices that SESers had been runninggiven offices that SESers had been running

• Witt made it clear he would rotate people again in the future, and he didWitt made it clear he would rotate people again in the future, and he did

5.5. Witt provided extensive cross training to many employees, which reinforced the Witt provided extensive cross training to many employees, which reinforced the all-hazards model and gave them skills to handle their broader responsibilities all-hazards model and gave them skills to handle their broader responsibilities

6.6. Witt also emphasized customer service. He did this by: Witt also emphasized customer service. He did this by: • talking about it at all-hands meetingstalking about it at all-hands meetings

• doing in-depth research on what customers most needed from FEMA during an doing in-depth research on what customers most needed from FEMA during an emergency (their #1 need was to know that “someone at FEMA cares about me”) emergency (their #1 need was to know that “someone at FEMA cares about me”)

• communicating customer feedback and expectations to the staffcommunicating customer feedback and expectations to the staff

• creating three telecommunications centers that back up each other, so that callers creating three telecommunications centers that back up each other, so that callers don’t have long waits or busy signals during emergenciesdon’t have long waits or busy signals during emergencies



7. He took a proactive/prevention role. Through active partnerships with public, 7. He took a proactive/prevention role. Through active partnerships with public, private and nonprofit groups, FEMA helped communities reduce the effects of private and nonprofit groups, FEMA helped communities reduce the effects of disasters that occurred. One significant example: “Project Impact,” in which disasters that occurred. One significant example: “Project Impact,” in which FEMA partnered with local communities to do risk and vulnerability FEMA partnered with local communities to do risk and vulnerability assessments, and conduct risk-reduction activities.assessments, and conduct risk-reduction activities.

8. Creation of a an 8. Creation of a an ad hocad hoc structure that operates only in emergencies: matrix teams structure that operates only in emergencies: matrix teams made up of staff from most of the operational units. These teams train made up of staff from most of the operational units. These teams train throughout the year, their members know each other’s roles, and deploy very throughout the year, their members know each other’s roles, and deploy very quickly during emergencies. Every employee has a key role to play during quickly during emergencies. Every employee has a key role to play during emergencies.emergencies.


FEMA -- The ResultsFEMA -- The Results

Significantly improved customer service -- time to process payments to disaster Significantly improved customer service -- time to process payments to disaster victims fell significantly, far less red tape, improved customer satisfactionvictims fell significantly, far less red tape, improved customer satisfaction

Some managers voluntarily left, and some were encouraged to do soSome managers voluntarily left, and some were encouraged to do so

Most of those who stayed came to believe in the new approach -- it fosters Most of those who stayed came to believe in the new approach -- it fosters knowledge sharing and collaboration across unitsknowledge sharing and collaboration across units

The new FEMA administrator (from a different administration and political party) The new FEMA administrator (from a different administration and political party) maintained almost all elements of this new model when he took over in 2001maintained almost all elements of this new model when he took over in 2001


6 Practices of Organizations That Learn and Adapt 6 Practices of Organizations That Learn and Adapt to Complexity, Chaos, Changeto Complexity, Chaos, Change

Understand, communicate the “main thing” that is central to Understand, communicate the “main thing” that is central to successsuccess

Create alignment around the main thing by giving everyone a “line Create alignment around the main thing by giving everyone a “line of sight”of sight”

Utilize multiple perspectives to gain a systems understandingUtilize multiple perspectives to gain a systems understanding

Defer to expertiseDefer to expertise

Maintain fluid communications across permeable boundariesMaintain fluid communications across permeable boundaries

Support continual training, learning and practiceSupport continual training, learning and practice


Practice 1:Practice 1: Understand, communicate the “main Understand, communicate the “main thing”thing”

Organizations that thrive on complexity are willing to Organizations that thrive on complexity are willing to change virtually everything, except what’s at their core:change virtually everything, except what’s at their core:

3M: “Thou shalt not kill a new product idea”3M: “Thou shalt not kill a new product idea”

Nordstrom: Service to the customer above all elseNordstrom: Service to the customer above all else

The principal’s mantra at an inner city public school: “teach them to read!”The principal’s mantra at an inner city public school: “teach them to read!”

High reliability organizations (aircraft carriers, hospital ER’s, nuclear High reliability organizations (aircraft carriers, hospital ER’s, nuclear power plants): Safe operationspower plants): Safe operations

Marines: have an end state, commander’s intent, “main effort” Marines: have an end state, commander’s intent, “main effort”

FEMA: “We all work on all hazards.”FEMA: “We all work on all hazards.”


Practice 1: Understand, communicate the main Practice 1: Understand, communicate the main thingthing

As the authors of As the authors of Built to LastBuilt to Last pointed out, organizations pointed out, organizations that clearly identify their main thing -- a core value, that clearly identify their main thing -- a core value, purpose, or operating principle -- have done very well purpose, or operating principle -- have done very well over time, even in chaotic, complex and changing over time, even in chaotic, complex and changing environments. They are willing to change almost environments. They are willing to change almost anything, but they protect what’s at their core.anything, but they protect what’s at their core.

“The main thing is to keep the main thing, the main thing!”

-- former Netscape CEO Jim Barksdale


Practice 1:Practice 1: Understand, communicate the main Understand, communicate the main thingthing

“We are in a race to win over the people. What have you and your element done today to contribute to victory?”

-- sign in office of Gen. David Petraeus, who heads the U.S. military operations in most of northern Iraq

“We are in a race to win over the people. What have you and your element done today to contribute to victory?”

-- sign in office of Gen. David Petraeus, who heads the U.S. military operations in most of northern Iraq


Example of identifying theExample of identifying the main thing: The NAVAIR main thing: The NAVAIR Manned Flight Simulator (MFS)Manned Flight Simulator (MFS)

MFS produces and operates simulators, helping pilots and MFS produces and operates simulators, helping pilots and engineers “fly” aircraft in simulated conditions to learn how the engineers “fly” aircraft in simulated conditions to learn how the new features on the aircraft work in real conditions.new features on the aircraft work in real conditions.

The MFS environment became more turbulent in the 1990s; it The MFS environment became more turbulent in the 1990s; it grew, changed, needed a way to help everyone remain focused.grew, changed, needed a way to help everyone remain focused.

MFS leaders identified its main thing: “simulation builds MFS leaders identified its main thing: “simulation builds confidence.” They are in the confidence-building business.confidence.” They are in the confidence-building business.

MFS leaders continually orient, train, and communicate with all MFS leaders continually orient, train, and communicate with all personnel about their contributions to its main thing.personnel about their contributions to its main thing.

They’re focusing the organization around the main thing, and They’re focusing the organization around the main thing, and achieving improved customer satisfaction (see following pages).achieving improved customer satisfaction (see following pages).


Understand, communicate the main thing: The Understand, communicate the main thing: The NAVAIR Manned Flight SimulatorNAVAIR Manned Flight Simulator

There are many ways toThere are many ways to

focus people on the main thing.focus people on the main thing.

Here’s one model to try:Here’s one model to try:


Understand, communicate the main thing: The Understand, communicate the main thing: The NAVAIR Manned Flight Simulator NAVAIR Manned Flight Simulator

This model can help you manage and lead using a systems point of This model can help you manage and lead using a systems point of view. The factors are interrelated; a change in any one of them will view. The factors are interrelated; a change in any one of them will ripple through the organization. This model can help you predict, and ripple through the organization. This model can help you predict, and manage the ripples. manage the ripples.

Using this model, managers and staff can also keep the organization Using this model, managers and staff can also keep the organization aligned around its main thing. aligned around its main thing.

They use a variation of this model at the Manned Flight Simulator; They use a variation of this model at the Manned Flight Simulator; employees there report that it helps them focus on their main thing, and employees there report that it helps them focus on their main thing, and that it reminds them of the need to keep all factors in mind when that it reminds them of the need to keep all factors in mind when changing any one of them.changing any one of them.


The NAVAIR Manned Flight Simulator business The NAVAIR Manned Flight Simulator business model (as shown on their business card)model (as shown on their business card)


The Manned Flight Simulator business model (as The Manned Flight Simulator business model (as shown on their business card)shown on their business card)


Practice 1:Practice 1: Understand, Understand, communicate the main thingcommunicate the main thing

Exercise:Exercise:

1. What’s your organization’s “main thing?” What is at its core -- purpose, function, value, operating principle -- that is essential to its success and cannot be compromised?

2. How do you communicate the main thing to your direct reports and associates? What else could you do to communicate it?


Practice 2:Practice 2: Create alignment around the main thing Create alignment around the main thing by giving everyone a “line of sight”by giving everyone a “line of sight”

“ “Line of sight” means the employee:Line of sight” means the employee:

A. Sees how the organization works as a system, andA. Sees how the organization works as a system, and

B. Knows how her work contributes to it.B. Knows how her work contributes to it.


Practice 2:Practice 2: Create alignment around the main thing Create alignment around the main thing by giving everyone a line of sightby giving everyone a line of sight

Line of sight Line of sight mattersmatters. Without it …. Without it …

• Employees operate in a vacuumEmployees operate in a vacuum• They see no connection between their work and the end They see no connection between their work and the end

product/end userproduct/end user• They often grow apathetic, play bureaucratic gamesThey often grow apathetic, play bureaucratic games• There’s no sense of meaning or purpose in their workThere’s no sense of meaning or purpose in their work



Methods:Methods:• Use process mappingUse process mapping

• Track and post performance, to make Track and post performance, to make

it visibleit visible

• Use short and long-term job rotationsUse short and long-term job rotations

• Experience the work process from the customer’s point of view/get Experience the work process from the customer’s point of view/get prompt customer feedbackprompt customer feedback

• Observe the product or end result the organization is in business to Observe the product or end result the organization is in business to achieve (e.g., at NASA, staff at all levels, and their families, are achieve (e.g., at NASA, staff at all levels, and their families, are invited to witness the launches)invited to witness the launches)


Some other action items to create a line of sight:Some other action items to create a line of sight:

1. Bring some staff to your agency’s senior management meetings, so they see the 1. Bring some staff to your agency’s senior management meetings, so they see the bigger picture.bigger picture.

2. Invite end users to meet directly with your staff. Ask them to describe for the staff:2. Invite end users to meet directly with your staff. Ask them to describe for the staff:

A. What they expect from your unit,A. What they expect from your unit,

B. What they B. What they dodo with what you provide them, and with what you provide them, and

C. Any gaps that they perceive, between what they expect and what they get from you.C. Any gaps that they perceive, between what they expect and what they get from you.

Help the staff and the end users discuss these perceptions, so that they learn more Help the staff and the end users discuss these perceptions, so that they learn more about the other’s reality. If appropriate, negotiate a Service Level Agreement (“SLA”) about the other’s reality. If appropriate, negotiate a Service Level Agreement (“SLA”) between your unit and specific customer groups.between your unit and specific customer groups.

3. Co-locate certain units whose work is closely interrelated.3. Co-locate certain units whose work is closely interrelated.

4. Rotate the convening role for your staff meetings: enable others to take on broader 4. Rotate the convening role for your staff meetings: enable others to take on broader responsibilities.responsibilities.

5. Help staff get quick feedback on the results of their work, so they can manage with 5. Help staff get quick feedback on the results of their work, so they can manage with near real-time information.near real-time information.


Be sure everyone understands the purposeBe sure everyone understands the purpose Some rotational assignments are short-term (e.g., 6 months), Some rotational assignments are short-term (e.g., 6 months),

others are longer (2-3 years in the intelligence community)others are longer (2-3 years in the intelligence community) Start with volunteers (so it’s not seen as punitive)Start with volunteers (so it’s not seen as punitive) To raise the importance, invite people to bid for the opportunity To raise the importance, invite people to bid for the opportunity

to have rotational assignmentsto have rotational assignments Make it an expectation that people share what they learned from Make it an expectation that people share what they learned from

their rotationstheir rotations Make it in people’s career interest to seek rotations; give Make it in people’s career interest to seek rotations; give

preference in promotions to those with several rotationspreference in promotions to those with several rotations

Method to create a line of sight: Job rotationsMethod to create a line of sight: Job rotationsMethod to create a line of sight: Job rotationsMethod to create a line of sight: Job rotations


The “50-10 Rule:” Those who work within 50’ of each other are 10 The “50-10 Rule:” Those who work within 50’ of each other are 10 times more likely to interact each week, than those who work times more likely to interact each week, than those who work further awayfurther away

Co-location can help breakdown stereotypes that groups have of Co-location can help breakdown stereotypes that groups have of one anotherone another

Co-locations are especially powerful when they include integrating Co-locations are especially powerful when they include integrating some of the worksome of the work

When physical co-location is impractical, some organizations use When physical co-location is impractical, some organizations use advanced IT to create “virtual teams” that share knowledge and advanced IT to create “virtual teams” that share knowledge and communicate frequently on common projectscommunicate frequently on common projects

Method to create a line of sight: Co-locationMethod to create a line of sight: Co-locationMethod to create a line of sight: Co-locationMethod to create a line of sight: Co-location



1. What has helped you gain a line of sight when you worked at a lower organizational level?

2. What are 2-3 things you and your associates could start doing, in the near term, to help subordinates gain a greater line of sight?

Exercise:Exercise:


Practice 3Practice 3: Utilize multiple perspectives: Utilize multiple perspectives

In high reliability orgs. like aircraft carriers and nuclear In high reliability orgs. like aircraft carriers and nuclear power plants, management tends to be hierarchical. But when a power plants, management tends to be hierarchical. But when a problem occurs, those with different kinds of technical expertise problem occurs, those with different kinds of technical expertise quickly gather to analyze the issue and offer input.quickly gather to analyze the issue and offer input.

Dealing with complex and chaotic situations requires multiple Dealing with complex and chaotic situations requires multiple perspectives; no one person can handle them alone.perspectives; no one person can handle them alone.

To fully utilize multiple perspectives often requires changes in To fully utilize multiple perspectives often requires changes in organizational structure and culture.organizational structure and culture.

"It takes variety to control variety." -- Karl Weick, Kathleen Sutcliffe, in Managing the Unexpected"It takes variety to control variety." -- Karl Weick, Kathleen Sutcliffe, in Managing the Unexpected



At FEMA, they ensure a variety of perspectives through the At FEMA, they ensure a variety of perspectives through the use of matrix teams that are deployed to disasters. The use of matrix teams that are deployed to disasters. The teams include people with different technical backgrounds.teams include people with different technical backgrounds.

FEMA also calls on several thousand “reservists,” FEMA also calls on several thousand “reservists,” individuals with expertise who train with FEMA staff and individuals with expertise who train with FEMA staff and are called upon for specific emergencies. They bring a are called upon for specific emergencies. They bring a fresh perspective because they have some distance from fresh perspective because they have some distance from FEMA.FEMA.



Utilizing multiple perspectives can be threatening to Utilizing multiple perspectives can be threatening to managers. It helps to use managers. It helps to use structured methodsstructured methods that elicit that elicit different points of view (e.g., After Action Reviews), with different points of view (e.g., After Action Reviews), with clear ground rules about no retribution.clear ground rules about no retribution.

It’s also important to foster a It’s also important to foster a cultureculture that supports that supports divergent perspectives. Marines are trained to lead, and divergent perspectives. Marines are trained to lead, and part of their training is to insist that subordinates are free part of their training is to insist that subordinates are free to disagree (until the decision is made).to disagree (until the decision is made).

Another way to gain multiple perspectives: bring in Another way to gain multiple perspectives: bring in outsiders with no vested interest who review and critique outsiders with no vested interest who review and critique your plans and operations.your plans and operations.


Practice 3Practice 3: Utilize multiple perspectives: : Utilize multiple perspectives: Sometimes, you have to insist on itSometimes, you have to insist on it

Management theorist Peter Drucker tells the story of a senior Management theorist Peter Drucker tells the story of a senior financial committee meeting at General Motors. Alfred Sloan, GM’s financial committee meeting at General Motors. Alfred Sloan, GM’s CEO, asked each of the executives on the committee for their CEO, asked each of the executives on the committee for their comments on a proposal they had heard. Each of the 10 members comments on a proposal they had heard. Each of the 10 members gave a strong positive reaction. Sloan, too, said he approved of the gave a strong positive reaction. Sloan, too, said he approved of the proposal.proposal. Then he surprised the group:Then he surprised the group:

““Since there are 11 votes in favor, and none against … we’ll table this Since there are 11 votes in favor, and none against … we’ll table this proposal until next month’s meeting. If we only see the positives in proposal until next month’s meeting. If we only see the positives in the idea,and nobody sees any potential downside, we haven’t the idea,and nobody sees any potential downside, we haven’t thought it through clearly.”thought it through clearly.”

Sometimes, leaders have to insist on counter views, in order to hear Sometimes, leaders have to insist on counter views, in order to hear multiple perspectives.multiple perspectives.



+

-

?

Ask your associates to identify the potential strengths and weaknesses of a given proposal; ask them to list some questions they have about the proposal. This helps avoid groupthink, and gets people’s views on the table.

A simple tool for eliciting multiple perspectives:A simple tool for eliciting multiple perspectives:



Whatever approach you use to gain multiple perspectives, this is a leadership task. Most subordinates won’t offer differing views until they’re convinced their leaders want to hear them.

How do you/can you ensure that your team provides a diverse set of perspectives on complex, chaotic problems?

How can you get candid views from those outside your organization, when need be?

Exercise:Exercise:



A tool for using multiple perspectives: The Four FramesA tool for using multiple perspectives: The Four Frames

Structural frameStructural frame

Human resource frameHuman resource frame

Political framePolitical frame

Symbolic frameSymbolic frame


Exercise for the Four FramesExercise for the Four Frames

Think back to the last time you took a new job.

A. What were the key steps you took in your first 2-3 months?

B. Did those steps reflect one or two of the four frames?

C. In general: which frames do you use least? Which do you want to use more or better?


Another way to utilize multiple perspectives: Another way to utilize multiple perspectives: Partner with your customers and key stakeholdersPartner with your customers and key stakeholders

That’s what FEMA does when it works with communities to do risk/vulnerability That’s what FEMA does when it works with communities to do risk/vulnerability assessments, and take risk reduction actions.assessments, and take risk reduction actions.

That’s how the MFS office designs flight simulators: in partnership with pilots That’s how the MFS office designs flight simulators: in partnership with pilots and engineers who will use them.and engineers who will use them.

That’s what some agencies do when they’re getting publicly beaten up by That’s what some agencies do when they’re getting publicly beaten up by special interest groups. Today, the Army Corps of Engineers has an active special interest groups. Today, the Army Corps of Engineers has an active partnership with the Nature Conservancy; which is charting river flows, restoring partnership with the Nature Conservancy; which is charting river flows, restoring wildlife habitats, and conducting experiments around 13 of the nation’s dams wildlife habitats, and conducting experiments around 13 of the nation’s dams managed by the Corps, in an active partnership between the two.managed by the Corps, in an active partnership between the two.


To utilize multiple perspectives, partner with your To utilize multiple perspectives, partner with your customers and key stakeholderscustomers and key stakeholders

Three ways to partner with customers and stakeholders on Three ways to partner with customers and stakeholders on your products, programs and services:your products, programs and services:

1. 1. PlanningPlanning -- getting their active involvement in determining -- getting their active involvement in determining what and how the products and services are delivered,what and how the products and services are delivered,

2. 2. ImplementationImplementation -- helping them do some of the work you used -- helping them do some of the work you used to do for them, for themselves (e.g., self service), and to do for them, for themselves (e.g., self service), and

3. 3. EvaluationEvaluation -- working with you to assess the effectiveness and -- working with you to assess the effectiveness and quality of your work, helping you find opportunities for changequality of your work, helping you find opportunities for change


Partnering Workshops: A method for partnering Partnering Workshops: A method for partnering with your customers and key stakeholderswith your customers and key stakeholders

These are 1-3 day sessions that include leaders of the These are 1-3 day sessions that include leaders of the organizations trying to form a partnership. An outside organizations trying to form a partnership. An outside consultant helps the participants exchange information on consultant helps the participants exchange information on their expectations for the project: goals, time table, roles, how their expectations for the project: goals, time table, roles, how to deal with conflicts, etc. to deal with conflicts, etc.

The workshop helps create common objectives for the project. The workshop helps create common objectives for the project. Equally important, it fosters open and trusting Equally important, it fosters open and trusting relationshipsrelationships, , and an ability to find win-win solutions. and an ability to find win-win solutions.

See Appendix C for more on Partnering Workshops.See Appendix C for more on Partnering Workshops.


Practice 4Practice 4: Defer to expertise: Defer to expertise

In high reliability organizations, there are often three distinct In high reliability organizations, there are often three distinct cultures. cultures.

1. During normal operations, the culture is hierarchical.1. During normal operations, the culture is hierarchical.

2. When the operational tempo moves into high gear, it becomes 2. When the operational tempo moves into high gear, it becomes very flat: ad hoc teams form, those closest to the issue are very flat: ad hoc teams form, those closest to the issue are expected to diagnose and take action on it, and if mistakes are expected to diagnose and take action on it, and if mistakes are made the emphasis is on learning, not blame.made the emphasis is on learning, not blame.

3. During crises, a third culture appears: if the problem/crisis has 3. During crises, a third culture appears: if the problem/crisis has occurred before, the organization has prepared for it and goes occurred before, the organization has prepared for it and goes into its crisis action mode (with defined roles, clear SOPs, etc.).into its crisis action mode (with defined roles, clear SOPs, etc.).


Practice 4Practice 4: One example of deference to expertise: : One example of deference to expertise: Aircraft CarriersAircraft Carriers

During daily operations, the roles are clear and communications are During daily operations, the roles are clear and communications are largely hierarchical.largely hierarchical.

When planes start taking off and landing, there’s no time for When planes start taking off and landing, there’s no time for hierarchy. A rich level of hierarchy. A rich level of lateral communicationslateral communications occurs (radio, occurs (radio, phone, hand signals), and this info helps them spot mistakes before phone, hand signals), and this info helps them spot mistakes before they cause damage.they cause damage.

When crises occur, the crew followsWhen crises occur, the crew follows

carefully-rehearsed procedures; eachcarefully-rehearsed procedures; each

member has a pre-assigned role.member has a pre-assigned role.


“The Marine Corps has a long tradition of distributing battlefield authority to its lowest level management … for a simple reason: high-risk, high-speed …assaults tend to be unforgiving on bureaucratic ... management styles.” Freedman, Corps Business, p. 35.

“The Marine Corps has a long tradition of distributing battlefield authority to its lowest level management … for a simple reason: high-risk, high-speed …assaults tend to be unforgiving on bureaucratic ... management styles.” Freedman, Corps Business, p. 35.

Practice 4Practice 4: The importance of deferring to expertise: The importance of deferring to expertise


Defer to expertise: How to deal with the question of Defer to expertise: How to deal with the question of accountability?accountability?

A key issue: how can managers defer to expertise during A key issue: how can managers defer to expertise during problems and crises, given that they are still responsible and problems and crises, given that they are still responsible and accountable for the outcomes? There are several answers:accountable for the outcomes? There are several answers:

1. The Marines handle this by giving local commanders and 1. The Marines handle this by giving local commanders and their troops this guidance related to their missions:their troops this guidance related to their missions:

The end state:The end state: how they want the situation to end up how they want the situation to end up

The commander’s intent:The commander’s intent: the broader goals that the unit’s actions will the broader goals that the unit’s actions will supportsupport

The main effort:The main effort: if the mission is part of several related missions, the “main if the mission is part of several related missions, the “main effort” is the most critical oneeffort” is the most critical one

The rules of engagement:The rules of engagement: the boundaries within which they can operate the boundaries within which they can operate


Defer to expertise: How to deal with the question of Defer to expertise: How to deal with the question of accountability? (cont.)accountability? (cont.)

2. Another approach: continually train and practice. 2. Another approach: continually train and practice.

In general, the higher the stakes, the greater emphasis an In general, the higher the stakes, the greater emphasis an organization places on continual training and practice --The organization places on continual training and practice --The Marines, who operate in very high-stakes environment, excel Marines, who operate in very high-stakes environment, excel in the area of continual training/practice. See Section 6 for in the area of continual training/practice. See Section 6 for more.more.

3. Share your thinking about decisions with staff. They’ll 3. Share your thinking about decisions with staff. They’ll understand the organization as you do, and know how you understand the organization as you do, and know how you would respond in most situations.would respond in most situations.


Defer to expertise: How to deal with the question of Defer to expertise: How to deal with the question of accountability? (cont.)accountability? (cont.)

4. Practice shared leadership: give everyone an opportunity 4. Practice shared leadership: give everyone an opportunity to lead the group in certain situations. A good example: the to lead the group in certain situations. A good example: the Orpheus Chamber Orchestra - it plays with no conductor, and Orpheus Chamber Orchestra - it plays with no conductor, and the members take turns providing leadership.the members take turns providing leadership.

Shared leadership reduces the gap between leader and associates, Shared leadership reduces the gap between leader and associates, because everyone has some of the responsibility for leading on an because everyone has some of the responsibility for leading on an ongoing basis. When chaos or crises hit, the team is prepared.ongoing basis. When chaos or crises hit, the team is prepared.


Practice 4Practice 4: Defer to expertise: Defer to expertise

1. What are some situations in which you currently defer decisions to those with greater expertise?

2. What are some situations in which you could defer decisions, but don’t?

3. What could you do to defer in these situations?

Exercise:Exercise:


“Plans are nothing; planning is everything.”- Prussian general Helmuth von Moltke

“Plans are nothing; planning is everything.”- Prussian general Helmuth von Moltke

“At General Electric, we regard hoarding of knowledge as an ethical violation!”

-- Steve Kerr, former Chief Learning Officer, GE

“At General Electric, we regard hoarding of knowledge as an ethical violation!”

-- Steve Kerr, former Chief Learning Officer, GE

Practice 5Practice 5: Maintain fluid communications across : Maintain fluid communications across permeable boundariespermeable boundaries


Practice 5Practice 5: Maintain fluid communications across : Maintain fluid communications across permeable boundaries permeable boundaries

For groups to learn together and deal with chaos For groups to learn together and deal with chaos and complexity, fluid communications are and complexity, fluid communications are imperative:imperative:

• there’s not usually enough time to rely on the hierarchy there’s not usually enough time to rely on the hierarchy • complex and chaotic situations require the best thinking of complex and chaotic situations require the best thinking of

the group, not the power of one senior leaderthe group, not the power of one senior leader• organizations that maintain fluid communications look like organizations that maintain fluid communications look like

good basketball teams: most of their important good basketball teams: most of their important communications occur during play, as they constantly communications occur during play, as they constantly adjust to the changing environmentadjust to the changing environment


Practice 5Practice 5: When the stakes are high, fluid : When the stakes are high, fluid communications across permeable boundaries are communications across permeable boundaries are

especially important especially important

The night before the Challenger disaster of Jan. 28, 1986, a teleconference took place among 34 people at three locations. The The night before the Challenger disaster of Jan. 28, 1986, a teleconference took place among 34 people at three locations. The purpose: decide whether to launch the next morning. This was unusual; in the past, launch decisions were discussed at face-purpose: decide whether to launch the next morning. This was unusual; in the past, launch decisions were discussed at face-face meetings of NASA managers and its contractors.face meetings of NASA managers and its contractors.

Many engineers at Morton Thiokol recommended against launching. NASA managers weren’t happy to hear that, and weren’t Many engineers at Morton Thiokol recommended against launching. NASA managers weren’t happy to hear that, and weren’t persuaded by by the data and analysis Thiokol put forward. Some angrily challenged Thiokol’s conclusions. One manager, Larry persuaded by by the data and analysis Thiokol put forward. Some angrily challenged Thiokol’s conclusions. One manager, Larry Mulloy said hotly, “When do you want me to launch, Thiokol, next April?”Mulloy said hotly, “When do you want me to launch, Thiokol, next April?”

Midway through the teleconference, senior people at Thiokol held an off-line discussion. They came back to the call, said they Midway through the teleconference, senior people at Thiokol held an off-line discussion. They came back to the call, said they had re-examined their data, and reversed the engineers’ no-launch recommendation. A NASA manager then asked, “does had re-examined their data, and reversed the engineers’ no-launch recommendation. A NASA manager then asked, “does anybody have anything more to say?” Nobody spoke up.anybody have anything more to say?” Nobody spoke up. The Challenger was launched the next morning, and the crew perished.The Challenger was launched the next morning, and the crew perished.

““With only voice cues, NASA did not have visual data such as facial expressions that might have given them fuller information With only voice cues, NASA did not have visual data such as facial expressions that might have given them fuller information about just how worried Thiokol engineers were …” Weick and Sutcliffe, about just how worried Thiokol engineers were …” Weick and Sutcliffe, Managing the UnexpectedManaging the Unexpected, p. 168., p. 168.


Practice 5Practice 5: Maintain fluid communications across : Maintain fluid communications across permeable boundaries -- Some methods:permeable boundaries -- Some methods:

Use the rumor mill -- check in with associates at regular staff Use the rumor mill -- check in with associates at regular staff meetings and ask what rumors are going around. This gives meetings and ask what rumors are going around. This gives managers a quick check on the pulse of the organization, allows managers a quick check on the pulse of the organization, allows them to correct misunderstandings, and offers a low-risk way for them to correct misunderstandings, and offers a low-risk way for employees to check out concerns. employees to check out concerns.

A good way to open up the discussion is to ask, “What rumors are A good way to open up the discussion is to ask, “What rumors are you hearing lately?”you hearing lately?”


Practice 5Practice 5: Maintain fluid communications across : Maintain fluid communications across permeable boundaries -- Some methods: permeable boundaries -- Some methods:

Hold issue-oriented staff meetings; one person presents a current Hold issue-oriented staff meetings; one person presents a current or approaching challenge, and peers ask questions, offer insights. or approaching challenge, and peers ask questions, offer insights. The objective is peer-peer learning.The objective is peer-peer learning.

Employee a classic (but still underused) management method: Employee a classic (but still underused) management method: Managing by wandering around (MBWA). Take one hour/week, Managing by wandering around (MBWA). Take one hour/week, drop in on 3-4 units, ask about their current projects, what’s going drop in on 3-4 units, ask about their current projects, what’s going well, where they might want outside assistance. The first few well, where they might want outside assistance. The first few times people may be skeptical and defensive; once they know times people may be skeptical and defensive; once they know you’re there to learn, they start to open up and everyone gains.you’re there to learn, they start to open up and everyone gains.


Method: After Action ReviewsMethod: After Action ReviewsMethod: After Action ReviewsMethod: After Action Reviews

Purpose:Purpose:

To help employees think systematically about their important initiatives; to ensure that everyone can learn To help employees think systematically about their important initiatives; to ensure that everyone can learn from others’ learningfrom others’ learning

U.S Army agencies try to capture and export knowledge after important activities and projects. The method U.S Army agencies try to capture and export knowledge after important activities and projects. The method used for this purpose is called an After Action Review (check the Army’s lessons learned home page, at used for this purpose is called an After Action Review (check the Army’s lessons learned home page, at http://call.army.mil/call.htm, for more).http://call.army.mil/call.htm, for more).

Method:Method:

During or after an activity - a conference, a project team developing a new system, a military exercise or During or after an activity - a conference, a project team developing a new system, a military exercise or actual intervention - those responsible for it write an After Action Review. The report should be kept simple. actual intervention - those responsible for it write an After Action Review. The report should be kept simple. These categories are sometimes used:These categories are sometimes used:

Key Steps in the After Action Review ProcessKey Steps in the After Action Review Process

1. What was the objective of the activity?1. What was the objective of the activity?

2. What actually happened? (describe the events as they occurred)2. What actually happened? (describe the events as they occurred)

3. If the objective wasn’t achieved, why not?3. If the objective wasn’t achieved, why not?

4. What have we learned? (What are the implications, and lessons learned?)4. What have we learned? (What are the implications, and lessons learned?)


“The Army has perfected a remarkably efficient process (After Action

Reviews) for correcting its mistakes and sustaining its successes.” - David Garvin, Harvard Business School

and author of a case study on the AAR

5. Take actions. (Learning doesn’t take place without action. What will be different now?)5. Take actions. (Learning doesn’t take place without action. What will be different now?)

6. Share this with others who could benefit. 6. Share this with others who could benefit.

After Action Reviews can also be put into a database, which allows others quick access to After Action Reviews can also be put into a database, which allows others quick access to the knowledge and lessons learned.the knowledge and lessons learned.

Benefits from After Action ReviewsBenefits from After Action Reviews

1. Focus is on learning, not blame.1. Focus is on learning, not blame.

2. The structure is simple.2. The structure is simple.

3. It breaks the hierarchical barriers, gets everyone on the same page, with no fear.3. It breaks the hierarchical barriers, gets everyone on the same page, with no fear.

4. It encourages reflection in the process of action, so that both learning and improved performance take place.4. It encourages reflection in the process of action, so that both learning and improved performance take place.

5. It helps people push back against the “tyranny of the immediate.”5. It helps people push back against the “tyranny of the immediate.”

6. It provides a record that others can analyze, add to, and use.6. It provides a record that others can analyze, add to, and use.


Who has a world-class system for training employees to be Who has a world-class system for training employees to be customer focused? customer focused?

What organizations have superior 1-800 service?What organizations have superior 1-800 service? Who’s done an exceptional job at integrating their information Who’s done an exceptional job at integrating their information

systems?systems? And … And … howhow do they do it? And whom do we call for more do they do it? And whom do we call for more

information?information? Best practices databases answer such questions.Best practices databases answer such questions.

Method: Best Practices DatabasesMethod: Best Practices DatabasesMethod: Best Practices DatabasesMethod: Best Practices Databases


Best Practices Databases - Natural Resources Best Practices Databases - Natural Resources ExampleExample

Forest Service and Bureau of Land Management staff collaborate closely in many parts of the country, sharing staff, resources, training, space, even managers.

They have documented their successes in their “Effective Practices Directory,” listing specific practices, how they were achieved, obstacles encountered and how they were overcome, and contacts for more information.


Best Practices Databases - Ford Motor ExampleBest Practices Databases - Ford Motor Example

Ford Motor requires each manufacturing manager to improve productivity 5% annually. To help them do that, Ford created an Internet-based database called Best Practices Replication System.

When plants make productivity improvements, they document how they did it on the database (in text, pictures, video, etc.), and include information on vendors and tools used in the process improvement. Every manager is expected to use any information that’s applicable.


Practice 5Practice 5: Maintain fluid communications across : Maintain fluid communications across permeable boundariespermeable boundaries

Exercise:Exercise:

What can you and your associates do What can you and your associates do to create more permeablecreate more permeable boundaries, and increase information flow in your organization:boundaries, and increase information flow in your organization:

A. During “normal” periods of operations?A. During “normal” periods of operations?

B: When dealing with chaotic situations, and with the unexpected?B: When dealing with chaotic situations, and with the unexpected?


Practice 6Practice 6: Support continual training, learning and : Support continual training, learning and practice practice

We’re filled with knowledge about management:We’re filled with knowledge about management:• 1,700 business books published/year1,700 business books published/year• over $60 billion spent/year on corporate trainingover $60 billion spent/year on corporate training• 80,000 MBAs graduate each year80,000 MBAs graduate each year

If we know so much, why are there so many poorly-run If we know so much, why are there so many poorly-run organizations? organizations?

One reason: too much training is One reason: too much training is separatedseparated from doing. from doing. Studies show Studies show that up to 70% of workplace learning is informal (observing others, that up to 70% of workplace learning is informal (observing others, reflecting on our own experiences), but most training ignores that; it reflecting on our own experiences), but most training ignores that; it doesn’t integrate knowing with doing.*doesn’t integrate knowing with doing.*

* Source: * Source: The Knowing-Doing GapThe Knowing-Doing Gap, by Pfeffer and Sutton., by Pfeffer and Sutton.


Practice 6Practice 6: How to support continual training, : How to support continual training, learning and practice: learning and practice: Integrate learning with the Integrate learning with the

work.work.

Most workplace learning takes place in the context of action. It’s Most workplace learning takes place in the context of action. It’s not that experience is necessarily the best teacher; not that experience is necessarily the best teacher; reflectingreflecting on on experience is the best teacher.experience is the best teacher.

Most of the highly effective training and learning activities have a Most of the highly effective training and learning activities have a heavy dose of action, in a setting that helps people learn from heavy dose of action, in a setting that helps people learn from their experiences, such astheir experiences, such as

• being given “stretch objectives”being given “stretch objectives”

• having rotational assignmentshaving rotational assignments

• serving on cross-functional teamsserving on cross-functional teams

One Lesson: One Lesson: Integrate learning with work.Integrate learning with work.

“If you do it, then you will know.” - David Sun, Kingston Technology“If you do it, then you will know.” - David Sun, Kingston Technology


Practice 6Practice 6: How to support continual training, : How to support continual training, learning and practice: Have people teach what they learning and practice: Have people teach what they

know. know.

A second lesson: A second lesson: have people teach what they know.have people teach what they know.

One of the most powerful ways to learn is to put managers and others into One of the most powerful ways to learn is to put managers and others into teachingteaching roles. Most professionals learn best when they must teach roles. Most professionals learn best when they must teach others.others.

Teaching can be done in many ways:Teaching can be done in many ways:

• formal classroom teachingformal classroom teaching

• informal teaching through mentor programsinformal teaching through mentor programs

• writing up and publishing lessons learned paperswriting up and publishing lessons learned papers

• leading orientation sessions for new employeesleading orientation sessions for new employees


Practice 6Practice 6: How to support continual training, : How to support continual training, learning and practice: Provide “knowledge learning and practice: Provide “knowledge

templates” templates”

A third lesson: A third lesson: help people develop knowledge templates.help people develop knowledge templates.

There are no SOPs for many of the situations encountered in There are no SOPs for many of the situations encountered in complex environments. Thus, complex environments. Thus, the best training includes exposing the best training includes exposing people to a large number ofpeople to a large number of scenariosscenarios, so that the brain learns to , so that the brain learns to recognize patterns and apply them as analogies in new situations.recognize patterns and apply them as analogies in new situations.

The Marines excel at this. Their training schools continually put The Marines excel at this. Their training schools continually put Marines into situations requiring leadership and decision making. As Marines into situations requiring leadership and decision making. As they debrief their actions, they develop they debrief their actions, they develop “knowledge templates”“knowledge templates” that that can be adapted and applied to future challenges.can be adapted and applied to future challenges.

“The way you get a shared vision is through a shared experience.”- Col. Robert E. Lee (no relation), director of one of the Marine

Corps officer training programs

“The way you get a shared vision is through a shared experience.”- Col. Robert E. Lee (no relation), director of one of the Marine

Corps officer training programs


Practice 6Practice 6: How to support continual training, : How to support continual training, learning and practice: Discuss near misses learning and practice: Discuss near misses

A fourth lesson: A fourth lesson: regularly discuss near misses.regularly discuss near misses.

Organizations that deal with complexity well often discuss near Organizations that deal with complexity well often discuss near misses -- opportunities for junior and senior people to talk openly misses -- opportunities for junior and senior people to talk openly about activities that almost resulted in failure or catastrophes. These about activities that almost resulted in failure or catastrophes. These situations are ripe for learning, but are usually ignored. It often helps situations are ripe for learning, but are usually ignored. It often helps to hold the discussions without managers in the room, to ensure to hold the discussions without managers in the room, to ensure candor. Then have someone write up and disseminate the key points.candor. Then have someone write up and disseminate the key points.

“Humans are notoriously bad monitors of systems that rarely fail … Near misses … should sound organizational alarms.”

Scott A. Snook, author of Friendly Fire

“Humans are notoriously bad monitors of systems that rarely fail … Near misses … should sound organizational alarms.”

Scott A. Snook, author of Friendly Fire


Practice 6Practice 6: To support continual training, learning : To support continual training, learning and practice: Make creative use of stories and practice: Make creative use of stories

A final lesson from learning organizations: they make good A final lesson from learning organizations: they make good use of use of storiesstories to help people learn key lessons. to help people learn key lessons.

Stories connect with almost everyone. They convey the leader’s Stories connect with almost everyone. They convey the leader’s principles without being heavy handed. They “pull” people in (we principles without being heavy handed. They “pull” people in (we all love a good story), and most people remember stories far longer all love a good story), and most people remember stories far longer than facts, numbers, or detailed procedures. And they require than facts, numbers, or detailed procedures. And they require people to do some thinking in order to apply the story people to do some thinking in order to apply the story appropriately.appropriately.

“We train for certainty and educate for uncertainty.”

- Col. Richard Barry, director of Marine Corps Amphibious Warfare School.

“We train for certainty and educate for uncertainty.”

- Col. Richard Barry, director of Marine Corps Amphibious Warfare School.


Practice 6Practice 6: Support continual training, learning and : Support continual training, learning and practicepractice

1. What have been the most powerful learning moments in your career?1. What have been the most powerful learning moments in your career?

2. Which of the lessons just listed would you like to use (more) in your 2. Which of the lessons just listed would you like to use (more) in your organization:organization:

- Integrate learning with action- Help people learn by having them teach- Give people experience in different scenarios, so they develop “knowledge templates”- Organize candid, safe discussions of “near misses”- Use stories to convey the key principles and messages you want associates to learn

Exercise:Exercise:


Assessing Potential ChangeAssessing Potential Change

LOW HIGH

EASY

HARD

**FEASIBILITY

* IMPACT

*Impact:: On external customers, on staff, on performance, on costs, etc.

**Feasibility: The ease and/or speed of implementation


Appendix A. FiveAppendix A. Five Leadership Skills That Foster Leadership Skills That Foster LearningLearning

1. Developing intellectual curiosity - What do you find intriguing? What can you learn from 1. Developing intellectual curiosity - What do you find intriguing? What can you learn from others’ views?others’ views?

2. Asking open questions. Can you ask others truly open (not leading) questions, without 2. Asking open questions. Can you ask others truly open (not leading) questions, without trying to make a point?trying to make a point?

3. Maintaining non-defensive reactions. When someone disagrees or criticizes, do you seek 3. Maintaining non-defensive reactions. When someone disagrees or criticizes, do you seek more data and reflect on it, rather than defend your position or yourself, or attack?more data and reflect on it, rather than defend your position or yourself, or attack?

4. Examining assumptions. Do you make your assumptions explicit, examine them to see if 4. Examining assumptions. Do you make your assumptions explicit, examine them to see if they’re valid, and invite others to do the same?they’re valid, and invite others to do the same?

5. “Slow down the game.” High performing athletes do this. It helps them see the ball, the 5. “Slow down the game.” High performing athletes do this. It helps them see the ball, the playing field, the competition. When you’re feeling pressed with too many demands, playing field, the competition. When you’re feeling pressed with too many demands, do you know how to focus on the “vital few” that really matter? Can you slow down do you know how to focus on the “vital few” that really matter? Can you slow down your game?your game?


Appendix B:Appendix B: Nine Requirements for Starting, and Nine Requirements for Starting, and

Maintaining Major Organizational ChangeMaintaining Major Organizational Change

1. There is an important business-related problem or need driving the change1. There is an important business-related problem or need driving the change

2. Organizational leaders are communicating the need for change in a simple, 2. Organizational leaders are communicating the need for change in a simple,

clear wayclear way

3. There is an emphasis on continual, two-way communications throughout the change.3. There is an emphasis on continual, two-way communications throughout the change.

4. A senior manager with creditability and clout is designated the executive sponsor for 4. A senior manager with creditability and clout is designated the executive sponsor for the change, and has a strong team whose time is dedicated to the change effort.the change, and has a strong team whose time is dedicated to the change effort.

5. Key internal and external stakeholders are involved.5. Key internal and external stakeholders are involved.

6. There is a game plan that addresses the need for change, the goals, guiding principles, 6. There is a game plan that addresses the need for change, the goals, guiding principles, key elements in the change, timetable and responsibilities, communications strategy, key elements in the change, timetable and responsibilities, communications strategy, methods for shaping realistic expectations, involvement of key stakeholders.methods for shaping realistic expectations, involvement of key stakeholders.

7. The change team generates some “early wins”.7. The change team generates some “early wins”.

8. There are many informal organizational leaders who are enthusiastic about the change.8. There are many informal organizational leaders who are enthusiastic about the change.

9. The change is consolidated in the culture to create a sense of inevitability.9. The change is consolidated in the culture to create a sense of inevitability.


Appendix C: Partnering WorkshopsAppendix C: Partnering WorkshopsAppendix C: Partnering WorkshopsAppendix C: Partnering Workshops

Partnering workshops have been used by a variety of government and private-sector organizations sincePartnering workshops have been used by a variety of government and private-sector organizations sincethe 1980’s. This method helps organizations that are frequently in conflict, to develop common goals andthe 1980’s. This method helps organizations that are frequently in conflict, to develop common goals andwin-win relationships. Its most frequent use is in the construction industry.win-win relationships. Its most frequent use is in the construction industry.

The Partnering ProcessThe Partnering Process

• Prepare for it – educate your organizationPrepare for it – educate your organization• Educate the other organization(s)Educate the other organization(s)• Gain commitment from senior managementGain commitment from senior management• Identify partnering champions (or leaders)Identify partnering champions (or leaders)• Prepare for the partnering workshopPrepare for the partnering workshop• Conduct the partnering workshop.Conduct the partnering workshop. This may last from one to three days. The deliverables from the This may last from one to three days. The deliverables from the workshop include:workshop include:

− Partnering charter. Partnering charter. This is a formal agreement among the partners, in which they spell out theirThis is a formal agreement among the partners, in which they spell out their mutual goals, objectives, time lines, roles, etc. Some common partnering goals for constructionmutual goals, objectives, time lines, roles, etc. Some common partnering goals for construction projects, for instance, are:projects, for instance, are:

› Complete the project so that it meets the design intentComplete the project so that it meets the design intent› Complete the project without litigationComplete the project without litigation› Achieve savings of $_________Achieve savings of $_________› Finish the project ___ days ahead of scheduleFinish the project ___ days ahead of schedule› Suffer no lost time by promoting a safe job siteSuffer no lost time by promoting a safe job site› Ensure fair treatment for all partiesEnsure fair treatment for all parties› Solve problems at the lowest possible management levelSolve problems at the lowest possible management level


Appendix C: Partnering WorkshopsAppendix C: Partnering WorkshopsAppendix C: Partnering WorkshopsAppendix C: Partnering Workshops

Day 1:

a.m.

Introductions

Overview to partnering

Overview to the Project

Experiential exercise: “Win as much as you can.”

p.m.

Debrief exercise

Discussion of win-win possibilities for the project

Identification of each organization's previous experience in partnerships

Discussion of project goals

Day 1:

a.m.

Introductions

Overview to partnering

Overview to the Project

Experiential exercise: “Win as much as you can.”

p.m.

Debrief exercise

Discussion of win-win possibilities for the project

Identification of each organization's previous experience in partnerships

Discussion of project goals

Day 2:

a.m.

Learning about individual differences: Myers-Briggs Type Indicator

Profile of each teams’ Myers-Briggs styles

Conflict management exercise

p.m.

Develop project charter, including conflict-management norms and project goals, timeline, roles, communications channels, evaluation methods, etc.

Each participant signs the charter

Review of the session, prepare for first steps

Adjourn

Day 2:

a.m.

Learning about individual differences: Myers-Briggs Type Indicator

Profile of each teams’ Myers-Briggs styles

Conflict management exercise

p.m.

Develop project charter, including conflict-management norms and project goals, timeline, roles, communications channels, evaluation methods, etc.

Each participant signs the charter

Review of the session, prepare for first steps

Adjourn

Sample Partnering Workshop AgendaSample Partnering Workshop Agenda

– Conflict resolution process to be used. Conflict resolution process to be used. – Evaluation process - when project will be evaluated, criteria to be used.Evaluation process - when project will be evaluated, criteria to be used.

• Periodic evaluationPeriodic evaluation• Celebrate successesCelebrate successes


References and ResourcesReferences and Resources

This reference list isn’t meant to be an inclusive one. Rather, it provides a number ofwell-reviewed listings for the major topics of organizational learning and systemsthinking.

“Building a Learning Organization,” by David A. Garvin. Harvard Management Review, July-August, 1993,pp. 78-91.

Building The Learning Organization, by Michael Marquardt. McGraw Hill, 1996

Built to Last: Successful habits of Visionary Companies, by Collins and Porras. HarperBusiness, 1994.

Corps Business: The 30 Management Principles of the U.S. Marines, by David Freedman. HarperCollins,2000.

Friendly Fire: The Accidental Shootdown of U.S. Black Hawks Over Northern Iraq, by Scott A. Snook.Princeton University Press, 2000.

Good to Great, by Jim Collins. HarperCollins, 2001.

Intellectual Capital: The New Wealth of Nations, by Thomas A. Stewart. Doubleday, 1997.

Managing On The Edge, by Richard Tanner Pascale. Simon and Schuster, 1990.

Managing the Unexpected: Assuring High Performance in an Age of Complexity, by Weick and Sutcliffe.John Wiley & Sons, 2001.

Reasoning, Learning, and Action: Individual and Organizational, by Chris Argyris. Jossey-Bass, 1982.

Reframing Organizations 2nd edition, by Lee Bolman and Terrence Deal. Jossey Bass Publishers, 1997.

Seamless Government: A Practical Guide to Re-engineering in the Public Sector, by Russell Linden.Jossey-Bass Publishers, 1994.


References and Resources (cont.)References and Resources (cont.)Systems Thinking Basics – From Concepts to Causal Loops, by Anderson and Johnson. Pegasus

Communications, 1997.

“Teaching Smart People How to Learn,” by Chris Argyris. Havard Business Review, May-June, 1991.

The Boundaryless Organization Field Guide, by Ashkenas, Jich, Ulrich, and Paul-Chowdhury. Jossey Bass,1999.

The Fifth Discipline: The Art and Practice of the Learning Organizations, by Peter Senge.Doubleday/Currency, 1990.

The Knowing-Doing Gap: How Smart Companies Turn Knowledge Into Action, by Jeffrey Pfeffer and RobertI. Sutton. Harvard Business School Press, 2000.

The Knowledge Management Toolkit: Practical Techniques for Building a Knowledge Management System,by Amrit Tiwana. Prentice Hall, 2000.

“The Leader’s New Work: Building Learning Organizations,” by Peter M. Senge. Sloan ManagementReview, Fall, 1990, pp. 7-23.

The Power of Alignment, by Labovitz and Rosansky. John Wiley & Sons, 1997.

“The Learning Organization Made Plain: An Interview with Peter Senge.” Training & Development Journal,October, 1991, pp. 37-44.

“The Trickle-Down Effect: Policy Decisions, Risky Work, and the Challenger Tragedy,” by Diane Vaughan.California Management Review, Vol. 39, No. 2, Winter, 1997, pp. 80-102,

The Wisdom of Teams, by Jon R. Katzenbach and Douglas K. Smith. HarperBusiness, 1993.

Working Across Boundaries: Making Collaboration Work in Government and Nonprofit Organizations. ByRuss Linden. Jossey Bass Publishers, 2002.

“Why Organizations Still Aren’t Learning.” Interview with Peter Senge. Training, September, 1999, pp. 40-49.

Instructor: Russ Linden Over the long run, superior performance depends on superior learning.” --...

Documents

Transcript of Instructor: Russ Linden Over the long run, superior performance depends on superior learning.” --...