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Module 14System of Profound Knowledge
NOTE: These slides are here simply as a place holder.Before early September we will provide you with a fuller set of slides, handouts and materials. This unit is under development in the Advanced Program additionally, and it is our desire to have them aligned .
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Introduction
• Stimulate and motivate
• Devote an afternoon to this on the ALP
• Anthropology and psychology
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Today’s Learning Objectives• Appreciate the relationship between adaptation and
complex systems• Understand and distinguish between technical vs
adaptive challenges• Appreciate the relationship between adaptation and
complex systems• Apply a theory of human performance• Identify sources of resistance to change• Address resistance using a positive and productive
approach
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From hard to soft• Technical
• Hard fix e.g. mechanical, electronic, material
• Electronic Medical Records
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Adaptive Change• Evolutionary biology/anthropology
1. Propagate or thrive
2. Adapt
3. Experiment
4. Diversify
5. Regulate and loss
6. Time
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Complexity• Ever increasing system complexity
• Technology, people, processes• Macro, meso, micro systems• Variety of levels of responsibility
The secret of evolution is variation, which in organizational terms could be called distributed or collective intelligence.
The Theory Behind the Practice: A Brief Introduction to the Adaptive Leadership Framework, R. Heifetz, A Grashow, M LinskyThis chapter was originally published as chapter 2 of The Practice of Adaptive Leadership: Tools and Tactics for Changing Your Organization and the World, (2009) Cambridge Leadership Associates.
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Complexity
‘I think the next century will be the century of complexity’
Prof Steven Hawking 2000
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Work Avoidance• Response to change
• Fear of the unknown• Lack of control…
Resistance• Understand sources of resistance
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Effective in “the Zone”
(R.M. Yerkes and J.D. Dodson 1908)
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Productive Range
Threshold of learning
Limit of tolerance
Time
Tens
ion
of c
hang
e
Human Performance
Based on and adapted from R. Heifetz. and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108.
I understand we need to change.I trust you and will follow your guidance.I understand what I need to do.
I don’t want to hear any more bad news.I can’t make sense of any of this.I am so terrified I don’t understand a word you are saying.
Just tell me what I have to do …
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Performance in Progress
Productive Range
Limit of tolerance
Technical Challenge
Time
Tens
ion
of c
hang
e
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108.
Adaptive Challenge
Threshold of learning
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What People Will Not Tell You, Their Behavior Will Reveal
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108.
Productive Range of Tension
DistressBlame others, distract attention, denial
DistressBlame others, distract attention, denial
Productive Range
Threshold of learning
Limit of tolerance
Time
Tens
ion
of c
hang
e
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“To thine own self be true”*
• Hot or not?
• What resistance strategies have you noticed in others?
• What are your resistance strategies?
• What triggers your resistance?
*From Hamlet; Polonius Act 1, Scene 3
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Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108.
Work avoidance
Adaptive Challenge
Work avoidance
Technical challenge
Time
Threshold of learning
PRODUCTIVE RANGE
Limit of tolerance
Tens
ion
of c
hang
e
Work Avoidance
Signal of being out of the productive zone in relation to the work
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Work Avoidance/Resistance• Displacing responsibility
• Attack authority• Kill the messenger• Scapegoat
• Denial
• Distracting attention• Pretend to be busy• Define problem to fit your
competence• Make the problem too big• Restructure/reorganize• Meetings with only
information exchange when engagement is needed
• Pick a fight
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Perspective
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Balcony to Dance Floor
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Today’s Take Out Menu
• Technical vs Adaptive Change
• Productive Range of Tension
• Resistance