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Exploring the New World: Human, Learning, Systems
Toby Lowe Newcastle Business School@tobyjlowe
Dawn PlimmerCollaborate@DawnMPlimmer
Wifi: Password01@
#HumanLearningSystems
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Purpose of today
1) Enable people to explore the:
Human
Learning
Systems approach
2) Build a movement for change – how do we
make this normal practice?
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Agenda
1.00 Welcome
1.15 Presenting the Human Learning Systems approach
1.45 Q & A
2.05 Case study introductions
2.25 Break
2.35 Case studies
3.35 Building a movement – opportunities to get involved
4.15
4.30
Next steps & finish
Networking
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Caroline Mason
Chief Executive
Esmee Fairbairn Foundation
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Slido
Go to Sli.do
Enter #S814
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Summary
• What does it mean to work in complexity?
Human Learning Systems
• How to shift towards an HLS approach
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Complexity
We know we are in complex territory when:
• there are a variety of strengths and needs, and these look
different from different perspectives
• when outcomes are being produced by many factors
interacting together in an ever changing way
• when people are working in systems that are beyond the
control of any one of the actors in the system
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Human Variety
Max
Toby
Rob
Mary-
Lee
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Dynamic complexity
Max
Toby
Rob
Mary-
Lee
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What does complexity require of us?
• The capacity to respond to variety – each person’s
strengths and needs are different
• The ability to adapt to change – the context in which
social interventions are undertaken constantly changes
• The ability to shape systems whose behaviour can’t be
reliably predicted, and which no one controls.
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Implications for commissioning
OUTCOMES ARE NOT DELIVERED BY
ORGANISATIONS!
The outcomes we desire are emergent properties
of complex systems
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Key ideas
Funding, Commissioning and Managing in
complexity involves:
Being Human to one another: put on your VEST
Learning and adaptation: improvement requires
continuous learning
Systems: Nurture healthy systems to createpositive outcomes – be a System Steward
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Human
To be Human, put on your VEST:
• Respond to Variety of human need and experience
• Use Empathy to understand the life of others
• View people from a Strengths-based perspective
• Trust people with decision-making: increasing agency and
autonomy
For Funders/Commissioners means:
• Long term funding
• Funding without Performance Measures/KPIs
• Fund those organisations you trust to build effective human
relationships with people – e.g. Plymouth – £80m, 10 year
Alliance contract
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Human
= Public service is Bespoke by Default
Each human being is recognised as having their own strengths and
needs.
The job of social interventions is to:
• Hear and understand those strengths and needs through forming
relationships with people
• Respond appropriately to those strengths and needs
“liberating” workers from attempts to proceduralise what happens in
good human relationships, and instead focus on the capabilities and
contexts which help enable these relationships”
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Learning
Young Foundation,
Stages of Social Innovation
Current view: Learning is a phase in social innovation
• Learn & experiment.
• Find “what works”
• Do more of that
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Learning
In a complex environment, learning is a continuous
process
There is no such thing as “what works” – because “what
works” is always changing.
“What works” is a continuous process of learning and
adaption.
= funders and commissioners are “purchasing” the
capacity for organisations to learn and adapt.
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Systems
Who looks after the health of a system?
Role of System Stewards
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Systems
System StewardsWhat does a healthy system look like?
System Behaviours (via Lankelly Chase Foundation):
Perspective
• People view themselves as part of an interconnected whole
• People are viewed as resourceful and bringing strengths
• People share a vision
Power
• Power is shared, and equality of voice actively promoted
• Decision-making is devolved
• Accountability is mutual
Participation
• Open, trusting relationships enable effective dialogue
• Leadership is collaborative and promoted at every level
• Feedback and collective learning drive adaptation
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How change happens
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Putting it into practice…
• Leadership
“Have I got the bravery to call things out, the energy and capacity to carry on and
carry the system through to a new set of relationships?”
• Culture change
“We re-interviewed all staff and lost 50% of the workforce – they didn’t want to or
didn’t have the right behaviours and mindset.”
• Accountability
“The Care Inspectorate has sought to support the pioneering work that Cornerstone
are advancing, by promoting an enabling regulatory environment that supports
innovation and improvement and allows new ways of working to be explored and new
ideas and approaches to be tested.”
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Building a movement: how do we make HLS practice ‘everyday’?
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How do we make HLS practice ‘everyday’?
What have we learnt about how to enable change? What is
needed?
Learning: about what HLS practice looks like and how to do it
Sharing: knowledge about the practice
Connecting: people who want to work in this way with one another
Bespoke support: for organisations, partnerships and places
Developing an enabling environment for HLS practice
How might you get involved?
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How do we make HLS practice ‘everyday’?
• Challenge NPM choices
• Advocate for and champion HLS practice
• Share your learning
• Connect with others: join the online forum:
https://khub.net/group/complexity-friendly-system-oriented-
commissioning-pilot-project/group-forum
Collective bravery – we will make this change together
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Questions?Thoughts?
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Case studies
John HamblinShekinah
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Case studies
Julian CornerLankelly Chase
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Case studies
Pat McArdle and Lynn MumfordMayday Trust
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Case studies
Richard JenkinsTudor Trust
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Principles
We base our activity on the following strongly felt principles. We regularly evaluate our practice against them.
Supporting communities to drive their own positive change
Investing in relationships as the foundation of all we do - starting from a position of trust and demonstrating that we can be trusted
Listening with intent: always trying to hear the real voice
Valuing people’s time: acting quickly where helpful and taking time where needed
Using learning, our experience and creativity to offer flexible support to communities.
In our work we will actively use our resources, and the freedom and independence they give, to contribute to the health and strength of civil society.
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Case studies
Philippa KnottBlagrave Trust
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Case studies: rooms
John Hamblin, Shekinah Shanghai
Julian Corner, Lankelly Chase Beijing
Pat and Lynn, Mayday Trust Main room - front
Richard Jenkins, Tudor Trust Main room - middle
Philippa Knott, Blagrave Trust Main room - back
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Case study: discussion
What does this mean for
your practice?
Reflecting on everything you’ve heard so far today
(including the case study example)…
What are the implications, the challenges, the
opportunities?
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Discussion
Where do we want to be in
one and five years time
with spreading Human
Learning Systems
practice?
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One year?
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Five years?
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Over to you…
1. What can you do to build and share this
practice?
2. What do you need to build and share this
practice?
Please answer on Slido
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Thank you