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Leadership Skills for Managing Wicked
Problems February3,2016
ICMAUniversityWorkshop
55thAnnualNorthCarolinaCity&CountyManagementSeminar
Presenter Mike Huggins, ICMA-CM • Founder and Principal, Civic Praxis • Leading Practices Services Provider, Center for Management
Strategies • [email protected]
Agenda
• Overview • 21st Century Public Problem Solving • Recognizing Wicked Problems • Core Leadership Concepts • Core Leadership Skills
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Workshop Précis • Public problems are increasingly
wicked • Sole reliance on expert or adversarial
engagement is ineffective • High impact strategies = collaboration,
engagement, & deliberation • Core relational public problem-solving
skills greatly improve success
Professional Journey
• University of Kansas • Kansas and Wisconsin • City planner • City manager • Professional/Technical expert problem
solver • Clear Vision civic problem solving
Public Problems in 21st Century
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Problem Solving Models
• Professional/Technical Expertise • Advocacy Politics
• Deliberative engagement
Age of Wicked Problems?
“Arevolu*onisbeginningtooccurinpublicengagement,fueledbythegrowingdistrustandcynicisminourcommuni*es,theincreasinglimita*onsofmoretradi*onalcommunica*onmodelsandproblem-solvingprocessesthatarenolongeruptothetask,andthegrowingrealiza*onthatwecandomuchbe>er.” -MarBnCarcasson
“Wicked Problems”
• Complex, interdependent issues, • Lacking a clear problem definition, • Involving the conflicting perspectives
of multiple stakeholders, and • Having no clear solution or no ending
point.
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New Normal? 2008 recession & financial crisis • Destabilization of jobs & communities • “Perpetual” local revenue crisis • Fewer local government resources • Smaller workforces • Intense pressures on service delivery
VUCA World
• Volatility Nature/speed of change
• Uncertainty Lack of predictability
• Complexity Confounding of issues & chaos • Ambiguity Haziness of reality
Public Manager’s World? § Anti-tax/anti-government rhetoric § “Perpetual” fiscal crisis § Eroding support for public structures § Rapidly expanding social media § Widely dispersed community expertise § Highly organized interest group advocacy § Widespread public incivility § Declining social cohesion § Shrinking public trust
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Emerging Leadership Roles • Convener of conversations • Public space creators • Capacity builders • Public process designers • Open data providers • Facilitative leadership
Emerging Paradigm
• Redefine community governance roles for government, citizens, civil society & private sector
• Center on day to day interests & concerns of ordinary people
• Find new balance of what people expect, governments do, and communities support
Pivotal Shifts Hierarchical, expert reliant
institutions Deliberative public engagement Citizen focused problem-solving
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Working in the Gap
LEARNING
Administra1veSustainability
Poli1calAcceptability
GAP
TIME(FromJohnNalbandian,UniversityofKansas,withcredittoJohnArnold)
Closing the Gap
Macro Strategies § Collaboration § Public participation § Deliberative inquiry & engagement
Micro Strategy § Relational public problem solving
Government Is Not Epicenter
Public Problem Solving
Citizens
LocalGovernment
Business Service/Civic
Non-Profits Faith Based
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Types of Problems ProblemType
ProblemDefini1on
ProblemSolu1on
ResponsiblePar1es
TAME
WICKED
I
Clear Clear Expert
II
Clear Unclear Expert/Stakeholders
III
Unclear Unclear Various/Stakeholders
Tame Problem (Type I) • Clarity on goals ✚ • Sufficient and adequate data ✚ • Clear Solution and Ending Point ✚ • Choice of appropriate methods ✚
= The One True CORRECT Solution
Solving Tame Problems Problem
Solu1on
GatherData
AnalyzeData
FormulateSolu3on
ImplementSolu3on
Time
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Wicked Problem (Type III) • Complex, interdependent issues ✚ • No clear problem definition ✚ • No single criteria for right or wrong ✚ • Multiple, conflicting stakeholders ✚
= A RANGE OF CHOICES only comparatively better or worse
Solving Wicked Problems
Problem
Solu1on
Time
A
B
C
D
Common Local Problems • Street repair • Infrastructure costs • Public safety • Slashed Social services • State funding cutbacks • Poverty • Rising meth use • Drought • Downtown revitalization • Annexation battles • Water quality/availability
• Shrinking K-12 funding • Code enforcement • Sign ordinances • Homelessness • Neighborhood blight • Affordable housing • Health care costs • Public transit • Vacant commercial strips • Urban chickens • ??
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What are YOUR Problems? • Complete the Problems Worksheet
(10 min)
• Share responses at your table. (10 min)
!
WORKSHEET:**WHAT*ARE*YOUR*PROBLEMS?**
Briefly(describe(the(three(most(challenging(problems(you(face(in(your(community?(!!1. !!!!2. !!!!3. !!!(What(are(characteristics(of(your(problem?((! Problem*#1* Problem*#2* Problem*#3*1.!!Can!the!problem!statement!be!clearly!written!down?!!
! ! !
2.!!Is!there!easy!and!general!agreement!about!the!problem!!!!!definition?!
! ! !
3.!!Does!the!problem!have!a!clear!solution!and!ending!point?!!
! ! !
4.!!Are!there!a!limited!number!of!key!stakeholders?!! !!
! ! !
5.!Do!stakeholders!share!similar!perspectives!and!goals?!!
! ! !
6.!!Is!there!a!single!set!of!criteria!to!test!whether!potential!!!!!!solutions!are!correct!or!false?!!
! ! !
Tame(or(Wicked?(
If!you!answered!No(to!most!of!the!questions!above,!the!problem!can!be!identified!as!wicked.(Circle!below!the!most!appropriate!description!of!the!three!problems!you!described!above:!!1. Tame( ( Wicked!!!2. Tame( ( Wicked!!!3. Tame( ( Wicked!!!!
WORKSHEET:WHATAREYOURPROBLEMS?
Brieflydescribethreechallengingproblemsyoufaceinyourcommunity?1. 2. 3. Whataredefiningcharacteristicsofyourproblem? Problem#1 Problem#2 Problem#31.Cantheproblemstatementbeclearlywrittendown? Yes/No Yes/No Yes/No
2.Istheregeneralagreementabouttheproblemdefinition? Yes/No Yes/No Yes/No
3.Doestheproblemhaveaclearsolutionandendingpoint? Yes/No Yes/No Yes/No
4.Aretherealimitednumberofkeystakeholders? Yes/No Yes/No Yes/No
5.Dostakeholderssharesimilarvaluesandgoals? Yes/No Yes/No Yes/No
6.Isthereasinglesetofcriteriatotestwhetherpotentialsolutionsarecorrectorfalse?
Yes/No Yes/No Yes/No
TameorWicked?
IfyouansweredNotomostofthequestionsabove,theproblemcanbeidentifiedaswicked.Circlebelowthemostappropriatedescriptionofthethreeproblemsyoudescribedabove:1. Tame Wicked2. Tame Wicked3. Tame Wicked
Relational Public Problem Solving • Reframes language about public
work and problem solving • Emphasizes reflective thinking • Builds pragmatic connections among
diverse stakeholders • Draws on core concepts & core skills • Offers both a set of individual skills
and a community change model
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Strategic Public Relationships
• Your effectiveness as a leader grows in direct proportion to the number of people with whom you have public relationships built on self-interest
• You gather information and get to know people by doing one-to-one meetings – Build relationships – Uncover self-interests
Clear Vision Eau Claire
2007 community visioning project Facilitated by National Civic League Partner w/Center for Democracy & Citizenship 501c(3) nonprofit corporation 2014 All American City Award 2015 Finalist Harvard Public Engagement Innovation Award Public engagement toolkit Relational public problem solving
Clear Vision Action Teams
• 10-20 member work groups • Diverse membership • Shared self-interest in issue • Action oriented – fixed duration • High-energy participation • 6-8 hours relational public problem
solving training
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Clear Vision Teams
• Jobs skills for underemployed
• Treatment in lieu of incarceration
• Public parks planning • Youth eco-teams • Downtown arts
center • Regional transit • Community gardens
• Collaborative education • Downtown arts center • Bicycle/pedestrian
safety • AIDS resource center • Homeless shelter • County Expo grounds
Core Concepts
• Public work • Politics • Power • Self interest • Public-Private Relationships
Public Work
• Effort by people to develop capacity to work across differences as they create things-material or cultural- things of lasting civic value
• Work done in public, by publics, for public ends
• A different kind of politics
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Politics
• From the Greek “politikos’ referring to the work of citizens
• Practice of power & governance in making public decisions
• Customs, habits, power structures, formal/informal rules used in making decisions about where we live and work
Power
• Latin potēre, Spanish poder “to be able” • To act and effect change with people,
institutions, or processes • Interactive • Multidirectional
Self-Interests
• Why people tend to act and stay engaged in public life. • Shaped by range of motivations,
preferences, needs, hopes, and dreams. • May be privately oriented, publicly
oriented, or oriented toward moral standards. • Inter and esse “self among others”
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Three Ways of Acting
Selfishly
• Disregards others
• Greedy • Jealous • Small-
minded • Ego centric
Out of Self Interest
• Thinks of self in relationship to others
• Taps into another person’s passion
Selflessly
• Only thinks of others
• Servile • Do-gooder • Victim • Martyr
Private vs. Public Relationships
Private • Seek love • Casual/intimate • Subjective/indirect • Permanent • Kinship/feelings • Peace/harmony • Sacrifice/self giving • Love
Public • Seek respect • Contractual/formal • Objective/overt • Temporary • Quid pro quo • Tension/conflict • Accountability • Power
Core Skills • Values house meetings • Power mapping • One to One relational meetings • Public Evaluation
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Values House Meeting
What • 1 ½-2 hour informal, small group discussion • 3 questions: values, concerns, actions • 12-15 participants
Values House Meeting
Why • Create “safe space” to convene
conversations with diverse stakeholders • Provide opportunities to share deeply held
values and concerns • Shift focus to what participants can do
Values House Meeting How Round robin responses to 3 questions: 1. What values and traditions are important to
you? 2. What trends or forces are endangering
these values? 3. What can we do in our (neighborhood,
organization, community) to strengthen our civic life?
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Practice: Values House
“What values (from family, faith, civic, or other traditions) are important to you?”
Accomplishment Flexibility PatienceAccuracy Focus PeaceAuthenticity Forgiveness PoliticalBalance Freedom PresenceBeauty Friendship ProductivityBoldness Fun ProofCalm Generosity PublicChallenge Gentleness RelationalClarity Grace RespectCollaboration Growth ResponsibilityCommunity Happiness ResourcefulnessCompassion Harmony SafetyCompetitiveness Health SecurityCamaraderie Helpfulness SelflessnessConfidence Honesty Self-EsteemConnectedness Honor ServiceContentment Humor SimplicityCooperation Idealism SpiritualityCourage Inclusion SpontaneityCreativity Independence StrengthCuriosity Innovation TactData Integrity ThankfulnessDedication Intuition Tolerance Democracy Joy TraditionDetermination Justice TrustDirectness Kindness TruthDiscipline Learning UnderstandingDiscovery Listening UnityEducation Logic VisionaryEfficiency Love VitalityEmpowerment Loyalty WillingnessEnthusiasm Morality WisdomEnvironment Non-partisan WorkEquality Open-mindedness _______________Equity Optimism _______________Ethics Order _______________Excellence Participation ______________Fairness Partnership _______________Faithfulness Passion _______________
“Valuesarethosethingsthatwebelievedeeply, defendpassionately,andactuponregularly.”
Power Mapping What • Graphic tool to organize information • Illustrates potential stakeholders and
power relationships • Identifies organizations and individuals • Evolves with new contacts and
information
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Power Mapping Why • Understand political and cultural resources related to issue • Identify who has power to influence • Develop deeper understanding of
problems and stakeholder interests • Create One-to-One assignments
Power Mapping How • Write the main issue or idea in the center circle • Brainstorm possible stakeholders • Keep in mind interests, power, & rules • Record in stem boxes on map • Identify specific stakeholders • Assign One-to-Ones • Review and re-map
Elementary School Recycling
RERRECYREECYRE
SchoolBoardParents
CityGovernment
JanitorsTrashCollectors
Cafeteria
Teachers StudentsPrincipal
RECYCLINGPROGRAM
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Re-Mapping Recycling
RERRECYREECYRE
SchoolBoardParents
CityGovernment
JanitorsTrashCollectors
Cafeteria
Teachers
Students
Principal
RECYCLINGPROGRAM
StateRecyclingProgram
OtherStudents
Students
Sojourner Homeless Shelter
StateProbationOffice
CountyGovernment
CityGovernment
SchoolDistrict
HalfwayHomesSalvationArmy
ValleyBrookChurchCommunityTable
B-SideChurch
CatholicCharities
Homeless
FirstLutheran
HomelessShelter
Re-Mapping Homeless Shelter
StateProbationOffice
CountyGovernment
CityGovernment
SchoolDistrict
HalfwayHomesSalvationArmy
ValleyBrookChurch
CommunityTable
B-SideChurchCatholicCharities
Homeless
FirstLutheran
HomelessShelter
BuildingOwner
PlymouthStreetMinistry
AdHocShelterTaskForce
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One-to-One Meeting What • 20-30 minute informal meeting • Strategic and intentional • By appointment • No note taking • 80/20 active listening • Not a counseling session • Not a casual two way conversation
One-to-One Meeting Why • Build public relationship • Discover a person’s motivation, interest,
passions, and connections • Enlist people by engaging them in what interests them • Understand cultural history and traditions
One-to-One Meeting How • Focus on “why” and “what” • Ask direct, open-ended questions • Look for interests, passions, connections • Ask about connections to home, job, family • Find out about public issues that energize the interviewee
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One-to-One Meeting • Begin with ‘ice-breaking’ questions. Move to: • “What is important to you?” • “What concerns you most in your …?” • “Tell me about a time when you were angry?” • “What is something you’re avoiding?” • “Where is your energy now?” • “Tell me a story about an issue that has
affected you? Why is that problem happening?”
• “What would improve your community?”
Practice: One-to-One • Pair up with a person that you don’t
know very well. • Choose who will be interviewer and
interviewee. • Conduct 10 minute One-to-One. • Switch roles.
Public Evaluation
What • 5-10 minute debrief at end of meeting • Participants evaluate individual &
collective work • Critique work, not person or character • Brief responses
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Public Evaluation Why • Assess progress • Clarify roles/tasks • Surface group tensions • Resolve misunderstanding • Empower participants • Reflect and connect work to broader
world
Public Evaluation
How Schedule time at end of meeting • What worked well? • What didn’t? • What could we do better next time? • What one word describes how you feel
about our work today?
Practice: Public Evaluation
Reflect on this workshop: • What were key takeaways for me? • What did I learn about myself and
public problem-solving?
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“Wicked”LeadershipHabits
1. Embrace ambiguity and uncertainty 2. Make deposits in your Emotional Bank
Account 3. Create safe public spaces for public
work 4. Actively seek out diverse stakeholders 5. Connect the connectors
“Wicked” Leadership Habits 6. Identify self interests 7. Build public relationships 8. Pursue shared commitment to shared
purpose 9. Combine macro and micro strategies 10. Build the capacity of everyday
people to problem solve and act
Closing Reflections . . . q We live & lead in a VUCA world. q Public problems are increasingly
wicked. q Local government is not the
epicenter q Sole reliance on expertise is
ineffective. q Collaboration and relational problem
solving lead to greater success.
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Additional Resources • Clear Vision Eau Claire Toolkit
http://clearvisioneauclaire.org/ • Mike Huggins and Cheryl Hilvert, “Tackling Wicked
Problems Takes Resident Engagement,” Public Management, August 2013.
• Martín Carcasson, “Tackling Wicked Problems Through
Deliberative Engagement,” Colorado Municipalities, October 2013.
• Harry C. Boyte, The Citizen Solution, Minnesota Historical
Press, 2008.
Thank you for attending this ICMA-University Workshop. Please remember to complete the workshop evaluation form before leaving today.