JOHN EDWARDS & BILL MARTIN

WAECMAXIMISING LEADERSHIP CAPACITY

Tuesday May 11, 2004EDEN PARK

LEVELS OF PERSPECTIVE

LEVERAGE

Systemic Structures

Vision

Patterns of behaviour

Events

Mental Models

MENTAL MODEL - LEADERSHIP

Long term Focus on culture and visionDefines the futureAligns people with the visionInspires people to make it happen despite

obstacles

(John Kotter)

MENTAL MODEL - MANAGEMENT

Immediate futureFocus on structure and systemsPlanning, budgeting, organising,

staffing, controlling, and problem solving

(John Kotter)

KOTTER - VISION

Shared vision prevents conflict and non-stop meetings, allowing people to work more autonomously while still working interdependently.

Without a vision to guide decision making, every tiny decision can become an interminable debate.

MENTAL MODEL -PROACTIVITY

Reactive Tension

Creative Tension

Focus on what we want to create

Focus on how we feel and on getting rid of bad feelings

VISION

CURRENT REALITY

Structural Tension

(Robert Fritz)

THE THREE MAJOR SOURCES OF STRESS IN OUR LIVES

Having to make a large number of decisions with serious consequences for error.

Having no real sense of personal power or efficacy.

Having no idea of how well or poorly you are doing.

CARL ROGERS - 1

“Through my experience I’ve found that there is one main obstacle to communication: people’s tendency to evaluate. Fortunately , I’ve also discovered that if people can learn to listen with understanding, they can mitigate their evaluative impulses and greatly improve their communication with others.”

CARL ROGERS - 2

“We can achieve real communication and avoid this evaluative tendency when we listen with understanding. This means seeing the expressed idea from the other person’s point of view, sensing how it feels to the person, achieving his or her frame of reference about the subject being discussed.”

FACILITATIVE QUESTIONING

Help the person to find their OWN insights into their OWN issues.

Focus totally on the person being questioned - LISTEN to them.

Ask questions to genuinely try to understand what they are saying.

Keep out your own agendas - do not try to “fix” the person or give them your answers.

Have total respect for the person being questioned.(Edwards & Butler 1994)

ACTION LEARNING - Revans

ACT

REFLECT

GATHER DATA DESIGN

ACT

GATHER DATA

DESIGN

REFLECT

ACT

PRACTICE FIELDS - Schein

If everyone is fully engaged in doing the everyday work, they are likely to become maladaptive as the context changes - you must set up practice fields.

Practice fields provide time and space for groups to test new behaviours, allow themselves to make errors, and turn information into knowledge through action learning.

If they are successful, for a time they will be working differently to the rest of us - we must support them in this.

Two types of fields: Structural - Pedagogical

TRANSFORMATIONAL LEARNING

time

L +clear understood flows

confusion frustration angst

L -

THE PIT

WALLBESSER - EVALUATION

Evaluation is gathering information for decision-makers.

YOU THEN ASK 3 QUESTIONS:Who are the decision-makers?What are the decisions they want to (have to)

make? What will convince them one way or the other?

CHALLENGE / SUPPORT MATRIX - Daloz

SUPPORT

CHALLENGEHIGH LOW

HIGH

LOW

GROWTH CONFIRMATION

NO CHANGERETREAT

CHALLENGE / SUPPORT PPK - BASED MATRIX

SUPPORT

CHALLENGE

HIGH LOW

HIGH

LOW

Growth

Pressured

Independence

Retreat

Confirmation

Confusion

Recovery

No Change

DREYFUS MODEL

Basis For Action

Novice

Rule Governed Behaviour

PPK

Read the Context

Beginner ProficientCompetent Expert

LEADERSHIP ROLES

MODEL

ARTICULATE

TEACH

LEADERS ALIGN THEIR PEOPLE

ONE VOICE

ONE MIND

BILL MARTIN - SHARED VISION PROCESS

• Inquiry Probes• Shared Vision• Research Plan• Task Identification, Sequencing• Long Term Plan• Stewardship Conferences• Implementation - Action

Learning Spirals