Seminar title

Seminar title

Leading Systems Change Residential 2: Leading in Complex Systems 29th 30th October 2018 Stirling Court Hotel Stirling Welcome Session 1Welcome and introductions Lesley Hamilton, SCEL Anton Florek, Strategic Adviser, The Staff College Last time..

Anton Florek Towards A Learning System What makes A Learning System? How will we know we are there? Towards a Nurturing City A nurturing city has schools in which: all children and young people, and their families, feel that they belong and that their lives and experiences are valued and respected. all children and young people, and their families, feel that staff listen

to their views and that, if disagreements arise, staff respond sensitively and thoughtfully and work to resolve them Towards A Learning System More than anything else Place children at the heart of everything we do Keep a relentless focus on learning and teaching Be intolerant of anything that results in a weak outcome for children and young people The Research Study: In Autumn 2012, The Virtual Staff College, commissioned a

partnership of researchers specialising in the science and practice of social care implementation and health management - to carry out research on this emerging leadership response Systems leadership, according to this formulation, concerns leadership that extends beyond the confines of single agencies or organisations, stretching the remit and skills of leaders into places where their usual authority, derived from

organisational position, may not be recognised. Systems leadership was described as all about the skillful harnessing and holding in of the creative tension and energy in the wider system, rather than driving through change by sheer force of will and exercise of power. Systems leadership was described as being as frequently about willingness to give things away as it was concerned with achievement of ones own goals or promoting of ones own agency agenda. In this respect, systems leaders were often not engaging in win/win transactions (in the sense of you win, I win) but in a situation where an individual, whether an organisation or a person, might have to cede ground in order that the wider collective might benefit: to gain more, you have to give away (and thus, in a sense, we win, even

if I lose). Summary: Qualities, motivations and personal style are more important than specific competencies and skills. Relationships are central to leading through influence and allowing challenge and difficult conversations. Challenge, conflict and disturbing the system are integral. Ghate, Lewis and Welbourn (2013) Your capacity to innovate will depend on who is part of your alliance. Creating new products relies on creative teams. Changing entire systems, however, requires alliances of partners who will be coinnovators working alongside you and distributors who will take the product to market.

Successful systems innovators create constellations of other actors aligned around them. Charles Leadbeater (2013) From a Whole Systems Leadership perspective, change doesnt take place one person at a time. Instead, as Margaret Wheatley notes, it happens as networks of relationships form among people who discover they share a common cause and vision of whats possible. Drawing from the lessons of complexity science, Whole Systems Leadership recognises that when many interconnected individuals and groups take many small actions, a shift happens in the larger patterns of communities, organisations, and societies. University of Minnesota and Life Science Foundation (2010)

changed We need a system which values and develops professional expertise more, and takes greater account of the experience of children and young people themselves. We need to move from a culture preoccupied with compliance to one focused on learning, where professionals have the freedom to use their expertise to assess

and provide the help each individual child needs. That is not an easy journey to make. This research makes a significant contribution to the debate about how that might be achieved. (Foreword by Eileen Munro) organisations are traditionally inward looking, sustaining their practices and safeguarding their practitioners organisational boundaries are risky places for practitioners who are learning from other professions e.g. can they act on their own organisations and shape them?

The Focus: Learning Challenges Designing learning systems what common knowledge exists between providers of childrens services in your area? where does this need to be developed further?

do the systems in your context Building capacity provide the time and space to share intelligence a) across organisations? b) between practitioners and policymakers? HIGH SUPPORT HIGH

CHALLENGE LOW CHALLENGE LOW SUPPORT Building Trust and Resilience Confidence ILIE RES

Support E NC Challenge Support TRU ST Challenge Confidence Confidence

Confidence Collaborative Learning Set Volatility Turbulence and countless, often conflicting, dynamics at work Uncertainty The past is no longer an accurate predictor of the future = less scope for confidence and certainty

Complexity Inter-connected events and apparent randomness of results cause and effect become indiscernible Ambiguity The combined impact of volatility, uncertainty and complexity even experts struggle to make sense Paparone et al. From the Swamp to the High Ground and Back (2011) Making a difference

Critical discussion (new leaders) People need us If it was easy we wouldnt do it Social investment Why do you do.

Challenge is good, positive Prepare for the tough times Common Moral Purpose Opportunity for growth Somebody has to

do it Problem solvers To improve and develop the lives of young people Quite Simple John Rutter Veronica Mackay Julie MacDonald Nigel Engstrand Everything we do: Will make a positive difference to children and their families

Is underpinned by our belief that everyone has the capacity to change and improve Donald, Ross, Judi, Alison, Nancy, David Question: So, what is our common moral purpose? Carole, Chave, Stewart, Tom As a group of public servants we are driven by our own powerful narratives (literacy, public service, helping people, making things better)

Our drivers motivate us to: Common Moral Purpose ple o e p ng u of o s y t

n p e lo g Deve ilies as a tive ra am r f a d n n

a wn o r i e th Pos to itive the c pu ontri blic bu

nar tors rati ve Death to Fake News! Common Moral Purpose Children Communities Positive difference

Values Service Societal/ Citizenship Roots Personal Agency Hope Common Moral Purpose Our common moral purpose is to serve every child/ young person to

ensure and enable that they benefit from a happy, challenging, fulfilled learning experience so that they are ready to take their place in society David, John, Richard, Helen, Peter To equip our young people to effectively contribute to society Common Moral Purpose Wendy, Sarah, Lorna, Shona, Vicky, Jeremy Vison Understanding Clarity

Agility Tame, critical and wicked issues Grint (2005) defines leadership by the type of problem an organisation faces. He categorises problems as tame, critical or wicked: Tame problems are where the causes of the problem are known and can be tackled by applying known processes through conventional plans and projects. Tame problems require management.

Critical problems threaten the operations of the organisation in the short term. Decisive action is called for and people are required to follow the call for action in a highly disciplined way. With this type of problem a leader takes charge. Critical problems require commanders (often this is confused with leadership). Wicked problems involve complex challenges that can rarely be solved and which tend to have multiple stakeholders who have different perceptions of both the problem and the solution. Wicked problems require leadership which is best displayed as asking intelligent questions. Mental health and wellbeing Core purpose of schools

d cke Wi Teacher recruitment education workforce? Closing the gap poverty related Building community engagement Tame Wicked

Day to day management of staff Course Choice The capacity of the building Time Tabling Dealing with complaints Recruitment ASN budget cuts Mental health needs of young people Community involvement Can grow!

Wicked Tame Handling Complaints (parents) Managing service budgets Staffing problems (HR) Create budget savings Cuts/ charging for services (transition from-to) Social Media

Scottish National Standardised Assessments Timetabling Dealing with professional association Impact of poverty supporting most vulnerable Challenge of pupils mental health Public expectation of use of resources/ services States responsibility Wicked

Tame Teacher recruitment/ retention Workforce planning? Priority to produce workforce The core purpose of schools y iss t i r e

t Aus ues g the pove rty r elate d Childre n

health s mental gap Recru i Poverty/ inequalities nda e g a C GIRFE

Buildin Political landscape s - co t n i a pl Com Child p

ro g com munit y capac ity x mple urs ntitlement) o

H 0 114 hildcare e d ng an i n r a tection / ACEs (early le ome

s s laint p m Co c Staffing tmen t

ent Procurem T A M E W I C K E D Clos in Ask different types of questions;

Take on multiple perspectives; Develop a systemic vision; Look at the whole picture; take a step back to see whats possible. Session 2

Moral Authority, Leadership at Local Level Anton Florek Belief: our users are passive recipients of services This creates dependency particularly in the most vulnerable The public sector

spends more and achieves less They stop believing change for them is possible The need increases What is Social Capital? Social capital refers to the institutions, relationships, and norms that shape the quality and quantity of a society's social interactions. Increasing evidence shows that social cohesion is critical for societies to prosper

economically and for development to be sustainable. Social capital is not just the sum of the institutions which underpin a society it is the glue that holds them together. World Bank Social capital is about the value of social networks, bonding similar people and bridging between diverse people, with norms of reciprocity. Dekker and Uslaner (2001) the web of cooperative relationships between citizens that facilitate resolution of collective action problems Brehm and Rahn (1997) Collective rather than individual social capital:

place based social capital citizen capital What is co-production? Investing in strategies that develop the emotional intelligence and capacity of local communities; Devolving real responsibility, leadership and authority to users, and encouraging self-organisation rather than direction from above; Offering participants a range of incentives which help to embed the key elements of reciprocity and mutuality. The cultural change needed for this

recognising people as assets start by asking what people can offer building on existing capability mutuality and reciprocity creating expectation and opportunity for people to support each other blurring distinctions between professionals and users

the local authority facilitating rather than delivering. The Challenge in Co-production: Recognising that some expertly staffed and well-run services dont deliver the best results for the people they should benefit because the services do not reach them; they see them as hard to reach or as having deficits. The need is to believe that residents have aspirations and resources, but can feel powerless and stigmatised by the way we provide services and that this unintentionally reinforces social isolation. The key challenge is to fundamentally shift the nature of the relationships our services have with our citizens so we also shift the balance of power.

Implementing Co-production This requires complementary cultural shifts in: The way staff work across agencies, specifically the way they interact with service users and residents, by replacing the passive dependent citizenship with a belief that residents have strengths and resources to bring to the table How services and new models of delivery are developed by nurturing much closer interaction between the community and professionals

and encouraging the design and delivery of localised solutions embracing public sector, commercial and voluntary contributions. Redefining co-production ...a means to delivering public services in an equal and reciprocal relationship between professionals, people using services, their families and their neighbours. Where activities are co-produced in this way, both services and neighbourhoods become more effective agents of change. Boyle and Harris (2009) The Challenge of co-production Nesta Human capital is created in diverse contexts, in the family and home, in communities, in the workplace and in many other social settings. The arena for policy intervention is therefore wide.

OECD (2001) What is Social Prototyping? Social prototyping can be thought of as a process of design through trial and error, conducted transparently and openly. profoundly social, in partnership collaborative trial and error

at the level of action, moving beyond the table/studio/desk. Social Prototyping Traditional planning approach Static participation, ownership and quality Research Design Implementation Launch Initial idea

Design (Re) design (Re) design Reframe Reframe Reframe Test Test Test Increasing participation, ownership and quality Social prototyping approach Leading for social

change. How do you work with communities to deliver early help? Universal Discretionary

Targeted Statutory What is a community, and how do we help communities step into the space vacated by the shrinking state? What risks is the local authority prepared to take in handing over services? How much bureaucracy can be dispensed with? What infrastructure is needed in the LA to manage handover and monitor provision? What is needed to ensure that provision is sustainable in the long term? Does mobile and digital technology have a role to play in linking people together to create communities that support themselves? How do you reconcile timescales in an intervention authority with the long term investment that is

needed to be confident that communities can deliver? Aim: To transfer services to the community Role of the LA: ENABLING or FACILITATING The challenge: to manage the authorising environment which may be hostile to any transfer of services away from the LA, to identify and build communities and help them define need rather than do it for them, to create a sense of common moral purpose, a new approach to citizenship and new kinds of political engagement. Aim: To transform services for users Role of the LA: COMMISSIONING or PROVIDING The challenge: to re-engineer services to take account of whole systems,

to build user engagement into service design (co-construction), to commission for improved outcomes (for children, young people and families). What services should the LA be commissioning? Is it possible to re-engineer services if the regulator has a fixed view of how they should be provided and is unwilling to consider alternatives? What level of risk is permissible in experimenting with different kinds of service delivery? What will

elected members understand or tolerate? How can LAs be sure that they are reaching the most vulnerable? How should they identify those children, young people and families that are at risk of requiring statutory intervention and what action should they take? What are the impact measures required to judge the effectiveness of early help? Multiple Ways of Seeing We all construct the world through lenses of our own making and use these to filter and selectwe need a constantly expanding array of data, views and interpretations if we are to make a wise sense of the world. We need to include more and more eyes. We need to be constantly asking, who else should be here? Who else should be looking at this

Wheatley (1999) How do you work with this? Myrons maxims: real change happens in real work those who do the work do the change

people own what they create start anywhere, follow it everywhere connect the system to more of itself. Measures for assessing impact of thinking:

Are problems getting solved by our solutions? Are we applying what we learn from mistakes? Are we quicker to identify problematic behaviors or old patterns that no longer serve us? Are we taking more risks? Experimenting more?

Are we more confident? More of a can do attitude? Do we truly feel Were all in this together Are we behaving better with each other?

Are we handling stress better? Margaret Wheatley Amateurs built the ark.. whereas, professionals built the Titanic. (Anon) A popular saying meaning that the accepted wisdom isnt always accurate. The Biblical Noah built an ark and saved humanity from a great flood; the Titanic sank on its maiden voyage in 1912 to New York City. Move away from service centric thinking: ask the question what needs to be done rather than what do we need to do?

Moving Forward How does what Ive heard, impact on my view of our challenge and my own systems leadership practice? What kind of support and challenge will we need, for our own learning about systems leadership practice and in taking our systems leadership challenge forward? Sowhat is the work? Who: have we got who we need in order to begin making progress? Information: what do we need to know, that we dont already know? Do we know that we dont know? Relationships: where do we need to build alliances? Leadership at local level

Hannahs video 61 Dad you wont believe this but Im directing traffic wearing a high viz jacket! This cant be right! 62 Grenfell response 'badly flawed', report claims Poor leadership at Kensington and Chelsea Council left volunteers "on

the front line" helping Grenfell residents find food and shelter following the tragedy in June 2017 which killed 72 people, according to a Muslim Aid commissioned report, which noted that even a day after the blaze no council helpline had been set up. "The consequences of the disaster were compounded by the weak leadership of the response initially led by the local council, which was slow to provide direction, co-ordination and information and to address multiple pressing needs," the report said. 63 Glos CC video Moral authority does not come from managing people efficiently or effectively or communicating better or being

able to motivate. You get moral authority by: Being authentic and genuine: believing in what you do, showing a willingness to be open to what you dont know and by expressing your true feelings and emotions. Demonstrating integrity: acting ethically, ensuring that your words and actions match; showing that you serve a purpose beyond yourself and through this you build trust. Having self-belief: being confident and showing conviction in what you do and how you do it; being able to articulate why your vision and your direction is right for the organisation and those within it. Showing self-awareness: being sensitive to your impact on others and to the emotions and interests of others; recognising when you are going too far or losing followers. Being able to demonstrate a real and deep understanding of the business you are in and through this build confidence. Ethical leadership demands authenticity and the willingness to tell it the

way it is, to create islands of sanity as part of of the foundation from which to work out together a way forward. The Staff College (2015) Systems Leadership: The new role of the local state Local Leadership to achieve local connectivity: taking personal responsibility for driving improvement within their communities. Honest Broker, driving local political imperatives which maybe distinct from those set by government. Lincolnshire recognised the need to support its schools to prepare for a new world. Excellence through equity: enabling all our schools to thrive There is a dilemma for system leaders: what is the legitimacy of public value that schools are supposed to produce?

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