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Dealing With Complexity, Chaos and Change Through Organizational Learning
Dealing With Complexity, Chaos and Change Through Organizational Learning
Dealing With Complexity, Chaos and Change Through Organizational Learning
Russ’ current teaching and consulting interests include the human side of change, systems thinking and
learning organization principles, re-engineering for seamless service, customer-focused organizations,
strategic thinking and planning. He has published numerous articles, and his first book, From Vision to
Reality: Strategies of Successful Innovators in Government, came out in 1990. His next book, Seamless
Government: A Practical Guide to Re-engineering in the Public Sector (Jossey-Bass, 1994), was excerpted in
the May, 1995 issue of Governing Magazine. His most recent book, Working Across Boundaries: Making
Collaboration Work in Government and Nonprofit Organizations, was published in 2002. It was a finalist for
the best book on nonprofit management in 2002. His clients have included the National Geographic Society,
Departments of the Navy and Army, Health Data Services, Inc., U.S. Customs Service, U.S. Dept. of State,
Metro Information Services, Inc., Government of the Cayman Islands, U.S. Information Agency, FBI
Academy, U.S. Dept. Of Education, two state attorneys general and over four dozen state, local government,
and non-profit agencies. Several local governments are redesigning their organizations using the principles in
his book, Seamless Government.
Before beginning his full-time practice, Russ was a Senior Faculty Member at the Federal Executive Institute.
He served as the Director of Executive Programs at the University of Virginia's Center for Public Service,
taught at the UVa McIntire School of Commerce, and managed in the human services field for seven years.
Russ Linden's bachelor's and master's degrees are from the University of Michigan. His Ph.D. is from the
University of Virginia. He lives in Charlottesville, VA with his wife and two children. He is on the web at:
www.russlinden.com.
Copyright (c) 2003 Russ Linden
Table
Tableof
ofContents
Contents
Workshop Objectives 10
“The illiterate of the 21st century will not be the individual who
cannot read and write, but the one who cannot learn, unlearn,
and relearn.” -- Futurist Alvin Toffler
FEMA
U.S. Marines
FEI
Copyright (c) 2003 Russ Linden
Workshop Objectives
Learn six management practices that will help you deal with
complex and chaotic environments,
Prior to James Lee Witt taking over in 1993, FEMA was in terrible shape. It was seen as
Sen. Hollings famously called it “The biggest group of bureaucratic jackasses ever
assembled in one place at one time in the history of USA!”
When Witt left in 2001, the agency had been transformed into a model of internal and
external collaboration, learning, and high performance. And almost all of Witt’s changes
have continued under the new administration.
Key Actions:
1. Witt worked hard on Congressional relations with both parties. He cut a deal with Sen.
Mikulski: if he made fundamental changes in FEMA, she wouldn’t try to close it down. He
also maintained his good relationship with the President.
2. Witt: instituted a new business model of “all hazards” -- everyone would be deployed to any
hazard (nobody would work only on earthquakes, tornadoes, floods or hurricanes). At
multiple meetings he explained reasons for the change.
3. To support the new model, he abolished the old stovepipe structure (offices of flood,
hurricanes, tornadoes, etc.), and replaced them with operational directorates that would
respond to any emergency. This was done with significant input from employees.
4. To emphasize the reality that FEMA had to change, and to reinforce his “all hazards” model,
Witt rotated all FEMA SESers to different offices one Friday afternoon in 1993.
• Some of the SESers were given offices they had publicly bad mouthed in the past (!)
• Some (who showed little interest or talent for the new approach) were given
assignments usually reserved for managers of lower grades (GM 14-15)
• Some 14s-15s who had demonstrated competence and a desire to collaborate were
given offices that SESers had been running
• Witt made it clear he would rotate people again in the future, and he did
5. Witt provided extensive cross training to many employees, which reinforced the
all-hazards model and gave them skills to handle their broader responsibilities
Most of those who stayed came to believe in the new approach -- it fosters
knowledge sharing and collaboration across units
The new FEMA administrator (from a different administration and political party)
maintained almost all elements of this new model when he took over in 2001
Defer to expertise
The principal’s mantra at an inner city public school: “teach them to read!”
This model can help you manage and lead using a systems point of
view. The factors are interrelated; a change in any one of them will
ripple through the organization. This model can help you predict, and
manage the ripples.
Using this model, managers and staff can also keep the organization
aligned around its main thing.
Exercise:
Methods:
• Use process mapping
1. Bring some staff to your agency’s senior management meetings, so they see the
bigger picture.
2. Invite end users to meet directly with your staff. Ask them to describe for the staff:
Help the staff and the end users discuss these perceptions, so that they learn more
about the other’s reality. If appropriate, negotiate a Service Level Agreement (“SLA”)
between your unit and specific customer groups.
4. Rotate the convening role for your staff meetings: enable others to take on broader
responsibilities.
5. Help staff get quick feedback on the results of their work, so they can manage with
near real-time information.
Copyright (c) 2003 Russ Linden
Method
Methodto
tocreate
createaaline
lineof
ofsight:
sight: Job
Jobrotations
rotations
The “50-10 Rule:” Those who work within 50’ of each other are 10
times more likely to interact each week, than those who work further
away
Exercise:
1. What has helped you gain a line of sight when you worked at a
lower organizational level?
2. What are 2-3 things you and your associates could start doing, in
the near term, to help subordinates gain a greater line of sight?
“Since there are 11 votes in favor, and none against … we’ll table this
proposal until next month’s meeting. If we only see the positives in the
idea,and nobody sees any potential downside, we haven’t thought it
through clearly.”
Exercise:
Whatever approach you use to gain multiple perspectives, this is a
leadership task. Most subordinates won’t offer differing views until
they’re convinced their leaders want to hear them.
How do you/can you ensure that your team provides a diverse set of
perspectives on complex, chaotic problems?
How can you get candid views from those outside your organization,
when need be?
Structural frame
Political frame
Symbolic frame
A. What were the key steps you took in your first 2-3 months?
That’s how the MFS office designs flight simulators: in partnership with pilots
and engineers who will use them.
During daily operations, the roles are clear and communications are
largely hierarchical.
When planes start taking off and landing, there’s no time for
hierarchy. A rich level of lateral communications occurs (radio,
phone, hand signals), and this info helps them spot mistakes before
they cause damage.
“The
“TheMarine
MarineCorps
Corpshas
hasaalong
longtradition
traditionof
ofdistributing
distributingbattlefield
battlefield
authority
authorityto
toits
itslowest
lowestlevel
levelmanagement
management… …for
foraasimple
simplereason:
reason:high-
high-
risk,
risk,high-speed
high-speed…assaults
…assaultstend
tendtotobe
beunforgiving
unforgivingon onbureaucratic
bureaucratic......
management
managementstyles.”
styles.”Freedman,
Freedman,Corps
CorpsBusiness,
Business,p. p.35.
35.
Exercise:
2. What are some situations in which you could defer decisions, but
don’t?
“At
“AtGeneral
GeneralElectric,
Electric,weweregard
regardhoarding
hoardingof
ofknowledge
knowledgeas
asan
anethical
ethical
violation!”
violation!”
----Steve
SteveKerr,
Kerr,former
formerChief
ChiefLearning
LearningOfficer,
Officer,GE
GE
“Plans
“Plansare
arenothing;
nothing;planning
planningis
iseverything.”
everything.”
--Prussian
Prussiangeneral
generalHelmuth
Helmuthvon
vonMoltke
Moltke
The night before the Challenger disaster of Jan. 28, 1986, a teleconference took place among 34 people at three locations. The
purpose: decide whether to launch the next morning. This was unusual; in the past, launch decisions were discussed at face-face
meetings of NASA managers and its contractors.
Many engineers at Morton Thiokol recommended against launching. NASA managers weren’t happy to hear that, and weren’t
persuaded by by the data and analysis Thiokol put forward. Some angrily challenged Thiokol’s conclusions. One manager, Larry
Mulloy said hotly, “When do you want me to launch, Thiokol, next April?”
Midway through the teleconference, senior people at Thiokol held an off-line discussion. They came back to the call, said they had
re-examined their data, and reversed the engineers’ no-launch recommendation. A NASA manager then asked, “does anybody
have anything more to say?” Nobody spoke up. The Challenger was launched the next morning, and the crew perished.
“With only voice cues, NASA did not have visual data such as facial expressions that might have given them fuller information
about just how worried Thiokol engineers were …” Weick and Sutcliffe, Managing the Unexpected,
Unexpected, p. 168.
Purpose:
To help employees think systematically about their important initiatives; to ensure that everyone can learn
from others’ learning
U.S Army agencies try to capture and export knowledge after important activities and projects. The method
used for this purpose is called an After Action Review (check the Army’s lessons learned home page, at
http://call.army.mil/call.htm, for more).
Method:
During or after an activity - a conference, a project team developing a new system, a military exercise or
actual intervention - those responsible for it write an After Action Review. The report should be kept simple.
These categories are sometimes used:
Copyright (c)and
4. What have we learned? (What are the implications, 2003 Russ Linden
lessons learned?)
5. Take actions. (Learning doesn’t take place without action. What will be different now?)
After Action Reviews can also be put into a database, which allows others quick access to
the knowledge and lessons learned.
3. It breaks the hierarchical barriers, gets everyone on the same page, with no fear.
4. It encourages reflection in the process of action, so that both learning and improved performance take place.
6. It provides a record that others can analyze, add to, and use.
Exercise:
One reason: too much training is separated from doing. Studies show
that up to 70% of workplace learning is informal (observing others, reflecting
on our own experiences), but most training ignores that; it doesn’t integrate
knowing with doing.*
“If you do it, then you will know.” - David Sun, Kingston Technology
Copyright (c) 2003 Russ Linden
Practice 6: How to support continual training,
learning and practice: Have people teach what they
know.
One of the most powerful ways to learn is to put managers and others into
teaching roles. Most professionals learn best when they must teach
others.
Exercise:
1. What have been the most powerful learning moments in your career?
2. Which of the lessons just listed would you like to use (more) in your
organization:
1. Developing intellectual curiosity - What do you find intriguing? What can you learn from
others’ views?
2. Asking open questions. Can you ask others truly open (not leading) questions, without
trying to make a point?
4. Examining assumptions. Do you make your assumptions explicit, examine them to see if
they’re valid, and invite others to do the same?
5. “Slow down the game.” High performing athletes do this. It helps them see the ball, the
playing field, the competition. When you’re feeling pressed with too many demands,
do you know how to focus on the “vital few” that really matter? Can you slow down
your game?
Partnering workshops have been used by a variety of government and private-sector organizations since
the 1980’s. This method helps organizations that are frequently in conflict, to develop common goals and
win-win relationships. Its most frequent use is in the construction industry.
• Periodic evaluation
• Celebrate successes
Sample Partnering Workshop Agenda
Day 1: Day 2:
a.m. a.m.
p.m. p.m.
This reference list isn’t meant to be an inclusive one. Rather, it provides a number of
well-reviewed listings for the major topics of organizational learning and systems
thinking.
“Building a Learning Organization,” by David A. Garvin. Harvard Management Review, July-August, 1993,
pp. 78-91.
Built to Last: Successful habits of Visionary Companies, by Collins and Porras. HarperBusiness, 1994.
Corps Business: The 30 Management Principles of the U.S. Marines, by David Freedman. HarperCollins,
2000.
Friendly Fire: The Accidental Shootdown of U.S. Black Hawks Over Northern Iraq, by Scott A. Snook.
Princeton University Press, 2000.
Intellectual Capital: The New Wealth of Nations, by Thomas A. Stewart. Doubleday, 1997.
Managing On The Edge, by Richard Tanner Pascale. Simon and Schuster, 1990.
Managing the Unexpected: Assuring High Performance in an Age of Complexity, by Weick and Sutcliffe.
John Wiley & Sons, 2001.
Reasoning, Learning, and Action: Individual and Organizational, by Chris Argyris. Jossey-Bass, 1982.
Reframing Organizations 2nd edition, by Lee Bolman and Terrence Deal. Jossey Bass Publishers, 1997.
“Teaching Smart People How to Learn,” by Chris Argyris. Havard Business Review, May-June, 1991.
The Boundaryless Organization Field Guide, by Ashkenas, Jich, Ulrich, and Paul-Chowdhury. Jossey Bass,
1999.
The Fifth Discipline: The Art and Practice of the Learning Organizations, by Peter Senge.
Doubleday/Currency, 1990.
The Knowing-Doing Gap: How Smart Companies Turn Knowledge Into Action, by Jeffrey Pfeffer and Robert
I. Sutton. Harvard Business School Press, 2000.
The Knowledge Management Toolkit: Practical Techniques for Building a Knowledge Management System ,
by Amrit Tiwana. Prentice Hall, 2000.
“The Leader’s New Work: Building Learning Organizations,” by Peter M. Senge. Sloan Management
Review, Fall, 1990, pp. 7-23.
The Power of Alignment, by Labovitz and Rosansky. John Wiley & Sons, 1997.
“The Learning Organization Made Plain: An Interview with Peter Senge.” Training & Development Journal,
October, 1991, pp. 37-44.
“The Trickle-Down Effect: Policy Decisions, Risky Work, and the Challenger Tragedy,” by Diane Vaughan.
California Management Review, Vol. 39, No. 2, Winter, 1997, pp. 80-102,
The Wisdom of Teams, by Jon R. Katzenbach and Douglas K. Smith. HarperBusiness, 1993.
Working Across Boundaries: Making Collaboration Work in Government and Nonprofit Organizations. By
Russ Linden. Jossey Bass Publishers, 2002.
Copyright (c) 2003 Russ Linden
“Why Organizations Still Aren’t Learning.” Interview with Peter Senge. Training, September, 1999, pp. 40-
49.