It’s an old post by Henry Mintzberg from 2015 but he tweeted it out today and the message is as current as ever. If Mintzberg is retweeting seven year old essays, it’s probably worth paying attention to them. Here’s the essence:
Someone I know once asked a most senior British civil servant why his department had to do so much measuring. His reply: “What else can we do when we don’t know what’s going on?” Did he ever try getting on the ground to find out what’s going on? And then using judgment to assess that? (Remember judgment? It’s still in the dictionary.)
Measuring as a replacement for managing has done enormous damage—undermining the souls of so many of our institutions (as discussed in last week’s TWOG). Think of how much education has been killed by assuming that we can measure what a child learns in a classroom. (I defy anyone to measure learning. You are reading this TWOG: please measure what you are learning.) Must we always deflect teaching from engaging students to examining them?
The principle of “bounded applicability” is one that I first learned from Dave Snowden (and one which Sonja expands on here). Measurement ticks all the boxes for pretending that the world is objectively knowable, and that anything can be quantified. in fact there are indeed probably HR consultants out that that will give you a quantitative analysis of your organizations culture.
Actually I just went down the rabbit hole looking for examples. I’ll save you the trouble. That is to peer into hell. Please do so only at your peril.
Sometimes when I’m teaching Cynefin i will say something about the boundary between Complicated and Complex problems that goes something like this: “The line between these two kinds of systems is important because there is a strong urge to use methods from the complicated domain to “solve” problems in the complex domain, and if you do that, you can create a world that hates humans. There is actually a really easy way to reduce the homeless population to 0, but not if you have an iota or morality in your character.” The most dehumanizing thing to do is to treat cultures, and people, and living human systems strictly by the number, as empirical units of problem or success, to be increased or eliminated. The peril we are in if AI starts making decisions about our lives is that these ways of working are devoid of ethics, or more frighteningly, they are reliant on the ethics of those who program them. Elon Musk’s acquisition of twitter for it’s massive semantic database should have us all wary of technology that learns from that data set.
imposing the ruthless methods of the complicated work onto the complex world is one way we map colonization onto the Cynefin framework. In complexity, culture is what matters and culture is produced by the countless interactions between people creating shared meaning from their stories and experiences. To the complicated system, all this meaning is noise that contributes to an inefficient waste of time and energy. But the energy produced by inefficiency in the complex domains produces warmth, human connection, community, society, relationship Community is inefficient. Thank god.
Long live the inefficient community. And long live measurement by the numbers, firmly nestled into the complicated domain where it can do the most good. And the least harm.
Laureen Golden is one of those people that is able to just get me talking. From the first time we met back in 2015, she and I have had dozens of great conversations about complexity, facilitation, participatory design and leadership. I’ve supported her in her work with leaders and Montessori educators and also in teaching a course on system work and trauma.
Here are a couple of offerings from her YouTube channel, where she has edited some of our conversations into teaching pieces that we are happy to share with you
- A playlist of four short videos on working with complexity in trauma. These interviews were for a series called “Looking at Systems with a Trauma-Informed Lens” taught at Portland State University.
- Introduction to Participatory Narrative inquiry. A short interview with Montessori educator Jacqui Miller where I talk about using story to make sense of the world. Here I talk about why we work with anecdotes and story fragments and how PNI helps us to gather information for collective sensemaking about our world and how we should act. If you want to learn more about PNI, Cynthia Kurtz shares all her resources here, and I’m told she’s thinking of making a workshop for deeper learning, for which I cannot wait.
Enjoy these offerings.
One of the quotes I keep rolling out all the time is this one from Christina Baldwin:
No group can prove itself safe by the definition of one member; it can only prove itself healthy and responsive to the the needs of different people over time
Christina Baldwin, Calling the Circle, p. 172
I sometimes reframe this quote as “No one person can be responsible for safety in a group, but a group can learn to take responsibility for its own safety.”
For a group to work well, especially if it is confronting challenges, uncertainty, complexity, or conflict, it needs to be safe enough for members to freely share and contribute, and also challenging enough that ideas that no longer serve can be questioned, stretched and broken to make space for the new. Rather than saying “we will create safe space” it’s useful to take some time to explore the polarity of safety and danger. We often talk about “safe enough” or “brave space” or similar terms that capture this space of leading and facilitating.
So the way to do this is to enlist the group itself in co-creating the conditions that create a creative, generative, challenging and supportive space. I usually do that by facilitating this process that I call The Golden Rule Principles Setting Exercise.
The Golden Rule, of course, is the principle that underlies the perennial tradition of many religious and spiritual traditions. In Christianity it is worded as “Love your neighbour as yourself.” It recognizes our interdependence with others and it invites us to practice offering to others the same things that we ourselves need.
The process is very simple.
- Invite people to reflect and discuss these two questions: During this meeting how do I want to be heard? During this meeting how do I want to be spoken to?”
- It’s good to do this in pairs and folks can record some of these needs and place them on stickies or a virtual whiteboard or chat log.
- Have the pairs share a few of their needs into the whole group.
- Next invite people to reflect on how to offer to others what they want for themselves. If I need to be allowed to ramble a bit uninterrupted because I think out loud, I can put this need in the centre and also commit to not interrupting others.
- Have people commit to a single practice that they will endeavour to live up to, one that they may even be willing to be accountable to, and place it on a sticky note.
That’s it. Except under very specific circumstances, I don’t ask the group to vote on these principles, or approve them in any other way. Rather, I trust the people to do their work. From time to time of course as a facilitator one needs to step in, but usually when this process is put into play, I need only offer a period of silence and reflection on the commitment for a group to restore its collective responsibility to care for the container.
As a way to begin a meeting, this is a first foray into co-creation of something that the group all needs and is therefore an excellent way to set the tone for collaborative work, creating a space that can hold the range of emotions that show up in complexity work
Our Complexity Inside and Out course is now in full swing and after 3 of 7 sessions we have covered some of the basics that make up our understanding of complexity theory and some of the core practices to affect change in complex systems, both inner and outer.
One of those strategies of course is through shifting constraints. To work with self-organization and emergence in a system, finding the constraints that enable behaviour and creating different ones can have the effect of shifting the behaviour. Not always of course – we have to pay attention and monitor what we are doing – but these are the promising places to get a start.
Based on work from Dave Snowden and Glenda Eoyang, the constraints I work with are these, listed in order of ease to work with:
THe Connecting constraints of
- Connections between agents in a system
- Exchanges that flow across those connections
And the containing constraints of
- Attractors around which behaviours or actions coalesce
- Boundaries that define the context for actions
There are two other constraints which come to us from Snowden’s field of anthro-complexity and they are Identity and Dark constraints, both of which are a sort of subclass of the above. Identities create or maintain coherent connections or containers and the Dark constraints are simply the nones we don’t know about and which only reveal themselves in real time.
It’s not always easy to spot these in the wild as you are learning about them, but this article in The Conversation is a good example of thinking about managing complex behaviour. Every October in Ontario there is a traditional homecoming week at universities in which former students return and current students party. The flocking behaviour of students in these times creates emergent behaviours at the grouplevel that are not immediately present at the individual level, and the authors provide a handy link to one research paper that explains this.
The response to behaviour like this is typically banning certain kinds of activities, which, in Cynefin terms, is a misapplication of governing constraints aimed at control to self-organizing behaviour. What is needed instead are constraints that enable the emergence of different behaviours. It is hard to spot these because with events such as the ones described in the article, the tendency is to want to squash the problem.
But a harm reduction approach first begins by identifying the fact that there will always be these behaviours and always be these problems, and the way to address them is to create adjacent possibles (a Stuart Kauffman term) which invites the system to an alternative state. Such possibles cannot be too far away from the current state, but they must not be too close to the current state to be rendered ineffective. For example, proposing that students only consume alcohol in sanctioned places with oversight from police and campus security is likely to fail. Few students will love to party in such a heavily surveilled way. On the other hand, allowing students to party anywhere and then providing a ntip line for any issues that might come up is a weak response that is unlikely to affect the behaviour.
So the authors propose an oblique strategy, which is an excellent approach to complex problems. First, the say that students need to be empowered to co-create harm reduction approaches to these issues to create safety in a public health and gender-violence context. It is unlikely that on their own students will come to a meeting to co-create these, or if they do, their authority to enact the approaches may be compromised by their perceived identity of “goody two-shoes.” So instead the authors propose a new attractor in the field, a for credit course that is about generating harm reduction approaches but which alos teaches skills needed to address and manage public health issues:
Conversations are a good start, but a systemic approach that integrates understanding of these events and taking action through curriculum is essential.
One of these strategies could be creating a university credit based multidisciplinary course that is aimed at proposing solutions for how students could gather and celebrate in a safe — including COVID-19 safe — manner that reflects their own, and community values.
The students would learn (among many things) how to address diffusion of responsibility and gender-based violence. It would provide them with opportunities to learn about city bylaws, police costs and potential challenges to the health care system of large student gatherings.
The instructors could be an advisory team of mentors including members from the city, police, first responders and university experts. This initiative would challenge students to research the problem and be an active part of the solution.
Co-creating solutions with students by providing them with opportunities to lead with support and guidance will empower them to take ownership and responsibility when it comes to implementing positive change. If they lead the new way forward, students will come and be together in a way that meets their needs.
Backed with the power of the university to sanction this approach, makes this new attractor for action stronger. REQUIRING students to participate in this exercise would be too rigid a boundary, but for students that are charged with under age driking violations for example, they may be required to participate in these discussions in a restorative process designed to using their lived experience and also having them make amends.
Working with constraints gives us lots of ideas about how to shift things. The key is implementing what you can and watching for change. As for this example, what a great case study. I will see if I can follow up with Craig and Kolomitro about what happens with their ideas.
Yesterday we were walking an incredible cliff top trail in East Sooke Park, in Scia’new territory on Vancouver Island. The Coast Trail there is rugged along the Juan de Fuca side of the park and although it is well travelled, there are sections across bare rock cliff top when the path is all but invisible. It requires a deeper kind of seeing to discern where the path is, especially if you follow what looks to be an obvious route which can take you to some dangerous places. As an experienced trail walker, I find myself in moments like this looking for evidence that I am NOT on the path. Is there broken foliage? Is the soil compressed and eroded by boots rather than hoofs or water? Are the roots underfoot rubbed clean of bark? Are there any trail markers about? When I find myself answering “no” to these questions I move slower, until the evidence is overwhelming, and I stop and track back to find out where I went wrong.
You can see why looking for evidence to DISPROVE your belief creates a safe to fail situation. If I find a single piece of evidence that confirms my belief that I am on the right track, and I follow it unquestioningly, the results become increasingly dangerous, and failure becomes unsafe.
A lot of my life and work is about paying attention to these weak signals. Whether it is making music with others, facilitating groups, helping organizations with strategy, playing and watching sports like soccer, rugby and hockey, it all comes down to paying attention in a way that challenges your beliefs.
The other day I offered a pithy comment on facebook to the question of “what is the difference between critical thinking and buying conspiracy theories?” and it really came down to this: critical thinkers look for evidence to disprove their beliefs and conspiracy theorists look for evidence to confirm their beliefs.
I think the latter is quite the norm in our current mainstream organizational cultures, even if it doesn’t lead to conspiracy theory. The pressure for accountability and getting it right leaves very little space to see what’s going wrong in the organization. The desire to build on what is working – while being an important part of the strategic toolkit – is not served without a critical look at the fact that we might be doing it wrong.
This is why sensemaking has become a critical part of my practice. And by sensemaking I mean collecting large numbers of small anecdotes about a situation and having large numbers of people look at them together. The idea is that with a diverse set of data points and a diverse number of perspectives, you get a truer picture of the actual culture of an organization, and you can act with more capacity to find multiple ways forward, including those which both challenge your assumptions about what is right and good now and those which discover what is better and better.
Recently in Canada we have been having a little debate about whether celebrating Canada Day on July 1 is appropriate given that fact that this month – National Indigenous Peoples Month, as it turns out – has been marked by a reckoning with the visible evidence of the genocide that has been committed here. While hundreds of thousands of people here are in mourning or grief, and are reliving the trauma that has travelled through their families as a result of the genocidal policies of residential school and the non-consensual adoption of children, many others are predictably coming out with a counter reaction that goes something like this “yeah, well let’s get over it. Canada is still the best country of the world to live in.”
And that makes sense for many people – like me – who live here and have a great life. But as I have been saying elsewhere on Twitter: don’t confuse you having a great life with this being a great country. There is nothing wrong with people having a great life. That is what we should want for all people. But Canada is not a place where that happens for everyone. The story is very different for lots of people who struggle to find contentment and acceptance inside this nation-state. Canada’s very existence is owed to broken treaties, environmental destruction, relational treachery, economic injustice, and genocide.
Paying attention to the weak signals is important here. If all you can see is how great your own life is, and you think we just need to keep doing whatever it is that we are doing that assures that continuity, then we are headed for a precipice. We are headed off an environmental cliff, into a quagmire of injustice and economic inequality that destabilizes everything you have in a catastrophic way.
Listening to First Nations – really paying attention to possibilities – is mutually beneficial to everyone. If one wants all lives to matter, then one has to ensure that every life matters, which means taking the lead from those whose lives have been considered dispensable in the project called “Canada.” And it’s not like they haven’t been out here for the past 250 years calling for a better way. It’s just that the mainstream, largely led by commercial interests who have hungered for and exploited natural resources that never belonged to them, have cheered on the idea that if Canada is good for me, it must be good period.
Let seeing be disbelieving. This country is not an inherently GOOD place. But it could be. It could be great. It could be safe, healthy, prosperous, balanced, creative and monumentally amazing. But it requires us to first question the limiting beliefs we have that it could never be better than this and second to pay attention to the weak signals that help guide us onto a path that takes us there.
It is far too early to celebrate Canada Day. We haven’t yet fulfilled the promise of the treaties and the vision with which indigenous Nations entered into relationships with Europeans oh so long ago, and that vision which is continually offered up to settlers through reciprocity and relationship. If there is anything to celebrate, perhaps it is the fact that we do have the resources to make this country work for all and we have the intelligence and creativity and willingness to do it, but you won’t find that in the Board rooms and the Parliamentary lobbies and the Cabinet offices and the global markets.
It is in the weak signals, the stories and small pathways of promise out there that are born in struggle and resilience and survival and generate connection, sustainability and the promise of well-being for all.