Using conversations to enhance organisational Learning

1. OrganisationalOrganisational Conversation:Conversation:OrganisationalOrganisational Conversation:Conversation:
Cultivating a new frame of leadershipCultivating a new frame of leadership andand
l il i i ii i f hf hlearninglearning organisationorganisation for changefor change
W.B. LeeW.B. Lee
Chair ProfessorChair Professor
Knowledge Management andKnowledge Management and InnovationInnovation
Research CentreResearch Centre
The Hong Kong Polytechnic UniversityThe Hong Kong Polytechnic University

2. Sharing PointsSharing Points
Wh i i l l d hi d• What is conversational leadership and
organisational conversation ?
• How are these related to organisational &
social intelligence organisational culture andsocial intelligence, organisational culture and
its mission?
• Why is organisational conversation important?
• What is my role and what/how can I practice?What is my role and what/how can I practice?
O i ti lO i ti l I t lliI t lliOrganisationalOrganisational IntelligenceIntelligence
The capacity of an organisation top y f g
mobilise all of its brain power to achieve
h i i !the mission !
( Social Intelligence, the New Science of Success-K. Albrecht)

3. M ltiM lti di i li N t f KMdi i li N t f KMMultiMulti--disciplinary Nature of KMdisciplinary Nature of KM
A multi-disciplinary organisational objectives
by making the best use of knowledge. It involves
the design, review and implementation of both
technological and social processes to improve
application of knowledge in the collected
interest of stakeholder
( Source: Australian Standard on KM 2003 )
Productivity and Effectiveness ofProductivity and Effectiveness ofProductivity and Effectiveness ofProductivity and Effectiveness of
Knowledge Work : The Unsolved ProblemKnowledge Work : The Unsolved Problem
Few organisations andFew organisations and
enterprises deliberately
h t th k l d dharvest the knowledge and
ideas of their
members!

4. Wh t iWh t i i ti li ti l lt ?lt ?What isWhat is organisationalorganisational culture?culture?
OftOft k ti d f d i thik ti d f d i thiOftenOften unspoken, unmentioned ways of doing thingsunspoken, unmentioned ways of doing things
driven by value, judgmentsdriven by value, judgments and beliefsand beliefs that worksthat works
muchmuch the same way as the human unconscious mindthe same way as the human unconscious mind ItItmuchmuch the same way as the human unconscious mindthe same way as the human unconscious mind. It. It
consists of the unmentioned and unmentionablesconsists of the unmentioned and unmentionables
((undiscussiblesundiscussibles) and articulated partly and surfaced) and articulated partly and surfaced((undiscussiblesundiscussibles) and articulated partly and surfaced) and articulated partly and surfaced
out by the mentioned part at the conscious levelout by the mentioned part at the conscious level
throughthrough spokenspoken, written and electronic means., written and electronic means.gg pp
When theWhen the organisationalorganisational culture represses issues,culture represses issues,
i hi l di hi l d iiemotions etc., this leads toemotions etc., this leads to anxiety, anger,anxiety, anger,
defensiveness, or aggressivedefensiveness, or aggressive behaviourbehaviour
Social IntelligenceSocial IntelligenceSocial IntelligenceSocial Intelligence
The ability to get on along welly g g
with others and to get them to
t ith !cooperate with you !
(A. Albretch)

5. H d ?H d ?How do you earn your power ?How do you earn your power ?
( Two types of power)( Two types of power)( Two types of power)( Two types of power)
Position Power
Total Usable Power =
Position Power
+
Power to influence people
What is your idea of team work ?What is your idea of team work ?What is your idea of team work ?What is your idea of team work ?
My idea of team work is a
whole lot of people doingf p p g
exactly what I tell them…
I am not here to win aI am not here to win a
popularity context; my job
i t t lt If dis to get results… If you do
not show people who is the
Former FBI Director
Louis B. Freeh
boss, they’ll walk all over
you!y

6. Co-authors of world’s first book on:
Organisational Learning: a theory of action perspective
ChrisChris DonaldDonald
Organisational Learning: a theory of action perspective
Chris
Argyris
Chris
Argyris
Donald
Schon
Donald
Schon
Model I BehaviorModel I BehaviorModel I BehaviorModel I Behavior
(Common Theory(Common Theory--inin ––use inuse in
managing people)managing people)
• Keep things under control
(dominance , possessiveness, attachment to position power…)
• Maximise winning and minimise loosing
(aggressiveness, intolerance...)
• Suppress negative feeling
(avoid losing face, ease-in, covering up…)( g f g p )
• Behave according to what you think rational
(rationalisation...)( )

7. Albrecht's Law:
"I t lli t l h bl d"Intelligent people, when assembled
into an organisation, will tend towardg
collective stupidity”
Case illustrationCase illustration

8. The PuzzlesThe PuzzlesThe PuzzlesThe Puzzles
1 An organisation acquired a new software system 1 year1. An organisation acquired a new software system 1 year
ago. It is installed in the headquarter and 10 branch
offices. Today the usage of the system is very low. Users
d lik i h i id b ill ddo not like to use it. The system is said to be ‘still under
implementation’.
2. The Executive Director questioned the senior
management: “Our competitors can use the same systemsg p y
successfully, why couldn’t we do it?”
3. The Supplier once remarked: “Your company has all the
intelligent people, Don’t know why it takes so long to
implement ”implement.
Th E i dTh E i dThe EpisodeThe Episode
A Management Meeting was held to discuss theA Management Meeting was held to discuss the
problem of the software system.
Present:
-Executive Director
IT Di (C D l ) i-IT Director (Corporate Development), in
charge of IT and project implementation
-General Manager (Operation), system users

9. TheThe ConversationConversation
E i W h id d l t f t i i t Still itExecutive
Director (ED):
We have provided a lot of training to users ……. Still it
seems users do not use it …….
GM (OP): You know, technical managers are very busy, they have so
k dmany work to do….
………
ED: You must spend more time to understand the system.ED:
(to GM)
You must spend more time to understand the system.
………..
GM: The system looks a bit complicated It takes time forGM: …. The system looks a bit complicated…. It takes time for
our staff to change their habits……………
ED You must change to the new system, … boosting on the
benefits of s stembenefits of system….
IT Director Yes, We know. We can organize another training
session……
…….
ED:
(to IT
You need to take the ownership, and you are responsible
to monitor and push the full use of system……(
Director)
p y
ObservationsObservations
• GM did not want to say openly bad things about the system
although he felt the system is not practical and of no use (Suppress
ObservationsObservations
negative feeling as he did not want to upset his boss)
• The IT Director avoid the responsibility to investigate the case, and
t k i htake an easy-in approach.
• The ED tried to advocate unilaterally the importance and
advantages of system without inquiring about GM’s reasons onadvantages of system without inquiring about GM s reasons on
reluctance of use ( Model 1) behaviour and seek unilateral control
(maximise winning)
• ED knew very well GM did not buy in the system. Openly he did
not inquire or challenge about this not “buy-in” He protects himself
and “save face” by not being challenged about his decisionand “save face” by not being challenged about his decision.
• Since this is boss’ “pet system”, “buy-in” or user opinion or
acceptance is never addressed, and becomes an “undiscussible”acceptance is never addressed, and becomes an undiscussible
issue

10. BuildingBuilding Intelligence (OI and SI) throughIntelligence (OI and SI) through
OrganisationalOrganisational Knowledge SharingKnowledge Sharing
• Class room training
• Apprenticeship/mentoringpp p g
• After Action Review
• Storytelling/narrativey g
• Knowledge Café
• Community of Practicesy f
• Dialogue
• etc….
What is needed behind to make these successful?
H T d L d U C iH T d L d U C iHow Trusted Leaders Use Conversation toHow Trusted Leaders Use Conversation to
Power Their Organizations” (June 19, 2012),Power Their Organizations” (June 19, 2012),
BorisBoris GroysbergGroysberg and Michaeland Michael SlindargueSlindargue
Instead of handing down
commands or imposing formal
t l l d t dcontrols, many leaders today are
interacting with their workforce in
ways similar to an ordinaryways similar to an ordinary
conversation between two people,
practices that enable a higher
degrees of trust, improved
operational efficiency and greater
ti timotivation.

11. Attributes of a good leaderAttributes of a good leader
• Supportive • Why good leaders are
?
• Teacher
• Good delegator
rare?
• How these words can be
Good delegator
• Gives rewards and
praise
transformed into actions?
• What practices are needed?
praise
• Communicate
f l
p
frequently
• Helps you get ahead
I d il lif l h diff i dIn daily life, people have different views and arguments
on various matters
• What is true and false ? (Logical thinking)
• What is right and wrong ? (Ethics and morals)g g ( )
• How can we reason systematically without bias and prejudice ?
(Systems thinking)
• How can we make a sound judgment ? (Action Science)• How can we make a sound judgment ? (Action Science)
• How should we reflect/evaluate our own thinking and action?
(Action Science)
• How can we communicate effectively with people? (Four
parts of speech)
• How can we cultivate creative thinking ? (Knowledge• How can we cultivate creative thinking ? (Knowledge
navigation quiz and use of open questions)
( Items in bracket denotes the skills we need to develop)

12. Sources of disagreementSources of disagreementSources of disagreementSources of disagreement
•• Incorrect argument /inferenceIncorrect argument /inference
E l E ki li i N th A i C di li i N thExample: Eskimos live in North America, Canadians live in North
America, therefore Canadians are Eskimos.
When A happens B happens therefore A is the cause of BWhen A happens, B happens, therefore, A is the cause of B….
•• Ambiguity in word definitionsAmbiguity in word definitions
Example: Men are born equalExample: Men are born equal
•• Varying context: the environmentVarying context: the environment
i hi h h i i k l ld h hin which the communication takes place would change the
interpretations
Diff i l j dDiff i l j d•• Difference in value judgmentDifference in value judgment
(right or wrong) of sender and receiver due to
different background and experience )
Wh F Di l (C i )?Wh F Di l (C i )?Why Focus on Dialogue (Conversations)?Why Focus on Dialogue (Conversations)?
“Di l ( ti ) i th f lt“Dialogue ( conversation) is the core of culture
and the basic unit of work. How people talk
t h th b l t l d t i h llto each other absolutely determines how well
the organisation will function. Is the dialogue
il d li i i d d f d? O i istilted, politicized, and fragmented? Or, is it
reality-based, raising the right questions,
d b i h d fi di li idebating them, and finding realistic
solutions?”
Larry Bossidy
Execution: The Discipline of Getting Things Done, 2002

13. Source:www.youtube.com/watch?v=YutYpdYPwbo
T l B f P d ti C tiTool Box for Productive Conversation
Designing Action
Learning pathway Left and Right hand column
4 Parts of Speech

14. I can only see things from where I stand and what I knowI can only see things from where I stand and what I know
(( f if i ) d d h b d d b h i) d d h b d d b h i(( framingframing ) Understand how we are bounded by the images) Understand how we are bounded by the images
we build aroundwe build around ourselvesourselves
• Our immediate reactions or
actions to external stimuli are
often prompted and entrenched by
our mental images (framing,
perception ) of the pastperception...) of the past.
• Often, these mental images are
incomplete and oversimplifiedincomplete and oversimplified.
Over-reliance on our routine
images to protect ourselves willg p
lead to defensive or obsessive
behaviour and attachment, etc.
(Diagram adapted from A. Sumanasara 2012)
Left and Right hand columnLeft and Right hand column
My thought and feeling What we said
This report is not well written. She is Me: Mary, I have read your
still not driving the project hard
enough.
investigation report… Regarding the
Section C, the data seem to be not
relevant.
Oh-no. She is getting defensive. Mary: Not really. I have consulted
Mr. X on this. He said there is no
problem.
I would feel better if Jack can take up
thi t k
Me: When you can finish the report?
D thi k h ld tthis task. Do you think we should get someone
to help you with the review?
She is stubborn and always wants to
work alone.
Mary: I think I can finish it myself.

15. Framing Acting Results
React
A t l F A t l A ti U d i d R lt
React
Reframe
Actual Frames Actual Actions Undesired Results
• Mary is defensive • Challenge the validity of
Mary’s report
• No team work
• She is incapable to
complete the task • Want to re-delegate the
task to the other staff
• Unproductive
conversations
Desired Frames Desired Actions Desired Results
• May be I miss something I
am not aware
• Ask if what is her feeling
about the assignment and
• Mutual understanding
am not aware
• My views are not always
right
about the assignment and
her concerns
• Enquire how the task can
• Build trust and team spirit
g q
be better organized
Types of common framing in learningTypes of common framing in learning
U il l A i M t l A tiUnilateral Action Mutual Action
Self:
• Obviously right
Self:
• What I see is one
perspectivey g
• Well intentioned
perspective
• Suspend quick judgments
Others:
• Mis informed
Others:
• He/she may have good
• Mis-informed
• Self-interest
reasons
• Ask others to help

16. Examples of ActionExamples of Action SStrategiestrategiesExamples of ActionExamples of Action SStrategiestrategies
Unilateral Action Mutual Action
• Move forward while
maintaining control
• Move forward while
learning
• Avoid conflicts
• Accept others’ ideas
• Develop ideas and
actions togetherAccept others ideas
and actions without
questions
g
• Build on others’ ideas
• Encourage challengesquestions
• Discourage challenges
and inquiries
• Encourage challenges
and inquiries
Sh d t t diff tand inquiries
• Withhold thoughts and
f li
• Share and test different
views
feelings
The Four Parts of SpeechThe Four Parts of SpeechThe Four Parts of SpeechThe Four Parts of Speech
• Framing:
stating your purposes & assumptions
• Advocating:g
asserting an option, feeling, or proposal for
action
• Illustrating:
concrete examples or storiesconcrete examples or stories
• Inquiring:
questioning asking feedback from othersquestioning, asking feedback from others
(Bill Torbert and Associates:Action Inquiry: The Secret of Timley and
Transforming Leadership, Berrett-Koehler Publishers, Inc San
Francisco 2004 )

17. P i i F P f S hP i i F P f S hPracticing Four Parts of SpeechPracticing Four Parts of Speech
1. "Do you have an extra folder?" This is an inquiry
without advocacy. The answer to such an inquiry may
be a straight answer "No, I do not have one." How can
you rephrase this inquiry?
2. "The report is incomplete. Please re-submit again"
How can you rephrase this advocacy so that people
b tt d t d t ti ?can better understand your expectation?
M bl i h ffi iMost common problems are without sufficient
framing and illustration, and inquiry !
l f Ad h li i l il f Ad h li i l iExamples of Advocacy that limits learningExamples of Advocacy that limits learning
Advocacy that alienate,
irritate or offend others:
Advocacy that elicit
feedback, knowledge
exchange, empathy, open-
mindedness, free-exchange
Thi d t k
of ideas:
• I ha e a different ie• This does not make
sense!
• I have a different view
to share with you.
• What a stupid answer!

18. Questions thatQuestions that limitslimits further learningfurther learningQuestions thatQuestions that limitslimits further learningfurther learning
Questions that Limit Learning Questions that Promote Learning
Don’t you agree? In what ways is your view different?
Do others feel that way too? In what ways do others feelDo others feel that way too? In what ways do others feel
differently?
Do you understand what I’m trying What’s your reaction to what I’m
to say? trying to say?
Did you do that because of X, or
because of Y, or because of Z?
What led you to that?
,
Why don’t you just try what I’m
suggesting?
What about my idea raises doubts?
Why didn’t you just tell me? What prevented you from telling me?Why didn t you just tell me? What prevented you from telling me?
Did I say or do something that made
it difficult?
Source: Action Design 2005
Practice Group onPractice Group onPractice Group onPractice Group on
OrganisationalOrganisational ConversationConversation
(Trainer program)(Trainer program)(Trainer program)(Trainer program)
• Each participant write a
/ i /
Facilitator
L/H column on his/her own
real case.
F ilit t l d b• Facilitator leads members
to reflect on their framing
and new actions.and new actions.
• Role playing to use 4 Parts
of Speech to practisep p
productive conversation.
• Group reflections and
lessons learnt.