Tag: change management

  • Debunking the “Social Age”, a dead end for humanitarian leadership practitioners

    Debunking the “Social Age”, a dead end for humanitarian leadership practitioners

    “And I can see no reason why anyone should suppose that in the future the same motifs already heard will not be sounding still … put to use by reasonable men to reasonable ends, or by madmen to nonsense and disaster.” – Joseph Campbell, Foreword to The Masks of God: Primitive Mythology, 1969

    Humans are social beings. If there is one constant in our experience, this is it. Of course, the tidal waves of digital transformation are reshaping the cultures of how we learn, share, communicate, and grow. But this constant remains.

    Claiming that our entry into a “Social Age” is the key to grappling with change is akin to clamoring that we are entering a new “Age of Transportation”. There are obviously new means such as electric cars. But to try to understand what is changing – and how we can learn, grow, and lead to harness change – through such a narrow lens is likely to lead to reductive, myopic approaches. It confuses both symptom with cause and effect with intent.

    Anyone who values peer-reviewed evidence will find nothing to discern whether the “Social Age” is a valid concept. Zero articles in Google Scholar and just one book written a decade ago by IBM’s vice president of cloud computing enablement. There is no science to describe or theorize the “Social Age”. Stripped of its marketing collateral, the pretty pictures painted by the “Social Age” reveal themselves to be hollow of meaning.

    There is no denying the constance of change. It is a truism by definition. The need to adapt is true by necessity. One should be suspicious when a concept appears to be premised by not one but two tautologies. Stating the obvious is a wonderfully effective way of reassuring those who maintain the status quo that only need to adopt a new vocabulary, distinguishing themselves from the “usual suspects”… when in fact they should be front and center in the line-up.

    There is no spoon
    There is no Social Age.

    So why is the “Social Age” concept a dead end for humanitarian practitioners, and especially the learning leaders amongst them who work on the outer cusp of chaos in emergencies, disasters, and toward greater community resilience?

    First of all, the humanitarian space is already littered by amorphous, vague, or empty concepts that, combined with opaque jargon, lead to analysis paralysis or just produce more litter. We need tools and approaches that help us clear the rubble, not add to it.

    Second, there are evidence-based approaches to understand and harness the sweeping changes we face, how they impact our work, and how we can build on them to strengthen how we learn and how we lead. Yet, given the dearth of impact measurement in humanitarian capacity-building, this not the first time that we have observed senior managers seduced by an imported concept with no sector-specific evidence to back it up, for reasons that have more to do with their own identity and moral quandary than with the actual relevance and usefulness of such imports. There is a need to resist our own insularity, but this should not lead to embracing obscure concepts as an end unto itself. The vocabulary of the “Social Age” proponents may be different, but how is it different from failed attempts of the past to build capacity through training?

    Third, nothing in the amorphous relativism of the “Social Age” explicitly recognizes the unequal power relations that are the heart of the contradictions in a humanitarian system that preaches localization from the center to the periphery, but lacks effective mechanisms (and, in some countries, domestic political will) to shift the balance of power. There is a growing number of promising projects that are already helping us find new, authentic and meaningful ways of growing collaborative leadership from margin to center. These are increasingly often being driven and led by those on the periphery. They are about inspiration, innovation, and collective responsibility to progress through self-directed growth and development. By contrast, the “Social Age” seems to be about renting and delivering the policies of others, rather than shared ownership and development around a compelling purpose. (Yes, I am paraphrasing Hargreaves and Shirley’s distinction between Third and Fourth Ways in their book about inspiring future for educational change.)

    Barbara W. Tuchman, in her analysis of why governments pursue policy contrary to their own aims and the needs of the people they serve, asks why we should “expect anything else of government”, answering that “governments have a greater duty to act according to reason” because “folly in government has more impact on more people than individual follies.” This echoes the peculiar responsibility of those who are in the business of transforming the aid business. Imported gimmicks are not where we should be expending time and effort. Staying silent is not an option.

    Yet, inertia remains a powerful force in our peculiar, mission-driven corner of the universe. Once an idea somehow gains currency, it breathes a life of its own. Lip service to failure tolerance has not changed the reality that once you have promoted a clunky concept, chances are that you will feel offended or threatened or both when challenged, especially if you lack the evidence for a rebuttal. There is little or no reward for critical reflection or questioning, for taking a necessary step back to reconsider, especially when scarce sector resources are being expended at for-profit corporate rates in the name of doing something different. This is unfortunate because stonewalling equates to lack of accountability – no matter how stringent the logframes and other formal mechanisms that may be in place. Is dissent ignored, tolerated, or does it open up to potentially nasty reprisals?

    La critique est facile, l’art est difficile. It is really easier to tear down than it is to evolve and/or reconstruct?  In fact, my perspective is shaped by substantive collaborative leadership work that I admire or the digital learning that I see transforming people and strengthening their individual and collective capabilities. Few blog posts about this work ever get written. I consider this failure to self-promote to be consistent with the modesty and authenticity of practitioners who are truly pushing the boundaries. We need a space where such stories can be told, not for competitive advantage in the marketplace of ideas for rent, but to strengthen and deepen the bonds of our yearning for a better future.

    Image: It’s a dead end baby (Andrew Mason/flickr)

  • Make a wish

    Make a wish

    Is the CLO really the ‘fifth wheel’ in the organizational strategy wagon? Learning leaders tend to roll their eyes upward in sour-faced agreement about ending up as an after thought – after strategic alignment has been completed everywhere else in the organization, or being considered as a support service to enable and implement rather than a partner. So, what to wish for?

    First, I would wish for an organization that is mission-driven. This is what everyone wishes for, of course, so let me try to be specific. The mission should inspire, giving everyone something to strive for, to encourage people and structure to reinvent themselves to face global complexity – with clarity that reinvention is a constant, not a one-off. It would require strong leadership, not command-and-control, but modelling the values and practices of the organization and the acceptance that uncertainty requires calculated risk-taking, now and tomorrow. Such distributed leadership requires a strong, vocal chief executive attuned to the hyper-connected, perception-driven world we live, and can be brought to life only by a talent and learning team that excels at hiring, developing and retaining people who don’t fit traditional profiles, who recognize misfits as potential superheroes. The people function needs to be fast – keep a potential candidate waiting for months, and she’s gone.

    So, what does such a profile look like? We all recognize that most of the learning that matters is embedded into work… and then go back to organizing workshops, building online courses, and demanding resources so that people can stop their work, go off and study. Therefore, unless she is a digital native, our L&D misfit cum superhero sidekick may have to unlearn her own vestigial L&D workshop and training culture and its overemphasis on formal training  – and figure out how the lead the organization through that same process. How? Like an anthropologist, she should be able to unpack, read, and decipher the organization’s learning culture, invent new ideas to capture and share informal and tacit learning, and engineer embedded, adaptive systems to institutionalize these ideas. Immerse, observe, and learn to connect the dots between learning culture, strategy, and mission, knowing that culture drives performance.  Through this process, iterate ideas, experiments, and pilots, and do it fast enough and often enough to collapse the distinction between ‘stuff you try’ and operations – stretching the organization’s knowledge performance a little more each time. Think in the yoga of organizational development: stretch and stretch, but accept that you won’t get there the first time. Accept what is ‘good enough’, knowing that you get to try again, and that what is perfect now would not be so tomorrow, anyway. This circles back to leadership for learning – with the learning leader as sidekick, depending on the vision and the will of the chief executive to bring such a vision to life.

    The mantra is to maximize efficiency and effectiveness to become a strategic business partner. On efficiency, technology’s economy of effort removes the necessity of distinguishing between internal staff development and the needs of your external audiences (customers). This is key to working frugally with minimal human and financial resources. However, the organization should be skeptical of claims that efficiency or scale trumps effectiveness. Witness the slow agony of the LMS, the massively profitable industry of clunky content containers that require massive investment but depend on transmissive, behaviorist pedagogical models of the past, fail even at the purpose of compliance for which they are designed, and seldom deliver tangible knowledge or performance outcomes.

    I believe that it is reasonable to proclaim that in our knowledge-based economy, an organization’s ability to learn is key to both its survival and growth. However, this raises expectations about the relevance of the learning function, its outcomes and return on investment. And yet, even with perfect alignment, we are adding small, single-digit percentage points to performance and business results that, in many contexts, will not be measurable at the time when they matter most, if ever. Here is how Doug Lynch sums it up:

    The news isn’t all bad. The theory of human capital development suggests that if we develop people, they will become more productive. The problem is, empirical research suggests between 66 and 80 percent of the variance in performance is not captured by human capital development models. At best, we are able to impact 34 percent of the performance variance. And yet, the space seems to operate like learning is an elixir, curing any ill.

    The elixir fallacy results in part from our own legitimate search for relevance, alignment, and results. At the end of the day, you will be asked to “land it”, to demonstrate with fireworks and marching band how learning altered the organization’s DNA and made a difference. But what if that takes time, and looks more like a process of grains of sand washing up on the beach rather than a maelstrom of disruption? What if the part of L&D practice that matters is really, as Karen Watkins calls it, the “little R&D”, the unimpressive, slow-and-gradual process of trying new things, experimenting, getting it wrong and then right…?

    So, the last item on my wish list is for an organization that acknowledges that strengthening learning culture requires a mixed methods approach, alternating  between slow, gradual change-over-time that leverages smart technology and pedagogy that can impact everyone in the organization with shock-and-awe leadership and high-potential development, action learning, wicked problem solving, innovation tournaments, and other highly visible acts of disruption to shake up business as usual.

    Photo: Speaking of effigies (Dayna Bateman/Flickr).