Monday 16 December 2013

Embracing the radical? Learning (or not) from Nelson Mandela

I confess that I have spent the past couple of weeks dithering, in the knowledge that really it would be a little strange if a blog aimed at promoting public leadership development ignored the death of the pre-eminent public leader of our times.

What can we learn from the life and struggles of Mandela? How can Mandela, even after death, inform our leadership practices?

The answer is that, honestly, I am uncertain. I feel conflicted about the global response to Mandela's passing. I feel that his life and death - and the public response to both - do offer us some important lessons in leadership. But they are uncomfortable lessons.

On the one hand of course Mandela was the most impressive leader of his times. Not simply in terms of his personal attributes, although of course he was charismatic, funny, gritty, determined. He was also a master at assembling coalitions, working behind the scenes to keep group process alive in the most trying of circumstances. The emerging media consensus on his life seems to be that keeping people together, absorbing contrary positions while not compromising on the core principles of his cause, was the defining feature of his leadership. Of course to a large extent that is a fair assessment. Nevertheless, I wonder if it is also an overly technical postscript.

Of course at momentous times like these the media largely sees its role as a unifying one, finding a common basis upon which viewers and readers can relate and cohere. So sure, Mandela (along with others) was wonderful at bringing and keeping people together. His conscience and capacity for forgiveness has also rightly been described as the glue which enabled his coalitions to remain durable.

And so there we have it. It is tempting to write up the rest of the post on how important coalitions of leadership are and that leadership development theory and practice under-represent the centrality of coalition building in general. This is largely due to our preference for single-leader explanations of success, of course. But that is for another day, I think.

Because something has been gnawing away at me about the fall-out from the death of Mandela. Namely, that the man’s radical edge has been lost somewhere along the way. I am bothered by the parade of cautious, conservative politicians and public figures in turn proclaiming Mandela as a great. In truth, I have long been concerned at the number of candidates for political office who reference Mandela as their political inspiration. Not to mention the business executives. I have almost certainly been guilty of co-opting Mandela at points in my life and career – and vow forthwith to stop. This post is as much a reflexive self-indictment as anything else.

I am bothered because so many of these leaders, in truth, are united in their mediocrity and lack of radicalism. By mediocrity I am not suggesting that these are poor leaders. It’s just that when historians reflect back in a few generations, they are not leaders who will leave much of a legacy. Fair enough?

In some ways, I suppose, the co-opting of Mandela as an inspiration for all manner of the bland is perhaps partly down to Mandela himself. He became a figure who used his authority to challenge the mainstream from within. Out of necessity – pushing the image of South Africa as a successful, modern capitalist state. But even in power he remained a radical figure – challenging dominant power blocs over HIV medication, poverty and war. And he did so with enormous dignity. I believe in the concept of ‘dirty hands’ – that you don’t get anything done by staying somehow always above the fray. Such a realm is best left to the quixotic figures of this world (and alternate dimensions of time and space). They rarely attain positions of power and when they do never seem to be able to hold people together for long enough to achieve much of note. Mandela’s genius was that he retained his radical spirit in power.

Let’s remember that Mandela became a hero because of his radicalism. His willingness to risk his life and sacrifice the majority of his lifetime for a cause he believed in. And that cause was turning over entrenched power. Let’s here recall the final words of his speech, delivered from the dock at his 1964 trial:

During my lifetime I have dedicated myself to this struggle of the African people. I have fought against white domination, and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities.

It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.

These were not words spoken in the abstract. His comrades were routinely executed for their actions. He delivered his speech in the full knowledge that a similar fate could await him.

Here we have flashes of the spirit of Antigone, the exposure of great injustice and violence through a noble, ethical act. And this was not a one-off act but a sustained one of sacrifice in the fight against brutishness.

The radical-ethical spirit of Antigone

Now let’s reconsider whether it is appropriate for Mandela to be referenced so often as a figure of inspiration, or a role model, in the development of leadership. How much of my life is really conducted in the spirit of Mandela? Very little, in truth. On one level the co-option of the radical Mandela should irritate, even anger us. When there are so many enormous issues facing the world, why is the dominant response of major leaders often so timid? Why is our response often so timid, conservative or reactionary?

On the other hand, perhaps our organisations don’t need to be filled with Mandelas. Perhaps plodding, mediocre leaders have their place. Without them, after all, much of our infrastructure and daily life would come to a thudding halt. What’s wrong with keeping things ticking over?

Being a great radical is not for everyone. It would be refreshing if the majority of us publicly came clean and embraced modest incrementalists when discussing our leadership role models. “Well thanks for asking. My leadership role model is John Major.”

In fact the next time I read or hear someone claim Mandela as their inspiration I am going to ask that person to justify the statement. I am going to ask what it is about their leadership that offers a radical edge. I would urge you all to do the same – at work, socially, politically. Doing so would open up a valuable conversation.

Do we want a radical, challenging discourse of leadership or something more modest? Surely this is a question that should drive any leadership development initiative. My personal answer is that I believe in the former but in truth wish I did much more in its name.

If this is the kind of conversation you believe in and want at the heart of your leadership development, why not bring in the figure of Nelson Mandela? I doubt anyone could think of someone more impressive. If not, best to leave Mandela out of it.

- Owain


Friday 29 November 2013

Winter is Coming ... So Beware Exposure

Yes it is freezing cold here in Milton Keynes. And to quote from one of my favourite works of literature (the Game of Thrones series), winter is indeed coming. So it is perhaps suitable that this post will concern exposure in leadership development.

I see this as the first of several posts in this area over the coming months.

I have spent the week on and off catching up and reminding myself of one of my favourite organisation writers, Yiannis Gabriel. Prof Gabriel is unusual in that his articles, books and chapters read somewhat like a stimulating (if ‘difficult’ in the best possible way) novel. They capture the imagination, challenge perceptions and are really very difficult to put down.

He is also a fascinating blogger:




Prof Gabriel came to the attention of the wider organisation studies world as someone who applied a psychoanalytic perspective to his work. And why not? I have never bought the purist Foucauldian argument that absolutely everything is discourse, that we are somehow total prisoners to a regime of discourse. Well, ok I am not even sure that Foucault really believed that either. But that is for another blog post.

The point here is that psychoanalytic perspectives on leadership allow us a glimpse of why people seem to attach to some discourses over others. Sure, not everything is affect and emotion and I would be the last person to overlook the importance of material conditions in people’s identifications with discourse. For example, very real material injustice can in large part account for people’s (largely historic) affinity to trade unions. But let’s not overlook the emotional underbelly of attachment. In the case of trade unions, would they not also appeal to people’s needs for safety, as well as self-esteem (narcissistic enhancement)?

So psychoanalytic perspectives can offer us a glimpse into why people attach to discourses, to leaders, to organisations. To return to Gabriel, a consistent theme in his work has been that of the symbolic importance of the leader figure in our lives. Leaders provide an authority structure. They provide an outlet for our narcissistic identifications. They also provide a convenient scapegoat when things go wrong! Robert Cluley and Keith Grint have also both addressed these issues in their work.

Of course these identifications we hold with such figures can take a turn for the worst, when the priorities of organisations become concerned with pampering the ego of the leader. Nevertheless, psychoanalysis provides one explanation for why the figure of a strong individual leader seems relatively effective in keeping people together.

So you must be wanting to finish your morning coffee or lunchtime sandwich by now, so let’s get to the point. When we talk about the development of collaborative leadership, what is it that we put at risk – what is it that we expose? If leadership development programmes systematically dismantle the figure of the individual leader … What takes its place? What do we unleash by eroding the authority structures within organisations?

The implicit assumption underlying much collaborative leadership writing is that we will enter a kind of democratic idyll. I wonder, though … I mean it is not as if there are too many examples of sustained collaborative leadership practice out there to come to a view on the question of what replaces individual-based authority structures.

I do not pretend to know the answers to these questions. But I am left with several reflections:
First, I am not saying that we should give up on collaborative leadership. Clearly challenging authority and questioning power are vital. Moreover, I think there is an energy to collaboration that is missing when someone just tells us what to do. Such an energy, if channelled well, can undermine corrosive over-identification with authority.

But second, I am not sure that enough thought has been given to the ethical dimension of leadership development design in general. In particular, to the notion of what is left behind when figures of authority are stripped away. Are we left with a mess of paranoid, anchorless individuals scrambling about for meaning? That is clearly one of the dangers. Or else will participants project their authority identification onto a group? Groupthink hardly seems like much of a happy alternative.

These are issues of exposure. Of exposing human participants to the limits of their (and our) identifications.
So third, what comes of the leadership development participant who re-enters her/his organisation full of notions of collaborative leadership models? If they go about attempting to undo the fabric of authority in place in their organisations, then perhaps they should be aware of the risk, of the exposure.

There seems to be a need for balance somehow. That is why the work of Grint and Heifetz appeals so much to me. There is always an agent, or agents, at the heart of a collaboration, providing that need for a figure of credibility who can push others into taking more responsibility for leadership.

Or perhaps there is a certain strength and possibility in creating a kind of authority vacuum in leadership development. As long as we are reflexive about what we do in that space. But that is for another day … For now it’s time to wrap up warm and keep ingesting those vitamins. Winter has indeed arrived and it is time for some good fireside reading. I recommend Yiannis Gabriel’s Organizations in Depth: The Psychoanalysis of Organizations as a great place to start if you are interested in applying psychoanalytic thought to your practice.


You can purchase a copy here, although I have yet to find a university library worth its salt which does not hold a copy.


- Owain

Thursday 14 November 2013

Farewell … And thanks for all the Foucault: Why the New Zealand Leadership Institute is at the Cutting Edge of Leadership R&D

Perhaps borrowing one of Douglas Adams’ better known lines was not entirely appropriate for this post. Adams’ iconic ‘thanks for all the fish statement’ is delivered by the departing dolphin intelligentsia as Earth faces ‘demolition’. I left the New Zealand Leadership Institute (NZLI) only two weeks ago as a quite inferior intelligent life form and with the organisation in rude health, plotting its trajectory into the future.

What I experienced at NZLI as a research fellow and facilitator over the past couple of years is worth capturing, as many of my experiences there go against the grain of what is regarded as conventional leadership development. So what is it that makes NZLI unique and special?

First, it is committed to an R&D of leadership development. The mantra of the Institute is that really we should remove the ‘&’ in the equation because the research and development conducted there is so interwoven. Perhaps a case of ‘revelopmerch’? It does help of course that the employees of the Institute are people who naturally think across and between the research and practice domains.

Either the researchers (who are leaders in their field, people like Brigid Carroll and Brad Jackson) also think in terms of practice relevance, or the facilitators (people like Joline Francoeur and Sarah Bowman) value the role of developing theory in developing leadership. Then there is the hybrid, Fiona Kennedy, who finds it difficult to ascertain whether she is a ‘practitioner’ or ‘researcher’ – a true pracademic, something I aspire to. Delve just slightly in the background and you encounter Phil Collins, Ann Moore and Josh Firth – it is a mark of a great organisation when every member of the team is just as enthusiastic about learning and leadership. And of course let’s not forget the energetic and challenging presence of Lester Levy, who founded NZLI almost a decade ago now. Lester is a man who has achieved a lot in his life and could easily now just kick back and enjoy his well-earned material comfort, but instead has decided to direct an ambitious university research institute.

The NZLI team in 2012

The overlap of R&D can be witnessed in the Institute’s continuous design meetings. I say continuous because the conversations never really end and stretch across media and time. These are what are commonly referred to as ‘generative conversations’, little practiced but oft written about. Not just soft conversations, although they can be, but also ‘rattling good rows’, as Brigid Carroll refers to them: that getting out in the open passionately held views concerning the progress of a programme or direction of theory. Both are essential.

Second, the Institute is selective in terms of who it takes on as a client. It is run as a not-for-profit charitable trust within the University of Auckland. This is surely a key differentiator – remove the overriding money element and you arrive in a zone where better understanding of leadership becomes the paramount concern. I have taken the notion of bespoke leadership development to heart as a result of working with NZLI – careful research in the context of the organisation followed by a programme targeted at appropriate participants and linked to experience. How often the two apparently straightforward words ‘appropriate participants’ haunt development programmes – people who were sent and don’t want to be there; people who are there expecting something quite different (charisma lessons or management training anyone?); people who are there because it will look good for future promotions; even people sent along as punishment, to be straightened out!

Third, NZLI is committed to critical theory. This is not the poke-your-tongue-out, holier and-purer-than-thou stuff which often plagues critical theory. NZLI tries to learn core lessons from critical thinking – constructionist thought, critical identity theory, discourse analysis and political theory – to shape design of development interventions.

Finally, the development and research work is linked closely to purpose. Developing more humane, as well as robust and relevant leadership is the goal. So this is best described as collaboration with a hard edge. The classic iron fist in a velvet glove. Collaborative leadership is so important when tackling intractable and complex problems. But it is not a case of group hugs and endless discussions about feelings – it can be a hard process of challenging dominant discourses.

Interventions which deal with the realities of local power relations rather than wishful thinking. Interventions which ask participants to re-evaluate the identity they carry in their work – to enact ‘wicked’ leadership you can’t carry around a managerial mindset! It takes guts to pursue this kind of pedagogy. The early programme evaluations and feedback can reveal some participant discomfort as their dominant constructions of what constitutes leadership are challenged and they begin to grapple with the implications of this challenge for their everyday work. This is not edutainment, folks. Surely if a development programme results in comfort and entertainment, it is not really a development programme but a passive, detached, if interesting, experience.

Leadership confronts: a characteristic calling card of NZLI
So as we think into the future about the possibilities for leadership development, of an open-source leadership development, then I offer the following four points as absolutely key. A development agenda rooted in:

Crossover between theory and practice to the extent that they are almost indistinguishable and participants who embrace this challenge.
The adoption of participating groups and individuals who are prepared to be unsettled.
A commitment to relevant critical theory.
Leadership development for a purpose: the development of more humane, creative and relevant organisations.

These are all lessons I will take with me into the future and into Our Leadership. So farewell NZLI and thank you indeed for all of that Foucault – you made him relevant and essential.

- Owain

You can explore the NZLI world here:
http://nzli.co.nz/

Monday 28 October 2013

Leadership at 38,000 feet?

So my reality for the past week has been a liminal one, slowly making my way from our adopted country of New Zealand back to the UK to take up a lectureship at The Open University. But as much learning derives from reflecting on liminal experiences, I thought I would jot down a couple of thoughts.

Two things spring to mind. The first, having briefly stopped in Istanbul, concerns the splendor of Empire contrasted with the thriving passion for trade in Turkey. I am not about to advocate the return of a eunuch hierarchy (or the harem for that matter) but I left Istanbul thinking there is much we could learn in leadership terms from the Turkish people. You don’t have to be engaged in a deep ethnography to notice the entrepreneurial and collaborative spirit of the country’s businesspeople. I was overwhelmed by the sheer number of businesses and wondered aloud how they can possibly hope to all stay in business – surely they would eat up each others’ business? The answer of course lies in integration and collaboration, perhaps a lesson for sustainable leadership in the future.

While not advocating an Ottoman-style eunuch hierarchy, we could learn much from the bustling leadership on display amongst the traders of Istanbul

The second, as I am about to leave my wife’s home country of Montenegro, concerns the importance of leadership (and management) in national life. A beautiful country packed full of smart, young people, Montenegro, in many ways, has it all. As Montenegro looks toward membership of the European Union, the importance of our work in developing leadership was brought home in a powerful way. Although everyone here shares a belief in the importance of leadership, there is little in the way of opportunities to develop it in a formal way, with universities, for example, overwhelmingly focused on gritty economics and finance. As important as these are, without an overarching framework of leadership (economics for what?), such learning surely is always limited. Leadership development needs to reach more people, as the challenges of our world don’t appear to be abating.

The next post will be written from a slightly less liminal perspective and will mark a return to more conventional leadership development territory. But for now, it’s time to hit the skies once more and to keep thinking those liminal thoughts.

-          Owain

Monday 14 October 2013

The ‘Jenny’ Problem: Or, the importance of definition in leadership development

Leadership is one of those concepts well known to divide opinion. Is leadership primarily about heroic individuals inspiring others? Is it a phenomenon held collectively by a group? How is it different from management and command?

These are basic, foundational questions any leadership development designer should approach before thinking of the nitty gritty detail of how a programme should unfold. How one conceptualises leadership will undoubtedly hold major implications for learning outcomes and design of development sessions. For example, why worry about critical organisational questioning if your definition of leadership is more akin to developing clear lines of hierarchical communication?

Yet it is amazing how many programmes I have observed or read about which actively choose not to work with a specific definition of leadership. This approach is commonly referred to as a ‘smorgasbord’ strategy, named after the Scandinavian buffet (a bit of this, a bit of that). The logic goes something like this:

We are dealing with a group of smart participants with a host of experience. Who are we to tell them what leadership is and isn’t? Our job is to present participants with a range of (often conflicting) opinions and research and to let them make their own minds up about what is valuable and what is not.

My problem with this approach is that is lacks coherence. Surely the point of developing an individual, or group, is to move from one point to another. If you are not sure, roughly, what point B should look and feel like, what’s the point? The allure of the word ‘leadership’ as simply signalling something other than ‘management’ seems a loose justification for a programme of development.

A smorgasbord approach to leadership development lacks coherence of learning outcomes and can lead to vanilla conversations


Ducking definitional work also betrays a lack of professional confidence on the part of leadership developers. Facilitating leadership development is a specialised, challenging profession. Developers should have more confidence in their experience and abilities.

I have seen programmes where the lack of definition of ‘leadership’ at the outset leads to what I have come to refer to as the ‘Jenny Problem’. The Jenny Problem relates to a musical sketch by New Zealand comics Bret McKenzie and Jemaine Clement. In the sketch, Bret and Jermaine play the role of two apparent strangers who meet alone on a park bench. The two engage in a musical conversation, whereby a parallel but unrelated conversation unfolds. Jemaine, playing the Jenny character, is convinced that the two of them know each other intimately. Bret, playing the character of ‘man in the park’, unwilling to disappoint Jenny, plays along with the conversation as if he were really the man Jenny believes him to be.



And so the Jenny Problem often unfolds in development programmes. As leadership remains undefined, participants seem to hold parallel but quite unrelated conversations about leadership. Politeness and a certain social anxiety about not wanting to be seen as undermining the views of others become factors in the thinking of participants. The result is a kind of confused series of vanilla conversations. When asked about their experiences of such programmes participants usually label them as ‘interesting’ and focus on their rating of individual presenters. Development programmes can become an exercise in edutainment. Such an engagement with a development programme is problematic, as the whole point is that participants take ownership for their learning. One would hope for evaluative descriptors with a little more sense of ownership, or ‘skin in the game’ as New Zealanders call it.

At the New Zealand Leadership Institute, developers take the issue of definition seriously. It would be unthinkable to proceed with a programme without having a ‘rattling good row’ with participants about what is and isn’t leadership. Such debates create an ethos for a programme of open debate and discussion. I have seen many effective ways of approaching the problem of definition. Not one single approach is universally effective.

One of my colleagues, Sarah Bowman, with whom I facilitate our student leadership programme, has developed a way of working with the definition of leadership which immediately draws students into a quite heated debate. Sarah’s thinking is that the power differential between developers and students needs to be broken at the earliest opportunity in order to create a culture of development over education.
I have also seen approaches to definition which illustrate a particular view of leadership via a case study. Such cases invite participants to make choices, in the moment, which draw out the differences between leadership and its alternatives of management and command. As with any case study, the key seems to lie in ensuring that the case material is as close as possible to the worlds of participants.

Without the definitional hard graft it would be impossible to develop practices related to leadership – because we would be back on the park bench engaged in parallel Jenny conversations!

-          
- - Owain

Sunday 6 October 2013

Leadership doesn’t get sick … Ok, well sometimes it does


I spent most of last week feeling sorry for myself, railing against this flu epidemic which seems to be gripping Auckland. I’ll spare you the detail!
So I knew something was up when I woke last Saturday morning. I was due in to facilitate a student leadership programme at the university the whole day. But boy, was I feeling rough. I dosed myself up and in I went.
My lesson for the day? Strong design conquers most things … even the flu. The beauty of a strong design rooted in properly thought through learning outcomes is that you can have faith that there are unlikely to be too many surprises in store.
When I discovered the work of David Baume in the UK, via the wonderful PGCert in Academic Practice at the University of Auckland, it was a revelation. In summary, David advocates for flipping conventional learning design on its head. Think learning outcomes first, then design your learning to support students in reaching these goals. In practice this strategy forces the designer to build support and gradual attainment of outcomes into the learning activities.
If the material does not support the attainment of a learning outcome, out it goes. Of course David’s work is primarily focused on assessed, classroom design. Nevertheless, I believe it also holds great promise for the design of leadership development.
I have found myself increasingly slimming down the amount of new ideas I factor into a day’s schedule. So on Saturday I was working with a group which had some exposure, but not a huge amount, to the idea of collaborative leadership. I realised that the core objectives for the day had to be developing a capacity for students to articulate a definition of leadership and to engage in some reflection about how this definition might be of value to their lives. It was an uncluttered, unhurried day.
Tempting as it may be to suppose that others will very quickly grasp a notion of leadership as highly collaborative, this is simply unrealistic. We may be excited by this material but others need to be drawn in and need to take the time re-evaluating their old concepts of what it means to lead and follow. You can’t rush a good learning outcome!
If you want to find out more about David Baume’s design theory, I have attached one of his slide presentations here:
https://www.leedsmet.ac.uk/publications/files/040110.36637.LoRes.pdf


Stay well everybody!

Thursday 19 September 2013

Joe Trippi, Howard Dean and the overthrow of everything


Some of you may be wondering why I am posting about Joe Trippi in a blog about open-source leadership development. Some of you may simply be wondering – who is Joe Trippi?!
Simply put, Trippi is one of the people who changed the face of political campaigning forever. He was Howard Dean’s campaign manager when Dean made a run for the Democratic presidential nomination in the US back in 2003. Dean, a former governor of the small state of Vermont, was by all measures very much an outside shot for the nomination – but ended up as the front-runner until he was finally eaten up by a wave of mainstream media and fellow-candidate attacks.

Joe Trippi

The fact of the matter is that the Dean campaign revolutionised the way politics is done in the US. No longer could a big-money candidate fighting a traditional, top-down campaign guarantee victory. Dean ran a grassroots campaign fuelled by his legion of activists. His candidacy inspired them, but the activists soon took over the campaign. They financed it via small donations. They breathed fire into it with vibrant policy discussions. They worked for it by self-organising hugely impressive local activism. It was not Howard Dean’s campaign to own – it was collectively owned!
This is not a story widely celebrated or shared. Perhaps it doesn’t fit in with the dominant story of leadership we usually find in the mass media. It’s not about a heroic individual – it’s about collective, collaborative effort winning through. All the more reason that we should pay attention to the lessons.
Now, the Internet has clearly enabled this kind of grassroots activity. Without the technology we could never be talking in such revolutionary terms. But what makes the technology work is the passion and hard work of the people who use it for their ends.
It was the genius of Joe Trippi to spot that the technology and desire for grassroots organising were about to converge. In essence what Trippi did was kick-start a vibrant online community, which soon spilled over into a mix of online and real-world community. Blogs from supporters popped up – influential blogs which served as open discussion forums. Next came the meetups, opportunities for supporters to organise and share ideas face to face. Soon thousands, millions of people were engaged in this growing community – becoming more politically engaged, aware and active.
I have been fascinated by the Dean campaign for a decade now, sure that what it had to offer was more profound than perhaps most people realised at the time. Of course then we had the Obama campaign, which adopted, modified and ran with many of the same ideas. In terms of politics, I think many European countries have fallen behind this online movement of collaborative political leadership – but it is only a matter of time before all of that changes.
It was fairly recently, when working with the University of Auckland’s student leadership cohort, that it dawned on me that many of these ideas pioneered by Trippi on the Dean campaign could be transferred to the realms of leadership development. You see, our students are not held back by years of organisational and institutional indoctrination about how things are done. The old rules and models are there to be questioned. I’ll talk more about this wonderful group of student leaders in the weeks to come. But let’s just say that the work they do challenges orthodox boundaries and absolutely sees the Internet as a natural, everyday means of organising and generating action. Such work may seem extraordinary to people of my generation – but to them it is how stuff gets achieved.
As a result of the hours of conversation with our students leaders, my mind drifted back to Trippi and Dean. Leadership development and establishment politics seemed to share striking similarities. Both seemed to serve an elite – those with the status and money, by and large. Both had rather dated ways of communicating with people – transmission rather than conversation. The question I asked myself was … could leadership development be something that is devolved and owned by participants, participants anywhere in the world? Participants whose only condition of entry is that they have a passion for developing leadership? Of course it could!
So as this idea progresses, I still don’t have a 100 per cent clear picture of how it will end up. I know that I would like this blog to be a safe place where people can discuss and tell stories of leadership and leadership development. I know that early next year I would like to start to organise meetups – to test whether there are groups and individuals out there who would like to participate in leadership development (for free) and would like to in turn pay back to the leadership development community.
But in the meantime, if you are interested in finding out more about Joe Trippi and his ideas, you can buy his book by following the link. It is a readable, page-turner which both provides an account of the Dean campaign and acts as an accessible introduction to some of the ideas inherent in open-source activism: http://www.amazon.co.uk/Revolution-Will-Not-Televised-ebook/dp/B002FQOI3W/ref=sr_1_1?ie=UTF8&qid=1379635974&sr=8-1&keywords=joe+trippi
If you would like a neat, 20-minute overview of Joe Trippi’s thinking, you can view a 2011 Ted lecture of his below.
As always, comments and discussion welcomed. Maybe you think there are better models of organising open-source leadership development. Perhaps you have stories of your own where these types of engagements have worked outside of elected politics. Let’s start the conversation!

-          Owain
 

Monday 16 September 2013

Wicked problems and difficult times: Jean Hartley Guardian article

Here is a link to a recent article by Prof Jean Hartley in the Guardian discussing the relevance of a ‘wicked’ approach to leadership in these times of austerity. Jean not only skillfully links the wicked approach to our tough economic times, but also highlights the political dimension of this work: the need for leaders to be politically astute as they build their leadership networks. As Jean states: “these are not so much individual heroes, but people operating with political astuteness as they grapple with complex problems, engage a wide range of stakeholders and provide a sense of direction and hope.”

 
Follow the link to access the article:
http://www.theguardian.com/public-leaders-network/2013/may/07/public-leadership-tough-times

Keith Grint being wicked



Here is a video of Keith Grint discussing ‘wicked problems’at the Management and Leadership Network conference earlier this year.
For those of you not familiar with this way of thinking about leadership, here is a quick summary. Most leadership theories are geared towards the characteristics of leaders (personality, behaviour etc). Adopting a problems lens on leadership moves our focus away from the characteristics of those doing the leading and instead focuses on the problem in hand. The argument is that we collectively hold most problems as overly simplistic, or in highly mechanistic ways. Such an approach is unhelpful when it comes to tackling more complex, intractable problems – i.e. ‘wicked’ problems.
Keith has progressed this thinking on ‘wicked’ to a point where he emphasises the mobilisation processes of importance to leadership. First, leadership cannot be held by a single individual because if a problem is ‘wicked’then it is likely to stretch across the boundaries of a number of organisations, communities and groups. Second, leadership becomes about how people in collectives hold each other to account and push each other onwards – through tough stretch questioning, reframing problems and challenging dominant power relations. We can contrast such an approach to leadership with management, which is largely about making problems predictable and controllable. Leadership is about the opposite – coming to terms with a problem in its complexity.
The sting in the tail of this kind of leadership is that the dominant way of viewing problems in our organisations and societies is either through a managerial or individualistic lens. An important part of leadership is therefore to convince others that problems should be taken seriously as leadership problems, which require an alternative, more collaborative approach. This is where the idea becomes linked closely with power – people need to confront and challenge the status quo in order to engender more of a leadership approach.
We would be interested to hear your views. ‘Wicked’ is a tricky concept to work with in a development context precisely because it seems counter-cultural to most people. Maybe you have a story of working with ‘wicked’in development that you would like to share. Or, if you are a practitioner who thinks they have a problem which calls out for a wicked approach, we would like to hear about it. Maybe you have even adopted such a leadership strategy and have lived to tell the tale – tell us the tale!


Sunday 15 September 2013

Who influences our thinking


The purpose of this post is to introduce you to some of the thinkers who have influenced us in beginning this project. The blurbs and links may provide you with some further resources for thinking about both leadership and grassroots development. Please feel free to post your own suggestions in the comments box. The more we share, the more we will learn.

So here is the list (in alphabetical order):


ANN CUNLIFFE is Professor of Organisation Studies at the University of Leeds and is editor in chief of the Management Learning journal. Amongst many other things, Ann has been important in introducing ideas of critical reflexivity into leadership development research. She has also guided Management Learning to a position of influential, critical and authoritative source of research. You can access her academic page here: http://business.leeds.ac.uk/about-us/faculty-staff/member/profile/ann-cunliffe/


BRAD JACKSON is co-director of the New Zealand Leadership Institute and is the Fletcher Building Education Trust Chair in Leadership at the University of Auckland Business School. Brad is co-editor of the Leadership journal and the author of several important books and articles on leadership. His Very Short, Fairly Interesting … book on leadership (written with Ken Parry) is available here: http://www.amazon.co.uk/Interesting-Reasonably-Studying-Leadership-ebook/dp/B009KZXBKW/ref=sr_1_1?ie=UTF8&qid=1379301860&sr=8-1&keywords=brad+jackson and you can catch up on all things Brad on his academic page here: http://staff.business.auckland.ac.nz/5087.aspx



BRIGID CARROLL is the director of research at the New Zealand Leadership Institute and author of many groundbreaking critical studies of leadership development. She is currently co-editing a textbook on critical approaches to leadership. You can check out her academic page here: http://staff.business.auckland.ac.nz/5082.aspx

CHANTAL MOUFFE and ERNESTO LACLAU introduced the world to the idea of radical democracy. Both remain essential reading for anyone interested in a critical view of how we relate to politics in our societies. Just type their names into Amazon and get ready!





DAVID COLLINSON is widely regarded as one of the world’s leading critical scholars in the area of leadership. David is Professor of Management Learning and Leadership at Lancaster University and former editor of the Leadership journal. David has a long and illustrious record of publication and research in organisation studies. Look him up on Amazon, and check out his academic page here: http://www.lums.lancs.ac.uk/profiles/david-collinson/ David is particularly known for bringing critical identity and discourse analysis perspectives to the area of leadership.



DENNIS TOURISH is professor of leadership and organisation studies Royal Holloway University of London and co-editor of the Leadership journal. Dennis’ research was absolutely key in demystifying and challenging dominant perceptions of leadership as the possession of individuals. His new book on the dark side of transformational leadership is available here: http://www.amazon.co.uk/Dark-Side-Transformational-Leadership-ebook/dp/B00EVWK1BQ/ref=sr_1_1?ie=UTF8&qid=1379302274&sr=8-1&keywords=dennis+tourish and you can stay up to date with Dennis’ work via his academic page, here: http://pure.rhul.ac.uk/portal/en/persons/dennis-tourish(90abca1f-14e2-446c-a414-a3c689392d90).html






 
DONNA LADKIN is Professor of Leadership and Ethics at Cranfield University. Donna made an impact in leadership development through her writing on aesthetics and arts-based approaches to leadership development. Her book, Rethinking Leadership, expanded thinking on leadership through applying a number of philosophical perspectives on the areas of leadership studies and practice. You can get the book here: http://www.amazon.co.uk/Rethinking-Leadership-Questions-Horizons-Studies/dp/0857931318/ref=sr_1_1?ie=UTF8&qid=1379375097&sr=8-1&keywords=donna+ladkinShe has co-edited a collection on critical perspectives on authentic leadership with the University of Auckland’s Chellie Spiller. You can pre-order the book here: http://www.amazon.co.uk/Authentic-Leadership-Convergences-Coalescences-Horizons/dp/1781006377/ref=sr_1_1?ie=UTF8&qid=1379375117&sr=8-1&keywords=donna+ladkin+chellie+spillerTo catch up on all things Donna Ladkin, visit her academic page here: http://www.som.cranfield.ac.uk/som/p2597/People/Faculty/Academic-Faculty-Listing-A-Z/Last-Name-L/Donna-Ladkin


JEAN HARTLEY is a Professor at the Department of Public Leadership and Social Enterprise at the Open University. Jean is the world’s leading scholar in the area of political leadership and is almost single handedly responsible for creating and crafting this important area of study. She is currently embarked on a major global research project on the political astuteness of public servants. You can view her OU academic page here: http://www.open.ac.uk/business-school/people/professor-jean-hartley

JOHN BENINGTON is a Professor at the University of Warwick and is one of the world’s leading public management and leadership writers and scholars. John has pioneered the current resurgence in public value research.

KEITH GRINT is often considered the world’s leading critical scholar in the area of leadership. His Arts of Leadership and Leadership: Limits and Possibilities books were groundbreaking – and remain vital reading. Keith’s recent book on leadership and the Normandy landings connect critical leadership theory and historical analysis in an accessible and challenging format. Not to mention Keith’s articles on ‘wicked problems’, ‘phronesis’ in leadership learning and the ‘sacred’ in leadership. Keith is Professor of Public Leadership and Management at the University of Warwick and is a former editor of the Leadership journal. You can access his academic page here: http://www.wbs.ac.uk/about/person/keith-grint/

SIV VANGEN and CHRIS HUXHAM have literally written the book on public collaboration http://www.amazon.co.uk/Managing-Collaborate-Collaborative-Advantage-ebook/dp/B000OT8428/ref=sr_1_1?ie=UTF8&qid=1379303476&sr=8-1&keywords=vangen+huxham They have also co-authored a body of studies on public collaboration as long as they are influential. Siv is head of department at the Open University’s Department for Public Leadership and Social Enterprise, and you can access her academic page here: http://www.open.ac.uk/business-school/people/dr-siv-vangen Chris Huxham is a Professor at the University of Strathclyde and you can view her academic page here: http://www.intranet.sbs.strath.ac.uk/profile/?2494:christinehuxham



SLAVOJ ŽIŽEK is one of the world’s foremost and (let’s face it) controversial philosophers. His work infuriates and illuminates, mixing Hegel, Marx and Lacan to create something original and intoxicating. His writing on contemporary global affairs, politics and protest are essential reading for anyone seeking both understanding and hope for change. If you are intimidated by Žižek – and there is a lot to be intimidated by – try starting with his Guardian columns: http://www.theguardian.com/profile/slavojzizek


Yannis Stavrakakis is a psychoanalytic and political scholar. His work has sought, amongst other things, to apply an ethics of psychoanalysis to public life and has helped us comprehend the value of public struggle, relationships with authority and grassroots democracy. His books on Lacan and the Political and the Lacanian Left are important contributions to critical scholarship in the area of public life.

Why We Exist: Open-Source Leadership Development


What is leadership? What could leadership be?
When the word ‘leadership’ is mentioned what are the images evoked for you? If you are like most people, leadership is something equated with people in power –mystical, inspirational individuals who make the extraordinary happen. But let’s reflect on that image …
Think of all of those texts on leadership you see in airport bookstores, mainstream movies or through the media. What do you see? Leaders are often portrayed as almost impossibly charismatic, or ethical, or inspirational. This is often the case when a sports team has just won a big tournament, or when a business has posted enormous profits. Or, leaders are portrayed as deeply flawed, even dishonest. Unfortunately such images are often linked with political leaders, and, increasingly, leaders within the public sphere and the executives of large business enterprises embroiled in some scandal or other.
What is the effect of attributing leadership to the domain of these individuals? It suggests that leadership is something ‘out there’ and not really much related to our work. In the words of Prof Keith Grint, leadership becomes something ‘separated’ and ‘distanced’ from us. Celebrate a leader when the organisation she/he leads achieves some accolade. Sacrifice (often the very same) leader when things start to go a little wrong.
Keith Grint has highlighted our over-dependence on individual leaders
But how often can any change of significance in fact be attributed to a single individual, even an individual who enjoys a great deal of power? Indeed, how helpful is it that this word ‘leadership’ has become synonymous with single individuals? This is surely an elitist and unhelpful way for us to think of leadership. These images of individual heroism seem more appropriate for the domain of Hollywood movies than they do the hard graft of everyday work and change. Let’s keep our fantasies of leadership in the cinema and outside of the public domain.
What we want to introduce here is the idea that leadership can be the job of anyone – at least anyone with an interest in change. But more than that, leadership can be something shared within a group of people passionate about making an impact on the world. If we are unhappy with the world, we can lead the change.
Leadership for us is about asking difficult questions of the world around us, of questioning the taken-for-granted and challenging the status quo. Leadership is about asking how we could be approaching problems differently – and then working together in creative ways towards meeting these challenges. Leadership is then inherently linked to purpose: working tirelessly towards a cause that we feel is being approached in terms that are currently too narrow. And collaboration: that tough process of asking more of each other and ourselves in the belief that together we can achieve more.
Leadership is not management, then. Management is about controlling our environment, making problems manageable and predictable. There is a place for good management, for certain. In fact we would be lost without it – our lives chaotic. But let’s acknowledge that management has a place, and keep it in that place.


Leadership is about tackling those problems which refuse to go away, which keep popping up in various guises to irritate us, provoke us, often sadden us. Leadership problems are messy, complex and often ideologically divisive. Can we truly tackle the big problems facing our communities today with only management? Think wealth inequality. Think poverty in all its grinding, horrific guises. Think discrimination. Global warming. Crime. The environment. Education. Public health. Sustainable, innovative, ethical and profitable business. All of these issues call out for a way of thinking about leadership capable of challenging dominant paradigms, of questioning how things currently are.

What is leadership development? What leadership development could be
So where does this leave leadership development? Leadership development currently seems to be the domain of those in positions of power – the chief executive, senior executives, sometimes middle managers. They are sent on leadership programmes, where they are often told that leadership is about learning more about themselves – their personalities, characteristics, behaviours. It’s as if they are the sum total of leadership! What about the people around them, under them, outside of their organisations?
Of course people in senior positions need development and are important actors in leadership. But surely if we aspire to challenge dominant leadership problems, then leadership needs to be something far more people can feel and be involved in. More than that, leadership development ought to be one way in which groups of people outside of the conventional structures of power can learn together, find a voice together and innovate together.
Leadership development ought to be something which enables people to learn about leadership but also to experiment and collaborate in leadership. In other words, to actually learn, practice and change as they go.
Unfortunately leadership development in its current form does not seem to meet these challenges

How we came to this point and where to go from here: Open-source leadership development
The call for collaborative leadership is often heard, especially in academic and policy circles. Yet how often do we see innovative collaborative leadership projects in action? In the area of leadership development, we believe that the status quo has become stuck. Stuck in familiar technologies. Stuck in terms of the audience it is delivered to. Stuck in classrooms. Stuck in the realm of executive leadership.
And, let’s face it … stuck in financial dependence. Formal leadership development programmes deliver much-needed revenue for institutions and consultancies. Many even deliver considerable value for participants, let’s not forget. Formal leadership development programmes have their place. But let’s keep them in their place.
The world has moved on. People are less prepared to accept a view of anything as meaningful as leadership as the property of just a few. You only have to pay a little attention to the way the world of elected politics is moving. Not to mention the way we relate to issues of major public importance. The Internet has changed the way people relate to the world. They are less prepared to accept what they are spoon fed, more inclined to stand up and have a go at change themselves.
Evidence for change is all around us, if we care to look. Howard Dean, Obama, the Arab Spring, Occupy, the Tea Party, the UK student protests … The list grows daily. On a smaller scale, just take a look at the exponential growth of social networking as a means of connecting people in online and offline conversations – conversations which lead to new action and new alliances.
The role of Our Leadership is firstly to provide a forum where people can access contemporary leadership and leadership development thinking – and debate, discuss, challenge this thinking. Secondly, we want to make quality leadership development accessible to anyone who has an interest in developing leadership. We are not talking here about formal leadership training programmes, but of providing an infrastructure where we can talk and progress real-world leadership. From scratch, from the bottom up, side up. As long as we’re learning and developing, we’re happy.
This blog will be a home for theory and practice relating to collaborative leadership. If we think there is a valuable theoretical contribution out there that would enhance and stretch our thinking on leadership, we will post it up. We believe that theory provides a rigorous basis for our thinking and action – it also stretches and challenges the way we view the world. We make no apologies for our love of theory! Equally, if there is an interesting development story out there, especially one which relates to grassroots leadership, we would like to hear it. We will of course post stories from our own experiences in development and everyday life.
Drop your stories, photos, video clips and contributions to ourpublicleadership@gmail.com We’ll take a look at the submission and either put it straight up on the blog or suggest some changes and then put it up.
Outside of the blog, we want to embark on the much more radical idea of open-source leadership development practice. If we gauge that there is an interest for this thinking, we will start to post up links to events, an opportunity for people to meet in the face-to-face world, or virtually, to discuss ideas and collaborative possibilities. The idea is that we can provide a basic infrastructure – ideas from leadership and leadership development – but that we all learn and run the development together. This could be a great opportunity for community groups, student groups, public sector employees, or people from business, to get together and start something special in leadership. No cost, all open source. All we require from each other is passion for leadership and an open mind.
For now, let’s start the discussion …