Tuesday 20 May 2014

Leadership: influencing what matters

A very quick post to flag up the fact that I have an article up on the HR Magazine website on leadership as being about influencing the things that matter.

It's a piece which tries to define leadership as a highly political construct and to draw on some basic ideas from psychoanalytic theory to illustrate this - all in accessible language. The argument is essentially that a big part of leadership is about generating debate and surfacing what people stand for - but that this is hard work.

You can access the article here:
http://www.hrmagazine.co.uk/hro/features/1144167/leadership-influencing-matters

Oh and I have no idea why they chose a picture of a shadowy man in a doorway ... I am rather pleased with this image actually, just not quite sure how it is related to influencing!
- Owain


Monday 19 May 2014

Join in! A week of (free) webinars on leadership

I wanted to flag up a series of really interesting (and free!) webinars taking place this week on leadership from The Open University. These webinars will be a chance for you to engage with some leading academics and practitioners, such as Jean Hartley, Caroline Ramsey, Ben Hardy and Murray Eldridge. 

Jean rose to prominence within the academic world as the authority on political leadership but holds broader expertise in public leadership. She will talk about political astuteness in leadership. I have long admired Caroline Ramsey as a critical scholar and provocative thinker. Caroline is currently exploring leadership through conversation. Her ideas in this area are quite original but also very relevant to practitioners. Murray Eldridge holds vast experience in business, particularly in oil, gas and telecoms. He will be talking about resilience and learning from set-backs (not that any of us have ever done anything other than succeed in all we do, perish the thought!). Ben Hardy opens the week of webinars with a session later today on the panoply of leadership theory and writing, which he views as a positive thing. Ben is an engaging writer, speaker and teacher, so no doubt he has some mischievousness in store!

On Wednesday I will be hosting a session with Rob Paton on leadership as influencing the things that matter. Rob is an academic with a significant track record of voluntary sector scholarship. His current focus is on a collaborative project with the Ghana Ministry of Education on the introduction of Open Educational Resources. And Owain is ... Well you probably know me well enough. In our webinar we will be talking about leadership as only really being of value if it addresses things that matter to people. Sounds a tad obvious and banal? Well, once you start digging you get to the interesting stuff. How do we decide what's important? Who decides what's important? Who does the leading and why? How can more people learn to lead and follow robustly? So we will be tackling power, authority, the political, the inspirational and a healthy dose of the psychoanalytic along the way.

You can join in by following the link below, which will also link you through to the other webinars. Registration is easy and there are no gimmicks. This is a free series of events as part of Learning at Work Week. That said, if any of you come away from the sessions thinking that the OU is a wonderful institution and raring to sign up to one of our degrees, you really should not fight the urge.


I'll see you all online.

- Owain


Thursday 6 March 2014

Book recommendation: Steve Kempster, How Managers have Learnt to Lead

I’m writing fresh from a really successful research fair I helped organise at the Open University for our policing research and education consortium. I will fill you in on some of the details further down the track. Suffice to say I will be thinking a lot about structures, accountabilities and ethics in relation to leadership over the coming months.

For now, I wanted to share a book recommendation with you.

I’m often asked by students and practitioners who want to start thinking about leadership development design: where to start? Excellent question!

I can safely say that the vast majority of books out there on both leadership and leadership development are total nonsense. Poorly thought out material that simply latches the word ‘leadership’ to whatever half-conceived, barely theoretical trendy tag is available. Throw in an [insert random number]-step guide and some unscrutinised experience in consulting and you have yourself a book. For added spice, mask a lack of knowledge of education, development or research with flowery, metaphysical, uncritical, poetic celebrations of the figure of the individual leader.

Result? A mountain of fluff which crowds the field, diverting attention from serious, empirically-grounded work. Superficiality is easier to find and promises a short-cut to what is a tough process in need of careful planning and shepherding.

What leadership development really lacks is a theoretically rich, empirically sound, yet still broad introduction to the field as a whole. More to the point, what the field really misses is a book which does all of the above, yet from a perspective which both adopts a critical, inquisitive stance but also respects the complexity and contested nature of our contemporary organisations.

Step forward Steve Kempster’s How Managers have Learnt to Lead, which stands as a tall poppy in a field of sludge. I have asked myself whether I turn to Steve’s book so much because the competition is so poor or because it is actually a really valuable book for designers, deliverers and scholars of leadership development. There is no getting away from the fact that the competition is indeed poor. Nevertheless, I think that even if the book was up against robust competition it would merit a leading place on the go-to section of your bookshelf. Why?

Firstly and most importantly, the book links leadership development theory with learning theory. Sounds like a simple enough step but actually not one I have come across elsewhere. The author evaluates the relevance of particular learning theories according to a reading of leadership as systemic, process-driven, while of course influenced by individuals as drivers. Taking this step means that right from the start, leadership development is considered alongside robust and established learning theories, such as situated learning, communities of practice etc.

Second, the book is so well researched, based on the author’s PhD research and subsequent work as an academic with a special interest in development practice.

Third, the stories of development change offered by the author are interesting and relatable to one’s own practice and experience.

Finally, Steve Kempster carries with him the reputation of being one of the leading university teachers in the field of management and leadership, so he speaks from a position of credibility.

I have found myself recommending the book to two particular groups of people. First, students starting out on research in the area of leadership development, either at Master’s or PhD level. Second, to managers or learning and development professionals who want a more rigorous basis for their design work.

Naysayers might point to the fact that the author emphasises experiential learning models at the expense of alternatives but it really is quite difficult to think of an effective leadership development intervention which would not place experience and practice at its heart. Leadership is something brought to life through practice and cannot easily be contained within the four walls of a classroom.

As a footnote, I will add that there is a book in the offing courtesy of the New Zealand Leadership Institute, based at the University of Auckland, spearheaded by Fiona Kennedy, which promises to be essential reading. But that is probably a year or so further down the line.

For now, you can access Steve Kempster’s book via Amazon. It has not received a paperback release yet and the price of the hardback tends to fluctuate quite a lot. But if all else fails, perhaps you can persuade your organisation or library to shell out on a copy.



- Owain

Sunday 19 January 2014

Ethics and leadership development in the Zero Dark

First thing first. Happy new year everyone. I hope you had a restful Christmas break and a lively and fulfilling new year. Everyone I work with seemed to have worked harder than ever over the Christmas break and I have been no exception. I am now project managing a large and ambitious public sector collaboration for The Open University. There will be plenty of material here for future posts but for now I apologise if postings are more fractured than late last year.

I have been thinking a lot about ethics in leadership over the past months. This thinking has taken me through most of the classic texts – Aristotle, Machiavelli, Kant, Locke, Bentham etc. I will have a little more to say on Kant especially in the months to come. What I have quickly realised is that there is no sense adopting one theoretical framework as some kind of definitive guide. They are all ultimately different ways of thinking about problems, a means of sensemaking.

Perhaps the most fundamental question to ask when thinking about ethics in leadership development is whether we need to include such discussions in our development activity at all. Yet perhaps leadership itself becomes meaningless if stripped of its purpose. If we strip reflection on purpose out of leadership all we are left with is a series of cold, detached processes. And doing good with leadership is surely as important as doing efficiency.

But what is doing good? And perhaps if this discussion is as straightforward as distinguishing between good and bad, then there isn’t such a big problem after all. Of course now we immediately enter into the terrain of subjectivity – one person’s good is another’s bad etc – but I won’t bore you with repetitive debates on moral relativism here.

Instead what I am going to do is report a conversation I had recently with Keith Grint and have been following up with numerous chats with The OU's very own ethics sage, Anja Schaefer. Then I am going to talk to you about how a recent film I saw – Zero Dark Thirty – seems to amplify some of the main points I drew from this conversation.

Keith Grint put it to me that a hallmark of an ethical decision was not distinguishing between right and wrong at all. That is not an ethical dilemma because we can already distinguish to a large degree what is right and what is wrong. This choice is one between courage and cowardice. We know what the right course of action is but we fear too much for our own welfare.

An ethical dilemma is choosing between wrong and wrong. In other words, each decision seems just as wrong – but in a different way. One of the examples Keith cites in his lectures and development work is that of the Jewish administrators of the Polish ghettos during WWII, placed in a position about whether to sacrifice some of their number (the elderly, sick, children) in order to save the majority. Of course with hindsight it is easy to look back on such situations as not really ethical dilemmas at all – Nazism was one devil one really could make no pact with at all etc. But we say that now, with all the information at our fingertips and the horrors seared into our collective psyche. At the time things would have appeared quite differently.

The first lesson then – if we’re talking about leadership of ethics – things are never straightforward. So let’s turn to Zero Dark Thirty. For those of you who might not be aware of the film, I won’t give away the plot – you know a lot of it already, or at least the ending. It is the back-room story of those in the CIA tracking Osama Bin Laden. It really is a wonderful character portrayal of the kinds of obsessive, intelligent, detail-hungry people who populate intelligence services. But that’s not the film’s genius.

That genius lies in its vivid portrayal of ethical ambiguity. In fact its hallmark is that it steadfastly refuses to take sides. Perhaps that is why it seems to have upset people of all political persuasions. The film begins with visceral clips of people trapped inside the World Trade Center, some aware of their imminent deaths. We hear these voices in darkness. So immediately any idea that this is going to be a film taking ideological pot-shots at Bush et al is cast aside. We are then introduced to a torture scene – CIA on terror suspect. And so similar scenes are enacted for the majority of the film – at least until the point at which Obama takes over. For information I debated about whether to put ‘torture’ in inverted commas because as we know there is a lot of disagreement around the definition and specifics of torture. The fact I ultimately chose not to do the academic ‘xxx’-thing I think conveys my opinion on this debate.

Ethical dilemmas in the Zero Dark


Kathryn Bigelow, the director, neither exercises her narrative power to express these actions as right or wrong. The scenes are violent but perhaps less violent than the original terrorist act or the subsequent suicide bombings. We are granted some views of the chaos of Afghanistan many have argued was perpetuated by the Bush administration. But the ambiguity and difficulty of making leadership decisions in such situations is also brought to the fore. The Obama administration is portrayed as cautious but hardly naive. If something had to be done then what and how? There are no easy answers. Just ethical dilemmas – wrong and more wrong, the problem being that we don’t really know what the ‘more wrong’ is until later. And often not even in hindsight to these matters become much clearer.

So now we get to the meat of the problem for developing leadership. Leadership development comes into the equation because it is one way in which participants can hone their sensemaking. It is one way in which they can develop – with their teams – a means of holding each other to account, of questioning held moral assumptions, blind spots etc.

I know that can sound a little vague and postmodern. And for the record I accept bits of the postmodern ethics argument while others are a little relativist for my liking. Here is just one of those shortcomings. To some extent developing an ethical sensemaking framework could lead, perversely, to a false sense of security, that the veracity of following a process of sensemaking defends us against ethical wrongdoing.

There is a role for some generalist ethical framework in all of this, and I’ll have more to say on this in the future. But the bulk of the ethical task is surely to help participants find their way – together, collaboratively – in those times of Zero Hour Darkness.

In the meantime, I would love to hear what you think of all of this. Post a comment, get in touch.

- Owain