Ulrich Mahr
Overview
Whether in the corporate world or public administration, bringing about change in organizations is a complex process. But, in practice, leaders still act as if change is something that is merely complicated. As a result, they lead in the way they know best: through analyzing, planning, agreeing targets, assessing performance, and awarding bonuses.
Topic
METALOG training tools enable us to turn our clients’ workshops and seminars into hands-on experiences that clearly illustrate the key difference between complicated and complex. The participants gain first-hand experience of what form leadership needs to take and how it is to be used if it is to be both beneficial and appropriate.
Staging
a. Preparation
Wherever possible, we follow the warm-up phase in our change management seminars with the “Path To Chang” learning project. This is where I use The Maze to create a highly intensive, collaborative learning experience that forms the focal point around which the seminar crystallizes.
It is important to address these challenges in advance to help the group be prepared if too many negative emotions are triggered:
• The group frequently underestimates the complex nature of the Path To Change learning project. Although it is normal to tweak the strategy and planning when dealing with complex challenges, some groups find this highly frustrating.
• The emotional reactions triggered through activating the switch (see b.2. Path To Change version below) are typical of – primarily disruptive – change: both individual team members and the team as a whole see themselves as victims, feel helpless, and are initially incapable of action.
• This results in them questioning the company, the management, and the change itself. Even within the team, accusations may come thick and fast (such as “It was your fault” or “I told you so…!”).
• Finding a constructive way for them to share and harness these emotions is really challenging. This is particularly important if space (for discussion) is created either only at a later stage, or not at all.
• Their self-confidence, commitment, and performance plummet, and they become increasingly stressed and emotional, potentially resulting in a vicious circle of negativity.
b. Performance
b.1. The classic version
“As a team, you are equipped with a total budget of $10,000 in play money. Your task is to find the hidden route across the field of 60 squares. In the process, you are to keep expenditure to a minimum. You will have achieved your objective when you find the correct route while staying within budget, and all members of your team have walked the entire route without making any mistakes.” The customary rules for The Maze apply.
The team is tasked with developing a strategy to find the right path to change and, while doing so, keep costs to a minimum. The teams generally succeed in doing so if they support each other constantly, compensate for the weaknesses of individual team members, and when they all learn from their mistakes together.
b.2. “Path To Change” version
The “Path To Change” version developed by m2m consulting GmbH & Co. KG involves a “switch” (square 5E) that is activated during the learning project. As soon as the first player steps on the “activator” (square 7E), the route is switched from X1 to X2. From this point on, X1 is no longer valid and the correct route is now X2. The team does not know where either the activator or the switch are, nor, more importantly, that such squares exist.
Warning: The moment the team realizes that what they believed to be the correct route is no longer accepted, this typically triggers an acute outburst of emotions.
Option: you can use a buzzer to signal that the activator has been stepped on.
c. Progression
Interventions and recommendations:
The “switch” could present a potential challenge for the trainer. There is no guarantee that some of the players will not offload their emotions onto the trainer.
For this reason, after activating the switch, it is particularly important for the trainer to (non-verbally) convey that everything is as it should be.
The trainer should only offer explanations or suggestions (e.g. “talk time”) in exceptional circumstances, such as if the team refuses to continue working. If this happens, I recommend that the trainer gently but firmly urges the team to continue working.
Transfer to the real World
| Elements in the learning project | Elements in the real world |
|---|---|
| Playing field | Workplace goals that leaders must accomplish with their teams |
| Switch | Unexpected change |
| Buzzer | Error, mistake, failure |
| Budget | Costs |
This will be of particular value for the reflection and evaluation phase after the performance phase is completed, especially when the team successfully overcomes the critical phase.
During the evaluation phase, it is important to thoroughly analyze and appraise this critical phase. Under no circumstances must the trust that has potentially been shaken through the learning project be allowed to spill over into the real-world relationship with the trainer.
A short-lived breakdown in trust is normal – and this disruption can be used to great effect during the subsequent evaluation phase.
Reflection
The goal of evaluating the “Path To Change” learning project is to make the VUCA world tangible, to re-imagine leadership, and to leverage it for daily business life:
• Agility rather than rigid planning: For complex challenges, there can be no perfect plan or best-practice solutions. It is better to get things moving and (“merely”) take the next (tentative) step. This requires objectivity, intuition, and vision.
• Steady improvement rather than first-time perfection: It is good to plan, but non-predictability and a plethora of interdependencies make steady improvement both essential and normal.
• Network rather than hierarchy: Outside formal structures, it is important for ideas to be shared transparently across hierarchies and business units. The primary role of leadership is to create the necessary space for communication, open dialog, and feedback.
• Reputation rather than power: It is beneficial for decisions to be made by those with the competencies (e.g. project teams) and not necessarily by those with managerial responsibility and hierarchical power.
• Facilitation rather than manipulation: In Agile companies, the role of the manager is transformed. As a solutions-focused facilitator, the manager keeps his or her eye on the mission, visions, and strategy of the company, and ensures that decisions are made within these constraints.
• Team intelligence rather than individual intelligence: In order to obtain even an approximate understanding of complexity, you need to ensure diversity, the sharing of ideas, and changes in perspective.
• Mindset rather than quick fix: Being open about and sharing concerns and sensitivities can help team members regain confidence.
• Assumption of responsibility rather than victim mentality: It is important to decide whether one wants to be a victim or accept responsibility for one’s actions.
• Avoidable mistakes, no – essential errors, yes: Mistakes can only be made if there is one “right” way. Since complex systems are unique and there is no one “right” way, but, rather, a whole host of potential options and choices, it is essential for errors to be made. Furthermore, there is no benefit in trying to find the “guilty party.” Rather, leaders are tasked with taking the risk that essential errors will be made from which everyone can learn.
• Culture of trust: It is essential to cultivate relationships based on trust. Where people act with integrity, abide by agreements, support each other, and communicate openly, trust can grow. Control through monitoring remains essential.
The reflection phase following the “Path To Change” learning project provides the ideal way to transition to more expansive theory input such as:
• The Complexity Matrix (Cynefin model and Stacey Matrix)
• World Of Work 4.0
• Agile leadership
• Disruptive change
• Phases of change
• Change and emotions
• Significance of resistance
• Conflicts in teams
• Significance of communication and feedback
• Distinction between avoidable mistakes and essential errors
By steering the evaluation phase accordingly, the trainer can define his or her focus or address those issues the team consider of particular importance.
Conclusion
The shared experience and the emotions the team lived through often become the key catalyst that gets the team sharing ideas in the search for a new way forward. This is the crucial element for ensuring the success of the team.