DISCOVER YOUR TRUE COLOURS��Leading others with impact�Investigating distributed, adaptive & conscious leadership�
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Check In
Check-in: What do you want to learn & practice about leadership today?
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Building a distributed, adaptive & conscious leadership culture - the 3 levels
Note: the 3 types of leadership are complementary and affect all 3 transformation levels
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Transformation
Organisational
Governance: Establishment of the 2 basic elements and the
5 coordination mechanisms
Transformation
Cultural�Daily acts
to fill the confidence bucket
Transformation
Personal
Change of authentic posture
(top to bottom of managers,
starting with the top)
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Distributed leadership
Organizing to thrive in a complex world
The game of the non-musical chairs: set-up & rules
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This game allows to understand in a fun way the interest of the iterations in a process of continuous improvement.
Set-up
Rules of the game
The game of the non-musical chairs: purpose
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Purpose
Note: I am not the inventor of this game but I don’t know who is either, so I cannot give him/her credit.
Lessons from the game of the non-musical chairs
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Take initiatives while respecting group rules
Be fully present
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Why collaborative management?
Strong customer focus
Commitment
&
Attracting and retaining talent
Elimination of silos
& cost reduction
Agility
Innovation
throughout the organisation
Growing employee disengagement (Gallup 2019)
13%
52%
35%
Committed
Disengaged
Actively Disengaged
Mc Gregor's Theory X & Y - Abandoning the X vision of managers
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Douglas Mc Gregor
The human side of the business (1957)
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Pleasure
Satisfaction
Frustration
Types of motivation
Universal psychological needs
Correlation with physiological and psychological health
Intrinsic motivation
Extrinsic Motivation
Meaning
Power
Awards
Deci & Ryan's theory of self-determination
(1985 - summarised by J. Forrest & L. Ledoux)
Greater commitment thanks to the satisfaction of 3 universal needs
Inclusion
Autonomy
Pers. Dev.
Inclusion
Autonomy
Pers. Dev.
Self-esteem: the key to solving organisational problems
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Will Schutz
The human element
(1994)
According to Schutz, well-being at work and collaboration require improving employees' self-esteem by reducing their fears of being...
Rejected
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Skills
(Pers. Development)
Humiliated
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Control over your work (Autonomy)
Ignored
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Inclusion
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Mazars survey in France (2019) confirms Deci, Ryan & Schutz
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Clare Graves
Ken Wilber
Don Beck
Evolving raison d'être & Spiral Dynamics
Reinventing organizations (Laloux): a simple grid for the evolution of organisations inspired by the dynamic spiral�
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Impulsive" stage
Red
Traditional" stage
Amber
Competitive" stage
Orange
Pluralistic" stage
Green
Evolving" stage
Opale
3 main models of approach to collaborative management
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A work organisation system based on continuous improvement and waste reduction:
Brings certain collaborative governance practices to a hierarchy of individuals
Project management system (IT) adapted to the management of organisations and their governance:
Brings certain collaborative governance practices to a hierarchy of individuals
Integrated sets of collaborative practices, "à la carte" (Sociocracy 3.0) or "fixed" (Holacracy):
Complete collaborative governance system
LEAN
AGILE
SOCIOCRACY 3.0 (& HOLACRACY)
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Philosophies and tools to support collaborative management
Philosophies
transformation towards collaborative governance
Tools
transformation collaborative governance
Freedom
Inclusion
Personal Development
Philosophy of liberating leadership
Getz
Disbanded hierarchy
Rules & Principles based
Maintained hierarchy Democratic hierarchy & Agile ops
Circle-based governance
Light or strict
Philosophy of the coastal living organism
Laloux
Collaborative management has long since proved its worth
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Gore
(1958)
Buurtzorg (2006)
Patagonia
(1973)
Semco Partners (1980)
Study: "The How Report" by Dov Seidman
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Example of David Market & the US Santa Fe Nuclear Submarine
Link
https://youtu.be/OqmdLcyES_Q
Building a collaborative culture - The case of the Federal Public Service Mobility
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Alan Leadership principles
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2. How to implement collaborative management?
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Collaborative culture
Building a collaborative culture - the 3 needs
Inclusivity
Respect
Autonomy
Trust
Personal development
Care
Respect - Encouraging questioning
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Respect - Acting with fairness and humility
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Inclusivity
RESPECT
Autonomy
TRUST
Dev. Pers. CARE
Everyone wants to take the initiative
Autonomy - letting go, protecting and supporting those who are most motivated
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Autonomy - Using HPFO’s
Every week, all team members share on Slack or the internal app their HPFO which stands for :
See on the right, an example of one of my own HPFOs for a company (slightly different here than the usual form)
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Inclusivity
RESPECT
Autonomy
TRUST
Everyone has the freedom to take initiatives
Dev. Pers. CARE
Care - Helping everyone to pursue their Sweetspot (Ikigai)
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SWEETSPOT
Pleasure
Capabilities
Relevance
Care - Example of the programme put in place at SPF Mobility
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D.R.I.V.E
D
R
I
V
E
Development
Liability
Innovation
External value
Exchange
Care - Enabling everyone to do a "good" job
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Care - Forging links at every level
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Inclusivity
RESPECT
Autonomy
TRUST
Dev. Pers.
CARE
Everyone has the ability to take the initiative
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Collaborative governance
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2.
Roles
5.
Rules
4.
Meetings
3.
Decisions
1.
Purposes
Gathering together and validating the rules of the game that apply to everyone
Clarify roles and responsibilities and distribute leadership roles
Strengthening collaboration with a coherent hierarchy of purposes
Adopting inclusive decision-making methods
Structuring and facilitating meetings effectively
5 structural pillars of collaborative governance
1. Replace/reinforce the hierarchy of people with that of reasons for being
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1 person can play roles in multiple circles
1 similar role can be filled by different people
1 circle is a set of roles with a common purpose
The organisation is the encompassing circle
Tool: Holaspirit
Partena Pro
1. Start with Why – Simon Sinek
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https://www.youtube.com/watch?v=u4ZoJKF_VuA&ab_channel=TEDxTalks
2.1. Clarify roles and responsibilities together
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Partena Pro
2.2. Distributing the roles included in the managerial function
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Lead Link
Strategy (alignment of reasons for being)
Facilitator
Collaboration
(facilitating meetings, etc.)
Secretary
Transparency
(Record of decisions and follow-up, etc.)
Partena Pro
3. Adopting inclusive ways of resolving tensions and making decisions
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Partena Pro
4. Structuring and facilitating effective meetings
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Partena Pro
5. Co-define the rules of the game that apply to everyone
Partena Pro
Partena Professionals:
Social Secretariat Services
2000 employees
The largest Belgian company in GC
Accompanied by Phusis
3 key success factors in the transformation to collaborative management
#1.
A genuine commitment
#2.
A co-created approach
#3.
Rigorous, flexible management
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Summary: What do collaborative practices mean to you?
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Applicable governance principles
to all
Clear roles and responsibilities
2 basic elements
to enable
distributed leadership
4 coordination mechanisms
to align initiatives & innovations
Inclusive decision-making
Hierarchy of reasons for being with OKRs
Feedback via structured meetings
New
structural roles
Changes in posture
& practicalities
to stimulate initiatives
& innovations in the field
Autonomie
Trust
Inclusion
Respect
Pers. dev.
Care
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Going deeper into the 5 pillars of Collaborative
Gouvernance
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Clarifying roles and responsibilities together
1.1. THE COMPONENTS OF A ROLE�(or a circle of roles)
1.1.1. Purpose/vision
The raison d'être is the goal of the role/circle/organisation*, its highest potential impact.
It defines why the role/circle/organisation exists in an energising and inspiring way, in the form of the result sought (in the shortest possible sentence in the present tense; not an action verb).
Each role, circle and organisation has a reason to exist.
What is there to think about?
* A circle or an organisation is nothing more than a set of roles that contribute to the same raison d'être.
1.1.2. Accountabilities
The accountabilities of a role (or circle/organisation) are the essential recurring activities that support its raison d'être or serve the other roles. More than the term 'responsibilities', the term 'accountabilities' looks to the future (rather than the past): what is expected of the role?
They constitute what the other roles can expect from this role.
What is there to think about?
1.1.3 Indicators/Metrics/KPIs
Here are some examples:
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How can we distinguish between accountability and raison d'être?
Accountability = recurring activity of a circle/role, expected by other circles/roles. Examples:
Raison d'Etre of a circle/role = the positive impact resulting from the fulfilment of these various responsibilities and which contributes to the raison d'être of the encompassing circle. Examples:
1.1.4. Domains and Policies
No domain: anyone can access it...
Area allocated to the Circle: all members and sub-circles have access to this area.
Domain assigned to a role: only this role controls the domain.
Responsibilities are assumed with a "framework" of autonomy
How can we distinguish between accountability and domain?
Examples:
Role: Webmaster
Role: Trainer
- Layout of training material
- Developing and updating training materials
Checklist for a role
Rationale :
Responsibilities :
Indicators/Metrics/KPIs :
Fields of expertise :
1.2. The new structural roles in each circle
1.2.1. Lead Link: aligning the reasons for being
1.2.2. Facilitator: collaboration
1.2.3. Secretary: transparency
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Divide the management function into roles assigned to different people
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LeadLink
(or 1° Link)
Strategy (alignment of reasons for being)
Facilitator
Collaboration
(facilitating meetings, etc.)
Secretary
(or Rapporteur)
Transparency
(Record of decisions and follow-up, etc.)
1.2.1. The Lead Link
Raison d'être
Responsibilities
Domains
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1.2.2. The Facilitator
Raison d'être
Reserved areas
Responsibilities
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1.2.3. The Secretary (or Rapporteur)
Raison d'être
Reserved areas
Responsibilities
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1.3. Circles
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2. Define and describe the circle's operational roles
Complete/replace the hierarchy of people with that of reasons for being
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Outil : Holaspirit
1 person can play roles in multiple circles
1 similar role can be filled by different people
1 circle is a set of roles with a common purpose
The organisation is the encompassing circle
The raison d'être is the purpose of the role or circle, its highest potential impact.
It defines why the role exists.
The 3 stages of operational circle design
1. Brainstorming in sub-groups
2. Sharing and identifying roles
3. Consent validation for this initial design
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3. Resolving tensions and making decisions
3.1. The organisation is constantly adapting to changing tensions
There are 4 TYPES of voltage:
Each tension felt by each person tells us how the organisation could evolve to best achieve its raison d'être.
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3.2. Voltages are managed according to their type
Tension has a creative force. It is simply the gap felt between a given situation and the ideal pursued.
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CF Operational Autonomy
CF Governance Meeting
CF Process Tensions Interperso
Coaching, Intervisions...?
3.3. Interpersonal tensions apply to the OSBD
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3.4. Operational autonomy speeds up decision-making
I freely take the necessary initiatives and decisions, without necessarily seeking validation or consensus, provided that:
Tension
Stratégies
Priorities
Advice
Domains
Raison d’être/Purpose
Action
Which role(s)?
3.5. Everyone acts according to their roles
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Dear Pierre, I see from Holaspirit that you're "Link Com" for One Ops, and that you're currently working on a project to clarify the publication rules. When do you plan to deliver? In my role as Co-ordinator of the Liège team I'll need it ASAP. Could you make a version for urgent communications? Does this make sense in your role? Thanks for your time!
3.6. Request for advice replaces hierarchical approval
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Seeking advice is a binding process, with a non-binding result
For each decision with a significant impact, each role is asked to seek the opinion of the roles affected and the experts on the subject.
This can take various forms: meetings, telephone calls, emails, etc.
3.7. The consent decision facilitates inclusive group decisions
The consent decision means that consensus is not sought on a proposal, only that there are no valid objections.
This type of decision allows :
We're not looking for a perfect proposal, but "Safe enough to try".
The process is very strict in order to avoid debates and lengthy discussions.
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The 3 steps from decision to consent
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Proposal
After some discussion, one person makes a clear proposal from which we start.
Everyone can ask as many questions as they need to understand the proposal. No reactions! The proposer may or may not clarify.
2. Reaction tower
Each person in turn gives their opinion on the proposal, suggesting improvements, alternatives, etc.
Amendments and clarifications
The proposer clarifies or amends his proposal as he sees fit in the light of the reactions.
3. Round of objections
Each person in turn indicates whether they see an objection. The objection is tested (see next slide)
Integration
If there is a valid objection, we try to modify the proposal so that the objection disappears but the initial problem is still solved.
Validation
When there are no more objections, the decision is validated!
How do you test an objection?
An objection is valid only if the person raising it is convinced, and can argue with elementary logic (an example may suffice), that the following three conditions are met:
In all other cases, the objection is invalid.
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3.8. Elections without candidates legitimise choices
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4. Structuring meetings
4.1. Operational meetings
("Tactical" or "Business")
Objective: To share the state of play of the Circle, synchronise and unblock
Frequency: Depending on the team, once every 1 or 2 weeks or every day if necessary.
Stages:
○ Review of checklists, metrics, projects
○ Voltage processing :
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How do you deal with tension? What do you need?
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4.2 Governance meetings
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Objective: Improve the organisation; review the roles required within the circle, create some, remove some, etc.
Recurrence: once every 1 or 2 months or when necessary
Stages : Dealing with consent tensions
Points of attention :
○ Proposals must be based on perceived tensions (supporting example if necessary)
○ Proposals don't have to be perfect to be tried
○ Objections are opportunities to improve the proposal
4.3. Specific tension resolution meetings
Objective: To find innovative solutions to tensions raised, particularly during operational meetings.
Recurrence: ad hoc
Stages:
○ Define the problem: What? Who? Who? When? Where? How?
○ Identify success criteria & root causes: 5 whys, affinity diagram, logic tree, fishbone diagram, etc.
○ Propose a solution: Brainstorming, 1-2-4-8 sessions, Worlds cafés, case analysis, etc.
Points of attention
○ The proposed solutions are then tested, their impact is measured and they are then confirmed or modified (PDCA cycle).
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To translate
4.4. Specific Team Development Meetings
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Objective: To improve the team's ability to work together
Recurrence: once every 1 or 2 semesters
Stages :
○ Collaborative performance review
○ Sharing individual feedback
○ Treatment of voltages with a view to
To translate
4.5. Specific strategy meetings
Objective: Collective reflection on our objectives and how to achieve them.
Recurrence: once every 1 or 2 semesters or when necessary
Stages :
○ Review of Strategies and Objectives
○ Brainstorming - free technique
○ Summary during or after the meeting
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To translate
4.6. The facilitator's position in meetings
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4.7. The facilitator & secretary ensure that meetings are effective & take place in a good atmosphere.
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They ensure ...that participants know where they stand and where they're going. ...that they feel free to express themselves and are listened to. ...so that everyone feels comfortable in their role (Lead Link, others...). | ...let them enjoy themselves! ...that they transform Diversity into Wealth. ...that they deal with the "Real Problems" and take decisions. |
4.8. Participants also ensure the quality of meetings
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4.9. A few rules to make meetings easier
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5. Writing a governance code
How and why do we need a Code of Governance?
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Co-define the rules of the game that apply to everyone: "Rules of the game that give everyone the desire, freedom and ability to undertake the actions that he or she deems best for the collective project".
Adaptive leadership
Mobilizing your team to face its own challenges
Warm-up
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"The tree": What does this video tell us about leadership?
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The tree
What is the group's challenge in this video? *
"The most common source of leadership failure is that people in leadership positions treat adaptive challenges as technical problems."
Heifetz and Linsky
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Adaptive challenge?
Request
from
leadership
The analysis in this video uses the concepts developed by Ronald Heifetz in "Leadership without easy answers" & "Adaptive leadership".
Technical challenge?
Request
expertise
Distinguishing the challenges
The Group's commitment requires a change of vision
"Leadership is an activity that consists of mobilising people to adapt". (changing values, beliefs and habits)
Ron Heifetz & Marty Linsky
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Leadership is about getting the group to change its view of the world...
... to mobilise and free up collective action to meet its challenges
Helping to change vision to free up action
What actions and postures does the child adopt?
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Discernment
"Climb to the balcony
draw the pizza".
(Diagnose the system)
Conversation
"Dare to tackle taboo subjects
(Mobilise the system)
Care
"Listen to and protect the song of fragile canaries".
(Mobilise the system)
Inclusion
What actions and postures does the child adopt?
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Courage
"Dare to step outside your area of authority".
(Mobilise the system)
Setting an example
"Act even in the dark of night, on behalf of others".
(Mobilise the system)
Withdrawal
"Know when to step up & step back".
(Mobilise the system)
Autonomy
What actions and postures does the child adopt?
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Stress modulation
"Distinguishes challenges, understands their maturation & gives the work back to the group".
(Mobilise the system)
* Source of graph: "Leadership without easy answers" by Ronald Heifetz
Autonomy
What actions and postures does the child adopt?
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Discipline
"Name your own development path
(Expand)
Humility
"Let yourself be crossed by
what is beyond you".
(See yourself as part of the system)
Serenity
"Listen to the inner peace that is already within you".
(See yourself as part of the system)
Personal development
Humility: authority comes from the Latin "auctor", which means "to grow"...
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Hyacinthe Dubreuil
(extract from "L'équipe et le ballon", 1948)
"The true function of a leader is to
more to serve than to command,
for the vain satisfaction of foolish self-esteem.
It is in this prestige that he will have to find
the origin of its authority, and not
in the use of old authoritarian formulas
that ruffle the feathers of those who have to endure them.
What makes us commit?
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4 essential distinctions between heroic and adaptive leadership
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Heroic
Leadership
Adaptive leadership
Power
Progress
Personality
Presence
Authority
Leadership
Technical problems
The challenges of adaptation
Source: "Leadership without easy answers", by Ronald Heifetz, adapted by Ledoux
The skills needed to adopt the posture of a leader
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2.
Mobilise the system
3.
See yourself as (part of) a system
4.
Deploy
yourself
1.
Diagnose the system
Leadership skills
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1.1.
Diagnose the system itself
1.2.
Diagnose the adaptive challenge
1.3.
Diagnose the political landscape
1.4.
Understand the qualities that make an organisation adaptable
1.
Diagnose the system
1.1. Diagnose the system itself
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Leave the dance floor and go out onto the balcony to watch the dancers' movements.
1.2 Diagnose the adaptive challenge
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1.
Gap between values and behaviour
2.
Competitors' commitments
4.
Conversations (missing)
3.
Work avoidance
adaptive
Distinguish the adaptive challenge via 4 archetypes
1.2 Diagnose the adaptive challenge
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Solution and implementation
Primary locus of resp. for the work
Kind of work
Problem definition
Challenge
Clear
Clear
Physician
Technical
Clear
Requires learning
Physician and patient
Technical and adaptive
Requires learning
Requires learning
Patient > physician
Adaptive
Type I
(Technical e.g. flu)
Type II
(Mix e.g. obesity)
Type III
(Adaptive e.g. terminal cancer)
Source: “Leadership without easy answers”, by Ronald Heifetz
Distinguishing technical problems and adaptive challenges (1/2)
1.2 Diagnose the adaptive challenge
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Distinguishing technical problems and adaptive challenges (2/2)
Leader’s
Social function
Direction
Protection
Role Orientation
Controlling conflict
Norm maintenance
Challenge
Technical
Authority provides problem definition and solution
Authority defines adaptive challenge, provides diagnosis & questions about problem definitions & solutions
Adaptive
Authority protects from external threat
Authority discloses external threat
Authority orients
Authority disorients current roles, and resists pressure to orient people in new roles too quickly
Authority restores order
Authority exposes conflict, or lets it emerge
Authority maintains norms
Authority challenges norms, or allows them to be challenged
Source: “The practice of adaptive leadership”, by Alexander Grashow, Ronald Heifetz & Marty Linsky
1.2.4. Conversations: We construct meaning in conversations
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Conversation creates shared meaning
We cannot know what shared meaning will be created
Communication is the sharing of created meaning
History is to identity what conversation is to shared meaning
In conversation, knowledge is not a fixed thing
Leaders need to create space for conversations where people can create a new shared meaning
1.2.4. Conversations : Breaking with the past helps us find new meaning
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1.2.4. Conversations : Clarify your wording about leadership
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Source: “Leadership without easy answers”, by Ronald Heifetz, adapted by Ledoux
1.2.4. Conversations: Listen to the songs beneth the words
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1.2.4. Conversations: Questions and exercises
2. Audit your group's conversations: Is there an essential conversation at the heart of your vision, strategy, planning, project design, product design, cultural change processes?
3. Exercise
3.1 Name a conversation you are going to reanimate
3.2 Identify two people as partners
3.3. Undertake a relatively simple action to keep the conversation going
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Care – NVC & DESC
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Care – DESC: an alternative to NVC
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Care – Give frequent, descriptive, informal ad hoc feedbacks
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How to give better feedback to your colleagues in 9 steps
See more details on how to give proper feedback on this website.
Care – Use questions to give effective feedback
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13 Questions To Solicit High-Quality Employee Feedback
Here are 13 questions you can ask employees in your 1-on-1s to help deepen your connections and encourage their growth and development.
Care – Giving feedback to a fiery red
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🔴 Fiery Red (Assertive, Action-Oriented, Competitive)
How they like to be approached:
Feedback style:
Example:
“I’ve noticed that in the last project the turnaround was slower than usual. You’re usually excellent at delivering fast. What can we adjust to ensure we hit targets quicker next time?”
Care – Giving feedback to a Sunshine Yellow
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🟡 Sunshine Yellow (Enthusiastic, Social, Expressive)
How they like to be approached:
Feedback style:
Example:
“Your energy really helped lift the team during the campaign. One thing we could improve on is structure—how can we keep that creative spirit but make sure deadlines are met?”
Care – Giving feedback to an Earth Green
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🟢 Earth Green (Supportive, Empathetic, Loyal)
How they like to be approached:
Feedback style:
Example:
“I really appreciate your commitment to supporting the team. I did notice, though, that during the meeting yesterday, your voice wasn’t heard as much. I'd love to help you feel more confident to speak up—how can I support you?”
Care – Giving feedback to a Cool Blue
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🔵 Cool Blue (Precise, Analytical, Reserved)
How they like to be approached:
Feedback style:
Example:
“I’ve looked at the report and noticed a couple of discrepancies in the data. Could we go over the figures together to make sure everything aligns with the source files?”
Care – Tips for all colors
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If you know their secondary color, you can also blend your approach (e.g., for a Red-Yellow, be direct but energetic).
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Care - Structure of stable relationship
Olivier
Laurent
Marina
Triad
From “Tribal leadership” by Logan, King & Fischer-Wright, 2008
1.3. Diagnose the political landscape – Make the pizza
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Adaptive challenge
Faction
Participant
Groups (allies, opponents, dissidents, authorities, etc.)
1.3. Diagnose the political landscape: Convert pizza into a table
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Stakeholder (individual/group)
Stakeholder’s relationship to the challenge?
Desired outcome?
Critical values?
Who is the stakeholder loyal to?
What are its potential losses?
1.3. Diagnose the political landscape: Recognise allies
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How can this ally help you to implement your intervention successfully?
What is their main objective? (Supporting you? The initiative itself? The organisation?)
Why should they be allies?
Who could be your allies?
1.3. Diagnose the political landscape: Recognise opponents
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How can you neutralise their opposition or get them on your side?
What do they stand to lose if your initiative succeeds?
Why are they adversaries?
Who might your opponents be?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
1.3. Diagnose the political landscape: Recognise your high authorities
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What could you say or do to get their support during the implementation of your initiative?
What signals do they give about how the organisation perceives your intervention?
Why are they important?
Who are the senior authorities most important to the success of your operation?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
1.3. Diagnose the political landscape: Recognise dissidents
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How can you protect them from being marginalised or silenced?
How can you ensure that their ideas are heard?
What ideas do they bring to the table that could be useful for your intervention?
Who are the dissidents in your organisation - those who generally express radical ideas or mention the unmentionable?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
1.3. Diagnose the political landscape: Name the losses and potential victims
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Who will be the victims of your intervention?
What will they lose?
What new skills would help them to survive the change and thrive in the new organisation?
How could you help them acquire these skills?
Which victims will have to leave the organisation?
How can you help them succeed elsewhere?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
1.3. Diagnose the political landscape: Recognise loyalties
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How can you protect them from being marginalised or silenced?
How can you ensure that their ideas are heard?
What ideas do they bring to the table that could be useful for your intervention?
Who are the dissidents in your organisation - those who generally express radical ideas or mention the unmentionable?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
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1.4. Understand the qualities that make an organisation adaptable
Ranking
(1: very low; 10: very high)
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
Description
How long does it take for conversations to move from people's heads to the coffee machine and then to the meeting rooms? How quickly are crises identified and bad news discussed? Are there structures, incentives and support to talk about the unspeakable?
To what extent do people in your organisation, particularly senior managers, act with a view to improving the organisation as a whole, rather than worrying about and protecting their individual groups or silos?
To what extent are members of your organisation valued for their own judgement rather than for their ability to guess the boss's preferences? When someone takes a reasonable risk in the service of the mission and it doesn't work out, to what extent is this seen as a learning opportunity rather than a personal failure?
To what extent do people know where they are in the organisation and what their opportunities are for growth and advancement? Do they have an agreed plan on how they are going to reach their potential? And to what extent are senior managers expected to identify and coach the following people?
Adaptability criteria
The elephants in the room are named
Responsibility for the future of the organisation is shared
An independent judgment is expected
Leadership skills are developed
1 2 3 4 5 6 7 8 9 10
Does the organisation make time for individual and collective reflection and experiential learning? To what extent does the organisation allocate time, space and other resources to get diverse perspectives on how work could be improved?
Reflection and continuous learning are institutionalised
Leadership skills
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2.1.
Make interpretations
2.3.
Design effective interventions
2.4.
Influence & Act politically
2.5.
Orchestrate the conflicts
2.6.
Build a culture of adaptation and collaboration
2.2.
Inspire through the 4 arts of leadership
2.
Mobilise the system
2.1. Make interpretations: Naming (We live in language)
140
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
Life sucks (2%)
My life sucks (22%)
I'm fine (49%)
We're great (25%)
Life is great (2%)
Insane
Separate
Personal domination
A stable partnership
Team
From "Tribal leadership" by Logan, King & Fischer-Wright, 2008; adapted by Ledoux
Language
Relationships with people
The 5 stages of language in organisations
2.1. Make interpretations: Naming (Reshape your questions)
141
What is our leadership model?
What is our action list?
What were the key points of our discussion?
What is our innovation strategy?
How do you become a "learning organisation"?
How do we cascade our engagement programme?
What is our strategy?
What is our culture?
What kind of culture do we need?
What are our values?
2.1. Make interpretations: Naming - Questions and exercises
Question: do you create space for people to name themselves in a more real and powerful way?
Exercise in the language of management
"A leader's first responsibility is to define reality.
The last is to say thank you. In between, the
The leader must become a servant and a debtor. This
sums up the progress of an astute leader."
Max de Pree
142
2.2 Inspire through the 4 arts of leadership
The story gives a clearer picture of the reality of a team and the challenges it faces.
(>< Abstraction)
Brilliance results from highlighting and developing the unique abilities of each team member
(>< Compliance)
The promise gives the team the hope and conviction that it can meet its challenges and that it makes sense to do so.
(>< Inauthenticity)
Grace is the profound disposition to treat everyone without regard to status or merit.
(>< Elitism)
143
PROMISE
GRACE
BRILLANCE
STORY
2.2.1. The art of storytelling - We are our stories
144
Develop your vision
Name your vision-story
Use your story to encourage cultural change
2.2.1. The art of storytelling: Questions and exercises
145
2.2.2. The art of brilliance: Questions and exercises
146
Shine audit within your team
Audit your team's reputation
Personal assessment
2.2.2. The art of brilliance: Exercise - Name your own brilliance
147
Pre-exercise arrangement
The exercise is more powerful when shared with someone you trust and who knows your life story. Agree to do the exercise together and meet up again later.
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
Process
Aim of the exercise
Identify your own brilliance in order to act well on behalf of others - not to feel good yourself
2.2.3. The art of the promise: Questions and exercises
148
AUDIT THE INTERPRETATIONS AROUND YOU
Think of someone you know outside work who you can justifiably say limits their life. What language do you regularly hear? Hint: "It's not fair. I'd love to. You don't know what it's like. If only... "
Consider the media and popular culture. What common phrases suggest a defeatist outlook on life? Hint: "There is no leadership. It's not my problem... "
Think about your workplace and your team. What do you hear? What words and behaviours do you need to 'call out'?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
PLAN TO CHANGE THE GAME
Cite the source and environment of the most disturbing words and behaviours in your group
Identify these words and behaviours
Name the alternatives to be modelled
Identify a 'place' where you can start to model these elements.
Make a commitment to do so at the next opportunity
Evaluating results
Review and commit to the next step.
2.2.4. The art of grace : Questions and exercises
149
Question: Where and when have you seen kindness and thoughtfulness change people and cultures?
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
GRACE PLAN
Name a disruptive person or group. Find the story behind this behaviour
Name a wrong to be righted
Name an injury to respect
Name a perspective to take into account
Name an unnecessary status distinction to undo.
Name the simple kindnesses that are worth the risk
Commit to them
Evaluate the effect
Continue to subvert with grace
2.2. Engage through the 4 arts of leadership
150
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
« Engage in & stimulate courageous conversations and dare to speak into darkness on behalf of others »
Mark Strom, author of « Arts of the wise leader » and of « Leading with wisdom »
2.3 Design effective interventions - The 7 steps
151
AUTHENTIC TRANSFORMATION FOR COLLECTIVE PERFORMANCE
7. Keep the adaptive work at the centre
6. Analyse the factions that are beginning to emerge
5. Stand firm
4. Reflect on the framing of the challenge: stories, brilliance, promise & grace
3. Ask: "Who am I in this system?"
2. Determine the degree of maturity of the adaptive challenge for the system
1. Go out on the balcony
2.4 Influence & act politically
152
"Expert
(without formal authority)
Formal leader
(with formal authority)
"Manager
(with formal authority)
Informal leader
(without formal authority)
Leadership
Formal authority
2.3. Influence & act politically: stay under the radar…
153
… until you start getting results.
Make a few symbolic acts but don’t reveal the whole game before the changes you want to bring in have a chance to stick
2.3. Influence & act politically: build your coalition
154
Don’t hesitate to put aside your direct reports who are not ready or willing to support the changes
2.3. Influence & act politically: build your coalition across sectors
155
Public
Private
Not-for-
profit
2.3. Influence & act politically: build your coalition across sectors
156
Set up a board of “Critical friends”
2.4. Orchestrate the conflicts
157
2.4. Orchestrate the conflicts…
158
… while protecting the weak and the voices of dissent
The voices of dissent are naysayers, the skeptics, who not only question your initiatives but question whatever is on the agenda for today. They often rest on the negative. But they are valuable for implementing adaptive change because they are canaries in the coal mine, early-warning systems, and because in addition to being unproductive and annoying much of the time, they have the uncanny capacity for asking the really tough key question that you have been unwilling to face up to yourself or that others have been unwilling to raise.
How can you protect the voices of dissent?
2.4. Orchestrate the conflicts – Regulate the heat
159
To reduce the temperature...
1. Address the aspects of the conflict that have the most obvious and technical solutions.
2. Provide structure by breaking the problem down into parts and creating deadlines, decision rules and role assignments.
3. Take temporary responsibility for difficult issues.
4. Use work avoidance mechanisms such as taking a break, telling a joke or story or doing an exercise.
To increase the temperature...
1. Draw attention to difficult questions.
2. Giving people more responsibility than they are comfortable with
3. Bringing conflicts to the surface.
4. Tolerate provocative comments.
5. Slow down the process of challenging norms and standards.
expectations
5. Name and use some of the dynamics present in the room when illustrating some of the problems faced by the group - for example: getting the authority figure to do the job, scapegoating an individual, externalising blame,...
2.4. Orchestrate the conflicts: learn to combine soft, hard & soft power skills
160
Hard Power (Transactional)
Soft Power (Inspirational)
Smart Power (Combined Resources)
Source: “The powers to lead” by Joseph Nye, adapted by Ledoux
2.4. Orchestrate the conflicts: start to name the elephant(s) in the room
161
In a highly adaptive organization, no issue is too sensitive to be raised at the official meeting, and no questions are off-limits.
What does it take to strengthen an organization’s ability to name its elephants?
2.6. Build an adaptive and collaborative culture
Inclusion
Respect
Autonomy
Trust
Personal development
Care
2.6.1. Start involving all levels in strategic reflection & decision-making Build
2.6.2. Get ahead with those are most motivated
2.6.3. Let people move with their feets
2.6.4. Start breaking down walls & eliminating “rules” (allow for opt-outs)
2.6.4. Establish the “whyway”, a culture where everybody feels he/she can question whatever the group does
2.6.5. Respect craftmanship
Allow people to take the time to make a beautiful & impactful work
Take a holistic view of efficiency
2.6.6. Respect the 5 strategic principles of adaptive leadership�
Protect leadership voices w/out authority
(Cover who raises questions authorities can’t raise)
5
strategic
principles of
Leadership
Keep the distress level tolerable
(Control the pressure cooker)
Focus on ripening issues
(Counteract work avoidance mechanisms)
Give the work back to people
(Put pressure on people with the problem)
Identify the adaptive challenge
(Unbundle the issues)
Source: “Leadership without easy answers”, by Ronald Heifetz, adapted by Ledoux
Leadership skills
170
3.1.
Identify who you are
3.3.
Broaden your field of action
3.4.
Understand your roles
3.5.
Articulate your objectives
3.2.
Know your internal settings
3.
See yourself as (part of) a system
3.1. Listen to your liberating question
Do I really want this? Why?
What is the impact of my organization on society? Is it aligned with my life’s goal(s) & values?
3.2. Name your unspeakable loyalties
3.3. Understand your roles - We lead; we follow
Take stock of the past year:
173
Sometimes
you guide me
Sometimes
I guide you
Leadership skills
174
4.1.
Stay connected to your goals
4.3.
Inspire others
4.4.
Experiment
4.5.
Renew yourself
4.2.
Commit
courageously
4.
Deploy yourself
4.1. Tie your hands
Sign an
“Entreprise
Charter”
(such as B-Corp…)
Daniel Hurstel
(“Homme, Entreprise, Société”)
4.1. Enlarge your goal, from shareholder value to Shared value
Maximize the value
(without limits)
for shareholders
under the constraint of
the respect of the law
Optimize the value
for the society at large
under the constraint of
an adequate profit
for shareholders
Faber
VP Danone
Friedman
Chicago School
4.1. Work on your personal transformation, to serve & let go�
4.1. Work on your personal transformation, to serve & let go
Laozi, 630 BC
The best leader is the one �whose existence the group barely knows
4.1. Work on your personal transformation, to serve & let go
Daily
physical
exercices
&
Eating
habits
4.1. Work on your personal transformation, to serve & let go
Give time
�Teach
&
Learn
4.2. Learn daily to ride your elephant (emotions)
4.2. Learn not to take it personally
Birds get into water without getting wet
4.2. Learn to think like Nature
“My capacity as a leader comes from my choice to allow life to unfold through me”
“The major problems
in the world are the result of the difference between
how nature works &
the way people think”
Senge
Bateson
4.2. Engage in spiritual exercise
“We only suffer
from ignoring
what is not lacking:
inner peace”
Castermane
4.2. Engage in spiritual exercise
Diel
Spiritualisation clarifies & prioritizes desires to meet life’s objective
4.2. Engage in spiritual exercise
All is one
Everything is connected
“Wisdom is knowing
that all is one”
Hawley
4.2. Engage in spiritual exercise
Waves are distinct but cannot be separated from the sea
4.2. Engage in spiritual exercise
Wise leadership…
…mobilizes the group to become conscious
that all is one ?
4.2. Let the effect impose itself
4.2. Let the effect impose itself
“It”
shoots
“Be one with
the bow, the arrow, the target & everything, everyone else”
Awa
Conscious leadership
Facing ethical dilemmas as growth opportunities
193
Would you retrieve the Pinto’s from the market or not?
What would you do if you were
Lee Pinto?
194
What did Lee Iacoca, CEO of Ford ?
What does the 1974 Ford Pinto scandal teach us
about CSR?
195
What does the 2010 Toyota break scandal teach us
about CSR?
What did M. Toyoda, CEO of Toyota?
196
What would you do if you were
Steve Lewis?
Would you go to the meeting or not ?
197
“Become who you are”
(Friedrich Nietzsche)
Feelings?
Roots?
Future?
Imagination?
Who am I?
Source: Badaracco (1997); adapted by Ledoux
Questions to think «individual» dilemmas – Steve Lewis’ case
198
Questions to think «individual» dilemmas – Steve Lewis’ case
“Become who you are”
(Friedrich Nietzsche)
“How do my feelings and intuition
define, for me, the ethical dilemma?”
(To respect oneself or to be loyal – loyal to whom?)
“Which of the values that are in conflict
are most deeply rooted in my life
and in my community?”
(To consider the dilemma as his parents’ son)
“Looking to the future,
what is my way
(not the way of others)?”
(To become partner in an investment bank)
“What combination
of expediency and
shrewdness, coupled with
imagination & boldness, will move
me closer to my personal goals?”
(To go to St Louis but to participate to the presentation)
Who am I?
Source: Badaracco (1997); adapted by Ledoux
199
An ethos is the doctrine of a particular art of living the best possible life and the means to pursue this aim
(i.e. to live happily or to search for truth)
(Marcel Conche, philosopher)
Variations on the word « Ethics »
« Ethos » in Greek: custom, habit, way of behaving in an environment
The primary meaning of «Ethos» or «Ethics» has therefore to do with:
making your way,positioning yourself in an environment
Ethics is a human activity.
The purpose of ethics is not to make people ethical; it is to help people make better decisions
(Marvin Brown, author & ethics consultant)
A morality is a set of duties and imperatives
(positive or negatives) that a society or a community gives to itself and which enjoins its members to conform their behaviour, «freely» & in an «unselfish» way, to certain values enabling to distinguish right & wrong.
200
Potential sources to support ethical decision-making
Codes of conducts &
Mission statements
Legal
duties
Heuristics
(«sleep-test» rules)
Moral or ethical
principles
201
Institutional structure
Fixity & consistency
Individual processes
Adaptability & responsiveness
Results
“Doing good”
Principles
“Doing right”
Virtue
Ethics
(Aristotles, Gilligan,…)
Development
Ethics
(Etzioni, Covey,…)
Deontological
Ethics
(Kant, Rawls,…)
Teleological
Ethics
(Bentham, Mill,…)
A framework for ethical theories
Source: Fisher & Lovell (2003); adapted by LL
202
Conscious leadership: The Texas Instrument Ethics Quick Test (2001)
If you know it’s wrong, don’t do it!
If you’re not sure, ask.
Keep asking until you get an answer.
203
Conscious leadership: Suez’ Ethics Test
Questions to ask yourself in front of an ethical dilemma
204
Ask yourself these questions concerning the decision you wish to take
4. Light-of-day test. Would I feel good or bad if others (friends, family, colleagues) were to know of my decision and action?
5. Virtuous mean test. Does my decision add to, or detract from, the creation of a good life by finding a balance between justice, care and other virtues?
Deontological ethics
6. Veil of ignorance/Golden Rule. If I were to take the place of one of those affected by my decision and plan would I regard the act positively or negatively?
7. Universality test. Would it be a good thing or a bad thing if my decision and plan were to become a universal principle applicable to all in similar situations, even to myself?
Development ethics
8. The communitarian test. Would my action and plan help or hinder individuals and communities to develop ethically?
9. Self-interest test. Do the decision and plan meet or defeat my own best interests and values?
Teleological ethics
11. Utilitarian test. Are the anticipated consequences of my decision and plan positive or negative for the greatest number?
12. The discourse test. Have the debates about my decision and plan been well or badly conducted? Have the appropriate people been involved?
3. Hedonistic or intuitive test. Does my decision correspond with my gut feeling and my values? Does it make me feel good?
Corporate credos & mission statements
Legal duties
2. Organisational test. Is my decision in accordance with my organisation’s rules of conduct or ethics
1. Legalist test. Is my decision in accordance with the law?
Virtue ethics
+/-
Veto
Respect of ethical principles
Heuristics
10. Consequential test. Are the anticipated consequences of my decision and plan positive or negative?
12 tests filter to validate or reject a decision
Trigger
205
What would you do if you were
Peter Adario?
What should you do
if a single parent on your staff
is falling behind
in his or her work?
206
Who are we ?
Other
interpretations?
Cash value?
Process?
Winning?
“Truth happens to an idea.
Its verity is in fact
an event, an idea”
(William James)
Questions to think «internal» dilemmas – Peter Adario’s case
Source: Badaracco (1997); adapted by Ledoux
207
Who are we ?
“What are the other strong, persuasive,
competing interpretations of the
situation or problem that I hope to use
as a defining moment for my org.?”
(To understand that, for Walters, the basic ethical issue
was irresponsibility: McNeil’s for not pulling her weight &
his for not taking action)
“What is the cash value of this situation
and of my ideas for the people
whose support I need?”
(Refine his message and shape it to the psychological &
political context in which he was working, in terms
of raising productivity or improving recruiting)
“Have I orchestrated a process
that can make the values
I care about become the truth
of my organization?”
(After hiring McNeil, to start quickly to let her & her work known
to his bosses & to campaign for a more family-friendly workplace)
“Am I playing to win?”
(To take swift actions to counter Walters:
While Adario was out of the office, she worked with one of the
bosses to swiftly resolve McNeil’s issue)
“Truth happens to an idea.
Its verity is in fact
an event, an idea”
(William James)
Questions to think «internal» dilemmas – Peter Adario’s case
Source: Badaracco (1997); adapted by Ledoux
208
Would you launch the RU 486 or not?
What would you do if you were Edouard Sakiz ?
209
Who is the
organisation?
Secured my
Position?
Thought creatively about my organization’s role
Play the lion or the fox?
Balanced approach morally & practically?
“Ethics result from the inescapable
tension between Virtue & Virtu”
(Aristote & Machiavel)
Source: Badaracco (1997); adapted by Ledoux
Questions to think «internal» dilemmas – Edouard Sakiz’ case
Source: Badaracco (1997); adapted by Ledoux
210
Questions to think «societal» ethical dilemmas – Edouard Sakiz’ case
Who is the
organisation?
“Have I done all I can to secure my
position and the strength & stability
of my organization?”
(To refrain to take decisions that could expose directly
The organization or to confront the BoA’s president)
“Have I thought creatively & imagina-
tively about my organization’s role
in society & its relationship
to its stakeholders?”
(To orchestrate a public debate
among the different stakeholders)
“Should I play the lion or the fox?”
(To organize and support a vote that will trigger
a massive counter-reaction from other actors)
“Have you done all you
can to strike a balance,
both morally & practically?”
(To market the new drug without endangering the organization)
“Ethics result from the inescapable
tension between Virtue & Virtu”
(Aristote & Machiavel)
Source: Badaracco (1997); adapted by Ledoux
211
Adaptive leadership – Reflecting upon case 2 : William Ruckhelshaus & Tacoma
What did Ruckhelshaus do or didn’t do?
What did he achieve?
Is this a leadership case?
Why or why not?
* Synthesis based on the texts from André Comte-Sponville, Marcel Conche & François Jourde
Economic, technical & scientific order
Possible vs. Impossible
(Natural and rational Law)
Juridical & political order
Legal vs. Illegal
Moral order
Right vs. Wrong
(Universal or universalisable duties)
limits
limits
limits
completes
Ascending
hierarchy for
individuals
Ethical order
Good vs. Bad
(Self, subjective or relative Will)
The 4 orders & the tensions between the individual and the group
Descending
hierarchy
for groups
Wisdoms
Spiritualities
Metaphysics
(secular or religious)
possibly induces
213
Ethical dilemmas�
Reveal
Ourselves
& stimulates creativity
Badaracco
214
Work on your personal transformation, to serve & let go�
15 commitments of conscious leaders by Dehtmer, Chapman & Klemp
216
15 commitments of conscious leaders by Dehtmer, Chapman & Klemp
217
Behind the 15 commitments of conscious leaders
Drafting your personal leadership SWOT & Growth plan
220
Bibliography
221
Bibliography
222
223
To the loving memory of�François Vassart�(1925 – 2001)��who was my first spiritual master and
made me copy a thousand time:��“If you can meet with Triumph and Disaster�And treat those two impostors just the same”
(Si tu peux rencontrer triomphe après défaite
Et recevoir ces deux menteurs d’un même front) �(Rudyard Kipling – “If”)
“Gagner pour vous,�Pour moi perdant,�Avoir été peut-être utile�C’était un rêve modeste et fou�Vous me mettrez avec, en terre�Comme une étoile au fond d’un trou”
(To win for you, losing for me
To have been, perhaps, useful
That was a modest and crazy dream
You’ll bury me with it
As a star in a deep hole)�(Aragon – “J’entends, J’entends”)