As cities and regions worldwide celebrate Pride the role of diversity, understanding and unity has been brought to mind just as it has contemplating the British public’s choice to leave the EU with Brexit. Both events offer lessons in dealing with complexity and why diversity isn’t about either/or, but more both and neither and that we might learn something not just from the English, but their gardens, too.
It’s a tad ironic that London has been celebrating its Pride festival this past week, a time when respect and celebration of diversity as well as unification of humanity was top-of-mind while the country voted to undo many of the policies that fostered political and economic union and could likely reduce cultural diversity with Europe. But these kind of ironies are not quirky, but real manifestations of what can happen when we reduce complexity into binaries.
This kind of simplistic, reductionist thinking approach can have enormously harmful and disrupting effects that ripple throughout a system as we are seeing with what’s happened so far in the United Kingdom, Europe and the world in the past week.
Complexity abhors dichotomies
There are two kinds of people in the world: those who believe there are two kinds of people and those who don’t
The above quote (which has many variations, including one attributed to author Tom Robbins that I like) makes light of the problem of lumping the complex mass of humanity into two simple categories. It abstracts variation to such a level that it becomes nearly meaningless. The Brexit vote is similar. Both are lessons in complexity lived in the world because they reflect a nuanced, mutli-faceted set of issues that are reduced into binary options that are clustered together.
It is no surprise that, in the days following the Brexit vote in the UK, that there is much talk of a divided, rather than a united kingdom.
Diversity is difficult to deal with and is often left unaddressed as a result. The benefits to having diversity expressed and channeled within a complex system are many and articulated in research and practice contexts across sectors and include protection from disruption, better quality information, a richer array of strategic options and, in social contexts, a more inclusive social community.
The risks are many, too, but different in their nature. Diversity can produce tension which can be used for creative purposes, liberation, insight as well as confusion and conflict, simultaneously. This as a lot do with humans uneasy relationship with change. For some, change is easier to deal with by avoiding it — which is what many in the Leave camp thought they could do by voting the way they did. The darker side of the Leave campaign featured change as an image of non-white immigrant/refugees flooding into Britain, presumably to stoke those uncomfortable with (or outwardly hostile) to others to fear the change that could come from staying in the European Union.
Staying the same requires change
The author Guiseppe de Lampedussa once wrote about the need to change even when desiring to keep things as they are, because even if we seek stability, everything around us is changing and thus the system (or systems) we are embedded in are in flux. That need to change to stay the same was something that many UK citizens voiced. What was to change and what was to stay the same was not something that could be captured by a “Leave” or “Remain” statement, yet that is what they were given.
It should come to no surprise that, when presented with a stark choice on a complex matter, that there would be deep dissatisfaction with the result no matter what happened. We are seeing the fallout from the vote in the myriad factions and splintering of both of the main political parties — Conservative and Labour — and a House of Commons that is now filled with rebellion. Is the UK better off? So far, no way.
This is not necessarily because of the Leave vote, but because of what has come from the entire process of mis-handling the campaigns and the lack of plan for moving forward (by both camps). Further complicating matters is that the very EU that Britain has voted to leave is now not the same place as it was when the Brexit vote was held just five days ago. It’s also faced with rising voices for reform and potential separation votes from other member states who saw their causes bolstered or hindered because of the UK referendum. This is complexity in action.
Tending the garden of complex systems
The English know more about complexity than they might realize. An English garden is an example of complexity in action and how it relates to the balance of order, disorder and unordered systems. A look at a typical English garden will find areas of managed beauty, wildness, and chaos all within metres of one another.
What also makes a garden work is that it requires the right balance of effort, adaptive action, planning and compensating as well as the ability to let go all at the same time. Gardening requires constant attention to the weather, seasons, the mix of diversity within the system, the boundaries of the system itself (lest weeds or other species seek to invade from outside the garden or plants migrate out to a neighbours place) and how one works with all of it in real time.
Social systems are the same way. They need to be paid attention to and acted upon strategically, in their own time and way. This is why annual strategic planning retreats can be so poorly received. We take an organization with all it’s complexity and decide that once per year we’ll sit down and reflect on things and plan for the future. Complexity-informed planning requires a level of organizational mindfulness that engages the planning process dynamically and may involve the kind of full-scale, organization-wide strategy sessions more frequently or with specific groups than is normally done. Rather than use what is really arbitrary timelines — seen in annual retreats, 5-year plans and so forth — the organization takes a developmental approach, like a gardener, and tends to the organizations’ strategic needs in rhythms that fit the ecosystem in which it finds itself.
This kind of work requires: 1) viewing yourself as part of a system, 2) engaging in regular, sustained planning efforts that have 3) alignment with a developmental evaluation process that continually monitors and engages data collection to support strategic decision-making as part of 4) a structured, regular process of sensemaking so that an organization can see what is happening and make sense of it in real-time, not retrospectively because one can only act in the present, not the future or past.
Just as a garden doesn’t reduce complexity by either being on or off, neither should our social or political systems. Until we start realizing this and acting on it — by design — at the senior strategic level of an organization, community or nation, we may see Brexit-like conditions fostered in places well beyond the white cliffs of Dover into governments and organizations globally.
Photo Credits: The London Eye Lit Up for Pride London by David Jones and Hidcote Manor GardenHidcote Manor GardenHidcote Manor Garden by David Catchpole both used under Creative Commons License via Flickr. Thanks to the Davids for sharing their work.
What does it mean to be authentic in an age of design and complex social systems? It’s not as simple as you think and, as two high-profile psychologists point out, not something that’s easily agreed upon, either.
Over the past week, two high-profile psychologists and authors Adam Grant and Brene Brown have been engaged in a “debate” (or public disagreement? argument? — it’s hard to really tell) over the concept of authenticity and the role it plays in life — professional, personal and otherwise.
The debate was started by an op-ed post in the New York Times written by Grant who starts by referencing a description of Authenticity used by Brown in her work:
We are in the Age of Authenticity, where “be yourself” is the defining advice in life, love and career. Authenticity means erasing the gap between what you firmly believe inside and what you reveal to the outside world. As Brené Brown, a research professor at the University of Houston, defines it, authenticity is “the choice to let our true selves be seen.”
Brown, reacting to this piece on LinkedIn, corrects Grant by offering a better definition she’s used and criticizing his narrow-framed perspective on what authenticity is, which she states as:
In my research I found that the core of authenticity is the courage to be imperfect, vulnerable, and to set boundaries.
For Grant, it’s about dropping the filters and saying what’s on your mind all the time, while for Brown it’s about embracing vulnerability. The two are not the same thing, but nor are they opposites or incompatible with authenticity, rather they point to the problems of creating firm positions in complex systems.
A matter of boundaries
Brown’s definition adds something Grant’s interpretation leaves out: boundaries. It’s how we draw the boundaries around what we’re doing, and how and for what effect that determine the appropriateness of filters, expression and vulnerability. It’s also about context. Grant’s argument tends to be the one-sized-fits all with the kind of blanket statements about what he believes others want and need to hear. In his Times article, he ends with this pronouncement for readers:
Next time people say, “just be yourself,” stop them in their tracks. No one wants to hear everything that’s in your head. They just want you to live up to what comes out of your mouth.
That Grant was so quick to equate authenticity with no-filtered thinking is somewhat surprising given his background in psychology. It shows a remarkably simplistic view of human psychology that isn’t befitting his other work. Yet, he’s managed to not only publish this piece in the Times, but doubled-down on the argument in a follow-up post also on LinkedIn. In that piece, he again equates authenticity with a sense of absoluteness around always saying what’s on your mind by drawing on research that looks at self-monitoring and expressiveness.
Here are some of the items—you can answer them true or false:
- My behavior is usually an expression of my true inner feelings, attitudes, and beliefs.
- I would not change my opinions (or the way I do things) in order to please someone else or win their favor.
- I’m always the person I appear to be.
People who answer true are perceived as highly authentic—they know and express their genuine selves. And a rigorous analysis of all 136 studies shows that these authentic people receive significantly lower performance evaluations and are significantly less likely to get promoted into leadership roles.
In some fairness, Brown’s work can be easily muddled when it comes to the matter of boundaries. While she’s responded very clearly to his comments and work, there’s been a lot of slippage between boundaries in her work. Anyone who has read her books and seen her talks knows that Brown models the embrace of vulnerability by drawing on her own personal challenges with being authentic and valuing herself, illustrating points from her research with examples from her own human struggles. Yet, I recall reading her books Daring Greatly and The Gifts of Imperfection thinking to myself the stories often stumbled from being instructive, supportive and healthy examples of vulnerability to feeling like I was being used as a platform for supporting her self-development, rather than to learn from her.
For me, this was less about any one particular story of her being vulnerable, but the cumulative effect of these stories coming together as told through a book. It was the volume not content of the stories that shifted my perception. By the time I finished I felt like I’d been witness to Brown’s self therapy, which weakened my perception of her being authentic.
This cumulative effect is partly what Grant is referring to when citing work on self-monitoring. He’s not commenting on moments of vulnerability, rather it’s on creating a presentation of personhood that lacks a sense of boundaries.
The answer to authenticity might be in that complex middle space. If Brown is open to and eager to share her vulnerabilities it’s important that I as a listener be willing (and able and prepared) to welcome in that discussion. But what if I am not? In Grant’s demarcation of boundaries that might not matter, but then we end up with a set of rules based on his (and many others) view of authenticity, which can devolve into something that Brown connects to a traditional, stereotyped ‘male’ expression of authenticity:
Many of the behaviors that Grant associates with authenticity don’t reflect the courage to be imperfect, vulnerable, or to set boundaries. They actually reflect crude, negative gender stereotypes. Male authenticity is associated with being hurtful, arrogant, manipulative, overbearing, and, in plain speak, an asshole. (italics added)
We must not stop listening, but we also must be cautious in how much (and when and in what context) we share and tell. Too little and we simply replicate the power positions of the past and surrender our true selves to social norms. Too much or done poorly and we might get a little closer to where Grant is.
What is authentic baloney (or Bologna Sausage for it’s original name)? Baloney is a indeed a thing, but it’s also a fake, synthetic meat product all at the same time. It’s a prepared meat that is designed to combine various ingredients together in a particular way that doesn’t really fit in any other types of sausage, yet is still ‘sausage like’. It’s difficult to describe using the language of sausage, yet also doesn’t have another peer to compare to (except Spam, which is a similar strange version of something familiar).
It is, in a sense, an authentic artificial product.
These two things — authenticity and artificiality — can coexist. Herb Simon wrote about design being partly about the science of the artificial. Stating in his book of the same name:
Engineering, medicine, business, architecture and painting are concerned not with the necessary but with the contingent – not with how things are but with how they might be – in short, with design.
Design is about what could be. Authentic is about what is and what could be, speaking about intention as well as reflection on what one believes and wishes to project to others. Baloney is just that. It’s a manifestation of a design of a meat product that is intended to reflect how a meat product might be when one combines some of the less sought after cuts of meat together with spices, herbs and fats. It’s not real meat, but it’s not fake either.
What is our authentic self?
Our authentic self is changing. If one believes we come into the world and grow into a form, then who we are as a child is largely deterministic for what comes afterward.
It’s interesting that this ding-dong on authenticity from Brown and Grant come when my colleague Mark Kuznicki from The Moment published a long, extensive and revealing piece into the process that his firm engages in to recalibrate and strategically plan its future. Taking Grant’s view, this level of openness in discussing the challenges and opportunities could quite easily be construed as over-sharing self-monitoring. Brown might argue that this kind of public self-reflection indicates a reflection of that organization’s true self. I think it’s both and neither.
Authenticity is very much like baloney, which takes many forms, has different cultural interpretations and expressions and levels of acceptance and quality within it. What makes for good baloney really does depend on a great many factors and the person who’s consuming it. Just like baloney, what gets lost in these arguments is position within the system.
Systems perspectives are partly about understanding where one is positioned in them, which determines what is seen, how something is perceived, what kind of information is available and, most importantly, the meaning that is attached to that information in order to assess what to do and what impact it might have.
Part of that perspective is time.
A developmental perspective
My authentic self is not the same as it once was. Part of that is because at various stages of life I was more (early childhood) or less (teen and young adult years) comfortable with expressing that authenticity. But interestingly, as I got older, what was truly authentic was becoming more complicated and harder to assess. It’s because I’ve become far more complicated and with experience, knowledge and the accumulation of both I’ve transformed that original person into someone different (and also very similar).
To provoke developmental thinking I often ask students or audiences the question: Is a 40-year-old an 8 times better 5-year-old? Is a person who was five and said: I want to be a princess / astronaut / firefighter and ends up being a senior policy advisor for the government, an accountant, a social worker or designer just someone who failed at their goals?
Are these even relevant questions? The answer is: no. I once wanted to be a firefighter, but now I can’t imagine doing that job. Why did that change? Because I developed into something different. My authentic self sought different challenges, opportunities and required other things to nurture itself. I still love to draw, doodle and play sports, just like I did when I was five. That part of me, too is authentic.
As authenticity becomes more of a fashionable word and thrown out for use in many contexts it is worth considering more about what it is, what it means, and how we really nurture it in our work. As I think both Brene Brown and Adam Grant would agree: Authenticity is too important to fake, lest it become baloney.
Photo credit: Untitled by themostinept used under Creative Commons License via Flickr.
Posted on May 27, 2016
Reflective practice is the cornerstone of developmental evaluation and organizational learning and yet is one of the least discussed (and poorly supported) aspects of these processes. It’s time to reflect a little on reflection itself.
The term reflective practice was popularized by the work of Donald Schön in his book The Reflective Practitioner, although the concept of reflecting while doing things was discussed by Aristotle and serves as the foundation for what we now call praxis. Nonetheless, what made reflective practice as a formal term different from others was that it spoke to a deliberative process of reflection that was designed to meet specific developmental goals and capacities. While many professionals had been doing this, Schön created a framework for understanding how it could be done — and why it was important — in professional settings as a matter of enhancing learning and improving innovation potential.
From individual learners to learning organizations
As the book title suggests, the focus of Schön’s work was on the practitioner her/himself. By cultivating a focus, a mindset and a skill set in looking at practice-in-context Schön (and those that have built on his work) suggest that professionals can enhance their capacity to perform and learning as they go through a series of habits and regular practices by critically inquiring about their work as they work.
This approach has many similarities to mindfulness in action or organizational mindfulness, contemplative inquiry, and engaged scholarship among others. But, aside from organizational mindfulness, these aforementioned approaches are designed principally to support individuals learning about and reflecting about their work.
There’s little question that paying attention and reflecting on what is being done has value for someone seeking to improve the quality of their work and its potential impact, but it’s not enough, at least in practice (even if it does in theory). And the evidence can be found in the astonishing absence of examples of sustained change initiatives supported by reflective practice and, more particularly, developmental evaluation, which is an approach for bringing reflection to bear on the way we evolve programs over time. This is not a criticism of reflective practice or developmental evaluation per se, but the problems that many have in implementing it in a sustained manner. From professional experience, this comes down largely to the matter of what is required to actually do reflective practice or any in practice.
For developmental evaluation it means connecting what it can do to what people actually will do.
Same theories, different practices
The flaw in all of this is that the implementation of developmental evaluation is often predicated on implicit assumptions about learning, how it’s done, who’s responsible for it, and what it’s intended to achieve. The review of the founding works of developmental evaluation (DE) by Patton and others point to practices and questions that that can support DE work.
While enormously useful, they make the (reasonable) assumption that organizations are in a position to adopt them. What is worth considering for any organization looking to build DE into their work is: are we really ready to reflect in action? Do we do it now? And if we don’t, what makes us think we’ll do it in the future?
In my practice, I continually meet organizations that want to use DE, be innovative, become adaptive, learn more deeply from what they do and yet when we speak about what they currently do to support this in everyday practice few examples are presented. The reason is largely due to time and the priorities and organization of our practice in relation to time. Time — and its felt sense of scarcity for many of us — is one of the substantive limits and reflective practice requires time.
The other is space. Are there places for reflection on issues that matter that are accessible? These twin examples have been touched on in other posts, but they speak to the limits of DE in affecting change without the ability to build reflection into practice. Thus, the theory of DE is sound, but the practice of it is tied to the ability to use time and space to support the necessary reflection and sensemaking to make it work.
The architecture of reflection
If we are to derive the benefits from DE and innovate more fully, reflective practice is critical for without one we can’t have the other. This means designing in reflective space and time into our organizations ahead of undertaking a developmental evaluation. This invites questions about where and how we work in space (physical and virtual) and how we spend our time.
To architect reflection into our practice, consider some questions or areas of focus:
- Are there spaces for quiet contemplation free of stimulation available to you? This might mean a screen-free environment, a quiet space and one that is away from traffic.
- Is there organizational support for ‘unplugging’ in daily practice? This would mean turning off email, phones and other electronic devices’ notifications to support focused attention on something. And, within that space, are there encouragements to use that quiet time to focus on looking at and thinking about evaluation data and reflecting on it?
- Are there spaces and times for these practices to be shared and done collectively or in small groups?
- If we are not granting ourselves time to do this, what are we spending the time doing and does it add more value than what we can gain from learning?
- Sometimes off-site trips and scheduled days away from an office are helpful by giving people other spaces to reflect and work.
- Can you (will you?) build in — structurally — to scheduled work times and flows committed times to reflect-in-action and ensure that this is done at regular intervals, not periodic ones?
- If our current spaces are insufficient to support reflection, are we prepared to redesign them or even move?
These are starting questions and hard ones to ask, but they can mean the difference between reflection in theory and reflection in practice which is the difference between innovating, adapting and thriving in practice, not just theory or aspiration.