Tag: developmental evaluation

education & learningevaluation

Learning: The Innovators’ Guaranteed Outcome

on November 22, 2018

Innovation involves bringing something new into the world and that often means a lot of uncertainty with respect to outcomes. Learning is the one outcome that any innovation initiative can promise if the right conditions are put into place. 

Innovation — the act of doing something new to produce value — in human systems is wrought with complications from the standpoint of evaluation given that the outcomes are not always certain, the processes aren’t standardized (or even set), and the relationship between the two are often in an ongoing state of flux. And yet, evaluation is of enormous importance to innovators looking to maximize benefit, minimize harm, and seek solutions that can potentially scale beyond their local implementation. 

Non-profits and social innovators are particularly vexed by evaluation because there is an often unfair expectation that their products, services, and programs make a substantial change to social issues such as poverty, hunger, employment, chronic disease, and the environment (to name a few). These are issues that are large, complex, and for which no actor has complete ownership or control over, yet require some form of action, individually and collectively. 

What is an organization to do or expect? What can they promise to funders, partners, and their stakeholders? Apart from what might be behavioural or organizational outcomes, the one outcome that an innovator can guarantee — if they manage themselves right — is learning. 

Learning as an Outcome

For learning to take place, there need to be a few things included in any innovation plan. The first is that there needs to be some form of data capture of the activities that are undertaken in the design of the innovation. This is often the first hurdle that many organizations face because designers are notoriously bad at showing their work. Innovators (designers) need to capture what they do and what they produce along the way. This might include false starts, stops, ‘failures’, and half-successes, which are all part of the innovation process. Documenting what happens between idea and creation is critical.

Secondly, there needs to be some mechanism to attribute activities and actions to indicators of progress. Change only can be detected in relation to something else so, in the process of innovation, we need to be able to compare events, processes, activities, and products at different stages. Some of the selection of these indicators might be arbitrary at first, but as time moves along it becomes easier to know whether things like a stop or start are really just ‘pauses’ or whether they really are pivots or changes in direction. 

Learning as organization

Andrew Taylor and Ben Liadsky from Taylor Newberry Consulting recently wrote a great piece on the American Evaluation Association’s AEA 365 blog outlining a simple approach to asking questions about learning outcomes. Writing about their experience working with non-profits and grantmakers, they comment on how evaluation and learning require creating a culture that supports the two in tandem:

Given that organizational culture is the soil into which evaluators hope to plant seeds, it may be important for us to develop a deeper understanding of how learning culture works and what can be done to cultivate it.

What Andrew and Ben speak of is the need to create the environment for which learning can occur at the start. Some of that is stirred by asking some critical questions as they point out in their article. These include identifying whether there are goals for learning in the organization and what kind of time and resources are invested to regularly gathering people together to talk about the work that is done. This is the third big part of evaluating for learning: create the culture for it to thrive. 

Creating Consciousness

It’s often said that learning is a natural as breathing, but if that were true much more would be gained from innovation than there is. Just like breathing, learning can take place passively and can be manipulated or controlled. In both cases, there is a need to create a consciousness around what ‘lessons’ abound. 

Evaluation serves to make the unconscious, conscious. By paying attention — being mindful — of what is taking place and linking that to innovation at the level of the organization (not just the individual) evaluation can be a powerful tool to aid the process of taking new ideas forward. While we cannot always guarantee that a new idea will transform a problem into a solution, we can ensure that we learn in our effort to make change happen. 

The benefit of learning is that it can scale. Many innovations can’t, but learning is something that can readily be added to, built on, and transforms the learner. In many ways, learning is the ultimate outcome. So next time you look to undertake an innovation, make sure to evaluate it and build in the kind of questions that help ensure that, no matter what the risks are, you can assure yourself a positive outcome. 

Image Credit: Rachel on Unsplash

evaluation

Meaning and metrics for innovation

on September 13, 2018

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Metrics are at the heart of evaluation of impact and value in products and services although they are rarely straightforward. What makes a good metric requires some thinking about what the meaning of a metric is, first. 

I recently read a story on what makes a good metric from Chris Moran, Editor of Strategic Projects at The Guardian. Chris’s work is about building, engaging, and retaining audiences online so he spends a lot of time thinking about metrics and what they mean.

Chris – with support from many others — outlines the five characteristics of a good metric as being:

  1. Relevant
  2. Measurable
  3. Actionable
  4. Reliable
  5. Readable (less likely to be misunderstood)

(What I liked was that he also pointed to additional criteria that didn’t quite make the cut but, as he suggests, could).

This list was developed in the context of communications initiatives, which is exactly the point we need to consider: context matters when it comes to metrics. Context also is holistic, thus we need to consider these five (plus the others?) criteria as a whole if we’re to develop, deploy, and interpret data from these metrics.

As John Hagel puts it: we are moving from the industrial age where standardized metrics and scale dominated to the contextual age.

Sensemaking and metrics

Innovation is entirely context-dependent. A new iPhone might not mean much to someone who has had one but could be transformative to someone who’s never had that computing power in their hand. Home visits by a doctor or healer were once the only way people were treated for sickness (and is still the case in some parts of the world) and now home visits are novel and represent an innovation in many areas of Western healthcare.

Demographic characteristics are one area where sensemaking is critical when it comes to metrics and measures. Sensemaking is a process of literally making sense of something within a specific context. It’s used when there are no standard or obvious means to understand the meaning of something at the outset, rather meaning is made through investigation, reflection, and other data. It is a process that involves asking questions about value — and value is at the core of innovation.

For example, identity questions on race, sexual orientation, gender, and place of origin all require intense sensemaking before, during, and after use. Asking these questions gets us to consider: what value is it to know any of this?

How is a metric useful without an understanding of the value in which it is meant to reflect?

What we’ve seen from population research is that failure to ask these questions has left many at the margins without a voice — their experience isn’t captured in the data used to make policy decisions. We’ve seen the opposite when we do ask these questions — unwisely — such as strange claims made on associations, over-generalizations, and stereotypes formed from data that somehow ‘links’ certain characteristics to behaviours without critical thought: we create policies that exclude because we have data.

The lesson we learn from behavioural science is that, if you have enough data, you can pretty much connect anything to anything. Therefore, we need to be very careful about what we collect data on and what metrics we use.

The role of theory of change and theory of stage

One reason for these strange associations (or absence) is the lack of a theory of change to explain why any of these variables ought to play a role in explaining what happens. A good, proper theory of change provides a rationale for why something should lead to something else and what might come from it all. It is anchored in data, evidence, theory, and design (which ties it together).

Metrics are the means by which we can assess the fit of a theory of change. What often gets missed is that fit is also context-based by time. Some metrics have a better fit at different times during an innovation’s development.

For example, a particular metric might be more useful in later-stage research where there is an established base of knowledge (e.g., when an innovation is mature) versus when we are looking at the early formation of an idea. The proof-of-concept stage (i.e., ‘can this idea work?’) is very different than if something is in the ‘can this scale’? stage. To that end, metrics need to be fit with something akin to a theory of stage. This would help explain how an innovation might develop at the early stage versus later ones.

Metrics are useful. Blindly using metrics — or using the wrong ones — can be harmful in ways that might be unmeasurable without the proper thinking about what they do, what they represent, and which ones to use.

Choose wisely.

Photo by Miguel A. Amutio on Unsplash

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How do we sit with time?

on May 16, 2018

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Organizational transformation efforts from culture change to developmental evaluation all depend on one ingredient that is rarely discussed: time. How do we sit with this and avoid the trap of aspiring for greatness while failing to give it the time necessary to make change a reality? 

Toolkits are a big hit with those looking to create change. In my years of work with organizations large and small supporting behaviour change, innovation, and community development there are few terms that light up people’s faces than hearing “toolkit”. Usually, that term is mentioned by someone other than me, but it doesn’t stop the palpable excitement at the prospect of having a set of tools that will solve a complex problem.

Toolkits work with simple problems. A hammer works well with nails. Drills are good at making holes. With enough tools and some expertise, you can build a house. Organizational development or social change is a complex challenge where tools don’t have the same the same linear effect. A tool — a facilitation technique, an assessment instrument, a visualization method — can support change-making, but the application and potential outcome of these tools will always be contextual.

Tools and time

My experience has been that people will go to great extents to acquire tools yet put little comparative effort to use them.  A body of psychological research has shown there are differences between goals, the implementation intentions behind them, and actual achievement of those goals. In other words: desiring change, planning and intending to make a change, and actually doing something are different.

Tools are proxies for this issue in many ways: having tools doesn’t mean they either get used or that they actually produce change. Anyone in the fitness industry knows that the numbers between those who try a workout, those who buy a membership to a club, and those who regularly show up to workout are quite different.

Or consider the Japanese term Tsundoku, which loosely translates into the act of acquiring reading materials and letting them pile up in one’s home without reading them.

But tools are stand-ins for something far more important and powerful: time.

The pursuit of tools and their use is often hampered because organizations do not invest in the time to learn, appropriately apply, refine, and sense-make the products that come through these tools.

A (false) artifact of progress

Bookshelf

Consider the book buying or borrowing example above: we calculate the cost of the book when really we ought to price out the time required to read it. Or, in the case of practical non-fiction, the cost to read it and apply the lessons from it.

Yet, consider a shelf filled with books before you providing the appearance of having the knowledge contained within despite any evidence that its contents have been read. This is the same issue with tools: once acquired it’s easier to assume the work is largely done. I’ve seen this firsthand with people doing what the Buddhist phrase decries:

“Do not confuse the finger pointing to the moon for the moon itself”

It’s the same confusion we see between having data or models and the reality they represent.

These things all represent artifacts of progress and a false equation. More books or data or better models do not equal more knowledge. But showing that you have more of something tangible is a seductive proxy. Time has no proxy; that’s the biggest problem.

Time just disappears, is spent, is used, or whatever metaphor you choose to use to express time. Time is about Kairos or Chronos, the sequence of moments or the moments themselves, but in either case, they bear no clear markers.

Creating time markers

There are some simple tricks to create the same accumulation effect in time-focused work — tools often used to support developmental evaluation and design. Innovation is as much about the process as it is the outcome when it comes to marking effort. The temptation is to focus on the products — the innovations themselves — and lose what was generated to get there. Here are some ways to change that.

  1. Timelines. Creating live (regular) recordings of what key activities are being engaged and connecting them together in a timeline is one way to show the journey from idea to innovation. It also provides a sober reminder of the effort and time required to go through the various design cycles toward generating a viable prototype.
  2. Evolutionary Staging. Document the prototypes created through photographs, video, or even showcasing versions (in the case of a service or policy where the visual element isn’t as prominent). This is akin to the March of Progress image used to show human evolution. By capturing these things and noting the time and timing of what is generated, you create an artifact that shows the time that was invested and what was produced from that investment. It’s a way to honour the effort put toward innovation.
  3. Quotas & Time Targets. I’m usually reluctant to prescribe a specific amount of time one should spend on reflection and innovation-related sensemaking, but it’s evident from the literature that goals, targets, and quotas work as effective motivators for some people. If you generate a realistic set of targets for thoughtful work, this can be something to aspire to and use to drive activity. By tracking the time invested in sensemaking, reflection, and design you better can account for what was done, but also create the marker that you can point to that makes time seem more tangible.

These are three ways to make time visible although it’s important to remember that the purpose isn’t to just accumulate time but to actually sit with it.

All the tricks and tools won’t bring the benefit of what time can offer to an organization willing to invest in it, mindfully. Except, perhaps, a clock.

Try these out with some simple tasks. Another is to treat time like any other resource: budget it. Set aside the time in a calendar by booking key reflective activities in just as you would anything else. To do this, and to keep to it, requires leadership and the organizational supports necessary to ensure that learning can take place. Consider what is keeping you from taking or making the time to learn, share those thoughts with your peers, and then consider how you might re-design what you do and how you do it to support that learning.

Take time for that, and you’re on your way to something better.

 

If you’re interested in learning more about how to do this practically, using data, and designing the conditions to support innovation, contact me. This is the kind of stuff that I do. 

 

 

 

 

 

complexityevaluationsocial innovation

Developmental Evaluation’s Traps

on April 19, 2018

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Developmental evaluation holds promise for product and service designers looking to understand the process, outcomes, and strategies of innovation and link them to effects. It’s the great promise of DE that is also the reason to be most wary of it and beware the traps that are set for those unaware.  

Developmental evaluation (DE), when used to support innovation, is about weaving design with data and strategy. It’s about taking a systematic, structured approach to paying attention to what you’re doing, what is being produced (and how), and anchoring it to why you’re doing it by using monitoring and evaluation data. DE helps to identify potentially promising practices or products and guide the strategic decision-making process that comes with innovation. When embedded within a design process, DE provides evidence to support the innovation process from ideation through to business model execution and product delivery.

This evidence might include the kind of information that helps an organization know when to scale up effort, change direction (“pivot”), or abandon a strategy altogether.

Powerful stuff.

Except, it can also be a trap.

It’s a Trap!

Star Wars fans will recognize the phrase “It’s a Trap!” as one of special — and much parodied — significance. Much like the Rebel fleet’s jeopardized quest to destroy the Death Star in Return of the Jedi, embarking on a DE is no easy or simple task.

DE was developed by Michael Quinn Patton and others working in the social innovation sector in response to the needs of programs operating in areas of high volatility, uncertainty, complexity, and ambiguity in helping them function better within this environment through evaluation. This meant providing the kind of useful data that recognized the context, allowed for strategic decision making with rigorous evaluation and not using tools that are ill-suited for complexity to simply do the ‘wrong thing righter‘.

The following are some of ‘traps’ that I’ve seen organizations fall into when approaching DE. A parallel set of posts exploring the practicalities of these traps are going up on the Cense site along with tips and tools to use to avoid and navigate them.

A trap is something that is usually camouflaged and employs some type of lure to draw people into it. It is, by its nature, deceptive and intended to ensnare those that come into it. By knowing what the traps are and what to look for, you might just avoid falling into them.

A different approach, same resourcing

A major trap is going into a DE is thinking that it is just another type of evaluation and thus requires the same resources as one might put toward a standard evaluation. Wrong.

DE most often requires more resources to design and manage than a standard program evaluation for many reasons. One the most important is that DE is about evaluation + strategy + design (the emphasis is on the ‘+’s). In a DE budget, one needs to account for the fact that three activities that were normally treated separately are now coming together. It may not mean that the costs are necessarily more (they often are), but that the work required will span multiple budget lines.

This also means that operationally one cannot simply have an evaluator, a strategist, and a program designer work separately. There must be some collaboration and time spent interacting for DE to be useful. That requires coordination costs.

Another big issue is that DE data can be ‘fuzzy’ or ambiguous — even if collected with a strong design and method — because the innovation activity usually has to be contextualized. Further complicating things is that the DE datastream is bidirectional. DE data comes from the program products and process as well as the strategic decision-making and design choices. This mutually influencing process generates more data, but also requires sensemaking to sort through and understand what the data means in the context of its use.

The biggest resource that gets missed? Time. This means not giving enough time to have the conversations about the data to make sense of its meaning. Setting aside regular time at intervals appropriate to the problem context is a must and too often organizations don’t budget this in.

The second? Focus. While a DE approach can capture an enormous wealth of data about the process, outcomes, strategic choices, and design innovations there is a need to temper the amount collected. More is not always better. More can be a sign of a lack of focus and lead organizations to collect data for data’s sake, not for a strategic purpose. If you don’t have a strategic intent, more data isn’t going to help.

The pivot problem

The term pivot comes from the Lean Startup approach and is found in Agile and other product development systems that rely on short-burst, iterative cycles with accompanying feedback. A pivot is a change of direction based on feedback. Collect the data, see the results, and if the results don’t yield what you want, make a change and adapt. Sounds good, right?

It is, except when the results aren’t well-grounded in data. DE has given cover to organizations for making arbitrary decisions based on the idea of pivoting when they really haven’t executed well or given things enough time to determine if a change of direction is warranted. I once heard the explanation given by an educator about how his team was so good at pivoting their strategy for how they were training their clients and students. They were taking a developmental approach to the course (because it was on complexity and social innovation). Yet, I knew that the team — a group of highly skilled educators — hadn’t spent nearly enough time coordinating and planning the course.

There are times when a presenter is putting things last minute into a presentation to capitalize on something that emerged from the situation to add to the quality of the presentation and then there is someone who has not put the time and thought into what they are doing and rushing at the last minute. One is about a pivot to contribute to excellence, the other is not executing properly. The trap is confusing the two.

Fearing success

“If you can’t get over your fear of the stuff that’s working, then I think you need to give up and do something else” – Seth Godin

A truly successful innovation changes things — mindsets, workflows, systems, and outcomes. Innovation affects the things it touches in ways that might not be foreseen. It also means recognizing that things will have to change in order to accommodate the success of whatever innovation you develop. But change can be hard to adjust to even when it is what you wanted.

It’s a strange truth that many non-profits are designed to put themselves out of business. If there were no more political injustices or human rights violations around the world there would be no Amnesty International. The World Wildlife Fund or Greenpeace wouldn’t exist if the natural world were deemed safe and protected. Conversely, there are no prominent NGO’s developed to eradicate polio anymore because pretty much have….or did we?

Self-sabotage exists for many reasons including a discomfort with change (staying the same is easier than changing), preservation of status, and a variety of inter-personal, relational reasons as psychologist Ellen Hendrikson explains.

Seth Godin suggests you need to find something else if you’re afraid of success and that might work. I’d prefer that organizations do the kind of innovation therapy with themselves, engage in organizational mindfulness, and do the emotional, strategic, and reflective work to ensure they are prepared for success — as well as failure, which is a big part of the innovation journey.

DE is a strong tool for capturing success (in whatever form that takes) within the complexity of a situation and the trap is when the focus is on too many parts or ones that aren’t providing useful information. It’s not always possible to know this at the start, but there are things that can be done to hone things over time. As the saying goes: when everything is in focus, nothing is in focus.

Keeping the parking brake on

And you may win this war that’s coming
But would you tolerate the peace? – “This War” by Sting

You can’t drive far or well with your parking brake on. However, if innovation is meant to change the systems. You can’t keep the same thinking and structures in place and still expect to move forward. Developmental evaluation is not just for understanding your product or service, it’s also meant to inform the ways in which that entire process influences your organization. They are symbiotic: one affects the other.

Just as we might fear success, we may also not prepare (or tolerate) it when it comes. Success with one goal means having to set new goals. It changes the goal posts. It also means that one needs to reframe what success means going ahead. Sports teams face this problem in reframing their mission after winning a championship. The same thing is true for organizations.

This is why building a culture of innovation is so important with DE embedded within that culture. Innovation can’t be considered a ‘one-off’, rather it needs to be part of the fabric of the organization. If you set yourself up for change, real change, as a developmental organization, you’re more likely to be ready for the peace after the war is over as the lyric above asks.

Sealing the trap door

Learning — which is at the heart of DE — fails in bad systems. Preventing the traps discussed above requires building a developmental mindset within an organization along with doing a DE. Without the mindset, its unlikely anyone will avoid falling through the traps described above. Change your mind, and you can change the world.

It’s a reminder of the needs to put in the work to make change real and that DE is not just plug-and-play. To quote Martin Luther King Jr:

“Change does not roll in on the wheels of inevitability, but comes through continuous struggle. And so we must straighten our backs and work for our freedom. A man can’t ride you unless your back is bent.”

 

For more on how Developmental Evaluation can help you to innovate, contact Cense Ltd and let them show you what’s possible.  

Image credit: Author

businesscomplexityevaluation

A mindset for developmental evaluation

on September 7, 2017

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Developmental evaluation requires different ways of thinking about programs, people, contexts and the data that comes from all three. Without a change in how we think about these things, no method, tool, or approach will make an evaluation developmental or its results helpful to organizations seeking to innovate, adapt, grow, and sustain themselves. 

There is nothing particularly challenging about developmental evaluation (DE) from a technical standpoint: for the most part, a DE can be performed using the same methods for data collection as other evaluations. What stands DE apart from those other evaluations is less the methods and tools, but the thinking that goes into how those methods and tools are used. This includes the need to ensure that sensemaking is a part of the data analysis plan because it is almost certain that some if not the majority of the data collected will not have an obvious meaning or interpretation.

Without developmental thinking and sensemaking, a DE is just an evaluation with a different name

This is not a moot point, yet the failure of organizations to adopt a developmental mindset toward its programs and operations is (likely) the single-most reason for why DE often fails to live up to its promise in practice.

No child’s play

If you were to ask a five-year old what they want to be when they grow up you might hear answers like a firefighter, princess, train engineer, chef, zookeeper, or astronaut. Some kids will grow up and become such things (or marry accordingly for those few seeking to become princesses or they’ll work for Disney), but most will not. They will become things like sales account managers, marketing directors, restaurant servers, software programmers, accountants, groundskeepers and more. While this is partly about having the opportunity to pursue a career in a certain field, it’s also about changing interests.

A five-year old that wants to be a train engineer might seem pretty normal, but one that wants to be an accountant specializing in risk management in the environmental sector would be considered odd. Yet, it’s perfectly reasonable to speak to a 35-year-old and find them excited about being in such a role.

Did the 35-year-old that wanted to be a firefighter when they were five but became an accountant, fail? Are they a failed firefighter? Is the degree to which they fight fires in their present day occupation a reasonable indicator of career success?

It’s perfectly reasonable to plan to be a princess when you’re five, but not if you’re 35 or 45 or 55 years old unless you’re currently dating a prince or in reasonable proximity to one. What is developmentally appropriate for a five-year-old is not for someone seven times that age.

Further, is a 35-year-old a seven-times better five-year-old? When you’re ten are you twice the person you were when you were five? Why is it OK to praise a toddler for sharing, not biting or slapping their peers, and eating all their vegetables and weird to do it with someone in good mental health in their forties or fifties? It has to do with developmental thinking.

It has to do with a developmental mindset.

Charting evolutionary pathways

We know that as people develop through stages, ages and situations the knowledge, interests, and capacities that a person has will change. We might be the same person and also a different person than the one we were ten years ago. The reason is that we evolve and develop as a person based on a set of experiences, genetics, interests, and opportunities that we encounter. While there are forces that constrain these adaptations (e.g., economics, education, social mobility, availability of and access to local resources), we still evolve over time.

DE is about creating the data structures and processes to understand this evolution as it pertains to programs and services and help to guide meaningful designs for evolution. DE is a tool for charting evolutionary pathways and for documenting the changes over time. Just as putting marks on the wall to chart a child’s growth, taking pictures at school, or writing in a journal, a DE does much of the same thing (even with similar tools).

As anyone with kids will tell you, there are a handful of decisions that a parent can make that will have sure-fire, predictable outcomes when implemented. Many of them are created through trial-and-error and some that work when a child is four won’t work when the child is four and five months. Some decisions will yield outcomes that approximate an expected outcome and some will generate entirely unexpected outcomes (positive and negative). A good parent is one who pays attention to the rhythms, flows, and contexts that surround their child and themselves with the effort to be mindful, caring and compassionate along the way.

This results in no clear, specific prototype for a good parent that can reliably be matched to any kid, nor any highly specific, predictable means of determining who is going to be a successful, healthy person. Still, many of us manage to have kids we can proud of, careers we like, friendships we cherish and intimate relationships that bring joy despite no means of predicting how any of those will go with consistency. We do this all the time because we approach our lives and those of our kids with a developmental mindset.

Programs as living systems

DE is at its best a tool for designing for living systems. It is about discerning what is evolving (and at what rate/s) and what is static within a system and recognizing that the two conditions can co-exist. It’s the reason why many conventional evaluation methods still work within a DE context. It’s also the reason why conventional thinking about those methods often fails to support DE.

Living systems, particularly human systems, are often complex in their nature. They have multiple, overlapping streams of information that interact at different levels, time scales and to different effects inconsistently or at least to a pattern that is only partly ever knowable. This complexity may include simple relationships and more complicated ones, too. Just as a conservation biologist might see a landscape that changes, they can understand what changes are happening quickly, what isn’t, what certain relationships are made and what ones are less discernible.

As evaluators and innovators, we need to consider how our programs and services are living systems. Even something as straightforward as the restaurant industry where food is sought and ordered, prepared, delivered and consumed, then finished has elements of complexity to it. The dynamics of real-time ordering and tracking, delivery, shifting consumer demand, the presence of mobile competitors (e.g., food trucks), changing regulatory environment, novelty concepts (e.g., pop-ups!), and seasonality of food demand and supply has changed how the food preparation business is run.

A restaurant might not just be a bricks-and-mortar operation now, but a multi-faceted, dynamic food creation environment. The reason could be that even if they are good at what they did if everything around them is changing they could still deliver consistently great food and service and fail. They may need to change to stay the same.

This only can happen if we view our programs as living systems and create evaluation mechanisms and strategies that view them in that manner. That means adopting a developmental mindset within an organization because DE can’t exist without it.

If a developmental evaluation is what you need or you want to learn more about how it can serve your needs, contact Cense and inquire about how they can help you. 

Image Credit: Thinkstock used under license.

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Time. Care. Attention.

on May 17, 2017

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A read through a typical management or personal improvement feed will reveal near infinite recommendations for steps you can take to improve your organization or self. Three words tend to be absent from this content stream and they are what take seemingly simple recommendations and navigate them through complexity: time, care, and attention.

Embedded within the torrent of content on productivity, innovation and self-development is a sense of urgency reflected in ‘top ten lists’,  ‘how tos’ and ‘hacks’ that promise ways to make your life and the world better, faster; hallmark features of what has become our modern, harried age.  These lists and posts are filled with well-intentioned strategies that are sure to get ‘liked’, ‘shared’ and ‘faved’, but for which there might be scant evidence for their effect.

Have you seen the research on highly productive people and organizations and their approaches, tools and strategies that speak to your specific circumstances? Probably not. The reason? There’s a paucity of research out there that points to specifics, while there is much on more generalized strategies. The problem is that you and I operate in the world specific to us, not generalized to the world. It’s why population health data is useful to understanding how a particular condition or issue manifests across a society, but is relatively poor at predicting individual outcomes.

Whether general or specific, three key qualities appear to be missing from much of the discussion and they might be the reason so little of what is said translates well into what is done: time, care, attention.

Time

When words and concepts like lean startup, rapid cycle prototyping, and quick pivoting dominate discussion of productivity and innovation it is easy to find our focus in speed. Yet, there are so many reasons to consider time and space as much as speed. Making the space to see things in a bigger picture allows us to act on what is important, not just what is urgent. This requires space — literal and figurative — within our everyday practice to do. Time allows us to lower that emotional drive to focus on more things at once, potentially seeing new patterns and different connections than had we rushed headlong into what appeared to be the most obvious issue at first look.

If we are seeking change to last, why would we not design something that takes time to prepare, deliver and sustain? Our desire and impetus to gain speed comes at the cost of longevity in many cases. This isn’t to suggest that a rapid-fire initiative can’t produce long-term results. The space race between the United States and Russia in the 1950’s and 60’s proves the long-term viability of short-term bursts of creative energy, but this might be an exception rather than the rule. Consider the timelessness of many classical architectural designs and how they were build with an idea that they would last, because they were designed without the sense that time was passing quickly. They were built to last.

Care

Care is consideration applied to doing something well. It is tied to a number of other c-words like competence. Those who are applying their skills to an issue require, acquire and develop a level of competence in doing something. Tackling complex social and organizational problems requires a level of competence that comes with time and attention, hence the research that suggests mastery may take as much as 10,000 hours of sustained, careful, deliberative practice to achieve. In an age of speed, this isn’t something that’s easily dealt with. Fast-tracked learning isn’t as possible as we think.

Care might also substitute for another c-word: craft. Craft is about building competence, practicing it, and attending to the materials and products generated through it. It’s not about mass production, but careful production.

Care is the application of focus and another c-word: compassion. Compassion is a response to suffering, which might be your own, that of your organization or community, or something for the world. Compassion is that motivational force aimed at helping alleviate those things that produce suffering and includes empathy, concern, kindness, tolerance, and sensitivity and is the very thing that translates our intentions and desires for change into actions that are likely to be received. We react positively to those who show compassion towards us and has been shown to be a powerful driver for positive change in flourishing organizations (PDF).

And isn’t flourishing what we’re all about? Why would we want anything less?

Attention

The third and related factor to the others is attention. Much has been written here and elsewhere about the role of mindfulness as a means of enhancing focus and focus on the right things: it’s a cornerstone of a socially innovative organization. Mindfulness has benefits of clearing away ‘noise’ and allowing more clear attention toward the data (e.g., experience, emotion, research data) we’re presented with that is the raw material for decision making. It’s an essential element of developmental evaluation and sensemaking.

Taken together, time, care and attention are the elements that not only allow us to see and experience more of our systems, but they allow us to better attend to what is important, not just what is urgent. They are a means to ensuring we do the right things, not the wrong things, righter.

In a world where there is more of almost everything determining what is most important, most relevant and most impactful has never been more important and while there is a push for speed, for ‘more’, there’s — paradoxically — never been a greater need to slow down, reduce and focus.

Thank you, reader, for your time, care and attention. You’ve given some of the most valuable things you have.

Image credit: Author

behaviour changepsychologysocial systems

Healing, by design

on April 25, 2017

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The concept of healing plays an integral part of healthy human development in many cultures, yet is largely unknown or misunderstood in its practice. If we seek to develop, evolve, innovate and grown as individuals, organizations and societies wisely we would do well to better grasp what healing is and how its done, by design. 

To develop, is to heal.

That’s a bold assertion, but one that is integral to understanding how we develop ourselves, our organizations and our communities and societies successfully.

Social and emotional baggage is what we bring with us on our journey. It can create character and strength, while it can also can weigh us down if we take too much of something or unhelpful things. Healing is one of the ways we deal with things to ensure that what we pack on a journey is the most useful for where we want to go and who or what we want to become. Because every journey is different, what is useful or not is relative, which is why a ‘one-sized fits all’ approach won’t work.

For those in developmental psychology,  developmental evaluation or any innovation-related field you’ll recognize this as the norm. But the means in which development takes place is often viewed as rational, logical and linear, despite talk to the contrary. Design thinking is a perfect example of this: it’s an approach that is, in practice highly unpredictable and non-linear, but is often taught as a straightforward method.

Healing across cultures

The traditional Western term for healing is defined around terms like making whole again, restorative, or therapeutic: terms that focus on a return to the status quo. There are other perspectives that view healing as a developmental concept focused on transformation that has greater utility for those interested in change-making. This perspective on healing comes largely from aboriginal contexts worldwide. This approach has been well-documented as part of the !Kung and Ju!hoansi peoples of central Africa, Fijian aboriginal tribes, and many of the First Nations in North America by Dr. Richard Katz. Katz has been interested in the ways in which the practice of healing supports community development and social transformation as well as serving as a vital part of the psycho-social and spiritual life of these cultures.

Within each of these cultures are a series of practices, tools, methods and approaches to healing that are employed by individuals as well as the collective society to not only address injuries and wounds, but use the experience as a means to growth and connection to the world.

The most obvious Western parallel is not psychological, but physiological. Consider muscle growth and development. For muscles to build, they must be stretched and worked in a manner that causes minor trauma to them. Without the traumas, no growth can occur. Healthy muscle development is partly conscious, but also involves the interaction with other muscles and can be a process that is designed (i.e., developing a weight training routine or fitness regimen) or not. One will yield a particular set of intentional results, while the other does not.

An old new design for healing

What Katz’s work does is show us how things are done elsewhere, but also points to how this process is similar across cultures and can be applied elsewhere. This is not about cultural appropriation, but rather an acknowledgement of some common ways in which people relate to the experience of healing that can be designed for different contexts, using local knowledge and wisdom from that cultural situation.

What might that look like? Katz’s work points to a few common characteristics that could form the basis for a healing context. If one were to design such a context, what might that include?

  1. Mind, body, spirit. No matter what the source of ill-health, dis-ease, or mental unwellness, the mind, body and spirit are all assigned a role, even if those roles might be uneven in their contribution to the problem and solution. Further, these three elements are not disconnected from the environment in which they exist. Personal problems are always, to some extent, social problems and vice versa. This acknowledges the systemic effects of the environments we create and the interconnection between mind-body-spirit and our world around us. This thinking is the forerunner to what we often consider as the psycho- and social determinants of health and the biopsychosocial model of health that is now widely applied within health sciences.
  2. Participation and engagement. The most central distinction between the indigenous approaches to healing that Katz has explored and Western ones is the role of the community in the healing process. Unlike Western allopathic approaches, the healing process is not viewed as the responsibility of the patient and healthcare provider alone, but the family, community and beyond. This perspective acknowledges that, if one is to believe that the environment is a contributor to illness and recovery, there must be engagement from that domain in the healing process. Across the examples that Katz explores we see the involvement of the community in the prevention, treatment, post-incident care and development and as one solid continuum of practice. Healing is social and therefore the benefits are accrued to everyone.
  3. Ceremony & ritual. This engagement through the healing process is guided through the use of ceremony and ritual. This is part of every healing practice, even allopathic medicine, but the role of these is made explicit.  In this case, healing is a conscious act that is shared with everyone involved. In Western societies, we too often fail to acknowledge ‘developmental moments’ properly, because we’ve not built in the spaces to do this. I’ve written about this in other places looking at the role of mindfulness in developmental evaluation and how there needs to be spaces for that to be built into regular practice — through ceremony and ritual, if you will — for it to work, otherwise things pass by.
  4. Mindfulness / data gathering. The act of paying attention is a prime source of data in healing practice. This goes beyond the simplistic view of diagnosis, which is not an appropriate means of viewing a problem if it takes place in a complex environment anyway — see the Cynefin Framework for reasons why. These cultures are using sophisticated means of assessing situations that are highly social, involve much sensemaking and, in keeping with appropriate practice for complex conditions, using multiple means and methods for capturing data about the source and context of a problem.
  5. Wisdom. While healing is done in the present, the cause and consequence have some roots back to the past. All of the cultures that Katz spent time with drew on wisdom from the elders, understanding of the past, and how what happened before sets the stage for what is happening now to some extent. This is where baggage can come in, personal history (including genetics) and ‘institutional memory’ in the case of organizations or communities. While we may think something is long finished and wrapped up, that might not be the case and if we’re not aware of our history we might be doomed not necessarily to repeat it, but to create a future we don’t want.
  6. Artifacts. The tools of ceremony and healing involve artifacts. While we might think of things like the couch, the medical bed, or the white coat as artifacts, so too does any healing situation have theirs are means to connect to the process and support healing. Many people, regardless of their background, draw on indigenous artifacts like burning sacred woods such as palo santo, or sage brush or sweetgrass, or perhaps incense of different types. More Westernized models such as candles or prayers might be involved. Used out of context without skill, these artifacts may not have the full perceived influence, but they allow those healing to recognize the act of healing as it takes place, creating a sacred space among the ordinary, transforming a space like a home or office into one that is suited for healing, demarcating the intentionality of healing. Whatever the artifact, even a mascot (e.g., toy) these things can create a space of sacredness where one didn’t exist before if used consistently and respectfully.
  7. Ongoing practice. Healing is not something that just happens and goes away. While the ritual and intensity of the healing act might change, there is a culture of healing that is created, just as we would seek to create a culture of learning, evaluation or innovation in an organization.
  8. Positivity. Richard Katz’s 1997 book looking at the Kalahari Ju!honansi peoples was entitled Healing Makes our Hearts Happy. The book details how the act of healing is a positive force in the community, despite the many challenges and pain that is experienced at times. The process of coming together, sharing and working on the process of creating a world for their people, not just reacting to things as they happen, allows for something that Rumi called ‘unfolding your own myth’. It provides agency and focus and keeps the community attuned to what is and what it wants to be on a regular basis. The process of coming back from dis-ease or dis-ability and creating a stronger next step is something that is always done from a place of positivity. In tactical terms, this is acknowledging what we know from psychology that it is more effective to ask for what you want, rather than what you don’t want. 
  9. Energy. The final piece is energy. This can take the form of some spiritual force, but also reflects an intensity and active engagement with healing. It’s not a passive thing, but something active that requires work and focus. The cultures Katz spent time with put this as a priority, not as a ‘nice to have’. How often have we decided to ‘just put things behind us’ not facing the real implications of something traumatic? I knew someone who lived with terrible emotional and social abuse who, upon leaving a harmful environment, decided to seek some therapy to work through the issues. This brought insight and clarity and that convinced her that only a few sessions would be needed and left therapy (the healing space), claiming she was all worked through that stuff and could manage on her own. Sadly, before long, that dark shadow from her past came back only not at a time of her choosing and only re-imposed the traumas of the past in a way that she wasn’t prepared to deal with. The process of healing requires a lot of energy and focus, but the benefits are enormous if they are sustained. Sustaining the energy is perhaps the hardest part.
  10. The role of the healer. Involved in all of the approaches explored was a healer (or two). These are usually wise, well-skilled, and compassionate individuals with expertise and experience in guiding the healing process. Like Western approaches, these healers bring tremendous assets to the healing encounter, but unlike them they are more conductors of the symphony — integral and important, but only one part of a larger whole. We are seeing more nurses, doctor, psychotherapists recognizing this, but more is needed. The healing approach is truly done from a systems perspective in many of these indigenous cultures, where the healer plays a critical, connected role, yet is impotent without the system’s engagement around her or him. This is also true for the self-as-healer. While we can do a lot, we can’t do it all on our own, no matter much we try.

Healing our perspectives on healing

This approach to healing is something that we can all engage in. What we need to do is find the means — personal, social, organizational — to fit into the context we live in. That’s not a simple task and the easy, simple – and wrong — approach is to simply copy the Indigenous cultures’ practices, tools and traditions. What is necessary is to create a healing culture that is appropriate to the context it’s used.

In a pluralistic, diverse, largely urbanized, secular, Westernized world, this is a challenge that isn’t easily addressed. It means getting to know yourself and the environment we work in. The ‘model’ of healing above may share common features with those of many indigenous cultures and, as Katz has noted in his forthcoming book, these are often connected deeply to healing practices that were overrun and buried by modern allopathic approaches to medicine — denying that these practices are part of all of our history to some extent.

It’s worth also adding some subtext to what has been mentioned above with a personal note. I’ve met Richard Katz on many occasions. He was the mentor to a brilliant psychologist who mentored me and taught me many approaches to healing that I’ve had the privilege to work with and through in my work. Dick would always say: “speak about what you know” meaning that your stories are yours, not others and vice versa. Be humble.

Richard has lived and worked among healers his entire professional life and told the stories through his books at invitation of the communities he’s worked in. He fully acknowledges the cultural problems that this introduces, the timing and clash of worldviews they embody, the role of colonialism and the Westernization / sanitization / dramatization that often comes from Western scholars reporting on indigenous affairs and has been cautious about claiming anything about these communities worlds as his own. It’s a delicate situation and one that, when we engage in healing work, is one that needs discussion. It’s important to respect and honour the sources of our wisdom and knowledge and the means in which we come to know what we know.

Get in touch with what you know and may it help with your — and our — healing work, by design.

References of note: 

Katz, R. (2017, forthcoming). Indigenous healing psychology: Honoring the wisdom of the first peoples. Healing Arts Press.

Katz, R., Biesele, M. & St. Denis, V. (1997). Healing makes our hearts happy.  Inner Traditions.

Katz, R. (1989). The straight path: Ancestral wisdom and healing traditions in Fiji. Park Street Press.

Katz, R. (1984). Boiling energy: Community healing among the Kalahari Kung. Harvard University Press.

 

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