Facilitator Guide - Innovation Audit 2 0 v3 by Rod Willis

AssentireÂŽ Innovation Audit 2.0 Exploring agility in Groups & Teams

Facilitator Guide

Enhancing Collaboration Everywhere

Assentire Ltd ÂŠ 2016

Enhancing Collaboration Everywhere

Why has the Innovation Audit been created? In a fast changing and increasingly complex world, it is those teams that are agile and unafraid to try new ideas (to trip and learn) that will be most effective. Those able to flex and change quickly as the market requires, without losing cohesion and strategic direction will be the ones that lead the way. In order for this potentially different way of thinking & working to be most effective, the context in which the team operates needs to be supportive. To maximise this potential, the team and organisation need to be aligned and be able to work in both a high performance and a learning environment at the same time.

Assentire Ltd ÂŠ 2016

The theory behind the Innovation Audit 2.0 Alongside the insight from Assentire’s research and behavioural exploration, two ideas have influenced the design of this tool. These are the Unilateral Control Model developed by C Argyris & D Schön combined with the organisational perspective of Self-Determination Theory (SDT) by D Stone, E Deci and R Ryan. The image on the facing page shows two semicircles (the upper & lower halves of the circle). Both have eight items, exploring core behaviours experienced within all groups or teams. When the lower semicircle scores dominate, the group will be experiencing greater controlling behaviours. When the upper semicircle scores dominate, the group will be experiencing greater learning behaviours. Greater learning behaviours will directly support a more agile group or team. What type of Group Dynamic does your organisation have, and what does it need?

Exploring GROUP Dynamics

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Control Dynamic ÂŠ Assentire Ltd

Innovationaudit.net

Assentire Ltd ÂŠ 2016

Enhancing Collaboration Everywhere

Assentire Ltd ÂŠ 2016

Innovation Audit 2.0 Questionnaire T

Assentire Ltd ÂŠ 2016

What is to be gained by completing the audit? • An understanding of the Group Dynamic and the Environment Dynamic. These two interrelated dynamics directly impact how agile and collaborative all groups or teams will be. • Recognise what combination of group member perceptions you have across the group or team: Individualists & Collectivists, representing different levels of agility as a result of the interplay between the Learning Dynamic and Control Dynamic • Is this combination appropriate for your current context and need or could it be beneficial to shift to another quadrant?

Outcome You will establish a common language to discuss the invisible dynamics in play. You will be able to decide what type of group you need as you grow. Whilst this tool can be used as a standalone intervention and create immediate insight to start discussions & reflections, it will deliver greater impact when considered alongside the GTC framework & the Eco-cycle.

Time is important This version of the audit focuses primarily on the ‘here and now’. Alternative versions can be created to explore the past and what is needed for the future. By better understanding where we have come from, where we are now and where we want to go to, the likelihood of understanding what is really needed to make a transition successful is more likely to emerge.

Completing this Innovation Audit This questionnaire represents an ideal opportunity to share how your Team or Group experiences itself on a day-today basis. The questions are structured to explore each individual’s perceptions of the group’s behaviours as well as the environment the group works within.

A. Exploring The Learning Dynamic Score in terms of your experience of the Group. How strongly do you agree with the following? Where 0 = Not at all and 10 = Strongly Agree

Many Views Collective

Ask Collaborate Open Trust

When a group member expresses a different view or position, his or her reasoning is explored in an open and inquiring way, e.g. I wonder why you have that view? (I) Members of the group are keen to hear the views of others, even those issues that may be seen elsewhere as ‘undiscussable’, such as the ‘Elephant in the room’. I see this all the time. (I) I commonly hear members of the group testing their own assumptions and inferences as well as those of others. (C) It is common that members of the group explore and design different approaches jointly rather than individually. (C) Members of the group around here are happy to share relevant information, not keeping it private. (O) There is quite a high level of trust across the group. (O)

Understand

It is rare to encounter misunderstandings, unproductive conflict and defensiveness in the group.

Enhanced work-life quality

Over time, I have seen the quality of working life improve.

A = Average of above values

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Assentire Ltd ÂŠ 2016

B. Exploring The Control Dynamic Score in terms of your experience of the Group. How strongly do you agree with the following? Where 0 = Not at all and 10 = Strongly Agree

One View

When a group member expresses a different view or position, their reasoning is not explored or asked for. (I)

Individual

Members of the group don’t want to hear another’s view in case they find theirs is not the best. I see this reluctance to listen all the time. (I)

Tell

I commonly hear members of the group telling others what decision should be made, or which course of action should be taken. (C) It is common that members of the group seek to establish a shared narrative with undisclosed methods, for example, saying: Don’t you think it would be a good idea if we outsourced the work? (C) When a group member is advocating their position, they do not share their reasoning. (O)

Manipulate Closed Mistrust Misunderstand Degraded work-life quality

There is quite a high level of mistrust across the group. (O) It is common to see misunderstandings, unproductive conflict and defensiveness in the group. Over time, I have seen the quality of working life decline.

B = Average of above values

The Control Dynamic Shade each segment to represent your score for each item.

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Assentire Ltd ÂŠ 2016

C. Exploring The Environment Dynamic Considering the wider ‘context’ in which the Group operates. How strongly do you agree with the following? Where 0 = Not at all and 10 = Strongly Agree

Collaboration Communication Choice Motivation Feedback Development Monitoring Support Culture Change

People openly ask questions and are invited to participate in problem solving. (R) People actively listen and acknowledge perceptions of all group members. (R) Choices are offered within the organisation including clarification of responsibilities. (A) Coercive controls, such as rewards and comparisons with others, are minimised. (A) Sincere, positive feedback is provided that is intuitive, factual and non-judgemental. (C) Talent is developed and knowledge shared to enhance competency and autonomy. (C) Monitoring and support is integrated at all times for all group members. (CC) There is awareness and control of the amount of Action and Learning required (assimilation demand), holding back where necessary. (CC) People actively look for conflict of interests without judgements or blame and negotiate any changes. (TP) When people in the organization encounter opposition to change, they see this as an opportunity to learn, treating the objections as a form of organisational intelligence. They don’t assume everyone is always resistant to change. (TP)

C = Average of above values

Exploring The Environment Dynamic Shade each segment to represent your score for each item.

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Assentire Ltd ÂŠ 2016

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What to do next? Once you have completed the questionnaire, calculated and plotted the score on the Group Alignment Plot. You will be able to confirm what type of group you have through your own perceptions. If you decide to add other members’ data to this plot, you gain a unique insight through the perceptions of those within the team or group that work with you as well.

Gaining different perspectives Other ways the Innovation Audit 2.0 can be used. • If you have a large number of contributors, you may want to take advantage of the online profile • There are a number of resources available for Facilitators, Coaches, L&D and OD professionals discussed later in this document. These can be uses in small or large group activities. Timing for the activities range from 30 minutes to full day workshops • There are Card exercises, complemented by Posters, all used to capture what is in play in any group setting

The Outcome The group will know what it wants to adjust and have a sense of how it will take ACTION to benefit all concerned. For organisations wanting to implement or maintain collaborative & agile working practices, understanding and monitoring Group and Environment Dynamics is essential. Typically it is the missing ingredient!

Group Alignment Plot

What do your Agile Individualists bring?

Plotting Your Scores.

What do your Agile Collectivists bring?

Post-It notes here

Group Dynamic = (A-B+10)/2

Agile Individualists

Agile Collectivists

Individualists

Collectivists

Environment Dynamic = C

What do your Individualists bring?

What do your Collectivists bring?

Post-It notes here

Assentire Ltd ÂŠ 2016

For more information on how to obtain your own Facilitator Guide, Participant Workbooks, Experimental Cards, Clean Language Cards, and more than 15 different Posters, just follow the link below.

InnovationAudit.net Site dedicated to the Innovation Audit 2.0

Assentire Ltd ÂŠ 2016

Innovation Audit 2.0 Facilitator resources and guidelines T

Assentire Ltd ÂŠ 2016

Diagnose

Set Intentions

Action

Validate

Purpose: Overview of core resources used to explore Group Dynamics & Environment Dynamics based on the Innovation Audit 2.0 Typical time: 10 minutes Use this to introduce the Innovation Audit 2.0 cards, the core templates and key images for exploring collaboration & agility in groups and teams. Familiarise participants with the language on the Group Dynamics & Environment Dynamics cards. The facilitators kit includes more resources than shown within this poster. More are included in this book and are used to explore Action Plans and to Validate how those plans fit in terms of organisational and time context.

Assentire Ltd ÂŠ 2016

Poster Ref: 001

How to explore Group Dynamics Including Behaviours

Including Behaviours

Controlling Behaviours

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Collective

Ask

Collaborate

When a group member expresses a different view or position, his or her reasoning is explored in an open and inquiring way, e.g. I wonder why you have that view?

Members of the group are keen to hear the views of others, even those issues that may be seen elsewhere as ‘undiscussable’, such as the ‘Elephant in the room’.

I commonly hear members of the group testing their own assumptions and inferences as well as those of others.

Innovationaudit.net

Open

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Over time, I have seen the quality of working life improve.

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I commonly hear members of the group telling others what decision should be made, or which course of action should be taken.

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Innovationaudit.net

Control Dynamic Openness Behaviours

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Arrange the Learning Dynamic (8) & Control Dynamic (8) cards into 8 pairs. For each pair, decide which behaviour you see ‘Less of’ and place that card on the lower row with the ‘More of’ on the upper row. Repeat for all 8 pairs. This is a relative comparison as you consider the paired behaviours in relation to each other.

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‘Less of’ Arrange the Learning Dynamic (8) & Control Dynamic (8) cards, sixteen in total to form a triangle as shown. Using all 16 cards, decide which behaviours you see ‘Least of all’, ‘In-between’ and ‘Most of all’. This is a relative comparison as you consider all behaviours in relation to each other. Place the ‘Least of all’ to the left and ‘Most of all’ to the right

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Innovationaudit.net

How to explore Environment Dynamics Relatedness

Relatedness

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People openly ask questions and are invited to participate in problem solving.

People actively listen and acknowledge perceptions of all group members.

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Talent is developed and knowledge shared to enhance competency.

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Monitoring and support is integrated at all times for all group members.

There is awareness and control of the amount of Action and Learning required (assimilation demand), holding back where necessary.

Environment Dynamic © Assentire Ltd

Innovationaudit.net

Organisational Context © Assentire Ltd

Innovationaudit.net

Environment Dynamic Transition Processes

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Rod Willis ‘Least of all’

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Selection & Development Legal Services Sector

Rod Willis

Innovationaudit.net

Arrange the Environment Dynamic cards, ten in total to form a pattern as shown. Using all 10 cards, decide which behaviours you see ‘Least of all’, ‘In-between’ and ‘Most of all’. This is a relative comparison as you consider all behaviours in relation to each other. Place the ‘Least of all’ to the left and ‘Most of all’ to the right © Assentire Ltd

Innovationaudit.net

+44 (0) 1628 632340 +44 (0) 7788 457202 rod.willis@assentire.net @rodwillisGTC www.assentire.net PO Box 4481, Maidenhead, SL6 7HE, UK

Innovationaudit.net © Assentire Ltd

Innovationaudit.net

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Develop awareness and provide a framework and language to explore team and group dynamics Activity 1: Typical time: 15 minutes If you have already completed the Innovation Audit questions. • Plot individual scores on the poster using sticker dots or mark with a cross for each individual’s score • Or colour the segments with an ‘average’ collective score • Review your results Activity 2: Typical time: 45 minutes A table top game for a group of 4-6 people maximum Use duplicate resources for additional groups of 4-6 people Use the poster as a board, select a ‘starting’ segment and place a counter or small object on the board. • First person throws the dice and moves around the poster clockwise the number of places indicated by the dice, then takes the card for that segment. • Read out the words on the card and keep for next part of the activity. • Move to next person, repeat until all the cards have been randomly distributed. If a card is already allocated, the player forfeits their turn until the next round. • Once all cards are allocated take a couple of minutes to review what each person’s ‘hand’ looks like. If players would like to ‘exchange’ a card they can invite a swap, but must retain the same number of cards they started with. Next step: • Each player now makes a note of the cards they have collected • For the remainder of the session they are tasked with capturing any observations or insights they hear/see or feel about their particular card(s). • At the end of the session these will be used to create collective feedback using the notes.

Poster Ref: 002

Exploring GROUP Dynamics

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Control Dynamic ÂŠ Assentire Ltd

Innovationaudit.net

Assentire Ltd ÂŠ 2016

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Contrast the amount Learning & Control behaviours in the group or team Typical time: 15 minutes Arrange the 8 Learning Dynamic and 8 Control Dynamic cards into 8 pairs. For each pair, decide which behaviour you see ‘Less of’ and place that card on the lower row with the ‘More of’ on the upper row. Repeat for all 8 pairs. This is a relative comparison as you consider the paired behaviours in relation to each other. Explore what insights emerge from this exercise? Are there any issues here that inhibit Collaboration? Take note of what behaviours the group would like to see Less of, writing on a post it note and placing on the poster in the upper left Take note of what behaviours the group would like to see More of, writing on a post it note and placing on the poster in the upper right

Post-It notes here

‘Less of’

‘More of’

Post-It notes here

Post-It notes here

Behaviours we would like to see MORE of

Post-It notes here

Behaviours we would like to see LESS of

GROUP Dynamics - Contrasted

Innovationaudit.net

‘Less of’

‘More of’

Group Dynamic

Post-It notes here

Poster Ref: 003

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Diagnosing the Group Dynamics - Explore the distribution of the Learning & Control behaviours in the group or team Typical time: 30 minutes Shuffle the Learning and Control Dynamic cards, then arrange as shown in the triangle format. Using all 16 cards decide which behaviours you see ‘Least of All’, ‘Most of All’ or somewhere ‘In- between’. This is a relative comparison as you consider all the behaviours in relation to each other. What observations do you have? Does anything surprise or concern you? Are there any issues here that inhibit Collaboration? Take note of what behaviours the group would like to see Less of, writing on a post it note and placing on the poster in the upper left Take note of what behaviours the group would like to see More of, writing on a post it note and placing on the poster in the upper right

‘Least of all’

Post-It notes here

‘In-between’

Post-It notes here

‘In-between’

Group Dynamic ‘Most of all’

Innovationaudit.net

Arrange the Learning Dynamic (8) & Control Dynamic (8) cards, sixteen in total to form a triangle as shown. Using all 16 cards, decide which behaviours you see ‘Least of all’, ‘In-between’ and ‘Most of all’. This is a relative comparison as you consider all behaviours in relation to each other. Place the ‘Least of all’ to the left and ‘Most of all’ to the right

‘Least of all’

‘Most of all’

Behaviours we would like to see MORE of

Post-It notes here

Behaviours we would like to see LESS of

GROUP Dynamics - Distributed

Poster Ref: 004

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the Group Dynamic Consensus View - Past, Present & Future contexts Typical time: 60 minutes Using the Learning Dynamic & Control Dynamic card (or pair of cards), as a group explore the 3 different time contexts. Consider first: How things are NOW? If you have stickers, place one for each segment, deciding collectively where the sticker is best placed for your team. The Inner shaded ring represents behaviours seen ‘less of the time’, and the outer shaded ring, behaviours seen ‘more of the time’. Now repeat the exercise exploring: How they used to be BEFORE? Finally exploring: How you would like them to be in the FUTURE? Option 2: Alternatively, you may wish to explore all 3 time perspectives for each card, then move to the next. How aligned are the members of the group in their perspectives? Are there any issues here that inhibit Collaboration? Capture further observations on Post-its for each time perspective in the 3 boxes at the bottom of the poster

Poster Ref: 005

GROUP Dynamics Consensus

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Capture how things used to be, how they are now & how you would like them to be moving forward

Post-It notes here

Post-It notes here Future Future Future

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Now

If you have stickers, place one for each time perspective (Before, Now & Future) in each segment, deciding where the sticker is best placed. The Inner, Middle or Outer ring. The Inner ring represents behaviours seen least of the time and the outer, most of the time.

Assentire Ltd ÂŠ 2016

Future

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Develop awareness and provide a framework and language to explore the Environment Dynamic. Activity 1: Typical time: 15 minutes If you have already completed the Innovation Audit questions. • Plot individual scores on the poster using sticker dots / mark with a cross for each individual’s score • Or colour the segments with an ‘average’ collective score • Review your results Activity 2: Typical time: 45 minutes A table top game for a group of 4-6 people maximum Use duplicate resources for additional groups of 4-6 people Use the poster as a board, select a ‘starting’ segment and place a counter or small object on the board. • First person throws the dice and moves around the poster clockwise the number of places indicated by the dice, then takes the card for that segment. • Read out the words on the card and keep for next part of the activity. • Move to next person, repeat until all the cards have been randomly distributed. If a card is already allocated, the player forfeits their turn until the next round. • Once all cards are allocated take a couple of minutes to review what each person’s ‘hand’ looks like. If players would like to ‘exchange’ a card they can invite a swap, but must retain the same number of cards they started with. Next step: • Each player now makes a note of the cards they have collected • For the remainder of the session they are tasked with capturing any observations or insights they hear/see or feel about their particular card(s). • At the end of the session these will be used to create collective feedback using the notes.

Poster Ref: 006

Exploring ENVIRONMENT Dynamics

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Innovationaudit.net

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the distribution of the Environment Dynamic cards Typical time: 30 minutes Shuffle the 10 Environment Dynamic cards, then arrange as shown in the ‘triangle’ format. Using all 10 cards decide which behaviours you see ‘Least of All, Most of All or somewhere ‘In- between’. This is a relative comparison as you consider all the behaviours in relation to each other. Place ‘Least of all’ to the left and ‘Most of all’ to the right. Use ‘Post it’ notes to capture your observations if you are using the poster template. Does anything surprise you? How might these be impacting the team or group? What behaviours/issues does the group see that impact learning? Are there any issues here that inhibit Collaboration?

Take note of what behaviours the group would like to see Less of, writing on a post it note and placing on the poster in the upper left Take note of what behaviours the group would like to see More of, writing on a post it note and placing on the poster in the upper right

‘Least of all’

Post-It notes here

‘In-between’

Post-It notes here

‘In-between’

Environment Dynamic ‘Most of all’

Innovationaudit.net

‘Least of all’

‘Most of all’

Behaviours we would like to see MORE of

Post-It notes here

Behaviours we would like to see LESS of

ENVIRONMENT Dynamics - Distributed

Poster Ref: 007

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the Environment Consensus View Activity 1: Typical time: 60 minutes Using the Environment Dynamic cards as a group explore the 3 different time contexts. Consider first: How things are NOW? If you have stickers, place one for each segment, deciding collectively where the sticker is best placed for your team. The Inner shaded ring represents behaviours seen ‘less of the time’, and the outer shaded ring, behaviours seen ‘more of the time’. Now repeat the exercise exploring: How they used to be BEFORE? Finally exploring: How you would like them to be in the FUTURE? Activity 2: Typical time: 90 minutes Alternatively, you may wish to explore all 3 time perspectives for an individual card, then move to the next segment. How aligned are the members of the group in their perspectives? Are there any issues here that inhibit Collaboration? Capture further observations on Post-its for each time perspective in the 3 boxes at the bottom of the poster

Poster Ref: 008

ENVIRONMENT Dynamics Consensus

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Post-It notes here

Post-It notes here Future Future Future

Before

Now

Assentire Ltd ÂŠ 2016

Future

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the Learning Dynamics within the group or team Activity 1: Typical time: 30 minutes Review the individual or collective results for the 8 Learning Dynamic statements/ cards. As a group consider the results and capture any observations by placing your notes in the boxed area for each statement. • Are the results predominantly in the outer, middle or inner parts of the semicircle, or a mix? • Are there any segments that show significantly different scores? Wonder why might that be? Activity 2: Typical time: 30 minutes For an optimum LEARNING environment in general the higher the learning dynamic scores the more opportunities there are for ‘supportive’ learning.

However: • Are there times when it might not be appropriate or beneficial to the group for the learning dynamic scores to be very high or very low? • Can you think of scenarios (either in your own team or others) when the combination of high learning & low control scores is ‘just what is needed’? • Can you think of scenarios (either in your own team or others) when the combination of low learning & high control scores is ‘just what is needed’?

Poster Ref: 009

Exploring LEARNING Dynamics

Learning Dynamic

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Open

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Innovationaudit.net

Including Behaviours

Controlling Behaviours

Tell

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Controlling Behaviours

Many Views

Collective

Ask

Collaborate

When a group member expresses a different view or position, his or her reasoning is explored in an open and inquiring way, e.g. I wonder why you have that view?

Members of the group are keen to hear the views of others, even those issues that may be seen elsewhere as ‘undiscussable’, such as the ‘Elephant in the room’.

I commonly hear members of the group testing their own assumptions and inferences as well as those of others.

Innovationaudit.net

Post-It notes here

Openness Behaviours

Grasps the Message

Work-Life Quality

Open

Trust

Understand

Enhanced

Members of the group around here are happy to share relevant information, not keeping it private.

There is quite a high level of trust across the group.

It is rare to encounter misunderstandings, XQSURGXFWLYH FRQćLFW DQG GHIHQVLYHQHVV in the group.

Over time, I have seen the quality of working life improve.

Innovationaudit.net

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the Control Dynamics within the group or team Activity 1: Typical time: 30 minutes Review the individual or collective results for the 8 Control Dynamic statements/ cards. As a group consider the results and capture any observations by placing your notes in the boxed area for each statement. • Are the results predominantly in the outer, middle or inner parts of the semicircle, or a mix? • Are there any segments that show significantly different scores? Wonder why might that be? Activity 2: Typical time: 30 minutes For an optimum CONTROL environment in general the higher the control dynamic scores the more opportunities there are for ‘controlling’ others.

However: • Are there times when it might not be appropriate or beneficial to the group for the control dynamic scores to be very high or very low? • Can you think of scenarios (either in your own team or others) when the combination of high learning & low control scores is ‘just what is needed’? • Can you think of scenarios (either in your own team or others) when the combination of low learning & high control scores is ‘just what is needed’?

Poster Ref: 010

Exploring CONTROL Dynamics Including Behaviours

Including Behaviours

Controlling Behaviours

One View

Individual

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I commonly hear members of the group telling others what decision should be made, or which course of action should be taken.

It is common that members of the group seek to establish a shared narrative with undisclosed methods, for example, saying: Don’t you think it would be a good idea if we outsourced the work?

Innovationaudit.net

Post-It notes here

Openness Behaviours

Grasps the Message

Work-Life Quality

Closed

Mistrust

Misunderstand

Degraded

When a group member is advocating their position, they do not share their reasoning.

There is quite a high level of mistrust across the group.

It is common to see misunderstandings, unproductive FRQćLFW DQG GHIHQVLYHQHVV in the group.

Over time, I have seen the quality of working life decline.

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Innovationaudit.net

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore the Environment Dynamic the group or team perceives. Typical time: 30 minutes Review the individual or collective results for the 10 Environment Dynamic statements/cards. As a group consider the results and capture any observations by placing your notes in the boxed area for each statement. • Are your scores predominantly in the outer, middle or inner part of the circle, or a mix? • Are there any segments that show significantly different scores? Wonder why might that be? • Are there times when it might not be appropriate or beneficial to the group for the environment dynamic scores to be very high or very low? • Can you think of scenarios (either in your own team or others) when high environment dynamic scores are ‘just what are needed’? • Can you think of scenarios (either in your own team or others) when low environment dynamics scores are ‘just what are needed’?

Poster Ref: 011

Exploring ENVIRONMENT Dynamics

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Change

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People openly ask questions and are invited to participate in problem solving.

Innovationaudit.net

Transition Processes

Relatedness

Culture

Communication

People actively listen and acknowledge perceptions of all group members.

Innovationaudit.net

Post-It notes here

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Innovationaudit.net

Choice

Support

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Autonomy

Understand Competing Commitments

There is awareness and control of the amount of Action and Learning required (assimilation demand), holding back where necessary.

Innovationaudit.net

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Mastery

Post-It notes here

Innovationaudit.net

Mastery

Development

Feedback

Talent is developed and knowledge shared to enhance competency.

Sincere, positive feedback is provided that is intuitive, factual and non-judgemental.

Motivation Coercive controls, such as rewards and comparisons with others, are minimised.

Dev elop

Innovationaudit.net

Autonomy

Innovationaudit.net

Post-It notes here

Innovationaudit.net

Post-It notes here

Diagnose

Set Intentions

Action Plan

Validate

Purpose: To develop an Action Plan Typical time: 60 minutes Collate the Posters and any comments you have gathered as you explored the: Group Dynamic and Environment Dynamic. Use the ‘blue’ Clean Language cards to guide your exploration. Follow steps 1 to 5 as described below to explore your findings and begin to create an Action Plan. Step 1: Discuss as a group what you ‘would like to have happen’ and then test the necessary conditions that need to be in place to be successful. Step 2: ‘Cleanly’ support the development of ideas across the group, with the aim of focussing attention on no more than 3 items in the Learning Dynamic. Repeat with no more than 3 items from the Control Dynamic & Environment Dynamics. Check in relation to the Organisational Context and Time Context. Step 3: Explore if there any thoughts about how any change might come about and what might have to occur before, during or after the change initiative. Step 4: If further clarification is required, repeat Steps 1-3 changing the sequences as needed. Step 5: Summarise the high level Action Plan using Post-it notes to bring the session to a close by agreeing an Action Plan. To add more detail, use Poster ‘Actions with Details’ Ref: 013 remembering to capture the high level overview on this Poster Ref: 012.

Poster Ref: 012

Actions Through Clean Language Clean

Learning Dynamic

Environment Dynamic

Organisational Context

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Innovationaudit.net

Organisational Context © Assentire Ltd

Innovationaudit.net

1 Intention

Intention

(And) what would X like to have happen?

Intention

(And) what needs to happen for X?

Necessary conditions

Intention © Assentire Ltd

(And) can X (happen)?

Innovationaudit.net

Necessary conditions

Innovationaudit.net

Discuss as a group what you would like to have happen, then test the necessary conditions that need to be in place to be successful

Innovationaudit.net

2 Developing

Developing

(And) what kind of X (is that X)?

Developing

(And) is there a relationship between X and Y?

Relationship

Innovationaudit.net

Developing

(And) is there anything else about X?

Location

Innovationaudit.net

Developing

(And) when X, what happens to Y?

Repeat with no more than 3 items in the Environment Dynamic (And) that’s X like what?

Relationship

Innovationaudit.net

‘Cleanly’ support the development of thoughts across the group, with the aim of focussing attention on no more than 3 items in the Group Dynamic.

Innovationaudit.net

Developing

(And) where is X? or (And) whereabouts is X?

Metaphor

Innovationaudit.net

Check in relation to the Organisational Context

Innovationaudit.net

3 Source

Source

(And) where could X come from?

Source

(And) then what happens? or (And) what happens next?

Innovationaudit.net

(And) what happens just before X?

Innovationaudit.net

4 Repeat steps 1-3 changing the sequenceas as needed WHERE & WHEN is the change wanted

Post-It notes here

WHAT actions will be taken

Post-It notes here

Explore if there are any thoughts how the change may come about and what might have to occur before during or after the change initiative

HOW will this occur, does the Group have the required Skills? If not how to overcome this?

Post-It notes here

Bringing the session to a close, agree the ACTION plan below: WHERE & WHEN, WHAT, HOW,WHY & WHO

WHY is this important to the Group and is it ALSO imortant to the Organisation?

Post-It notes here

WHO will ‘identify’ with the need to make this happen outside of this group?

Post-It notes here

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Adding more detail to an Action Plan Typical time: 120 minutes This poster enables much more detail to be captured. It can be used to build the high level view to be shared on Poster Ref: 012 ‘Actions through Clean Language’ A few question to help stimulate core understanding of what is wanted. WHERE & WHEN is the change needed? WHAT action will be taken? HOW will this occur? Does the Group have the required: Skills? Does the Group have the required: Knowledge? Does the Group have the required: Understanding? Does the Group have the required: Enabling Technology? If not how to overcome this reality? WHY is this important to the Group? WHY is it important to the Organisation? WHO will ‘ identify’ with the need to make this happen outside of this group?

Poster Ref: 013

Actions with Detail Clean

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Innovationaudit.net

WHERE & WHEN is the change wanted

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Innovationaudit.net

HOW will this occur, does the Group have the required Skills? If not how to overcome this?

Innovationaudit.net

WHY is this important to the Group and is it ALSO imortant to the Organisation?

Innovationaudit.net

WHO will ‘identify’ with the need to make this happen outside of this group?

Post-It notes here

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Exploring the PURPOSE in relation to the Organisational Context Typical time: 30 minutes Discuss and capture insights or observations for all four boxes provided. What is the Purpose of the Organisation? What is the Purpose of the Change Initiative? What is the Purpose of the Group or Team? What is the Purpose of each Role represented within this group? How are these four perspectives of Purpose aligned? Are there any issues here that may inhibit Collaboration?

Assentire Ltd ÂŠ 2016

Poster Ref: 014

Exploring Organisational Context What is the purpose of the Organisation?

What is the purpose of the Change Initiative?

Purpose

Post-It notes here

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Assentire® - GTC Audit

Motivation What is the purpose of the Group or Team?

Post-It notes here

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Organisational Context: The upper half of this poster highlights key symptoms of ‘resistance to change’ that emerged from Assentire’s original research. Time Context: The lower half of the poster enables you to explore the impact and potential implications for the group or team in relation to historical experience and where the group or team, division or organisation are in respect of their ECO cycle.

Activity 1: Typical time : 15 minutes Explore the Organisational Context and potential ‘resistance to change’ symptoms that have been seen before in many other organisations. As a group or team review the comments on the poster. Are there any comments that resonate with you more than others? Do you recognise any of these symptoms in relation to: Your organisation? Your division? Your team? Your-self? If YES – ask yourself – why is this time going to be any different? Activity 2: Typical time : 15 minutes Explore the ECO CYCLE for the group or team and the Organisation The position on the ECO cycle will influence: The type of thinking: Emergent, Rational or Constrained Behaviour/action: What to Grow, Where to Scale, How to Survive? Discuss where each of the following sits on the ECO cycle image Your organisation or division Your team or group Consider next How might they interrelate? What might be the implications be for each?

Poster Ref: 015

Exploring Organisational & Time Context

Lack of a clear Purpose

Low awareness regarding Leadership of Transformation and Individual Transition. Different Mind-sets perceived different realities

Appropriate Process and Content

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Fear of failure, Personal “ROI”, conﬂict with an individual’s “System” and/or career objectives

Self-determination Theory (SDT) Purpose, Mastery, Autonomy

Assentire©

Do you recognise any of these symptoms?

Old habits die hard, perceived excessive work, present system is OK, outdated life-cycle view “Group-Think”

Sins of the past, low trust in the leadership, limited “soft skills” awareness in the leadership, inadequate training or support provided

Motivation

EMERGENT

Staff involvement, Tipping Point, Assimilation capacity and Change-cycle (Transition Psychology)

If YES, why is this time going to be any different?

RATIONAL

CONSTRAINED

Sustaining

Innovation Peer-Coaching Groups

Opportunity vs Risk

Choice

Strategic Management Entrepreneurial Action WHAT TO GROW?

Confusion

WHERE TO SCALE?

HOW TO SURVIVE?

Adapted from D Hurst’s Crisis & Renewal

Where is your Group or Team in this ECO Cycle?

Diagnose

Set Intentions

Action Plan

Validate

Purpose: Explore how each individual’s perception may differ and where the centre of the group perception resides. Activity: Typical time : 60 minutes Explore the Environment Dynamic (the group’s context) and Group Dynamic to understand what is best suited for the organisations future direction and needs. The more to the right of the plot, the more the Environment Dynamic is likely to support a collective & collaborative approach. The more to the left, it is likely people feel they need to ‘protect’ their interests and are likely to operate quite independently of each other. The more to the top of the plot, the more the Group Dynamic is likely to indicate agile collaborative behaviours are in active use. Groups in the upper two quadrants are more ‘open’ and able to adapt to changing requirements as long as they are fully aware of the detail and have the ability to up-skill as needed to support the changes that are coming. The more to the bottom, it is likely people feel the Group Dynamic is one of ‘control’. A dynamic which is heavily ‘controlling’ often lacks the ability to learn and adapt in an agile fashion as people tend to be ‘closed’ in this situation. The implication for such a group is it is unlikely to be collaborative and if that is a business requirement, these lower quadrants will represent a serious business constraint. It is possible to help a group that wants to move to the upper quadrants however, this is not an overnight activity. An essential component to make this transformation a reality and not just a dream or stated objective (often unfulfilled), is the active sponsorship and support of the senior management. The most effective way we have found to make this transition is to utilise Social Learning through Peer-Coaching sessions taking full advantage of the 70:20:10 adult learning framework. This enables people to work on the issues, while remaining in the organisation. Ideal for time constrained organisations that understand the need, however do not have the time or the inclination for more traditional training or workshops. Assentire Ltd © 2016

Poster Ref: 016

Group Alignment Plot What do your Agile Individualists bring?

What do your Agile Collectivists bring?

Post-It notes here

Group Dynamic = (A-B+10)/2

Agile Individualists

Agile Collectivists

Individualists

Collectivists

Environment Dynamic = C

What do your Individualists bring?

What do your Collectivists bring?

Post-It notes here

Assentire Ltd ÂŠ 2016

Diagnose

Set Intentions

Action Plan

Validate

Creating and maintaining an agile, collaborative working dynamic In 2016 a research project sponsored by the Association for Project Managers (APM) was completed. The principle research instrument was the original 2015 version of the Innovation Audit. From this work, a ‘norm’ group was established based on 174 participants across several business sectors. The plot on the facing page shows the relationship between the Group Dynamic (this being a combined score of the Learning and Control Dynamic) and the Environment Dynamic (originally called the Group Environment). We know there is correlation between these two measures however, not necessarily causation. We do recommend you consider both the Group Dynamic and Environment Dynamics at the same time to ensure you do not inadvertently create blind-spots as you work further in this territory. The main differences between the two version of the Innovation Audit 2015 and the Innovation Audit 2.0 are the restructuring of three questions to make them less open to misinterpretation across different national cultures. Other enhancements provide clearer linkages to the underling and established frameworks that informed the development of this work. Best of luck on your journey into the fascinating world of Group Dynamics, Helping the workplace be more agile and collaborative.

Enhancing Collaboration Everywhere

Scatter plot of ‘norm’ group

Diagnose

Set Intentions

Action Plan

Validate

Case 1 Group Dynamic

Case 1 Group Environment

Shows a strong tendency towards the upper part of the plot.

Shows that all areas are either near or above the mid point. There is known to be a direct relationship (not necessarily causal) between the Group Environment and the Group Dynamic.

This would suggest many of the perceived behaviours observed within the group are more likely to enable the group to be agile and learn from what is experienced. This is because the dynamics are more about Learning than Control. You might think of this as a more agile and collaborative way of working. This means the Group is far better positioned to be able to know when & how to respond to a VUCA environment.

This would suggest this group is operating in an environment where Collaboration, Communications, and Motivation are perceived to be very strong and Support and Culture may be areas of possible exposure under times of pressure.

Case 2 Group Dynamic

Case 2 Group Environment

Shows a strong tendency towards the lower part of the plot.

Shows that the majority of the areas are below the mid point with the exception of Choice. There is known to be a direct relationship (not necessarily causal) between the Group Environment and the Group Dynamic.

This would suggest many of the perceived behaviours observed within the group are less likely to enable the group to be agile and learn from what is experienced. This is because the dynamics are more about Control than Learning resulting in lower levels of meaningful collaboration. You might think of this as a less agile way of working. As a result, it is not well positioned to know when & how to respond to a VUCA environment.

This would suggest this group is operating in an environment where Choice is perceived to be strong. In this situation, individuals may feel they are offered Choices, however it may not feel “safe” to take up these choices due to the high tendency towards controlling within the group and little support outside of the group.

Case Studies

Case 1 GROUP Dynamics

Case 1 ENVIRONMENT Dynamics

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Innovationaudit.net

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Innovationaudit.net

Enhancing Collaboration Everywhere

Further Resources T

Resources on Social Learning Moving away from purely classroom based learning. Towards the 70 20 10 learning journey. Charles Jennings: Co-founder of the 70:20:10 Institute

https://youtu.be/b7uEJtjdsL0

Resources on Peer-Coaching Peer-Coaching as a method of Social Learning Professor Henry Mintzberg: Co-founder of CoachingOurselves

https://goo.gl/3tLvfA

Resources on Humble Inquiry Interview on Humble Consulting, Humble Inquiry And Leading with Humility Interview by Phil LeNir, president of CoachingOurselves Edgar Henry Schein, a former professor at the MIT Sloan School of Management

https://youtu.be/Xv5mLNUmxSQ

About Assentire In 2016 Assentire Ltd became Certified Practitioners of the Henry Mintzberg Program - CoachingOurselves. This provides 80+ Management themes, each taking just 90 minutes. These are explored in Groups of 4-6 every two weeks, or monthly for maximum impact for the organisation. The CoachingOurselves and our own approach enables facilitators to develop individual pathways for their own clients (internal or external), designed for use in a flexible yet systematic way. For more details go here http://assentire.net/702010/

rod.willis@assentire.net +44(0) 7788 457 202 www.assentire.net