Innovation Audit 2.0 Facilitator Resource Information Pack 2016 by Rod Willis

AssentireÂŽ Innovation Audit 2.0 Exploring agility in Groups & Teams

Facilitator Resources & Questionnaire For Rebalancing Groups & Teams

Assentire Innovation Audit 2.0 Gain greater awareness of the different perceptions across the group, enabling you to define what you would like to have happen.

Facilitator resources can be used independently of the questionnaire. The Innovation Audit is inspired by the work of C Argyris, D Schön, R Schwarz, D Stone, E Deci, R Ryan, D Coghlan, E Schein, Robert Kegan

About the questionnaire Answering the questions will take typically less than 10 minutes. When you answer the questions, please keep in mind the group or team you want to explore. Questions are structured to explore each individual’s view of the following: Internal Group Dynamic (Intra-Group Dynamic) Group Environment (Inter-Group Dynamic)

By proceeding, you confirm you are doing so voluntarily Paper Option Step 1

Send (email or print) this document to all members of the group you wish to support.

Step 2

Ask each member to score all 26 questions. NB: You can use this questionnaire as a one-off, or for repeated interventions (longitudinal).

Step 3

Take note of the Group Dynamic Score (GDS) where GDS = A – B (see page 4) This can range from +80 to -80

Step 4

Take note of the Group Environment Score (GES) where GES = C (see page 5) This can range from 0 to 100

Step 5

Record the GDS & GES scores using an anonymized process for each member and track how these scores change each time you gather the results. This is best displayed if you have two charts where the horizontal axis is the week number, and the vertical axis for the chart is either the Group Dynamic Score (GDS) or the Group Environment Score (GES) Alternatively, you may want to create ‘Snapshot Charts’ discussed at the end of this document.

Step 6

If you would like support in diagnosing challenging Group Dynamics, make sure the detailed scores (all 26 questions) for all members are kept in a safe place. When you are ready to explore, feel free to contact rod.willis@assentire.net and he will explain how you can take the diagnostic further. Online Option If you would like an easier way of gathering anonymized data, we can provide an online version using the same questions. You will also have access to a Real-Time online report if you take this path. There is a charge for this service, which is depends on the scope of your project. Monitoring & analysis for larger quantities of data is much easier using this approach.

If you are using this tool extensively, please make contact with rod.willis@assentire.net as there is also the option of contrasting your results with a national ‘NORM’ group based on The Innovation 1.0 version*. Alternatively, you may be interested in creating your own ‘NORM’ group. For more information please visits Innovationaudit.net

*The Innovation Audit 1.0 was used as part of a research project across 9 organisations with a total of 174 participants. A few of the Innovation Audit questions have since been reworded, however the sentiment of each item remains unchanged. The scale of 1.0 was 1 to 7 and the scale of this updated version is 0 to 10.

NB: Please ignore the ‘(n)’ text in the questions that follow.

Exploring the group’s ‘Learning Dynamic’ – more agile Score the following statements in terms of your experience of your Team or Group. How strongly do you agree with the following, where 0 = Not at all and 10 = Strongly Agree Many views: 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) Collective: 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) Ask: I commonly hear members of the group testing their own assumptions and inferences as well as those of others. (C) Collaborate: It is common that members of the group explore and design different approaches jointly rather than individually. (C) Open: Members of the group around here are happy to share relevant information, not keeping it private. (O) Trust: 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. (G) Enhanced work-life quality: Over time, I have seen the quality of working life improve. (W)

A = Sum of above values (I=to include, C=to control, O=to be open)

Exploring the group’s ‘Control Dynamic’ – less agile Score the following statements in terms of your experience of your Team or 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) Manipulate: 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) Closed: When a group member is advocating their position, they do not share their reasoning. (O) Mistrust: There is quite a high level of mistrust across the group. (O) Misunderstand: It is common to see misunderstandings, unproductive conflict and defensiveness in the group. (G) Degraded work-life quality: Over time, I have seen the quality of working life decline. (W)

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Exploring group’s ‘Environment’ (The context you are working within) Score the following statements in terms of your experience of your Team or Group. How strongly do you agree with the following, where 0 = Not at all and 10 = Strongly Agree Collaboration: People openly ask questions and are invited to participate in problem solving. (R) Communication: People actively listen and acknowledge perceptions of all group members. (R) Choice: Choices are offered within the organisation including clarification of responsibilities. (A) Motivation: Coercive controls, such as rewards and comparisons with others, are minimised. (A) Feedback: Sincere, positive feedback is provided that is intuitive, factual and non-judgemental. (M) Development: Talent is developed and knowledge shared to enhance competency. (M) Monitoring: Monitoring and support is integrated at all times for all group members. (U) Support: There is awareness and control of the amount of Action and Learning required (assimilation demand), holding back where necessary. (U) Culture: People actively look for conflict of interests without judgements or blame and negotiate any changes. (T) Change: When people in the organization encounter opposition to change, they see this as an opportunity to learn, treating the objections as a form of organizational intelligence. They don’t assume everyone is always resistant to change. (T) C = Sum of above values (R=Relatedness, A=Autonomy, M=Mastery, U=Understand Internal Competing Commitments & T= Transition Process-Psychological)

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Plotting your scores using ‘Snapshot Charts’ Case 1 This Group Dynamic shows a strong tendency towards the upper part of the plot. This would suggest many of the perceived behaviours observed across 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 way of working. This means the Group is far better positioned to be able to know when & how to respond to a VUCA environment.

Group Dynamic

VUCA = Volatility, Uncertainty, Complexity and Ambiguity. NB: Exploring the Group Dynamic is achieved by bringing the two semi-circles together as shown. The upper half represents the Learning Dynamic and the lower half the Control Dynamic. By shading the scores for all 16 questions, you start to see an image that represents how one individual perceives the group.

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This Group Environment 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 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.

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NB: Please review the question directly associated with each label to ensure the definition is more clearly understood. So as we consider Culture, the definition is “People actively look for conflict of interests without judgements or blame and negotiate any changes”

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Case 2 This Group Dynamic shows a strong tendency towards the lower part of the plot. This would suggest many of the perceived behaviours observed across 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. You might think of this as a less agile way of working. As a result, it may not be well positioned to know when & how to respond to a VUCA environment.

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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.

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This Group Environment 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.

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The Group Dynamic is explored by individual or group based exploration and we recommend this is facilitated by someone who is already familiar with Group Dynamics as part of their everyday practice. Source: Assentire® Innovation Audit 2.0 exploring the agility of Groups and Teams August 2016 v05.docx Innovation Audit 2.0 exploring the agility of Groups and Teams http://Innovationaudit.net © 2016 Assentire Ltd All rights reserved Page 6

Three different 90-minute workshops exploring aspects of Group Dynamics Purpose and Outcome

Process

Explore the Group Dynamic to know what to do next for the group to become more or less agile.

A 90-minute Peer-Coaching session to explore the Group Dynamic with 4 to 6 participants of a specific group. This is achieved by scoring sixteen statements, then reflecting on how each group member experiences the same group. Paying particular attention to the similarities & differences between members. Conceptual origins: Mutual Learning and Unilateral Control

Explore the Group Relationships to know what the group & its membersâ&#x20AC;&#x2122; need to do next to be able to work together more effectively.

A 90-minute Workshop to explore key aspects of Group Relationships with 4 to 6 participants of a specific group. This is achieved by working with cards, then reflecting on how each group member experiences the same group relationships. Conceptual origins: Fundamental Interpersonal Relationship Orientation

Explore the Group Environment to know what characteristics the group is operating within. Understanding how these might be helping or hindering specific group behaviours.

A 90-minute Peer-Coaching session to explore the Group Environment with 4 to 6 participants of a specific group. This is achieved by scoring ten statements, then reflecting on how each group member experiences the same group environment. Conceptual origins: Self-Determination Theory, Competing Commitments & Transition Process

Facilitator Resources Gain greater awareness of the different perceptions across the group, enabling you to define what you would like to have happen.

Facilitator resources can be used independently of the questionnaire. Combined in many different ways to fit the preferred approach. Explore group relationships to know what the group & its members’ need to do next to be able to work together more effectively. By supporting further development of awareness, skill and the drive to take action. Resources Include: • Innovation Audit 2.0 cards • ‘Clean Language’ cards • Fifteen interactive posters • Activities exploring Group and Environment Dynamics Outcomes: • Gain consensus of the Past, Present and Future possibilities • Create Action Plans using the ‘Clean Language’ cards • Test each Action Plan against the Organisational and Time Context

How to explore Group Dynamics Including Behaviours

Including Behaviours

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

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.

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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?

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Controlling Behaviours

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Control Dynamic Openness Behaviours

Openness Behaviours

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Mistrust

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Work-Life Quality

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

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Ask

Grasps the Message

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How to explore Environment Dynamics Relatedness

Relatedness

Collaboration

Communication

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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Organisational Context

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Talent is developed and knowledge shared to enhance competency.

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Monitoring

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

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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

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Exploring GROUP Dynamics

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‘Less of’

‘More of’

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Behaviours we would like to see MORE of

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Behaviours we would like to see LESS of

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‘More of’

Group Dynamic

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‘Least of all’

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‘In-between’

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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’

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Behaviours we would like to see LESS of

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

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Now

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‘Least of all’

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‘In-between’

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‘Most of all’

Behaviours we would like to see MORE of

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Behaviours we would like to see LESS of

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Exploring LEARNING Dynamics

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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

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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.

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Exploring CONTROL Dynamics Including Behaviours

Including Behaviours

Controlling Behaviours

One View

Individual

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

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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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Exploring ENVIRONMENT Dynamics

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

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Transition Processes

Relatedness

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People actively listen and acknowledge perceptions of all group members.

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

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Talent is developed and knowledge shared to enhance competency.

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

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Mastery

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

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Actions Through Clean Language Clean

Learning Dynamic

Environment Dynamic

Organisational Context

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1 Intention

Intention

(And) what would X like to have happen?

Intention

(And) what needs to happen for X?

Necessary conditions

(And) can X (happen)?

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Necessary conditions

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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

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2 Developing

Developing

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

Developing

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

Relationship

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Developing

(And) is there anything else about X?

Location

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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

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‘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.

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Developing

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

Metaphor

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Check in relation to the Organisational Context

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3 Source

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(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

NOTES Â

Actions with Detail Clean

Learning Dynamic

Environment Dynamic

Organisational Context

Set Frame 1

orate

Collab

Cha

Tru

Cu ltu re

d tan

Co lle cti ve

Enhanced life WorkQuality

e ng ha g C ance gin na form Ma Per &

ers

One view

Support

Choice

Many views

Leadership

Culture Assentire® - GTC Audit

st Closed

Deve

lopm

ulate

Manip

ent

ack

b Feed

In Gr tra ou p D & Int yn er am ics

ll Te

Mo tiv

Ind ivid ua l

ist

Closing

l na s rso Pe amic n Dy

r ito on M

- d Mis stan r de

atio n

Starting Questions

Purpose tion mm Co

d Un

ded Degra life Worky Qualit

Reset Frame

bora

Cleanly Develop Their Responce

Colla

nge

Open

Co mm u & P nica erf tin orm g C an hang ce e

Start Questions

Innovationaudit.net

WHERE & WHEN is the change wanted

Environment Dynamic

WHAT actions will be taken

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

NOTES Â

Exploring Organisational Context What is the purpose of the Organisation?

What is the purpose of the Group or Team?

Purpose

Post-It notes here

e ng ha g C ance gin na form Ma Per &

mm u & P nica erf tin orm g C an hang ce e

Leadership

Culture 8

l na rso cs Pe ami n Dy

I Gr ntra ou p D & Int yn er am ics

AssentireÂŽ - GTC Audit

Motivation AssentireÂŠ

Post-It notes here

NOTES Â

Exploring Organisational & Time Context

Lack of a clear Purpose

Low awareness regarding Leadership of Transformation and Individual Transition. Different Mind-sets perceived different realities Co mm u & P nica erf tin orm g C an hang ce e

Leadership e ng ha g C ance gin na from Ma Per &

Appropriate Process and Content

Purpose

Culture

l na rso cs Pe ami n Dy

I Gr ntra ou p D & Int yn er am ics

GTC

Fear of failure, Personal “ROI”, FRQćLFW ZLWK DQ LQGLYLGXDOèV “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?

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Where is the Organisation or Division in this ECO Cycle?

Where is your Group or Team in this ECO Cycle?

NOTES Â