Name
Andrew
Learning Agreement
Please describe at least 3 major strengths you currently have in your leadership role. (Learning Agreement)
Communication - I'm usually capable of getting my point across to my team clearly and I'm able to listen and adapt to feedback as projects/tasks progress.
Positivity - I see no benefit from dwelling on what went wrong and I try to lead my team to focus their energy on positive outcomes rather than targeting blame.
Interpersonal Skills - I create good working relationships with my team and build trust through being fair and supportive.
Positivity - I see no benefit from dwelling on what went wrong and I try to lead my team to focus their energy on positive outcomes rather than targeting blame.
Interpersonal Skills - I create good working relationships with my team and build trust through being fair and supportive.
Andrew, these are three critical building blocks in developing a strong team culture and qualities that are demonstrated by effective leaders. During the programme you will have an opportunity to undertake an assessment of how you and others view your leadership capability and performance. Others who have carried out this assessment in past programmes have found it extremely useful on building on the strengths they already are aware of.
transferred to assessment doc. (Harry)
transferred to assessment doc. (Harry)
Please describe at least 3 areas you would like to improve. (Learning Agreement)
Empowerment and Trust - Delegating complex task to colleagues is an area I struggle with, it often seems easier to get on with a task myself rather than spend the time explaining how to do it.
Celebrating good work - I've seen excruciating motivational conversations that feel incredibly forced and insincere. I hear these same things in my voice when I praise and need to find ways of doing it well.
Cooperating not competing - I'm learning to take suggestions well from my colleagues, rather than see them as critical. When this works I feel I've achieved a better result, but there's still work to do.
Celebrating good work - I've seen excruciating motivational conversations that feel incredibly forced and insincere. I hear these same things in my voice when I praise and need to find ways of doing it well.
Cooperating not competing - I'm learning to take suggestions well from my colleagues, rather than see them as critical. When this works I feel I've achieved a better result, but there's still work to do.
Hi Andrew. You are not alone in being drawn along the path of least resistance and "doing it yourself because it is quicker". The reality is, that of course you can do it quicker, but the time invested in developing others to be able to take on additional responsibility and do it well, will free up time for you to concentrate on other responsibilities that may not be able to be delegated - provided it is delegation and not "abdication". True delegation is about giving individuals the responsibility, authority and support to take on additional work. It should be seen as a genuine development opportunity and be welcomed by the other person. There is a difference between delegation and helping team members solve problems, that you know they are capable of doing. There are some approaches you can try and I'm happy to share these with you. Let me know if this would help.
On the subject of celebrating good work, I too have seen and been on the receiving end of insincere and excruciatingly patronising statements! The good thing is that you are already aware that you do not want to come across like that. My suggestions would be that when celebrating a success, don't try to include the "motivational statements" and cliches that many people in a leadership role think they ought to be using. Just be yourself. Be clear about why you want to celebrate it. I would suggest it is not about trying to give people a boost but more about genuine recognition of the work that they have done, of the commitment they made, of the way they supported each other, of the additional effort they put in - whatever it is that demonstrates how the success was achieved. Personally I don't think it is productive to pick out individuals for special praise because if everyone made the best contribution that they were capable of making, then their contribution should be seen as equal. Look for opportunities to genuinely praise people for what they do. I don't mean going around all day telling people they are brilliant!, but often a simple thank you genuinely meant will suffice. Again I am happy to discuss this further with you if you feel it would help.
On your third point, how you deal with suggestions from others is crucial in developing a culture where individuals feel that they matter and that any suggestions they make will be treated with the same enthusiasm with which they are offered. During the programme you will find many examples of how individuals and teams are positively encouraged to contribute their ideas and I'm sure you will get inspiration from those examples.
transferred to assessment doc. (Harry)
On the subject of celebrating good work, I too have seen and been on the receiving end of insincere and excruciatingly patronising statements! The good thing is that you are already aware that you do not want to come across like that. My suggestions would be that when celebrating a success, don't try to include the "motivational statements" and cliches that many people in a leadership role think they ought to be using. Just be yourself. Be clear about why you want to celebrate it. I would suggest it is not about trying to give people a boost but more about genuine recognition of the work that they have done, of the commitment they made, of the way they supported each other, of the additional effort they put in - whatever it is that demonstrates how the success was achieved. Personally I don't think it is productive to pick out individuals for special praise because if everyone made the best contribution that they were capable of making, then their contribution should be seen as equal. Look for opportunities to genuinely praise people for what they do. I don't mean going around all day telling people they are brilliant!, but often a simple thank you genuinely meant will suffice. Again I am happy to discuss this further with you if you feel it would help.
On your third point, how you deal with suggestions from others is crucial in developing a culture where individuals feel that they matter and that any suggestions they make will be treated with the same enthusiasm with which they are offered. During the programme you will find many examples of how individuals and teams are positively encouraged to contribute their ideas and I'm sure you will get inspiration from those examples.
transferred to assessment doc. (Harry)
Your staff (Learning Agreement)
My staff will feel valued and part of the decision making process.
transferred to assessment doc. (Harry)
The business (Learning Agreement)
Stakeholders will perceive a harmonious team and feel comfortable in its presence.
transferred to assessment doc. (Harry)
You (Learning Agreement)
I will be content in the knowledge that the team is not divided along perceived lines of hierarchy.
transferred to assessment doc. (Harry)
What do you want to gain from taking part in this programme? (Learning Agreement)
A deeper understanding of the practices and measures that will allow use to tap into the valuable resources in workforce, and to help them feel valued and included within the business.
You are already well on your way.
(Harry 12 May 2020)
transferred to assessment doc. (Harry)
(Harry 12 May 2020)
transferred to assessment doc. (Harry)
INTRODUCTION TO WORKPLACE INNOVATION
Personal reflection note (Introduction to Workplace Innovation)
The Evidence for Workplace Innovation
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (The Evidence for Workplace Innovation)
Learning log question: How can you use the evidence presented in this module to build a case for change in your organisation? (The Evidence for Workplace Innovation)
It seems to me that the core value to keep in mind is employee participation. Studies have shown that this has a significant effect on the whole organisation; increasing productivity, sales, innovative practices, employee well-being and ultimately the quality of the product. Encouraging colleagues to work with, rather than for, an organisation can be achieved by managing using a coaching style, yielding autonomy over projects to individuals or self-managed teams, and guiding them towards their own goals. When things go wrong, coming together to focus on solutions, rather than seeking to blame, can have extremely positive effects on employee well-being. Managers should avoid giving individuals or teams discretion only to subsequently criticise their decision-making. Rather they could explore a range of options that might guide future choices and explore what shape future outcomes might take. By following these principles in our organisation, managers like myself might achieve a greater insight into what motivates our colleagues. We'll subsequently be in prime-position to capitalise on their expertise and skill-sets.
Hello Andrew. I couldn't agree with you more with regard to the many benefits to be had by genuinely involving employees and encouraging their active participation in the development of the organisation. What is happening in the organisation to avoid destructive criticism. Obviously the coaching approach to individual development and growth positively encourages individuals give and accept feedback and learn from both postive and negative outcomes. Do you find yourself using a "coaching" approach more often and is this happening across the organisation? If so, what benefits are being experienced as a result?
(HArry Gilfillan 20 Feb 2020)
(HArry Gilfillan 20 Feb 2020)
Hello Harry. In our action learning sets we have discussed how to avoid the kind of criticism which leads to disengagement and have explored ways of coaching that are inclusive and that value comments and thoughts that employees may have. I have always thought I had a coaching approach so I don't perceive I'm doing it any more than usual, but being encouraged to think about it has helped me learn new approaches. For example I've learnt that steering colleagues towards good practice (or good answers) allowing them to find their own solutions, rather than telling them directly, helps solidify the ideas in their minds. Through their exploration I've discovered that there may be other paths to the same outcome that I have not considered, and, as a bonus I get to learn through them. As a result we have found that colleagues are more willing to share concerns freely, I imagine in the knowledge that they will be dealt with positively and inclusively, bypassing the instinct to seek to blame. By doing so we have developed new pathways for communication across the team that were previously unavailable to us.
Hello Andrew. I think that criticism no matter how it is dressed up eg "constructive criticism" can be very destructive, even if it is given with the best intentions. Different people will react in different ways to what is being said - their perception is reality! Telling people what to do will work, but they will only do what they are told to do, or use their creativity to find ways of not doing it! The results that are being achieved through steering colleagues towards generating ideas and finding their own solutions underline that they are more than capable of coming up with ideas and implementing them. I would add that your colleagues react positively because they feel that they are being listened to and are genuinely valued for their contributions. They might not say these things openly, but I am sure they are feeling them. If I can help you in any way to develop your coaching knowledge and skills further, please let me know
Harry Gilfillan (19 March 2020)
transferred to assessment doc. (Harry)
Harry Gilfillan (19 March 2020)
transferred to assessment doc. (Harry)
Personal reflection note (The Evidence for Workplace Innovation)
I feel confident that some of these practices are already embedded in my management style (for example seeking to focus on solutions rather than assigning blame). However, I know I can benefit from trusting staff to take responsibility for their own projects. It is often my first instinct to get on with a project myself - it's quicker and easier after all -, but guiding and coaching an individual/team to achieve a given outcome themselves, whilst labour intensive to begin with, should ultimately lead to opportunities for future delegation, an improvement in colleagues' well-being, and space in my diary to drive other projects.
transferred to assessment doc. (Harry)
Making it happen
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Making it happen)
Forum topic: What have your experiences been of persuading senior colleagues to embrace change? How do you overcome initial scepticism and resistance?
Click here to share your ideas and experiences.
Learning log question: Outline the proposed change initiative that you intend to include within your action plan (200 words max). How was the opportunity for change identified or how will it be? (100 words max) (Making it happen)
Personal reflection note (Making it happen)
Delivering Strategic Goals and Objectives with Workplace Innovation
Personal reflection note (Delivering Strategic Goals and Objectives with Workplace Innovation)
Alignment and misalignment
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Alignment and misalignment)
Learning log question: Which workplace practices get in the way of achieving your organisation's strategic goals? Why? (Alignment and misalignment)
The workplace practices that block our goals at TCL are often the silos that are endemic in a top down management structure. These silos create a culture where staff are enormously protective of their own area of responsibility and are difficult to manage from above and below. In addition to such protectionist values, these silos stifle communication and workflow across other teams and foster similar attitudes in junior staff as they work up through the organisation. Whilst there are strengths for us within these attitudes - for example, they are designed to protect systems and procedures that are vulnerable to interference - it's weaknesses are a far greater threat to workflow and general workplace culture. Opportunities to deal with these problems, e.g. the merger of 2007, have not been taken and the joining of two separate organisations has, in fact, exacerbated the problems.
As an example, one major issue we have is access to the room booking system for staff who work across sites. Whilst one half of the organisation has a liberal approach to timetable access, the other is locked-down. Not only does this spark feelings of mistrust to those who are used to a greater level of access in part of the organisation, but it is also an unnecessary misalignment, allowed only because of historic and embedded practice.
As an example, one major issue we have is access to the room booking system for staff who work across sites. Whilst one half of the organisation has a liberal approach to timetable access, the other is locked-down. Not only does this spark feelings of mistrust to those who are used to a greater level of access in part of the organisation, but it is also an unnecessary misalignment, allowed only because of historic and embedded practice.
transferred to assessment doc. (Harry)
Personal reflection note (Alignment and misalignment)
It's interesting that these practices are still going on during a period of extreme change forced upon us by the lockdowns. A better opportunity to re-align workplace culture and practice is unlikely ever to come along!
transferred to assessment doc. (Harry)
Conclusions
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Conclusions)
Forum topic: What tools would you use in bridging the gap between strategy and workplace practices?
Click here to share your ideas and experiences.
Learning log question: What are the principal drivers for workplace innovation in your organisation? How will you make the case for change? (Conclusions)
Name one important strategic goal for your organisation. Do you and/or your team have a specific target/KPI designed to contribute to achieving that goal? Please comment.
Strategic Goal (from TL strategic plan): To provide an exceptional student experience that supports well-being, achievement, inclusion and a sense of community.
Whilst we have no specific performance indicators to achieve this element of our mission, we are bound by the values of Trinity Laban which oblige all of us to be part of providing a welcoming, safe and inclusive community for our students and staff. Sometimes the silos that characterise our departmental interactions are barriers to creativity & innovation and impede our ability to reinforce that mission. Nonetheless, we are working to foster channels of communication that focus on the experience of front line staff, opening up space for dialogue and nurturing an environment for artistic innovation.
Do teams reflect regularly on how well they’re contributing to that goal, and how they can help to achieve it even more effectively? Please comment. What could be improved?
The workplace innovations scheme has spurred us on to communicate with our staff more than at any time during my employment. We have developed, organically, from a top down, head of department who line manages everyone, to a three tiered structure. The middle team, comprising four, have been the driving factor for opening up lines of communication and creating opportunities for the teams to reflect. We have been able to use the ideas and creative solutions that existed, untapped, in the teams. Recent examples have been the use of an auto visitor form to capture Covid track and trace data, and another, asking for a crib sheet from departments to gather answers to surface level questions, saving time and effort for our staff and giving the customer an efficient service. Both of these ideas came out of meetings and 1-2-1 discussions where ideas were actively encouraged.
Are there regular opportunities for people to come together across the organisation to think creatively about how to achieve the goal together? Please comment. What could be improved?
Senior colleagues have made great efforts to keep open lines of communication throughout lockdown to staff who are working at home. Whilst I applaud the organisation, planning and structure of these sessions, they were primarily for conveying information and answering questions. What was lacking was the brainstorming, harvesting of creative ideas. At a local level we are creating opportunities for ideas and suggestions through regular meetings and 1-2-1s and have already harvested some great plans and innovations.
Do managers coach and mentor their people to help them achieve that goal? Please comment. What could be improved?
The Estates & Facilities dept. has undergone many changes over recent years. It has suffered from lack of adequate management structure with dry, top down, lines of communication. We have now turned a corner, and with a new HoD who leads by example, and who is an effective role model, things are becoming easier. Added to that is the encouragement given in the workplace innovations scheme to develop and nurture one's own mentorship qualities. What we still lack is the time to create space for mentorship projects, but we are committed to microprojects such as harnassing technology to enhance the customer experience and putting the front line member of staff at the core of the projects, giving them autonomy to take their own decisions.
Does the senior team invite regular feedback on the goal and how to achieve it? Please comment. What could be improved?
Institutionally we remain fairly 'top down' when it comes to goals and achieving them. Whilst there are opportunities for comment, and regular forums for conveying information/answering questions, these are rarely creative or innovative. I believe this comes from a place of risk aversion, the organisation is acutely aware of its need to rank sufficiently well in national student satisfaction surveys and so any non-orthodox ways to achieve desired outcomes are often less favoured. I hope the workplace innovations, or similar, scheme might be rolled out to other departments in time so that a creative and open culture may be encouraged at all levels in the organisation.
Strategic Goal (from TL strategic plan): To provide an exceptional student experience that supports well-being, achievement, inclusion and a sense of community.
Whilst we have no specific performance indicators to achieve this element of our mission, we are bound by the values of Trinity Laban which oblige all of us to be part of providing a welcoming, safe and inclusive community for our students and staff. Sometimes the silos that characterise our departmental interactions are barriers to creativity & innovation and impede our ability to reinforce that mission. Nonetheless, we are working to foster channels of communication that focus on the experience of front line staff, opening up space for dialogue and nurturing an environment for artistic innovation.
Do teams reflect regularly on how well they’re contributing to that goal, and how they can help to achieve it even more effectively? Please comment. What could be improved?
The workplace innovations scheme has spurred us on to communicate with our staff more than at any time during my employment. We have developed, organically, from a top down, head of department who line manages everyone, to a three tiered structure. The middle team, comprising four, have been the driving factor for opening up lines of communication and creating opportunities for the teams to reflect. We have been able to use the ideas and creative solutions that existed, untapped, in the teams. Recent examples have been the use of an auto visitor form to capture Covid track and trace data, and another, asking for a crib sheet from departments to gather answers to surface level questions, saving time and effort for our staff and giving the customer an efficient service. Both of these ideas came out of meetings and 1-2-1 discussions where ideas were actively encouraged.
Are there regular opportunities for people to come together across the organisation to think creatively about how to achieve the goal together? Please comment. What could be improved?
Senior colleagues have made great efforts to keep open lines of communication throughout lockdown to staff who are working at home. Whilst I applaud the organisation, planning and structure of these sessions, they were primarily for conveying information and answering questions. What was lacking was the brainstorming, harvesting of creative ideas. At a local level we are creating opportunities for ideas and suggestions through regular meetings and 1-2-1s and have already harvested some great plans and innovations.
Do managers coach and mentor their people to help them achieve that goal? Please comment. What could be improved?
The Estates & Facilities dept. has undergone many changes over recent years. It has suffered from lack of adequate management structure with dry, top down, lines of communication. We have now turned a corner, and with a new HoD who leads by example, and who is an effective role model, things are becoming easier. Added to that is the encouragement given in the workplace innovations scheme to develop and nurture one's own mentorship qualities. What we still lack is the time to create space for mentorship projects, but we are committed to microprojects such as harnassing technology to enhance the customer experience and putting the front line member of staff at the core of the projects, giving them autonomy to take their own decisions.
Does the senior team invite regular feedback on the goal and how to achieve it? Please comment. What could be improved?
Institutionally we remain fairly 'top down' when it comes to goals and achieving them. Whilst there are opportunities for comment, and regular forums for conveying information/answering questions, these are rarely creative or innovative. I believe this comes from a place of risk aversion, the organisation is acutely aware of its need to rank sufficiently well in national student satisfaction surveys and so any non-orthodox ways to achieve desired outcomes are often less favoured. I hope the workplace innovations, or similar, scheme might be rolled out to other departments in time so that a creative and open culture may be encouraged at all levels in the organisation.
transferred to assessment doc. (Harry)
Personal reflection note (Conclusions)
The Fifth Element: People Centred Change
People Centred Change
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (People Centred Change)
Forum topic: Why, in your experience inside or outside the workplace, do people resist change? And what encourages them to embrace it?
Click here to share your ideas and experiences.
Learning log question: Think about a change initiative you have experienced at work. How well did it address the questions raised in the 7 bullet points above? (People Centred Change)
As I have become familiar with the range of practices that mark out innovative organisations, I am more and more conscious of the lessons that have been learned from poor implementation of change initiatives at Trinity Laban.
For example, with the new phone system, levels of empowerment and engagement were very low and we didn't review the system effectively post implementation. We could have designed the vision for the project better by taking the views of the front line staff and having them engage by attending meetings with the service provider in order to help shape the final product. Had we done this, the contractor would have had a direct understanding of the requirements without it being diluted through managers who didn't know the full extent of the challenges.
Empowering staff, by involving them in decisions that affect their everyday tasks, fosters ownership and 'whole job' satisfaction. It gives front line workers the incentive to think about other areas of their job that can benefit from innovation and spurs them on to continuously monitor and review their systems and processes.
Had the reception staff been given the tools, as well as direct responsibility, to carry out the phone system review, they would have had a direct line to the service provider and would have been able to develop a relationship with them that could support continuous monitoring and improvement.
It is also important to give teams the space to make mistakes. It's rare for a project plan to match, idea for idea, the final product and experimentation and failure are always part of the process. With the phone system, this element of trial and error did take place but only at manager level. Consequently the failures were not understood by front-line staff and instead manifested as operational problems that caused them stress and feelings of lack of control.
For example, with the new phone system, levels of empowerment and engagement were very low and we didn't review the system effectively post implementation. We could have designed the vision for the project better by taking the views of the front line staff and having them engage by attending meetings with the service provider in order to help shape the final product. Had we done this, the contractor would have had a direct understanding of the requirements without it being diluted through managers who didn't know the full extent of the challenges.
Empowering staff, by involving them in decisions that affect their everyday tasks, fosters ownership and 'whole job' satisfaction. It gives front line workers the incentive to think about other areas of their job that can benefit from innovation and spurs them on to continuously monitor and review their systems and processes.
Had the reception staff been given the tools, as well as direct responsibility, to carry out the phone system review, they would have had a direct line to the service provider and would have been able to develop a relationship with them that could support continuous monitoring and improvement.
It is also important to give teams the space to make mistakes. It's rare for a project plan to match, idea for idea, the final product and experimentation and failure are always part of the process. With the phone system, this element of trial and error did take place but only at manager level. Consequently the failures were not understood by front-line staff and instead manifested as operational problems that caused them stress and feelings of lack of control.
transferred to assessment doc. (Harry)
Personal reflection note (People Centred Change)
Absorptiveness
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Absorptiveness)
Learning log question: How can you ensure that emerging innovations, technologies, global trends, competitor strategies etc are continuously assimilated within your organisation's strategic thinking? (Absorptiveness)
I've been fascinated by how our organisation has changed over the last months, but particularly the way we have come together to re-energise and re-occupy the buildings following the recent Covid-19 lock-down. Questions are now being asked to us that are genuinely intended to seek answers to problems that are experienced by myself and my team, and, in general, the answers are valued and trusted. This empowerment is a boost to us and ensures that the correct decisions are made by the people who understand the problem.
As an organisation we measure performance partly by our standing in national student satisfaction surveys. When we have fallen short, exploratory and remedial work has often been undertaken at senior level, but I believe we are beginning to understand that all employees are part of the learning process. I have been asked, for example, to explore reasons for high carbon emission data which was not consistent with our size and activity. As the person responsible for returning statutory data, I understood the problem and was best placed to investigate. This trust boosted my feelings of self-worth and general well-being at work.
We are using our experience of the workplace innovations program to ask fundamental questions about why we do things we do, and whether these are the right things in the first place. As we do so, for example through the security systems review, we'll be tapping into the knowledge and experience of staff in order to make decisions that reflect the 'lived' circumstances.
Changing the wider business culture will take time, of course, but I believe we are already asking the right questions. In addition to demonstrating that we are all worthy of trust, we must all learn to use trust as an empowering tool and correct mistakes or ineffective paths with coaching and mentoring, rather than blame and sanction.
As an organisation we measure performance partly by our standing in national student satisfaction surveys. When we have fallen short, exploratory and remedial work has often been undertaken at senior level, but I believe we are beginning to understand that all employees are part of the learning process. I have been asked, for example, to explore reasons for high carbon emission data which was not consistent with our size and activity. As the person responsible for returning statutory data, I understood the problem and was best placed to investigate. This trust boosted my feelings of self-worth and general well-being at work.
We are using our experience of the workplace innovations program to ask fundamental questions about why we do things we do, and whether these are the right things in the first place. As we do so, for example through the security systems review, we'll be tapping into the knowledge and experience of staff in order to make decisions that reflect the 'lived' circumstances.
Changing the wider business culture will take time, of course, but I believe we are already asking the right questions. In addition to demonstrating that we are all worthy of trust, we must all learn to use trust as an empowering tool and correct mistakes or ineffective paths with coaching and mentoring, rather than blame and sanction.
Hi Andrew. What an excellent example of how the organisation has and continues to, learn together and take action together. You have been instrumental in creating a culture of Workplace Innovation that is obviously beginning to take root. Without your commitment and enthusiasm it would have taken much longer for the organisation to get to where it currently is - if at all! Your enthusiasm is also rubbing off on others in the organisation and inspiring them to actively engage in change - because they want to and not because they are being forced to.
Harry 26/8/20
transferred to assessment doc. (Harry)
Harry 26/8/20
transferred to assessment doc. (Harry)
Personal reflection note (Absorptiveness)
Engagement
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Engagement)
Learning log question: How are you engaging stakeholders in designing change? (Engagement)
Personal reflection note (Engagement)
Empowerment
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Empowerment)
Learning log question: How has your workforce been empowered to drive change forwards? (Empowerment)
Personal reflection note (Empowerment)
Monitoring & Reviewing
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Monitoring & Reviewing)
Learning log question: What will be in place to review and monitor the implementation of your Action Plan against agreed targets? How will you evaluate the impact of the change on the organisation? (Monitoring & Reviewing)
Personal reflection note (Monitoring & Reviewing)
Embedding & Sustaining
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Embedding & Sustaining)
Learning log question: How can you introduce mechanisms to embed the 4Fs in your organisation? (Embedding & Sustaining)
Personal reflection note (Embedding & Sustaining)
The Change Curve
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (The Change Curve)
Forum topic: Does the Change Curve ring true? Can you share your own experiences, or those of people you’ve worked with?
Click here to share your ideas and experiences.
Learning log question: Describe the range of practices associated with change that explains the importance of managing change within your own organisation. (The Change Curve)
Personal reflection note (The Change Curve)
Avoiding Innovation Decay
Personal reflection note (Avoiding Innovation Decay)
Conclusions
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Conclusions)
Learning log question: Think about the principle insights that you have taken from the Fifth Element: People Centred Change Module. How will you use these insights in shaping your Action Plan? (Conclusions)
Personal reflection note (Conclusions)
Innovation Project Module
PART A: About your Action Plan
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (PART A: About your Action Plan)
A1. Name of your innovation project: (PART A: About your Action Plan)
A2. Are you undertaking this Project with others? If so, who? (PART A: About your Action Plan)
A3. Which of your organisation’s strategic goals or priorities does your proposed Innovation Project address? See the (Delivering Strategic Goals & Objectives ) section for guidance. (PART A: About your Action Plan)
A4. Please describe the specific outcomes anticipated from your Innovation Project. How will they address one or more strategic goals or priorities? See the (Delivering Strategic Goals & Objectives ) section for guidance. (PART A: About your Action Plan)
A5. Confirm your mandate for the Innovation Project. Is the senior team fully aware and committed to the innovation project? How do you know? (PART A: About your Action Plan)
A6. Action description. Please provide a short description of the actions you intend to take. See the (Engagement ) section for guidance. (PART A: About your Action Plan)
A7. Changes to workplace practices. How will the proposed actions change or make an impact on the workplace practices represented by the Elements? Which changes in working practice, if any, are you proposing to make?
Jobs, Teams and Technology Element. (PART A: About your Action Plan)
Employee-Driven Improvement and Innovation Element. (PART A: About your Action Plan)
Structure, Management and Processes Element. (PART A: About your Action Plan)
Co-Created Leadership and Employee Voice Element. (PART A: About your Action Plan)
A8. Who was involved in designing the Innovation Project? For example, were employees affected by the change, senior managers and other stakeholders actively involved in identifying the initiative and framing the proposed actions? Did you use any special tools or techniques to stimulate engagement and creative thinking? See the (Engagement ) section for guidance. (PART A: About your Action Plan)
A9. Who will be involved in delivering the Innovation Project? Whose understanding, commitment and participation is required to make the Project effective and sustainable? Who can contribute relevant knowledge, ideas and experience? See the (Engagement ) section for guidance. (PART A: About your Action Plan)
A10. How will you engage these people or groups in implementing the Innovation Project? How will you ensure that the people you plan to involve are given the time, authority and resources to play an effective role? Are their line managers on board? Is there a conflict with performance targets or workloads? Do you need to build trust or confidence within the group? How will you resolve these issues? See the (Engagement ) section for guidance. (PART A: About your Action Plan)
A11. Coaching and supporting people. How will you support the individuals involved or affected by the Innovation Project? Do they need to acquire new skills? Will they need coaching and reassurance to play a role in the change process, or to adapt to new ways of working? (PART A: About your Action Plan)
A12. Anticipating obstacles. What difficulties do you foresee in delivering the Innovation Project? Do you anticipate resistance? How will you overcome these obstacles? (PART A: About your Action Plan)
A13. External/internal support and resources. What resources are available, either inside or outside your organisation, to support the Innovation Project? Can you find potential synergies with other initiatives? Do you need to secure new resources? If so, how? (PART A: About your Action Plan)
PART B: Charting Progress
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (PART B: Charting Progress)
Milestone 1 (PART B: Charting Progress)
Milestone 2 (PART B: Charting Progress)
Milestone 3 (PART B: Charting Progress)
Milestone 4 (PART B: Charting Progress)
Milestone 5 (PART B: Charting Progress)
Milestone 6 (PART B: Charting Progress)
Milestone 7 (PART B: Charting Progress)
Milestone 8 (PART B: Charting Progress)
Milestone 9 (PART B: Charting Progress)
Milestone 10 (PART B: Charting Progress)
PART C: Capturing the lessons from your Innovation Project
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (PART C: Your Innovation Project)
C1. Did your Project succeed in achieving the outcomes identified in your answer to question A4? (PART C) Please discuss whether the Project was a complete or partial success, or whether it failed. Why do you think this was the case?
C2. Did the objectives or planned outcomes change during the Project? (PART C)
It’s not uncommon for outcomes to change as a result of the learning gained during the implementation of projects. Likewise there may have been changes within the organisation or its wider environment that led to a rethink. Did either of these circumstances occur in your Project?
It’s not uncommon for outcomes to change as a result of the learning gained during the implementation of projects. Likewise there may have been changes within the organisation or its wider environment that led to a rethink. Did either of these circumstances occur in your Project?
C3. Which obstacles did you face during the Project as a whole, and which strategies did you use to overcome them? Were they successful? (PART C)
C4. How has your Project contributed to workplace innovation in your organisation? Please summarise any changes in working practice resulting from your Project, noting any variation from your answers to question A8.
Jobs, Teams and Technology Element. (PART C)
Employee-Driven Improvement and Innovation Element. (PART C)
Structure, Management and Processes Element. (PART C)
Co-Created Leadership and Employee Voice Element. (PART C)
C5. How have the lessons learned during the Project strengthened your ability as a change leader? (PART C)
Jobs, teams and technology element
Introduction
Personal reflection note (Introduction to the jobs, teams and technology element)
I recognise this inherently as I feel empowered and motivated to undertake tasks when I'm trusted to do so. I also realise that some members of my team refer to me constantly to resolve minor problems. I trust them to make their own decision, but I now realise I need to work harder to make them realise this.
transferred to assessment doc. (Harry)
1.1 Job design
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (1.1 Job design)
Forum topic: People who have only experienced jobs with little or no autonomy and few opportunities for personal development are sometimes hesitant about expanding their roles. How do you help them overcome their reluctance?
Click here to share your ideas and experiences.
Learning log question: Think of a key frontline job in your organisation. How effectively are the above requirements met? (Job design)
Two connected front line roles at TL are the receptionists and room bookings officers, they are similarly customer facing and each has its own set of challenges and limitations, but each presents opportunities for job design improvement. Staff are generally equipped with sufficient knowledge, skills and experience to carry out their daily duties, but tasks can be repetitive - for example booking rooms and answering phone calls - and so variety is limited. As such, successfully engaging them with continuous improvement practice requires creativity and lateral thinking. Where we have enjoyed success in engagement, it has usually been through isolated projects, such as installing a new parking booking system. In this project staff challenged existing systems and procedures and set the service standards themselves, taking pains to ensure that quality of the output 'product' was high. This produced a sense of pride in having carried out the design and planning, and connected them with other departments instilling a the feeling that they had carried out a complete project. However, what was lacking was a sense of their personal licence to take decisions without the need to ask permission from managers - a practice that we have learnt from the structures, management and procedures module, supports learning and development in their work - so lessons can be learnt from how line managers support and contribute to such projects.
The Room Bookings team are faced with challenges and opportunities for problem solving on a daily basis. With over 1400 practice hours in the Music Faculty they must often resolve complex requests and unpick the many double bookings that crop up. In order for this team to work effectively they are encouraged to exercise discretion as they make a stream of on-the-spot decisions without time to refer to managers. They are given the essential tools & knowledge and are trusted to follow their instincts and experience of what works. There are areas of job design that could be improved; time might be built in to their day to allow for reflection and the opportunity to think about the pacing of the work and how it is delivered to the customer - a continuous improvement practice lacking in much of our culture; high levels of distraction are inevitable so some thought could be given to managing the customer's expectations with regard to service access times; and opportunities for planned training and coaching could be built into 'down-times' rather than carried out on-the-fly, the latter causing stress to employees and wait times for customers. Adapting systems and procedures to account for the above weaknesses could be a simple fix but add much value for both managers and staff alike.
The Room Bookings team are faced with challenges and opportunities for problem solving on a daily basis. With over 1400 practice hours in the Music Faculty they must often resolve complex requests and unpick the many double bookings that crop up. In order for this team to work effectively they are encouraged to exercise discretion as they make a stream of on-the-spot decisions without time to refer to managers. They are given the essential tools & knowledge and are trusted to follow their instincts and experience of what works. There are areas of job design that could be improved; time might be built in to their day to allow for reflection and the opportunity to think about the pacing of the work and how it is delivered to the customer - a continuous improvement practice lacking in much of our culture; high levels of distraction are inevitable so some thought could be given to managing the customer's expectations with regard to service access times; and opportunities for planned training and coaching could be built into 'down-times' rather than carried out on-the-fly, the latter causing stress to employees and wait times for customers. Adapting systems and procedures to account for the above weaknesses could be a simple fix but add much value for both managers and staff alike.
Hi Andrew. This an excellent description of what is a very complex situation. Your willingness to include the staff in shaping and developing their job roles is and will continue to build the confidence of the staff involved. They are in the best place to identify what changes need to be made to continuously improve the processes that they are absorbed in on a daily basis.
(Harry 29 April 2020)
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(Harry 29 April 2020)
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Personal reflection note (Job design)
It's too easy to see Job design as having been done at recruitment and set in stone in a 'job description' document. But, through active review by both line managers and employees, the way in which a job evolves can have a great impact on the welfare and engagement of staff.
transferred to assessment doc. (Harry)
1.2 Self-Organised Teamworking
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (1.2 Self-Organised Teamworking)
Forum topic: Please share an example of a team whose members really work well together to create a great service or product. What makes it special?
Click here to share your ideas and experiences.
Learning log question: Self-organised teamworking devolves day-to-day leadership and decision-making to the lowest possible level, and team members themselves take responsibility for improving the way they work together. How does this (or how will it) work in your organisation? (Self-Organised Teamworking)
Like many organisations TL has been led through a top-down approach; i.e. managers assign duties and strategies and measure against targets or deadlines. That said, within the working culture of TL there are practices that are positive, constructive and productive.
In the facilities team we share problems and strategies through collaboration and support; for example organising staffing across the teams and the difficult task of clash-resolution. Both of these issues are dealt with through discussion and diplomacy across other departments. We are well placed to understand how our role impacts colleagues outside the team and, as a front-line support function, we have contact with most other departments as a matter of course. We are often successful and, when tasks have positive outcomes, we are quick to celebrate them. However, we recognise that there is a fine line between constant cheering and earnest and merited praise; it's hard to feel truly appreciated for a task completed especially well when praise is in constant stream.
Through the workplace innovations programme we have moved to having more team meetings, providing a forum for employee voice and ideas for continuous improvement. However, the breadth and framework of these could be better, for example, we could look to having different types of meetings - daily, weekly, monthly - each with different strategic functions and led in innovative ways. We could benefit greatly from empowering team members to chair these sessions themselves, in rotation, in order to jointly plan how work is done - managers could even leave their seniority at the door. This has the potential to have a huge impact on job design, giving staff a sense of participating in the whole job. It also challenges the embedded norms of line management culture, as well as systems and procedures and the general organisational leadership structure - how great would it be if managers didn't need to attend those meetings at all but receive updates and coach where necessary? Whilst these meetings are a great place to learn from others, and to peer-review roles and duties, we could benefit from developing ways of recording the discussions. As a challenge to the traditional, and overly formal, 'minute taking', perhaps we could use annotated whiteboards or set up online ideation platforms where meeting suggestions/strategies can be proposed, evaluated and challenged.
By developing these coaching practices, and encouraging self-determination within their teams, managers and team-leaders at TL could empower staff to make more and more day-to-day decisions and free up their time to consider the values, goals and objectives of the department and the institution as a whole. This way they will be able to build such values into their coaching and better align the teams to the organisation.
In conclusion what I think we could work on more at TL is the time to reflect and review - a problem that I noted in my response to the job design log answer. Improving team structure and design opens doors to places where opportunities and ideas for innovation and improvement can germinate. We managers mean well and mostly have a clear sense of what needs to be achieved and measured, but it is our teams who are best placed to come up with creative and experience-led ideas that are acquired through hands-on day-to-day knowledge of their roles and collective responsibilities.
If firmly established, this manner of co-created leadership has the potential to improve productivity and customer service and reduce stress across the workforce. Those that think together, improve together!
In the facilities team we share problems and strategies through collaboration and support; for example organising staffing across the teams and the difficult task of clash-resolution. Both of these issues are dealt with through discussion and diplomacy across other departments. We are well placed to understand how our role impacts colleagues outside the team and, as a front-line support function, we have contact with most other departments as a matter of course. We are often successful and, when tasks have positive outcomes, we are quick to celebrate them. However, we recognise that there is a fine line between constant cheering and earnest and merited praise; it's hard to feel truly appreciated for a task completed especially well when praise is in constant stream.
Through the workplace innovations programme we have moved to having more team meetings, providing a forum for employee voice and ideas for continuous improvement. However, the breadth and framework of these could be better, for example, we could look to having different types of meetings - daily, weekly, monthly - each with different strategic functions and led in innovative ways. We could benefit greatly from empowering team members to chair these sessions themselves, in rotation, in order to jointly plan how work is done - managers could even leave their seniority at the door. This has the potential to have a huge impact on job design, giving staff a sense of participating in the whole job. It also challenges the embedded norms of line management culture, as well as systems and procedures and the general organisational leadership structure - how great would it be if managers didn't need to attend those meetings at all but receive updates and coach where necessary? Whilst these meetings are a great place to learn from others, and to peer-review roles and duties, we could benefit from developing ways of recording the discussions. As a challenge to the traditional, and overly formal, 'minute taking', perhaps we could use annotated whiteboards or set up online ideation platforms where meeting suggestions/strategies can be proposed, evaluated and challenged.
By developing these coaching practices, and encouraging self-determination within their teams, managers and team-leaders at TL could empower staff to make more and more day-to-day decisions and free up their time to consider the values, goals and objectives of the department and the institution as a whole. This way they will be able to build such values into their coaching and better align the teams to the organisation.
In conclusion what I think we could work on more at TL is the time to reflect and review - a problem that I noted in my response to the job design log answer. Improving team structure and design opens doors to places where opportunities and ideas for innovation and improvement can germinate. We managers mean well and mostly have a clear sense of what needs to be achieved and measured, but it is our teams who are best placed to come up with creative and experience-led ideas that are acquired through hands-on day-to-day knowledge of their roles and collective responsibilities.
If firmly established, this manner of co-created leadership has the potential to improve productivity and customer service and reduce stress across the workforce. Those that think together, improve together!
This is a great evaluation of the role of leadership in helping teams to achieve the organisation's goals and objective. You are obviously determined to actively encourage teams to be more self-managing. I agree with you about "constant praise", because people can quickly become cynical. It can feel false! The challenge for leaders is to create an environment where people genuinely feel appreciated and valued all the time.
I have mixed feelings about getting team members to take turns at chairing meetings. I think sometimes just the thought of it frightens the life out of people! I like the principle of it but I think the language gets in the way. I liked your comment about how great it would be if managers didn't have to attend the meetings. Why don't you do it? Have a discussion with them about a specific issue they raise and then ask them to consider it as a group and come up with some possible solutions that they will then present.
I think you have already made great steps to shaping the kind of organisation you want to be and there is a great will to succeed.
(Harry 7 May 2020)
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I have mixed feelings about getting team members to take turns at chairing meetings. I think sometimes just the thought of it frightens the life out of people! I like the principle of it but I think the language gets in the way. I liked your comment about how great it would be if managers didn't have to attend the meetings. Why don't you do it? Have a discussion with them about a specific issue they raise and then ask them to consider it as a group and come up with some possible solutions that they will then present.
I think you have already made great steps to shaping the kind of organisation you want to be and there is a great will to succeed.
(Harry 7 May 2020)
transferred to assessment doc. (Harry)
Personal reflection note (Self-Organised Teamworking)
The organisation is very much top-down but we are challenging this. Having the space to self-reflect is important for managers and employees alike. There is a lot to think about here, I'm particularly interested in teams taking charge of their own meetings, after all they know their jobs and are best placed to come up with creative solutions to all sizes of problem. This is the kind of leadership that is effective. I am part way there with developing my ability to coach but there is more to do. How do we measure the efficacy of our leadership style? Indeed, how do we know?
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1.3 People-centred technology
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (1.3 People-centred technology)
Forum topic: How can technologies liberate human potential at work? Please share your ideas and examples.
Click here to share your ideas and experiences.
Learning log question: What criteria would you use to evaluate potential future technology investments in terms of their impact on people? (People-centred technology)
We have had mixed experience with the implementation of technology. As described in the 'Continuous Improvement' learning log answer, on the one hand the implementation of the phone system was undertaken in a way which bypassed the staff and resulted in less successful service delivery. On the other hand, when there was an opportunity to use technology to enhance the staff parking process, we consulted with colleagues and harnessed their expertise and knowledge of the service area to identify the best course of action and this led to far greater success.
We have learnt lessons from both of these projects and when we eventually consider if any technology will be needed to help with the new security and access project, we will approach things in a way that reflects this learning.
For example, it will be foremost in our minds to bring in everyone involved in the project, from the receptionists, facilities officers, security officers, to senior staff and line-managers, as all of these people will be affected by the technology. Meetings to set out the vision and agree on the goals will be considered - who are the stakeholders and how can we meet their service expectations (students, staff, visitors etc.)? Considering all options and methods and allowing all voices to be heard is important, and the wider the participation across teams the more likely that a workable technology is found. Part of this is considering the relationship this enhanced service will have with all other departments and if any department needs special consideration (e.g. safeguarding for the younger students).
The design can be tested using 'live' scenarios where team members challenge the technology to stand up to the realities of their day-to-day experience. When the design has been agreed and the technology applied it'll be important to ensure that access to it is not guarded by managers or those with particular skills - ability to review the settings and configuration individually, and with colleagues, adds to the sense of ownership of, and engagement with, the technology. As a result, this contributes to the overall feeling of undertaking a 'complete' job. The team members themselves should be the driving force in review and control over the systems and if this means we engage in up-skilling people then this is no bad thing.
Essentially the technology doesn't replace the jobs or tasks but uses innovation to enhance the staff expertise, save time, increase versatility and reduce repetition.
We have learnt lessons from both of these projects and when we eventually consider if any technology will be needed to help with the new security and access project, we will approach things in a way that reflects this learning.
For example, it will be foremost in our minds to bring in everyone involved in the project, from the receptionists, facilities officers, security officers, to senior staff and line-managers, as all of these people will be affected by the technology. Meetings to set out the vision and agree on the goals will be considered - who are the stakeholders and how can we meet their service expectations (students, staff, visitors etc.)? Considering all options and methods and allowing all voices to be heard is important, and the wider the participation across teams the more likely that a workable technology is found. Part of this is considering the relationship this enhanced service will have with all other departments and if any department needs special consideration (e.g. safeguarding for the younger students).
The design can be tested using 'live' scenarios where team members challenge the technology to stand up to the realities of their day-to-day experience. When the design has been agreed and the technology applied it'll be important to ensure that access to it is not guarded by managers or those with particular skills - ability to review the settings and configuration individually, and with colleagues, adds to the sense of ownership of, and engagement with, the technology. As a result, this contributes to the overall feeling of undertaking a 'complete' job. The team members themselves should be the driving force in review and control over the systems and if this means we engage in up-skilling people then this is no bad thing.
Essentially the technology doesn't replace the jobs or tasks but uses innovation to enhance the staff expertise, save time, increase versatility and reduce repetition.
A great example of being a learning organisation! "Imposed Change" seldom achieves the expected outcomes! By reflecting on an approach that didn't work, the organisation now knows the benefits of involving all stakeholders and the importance of being aware of and understanding their needs. Careful planning and informed implementation and monitoring is more likely to achieve and even exceed expectations.
(Harry 7 May 2020)
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(Harry 7 May 2020)
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Personal reflection note (People-centred technology)
In a way this has been considered more thoroughly above, but it is a fundamental lesson to me that carrying out projects without the consultation of staff is likely to disengage them and lead to incomplete outcomes for the technology.
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Interdependencies
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Interdependencies)
Learning log question: Do the interdependent practices summarised in the above table exercise a positive or negative effect on the changes relating to this Element that you are trying to introduce? Please give examples. (Jobs, Teams & Technology Interdependencies)
Personal reflection note (Jobs, Teams & Technology Interdependencies)
As I have progressed through this element of the programme I have been more aware of the interdependencies innate to successful innovation. The subtle links between the practices are crucial to the overall sense of positive outcome. Actively applying the individual principals by cross referencing to all the others stimulates further thoughts and makes for a more effective engagement with the ideas.
transferred to assessment doc. (Harry)
Conclusions
Personal reflection note (Jobs, Teams & Technology Conclusions)
I look forward to evaluating the principals I have learnt through this module. The intellectual, practical and critical skills within our workforce are a valuable resource not to be overlooked!
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Employee-Driven Innovation and Improvement Element
Introduction
Personal reflection note (Introduction to Employee-Driven Innovation and Improvement Element)
I'd love to see creative and entrepreneurial practices blossom within our teams, as well as the wider TL community. Developing a bottom up approach to innovation is part of this, and by empowering staff this will give them a greater sense of fulfilment in their roles.
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2.1 Enterprising Behaviour
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Forum topic: Do you have examples where inspiring ideas have come from unexpected people?
Click here to share your ideas and experiences.Learning log question: How can you encourage your line managers to stimulate and support enterprising behaviour? (Enterprising Behaviour)
Through my experience of suffering a lack of support for entre/intra-preneurship I am acutely aware of the effect this can have on engagement and job satisfaction. On a number of occasions some years ago, I made suggestions to improve equipment loans by introducing a borrowers' card system. Whilst this was met with some level of support from managers, the tools and authority to carry the project forward were ultimately not forthcoming and, as permission needed to come from a number of different departments, the project faltered. Equally frustrating was the inability to improve upon asset management systems because tools and procedures already embedded and relied upon, were either immovable or inappropriate to the task (but had licenses in place). I believe that the intrapreneurial change these schemes could have brought about would have achieved modest, but worthwhile, innovation, and would have widened the project to involve other members of the team thereby improving others' job satisfaction. Unhappily I believe bureaucracy prevented us from being empowered to see these ideas through. As Managers we need to understand - and as employees we need to persuade senior colleagues of - the benefits that creative thinking brings to the workplace. Not only should we encourage whole, planned, projects by providing the authority and tools for them to flourish, but also we should promote the idea that permission is not needed to be creative and that there is space within roles to make creative choices on a daily basis as part of the culture of work. There will always be a mix of successful and unsuccessful outcomes but we should allow (and be allowed) to experience these as positive learning experiences where outcomes are evaluated through active input from other members of the team, but where blame for failure is not part of the process. Embedded within this culture should be the space for all colleagues to ask questions as to why we do the things we do so as to dig further into the reasons for the task in the first place and how we might improve the manner in which tasks are undertaken. These questions may well be difficult to answer, but, so long as the questions are shared across the team (and perhaps breaking through the silos to involve other departments), the more likely it is that creative and effective solutions will surface. There are challenges to developing this practice. Clearing the way to allow creative autonomy may include barriers such as budget, bureaucracy, lack of permission (or perceived lack of permission), institutional policy and the need to carry out the tasks to schedule. At Trinity Laban we are currently working ways to break through this culture. For example we are asking staff to evaluate the time needed to carry out tasks across various buildings and to communicate to managers, but more importantly each other, how best to use the time available to them. We hope that empowering colleagues to evaluate systems will provide the space for creative thinking and encourage them to ask questions of why we have the systems we do.
Hello Andrew. A great description of what needs to be in place bring out in others, the enterprising behaviour that we know they have. It is so frustrating when barriers are placed in the way of bringing about the changes needed. You obviously lead by example and have a high level of awareness of how others can and will react to proposed changes. You already have a number of people around you who are committed to encouraging and involving everyone in changing the culture at Trinity Laban. As people buy in to the changes they will increasingly take more responsibility for making them happen. As they become more involved and feel that the contributions they make are genuinely valued and acted upon, the more they will own the process. Exciting!
(Harry Gilfillan 23 March 2020)
(Harry Gilfillan 23 March 2020)
They say 'necessity is the mother of all' invention. Since Covid-19, creative and enterprising practices in our departments have been brought to the surface in more ways than one. The organisation is now leading the sector with its remote collaborative work and we in the facilities department have remained effective in continuing our functions by harnessing the creativity of our team. We have made great use of remote working tools and found ways of engaging with our furloughed staff through these difficult times. Whilst they cannot fulfil a role during the lock-down/furlough period, our staff will be key in the resumption of onsite working and we'll be sure to tap into the wealth of experience, listen to their advice and provide them with the resources they need when it comes to creating a new 'normal' for them and our community.
Hi Andy. It will certainly be a different workplace when we return to the "new normal", but you have already taken great strides forward to prepare a better and more fulfilling place to work for employees.
(Harry 1 June 2020)
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(Harry 1 June 2020)
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Personal reflection note (Enterprising Behaviour)
In the past I think TL staff have felt as though managers don't listen, or are too bogged down by the task in hand. Ultimately I expect this has suppressed creative thinking, but I also believe that, through the workplace innovations process, this culture is steadily changing for the better. We are creating spaces for people to give their thoughts on change within the workplace, through regular meetings and team briefings, for them to bring ideas to us that will be valued and considered as part of continuing improvement. A number of projects, based on the individual element action plans are in the planning and several of these have already begun. We will undoubtedly benefit from the autonomy and self-led adjustments this will have on the workplace culture.
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2.2 Continuous Improvement
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (2.2 Continuous Improvement)
Forum topic: Have you shared an idea for improving a product, service or process? What was your experience of doing so? Or have you tried to engage others in continuous improvement?
Click here to share your ideas and experiences.Learning log question: How will you embed the culture and practice of continuous improvement within your organisation? (Continuous Improvement)
Historically colleagues have been included unevenly in the planning and evaluation of projects. On the one hand, when the opportunity to enhance the staff parking process was identified we informally explored the possibility of using an I.T. tool already in our possession. Various steps were taken during the process - consulting with colleagues in the local team as to how it might work and harnessing their expertise and knowledge of the service area to identify the best course of action in order to embed good-practice. This has been a great success with all parties feeling empowered and invested in the systems and processes. On the other hand, the implementation of the phone system was entirely undertaken by myself with other senior colleagues, bypassing the culture of continuous improvement and resulting in low engagement and less successful service delivery.
In order to explore continuous improvement further, an 'action learning set' was recently undertaken. This reinforced my knowledge that we have a leadership team who can communicate effectively and easily with each other, but it also revealed that we haven't, thus far, capitalised on the support and outcomes that these kinds of discussions can provide. By coming together better as a team we'll be able to explore ideas and avoid the presumption that there are only linear paths to achieve change. By challenging such assumptions we'll be more creative and open to ideas from each other and from the wider team, thus helping us to drive positive change.
In order to explore continuous improvement further, an 'action learning set' was recently undertaken. This reinforced my knowledge that we have a leadership team who can communicate effectively and easily with each other, but it also revealed that we haven't, thus far, capitalised on the support and outcomes that these kinds of discussions can provide. By coming together better as a team we'll be able to explore ideas and avoid the presumption that there are only linear paths to achieve change. By challenging such assumptions we'll be more creative and open to ideas from each other and from the wider team, thus helping us to drive positive change.
Hello Andrew. A great answer emphasising the importance of not only involving people who will be impacted by a change in the early stages of planning that change, but also being consistent in involving others and demonstrating to them that their knowledge, skills and experience are valued and welcomed. Action Learning is a powerful way to encourage ideas and action and make everyone feel equal irrespective of their position in the organisation.
(Harry Gilfillan 11/11/2019)
(Harry Gilfillan 11/11/2019)
As an additional thought, we are currently planning ways to resume onsite working following the Covid-19 lock-down. Because a 'blended' form of working is likely upon resumption, we'll be keen to seek the views of the team in order to achieve the best possible outcomes, and we will use the experiences gained from home working to evaluate how we might incorporate elements of this practice into our 'normal' operations. Viewing a potentially negative experience as an opportunity for continuous improvement is the kind of positive energy I would like to instil into team (and organisation) culture as a whole.
Great thinking! It will be interesting to see how they respond and the effect that the Covid19-enforced isolation has had on their attitude to work and working practices.
(Harry 3 June 2020)
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(Harry 3 June 2020)
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Personal reflection note (Continuous Improvement)
It would be interesting to see how those differences between FOH staff and Facilities staff change over the course of the project, and to see how the different teams respond to the workshop questions. I'm also curious to see how my own attitudes and preconceptions evolve through direct engagement with Continuous Improvement. Already, a salient idea I have taken from the topic is to resist the urge to 'act' immediately. I can think of several occasions whereby projects have advanced to implementation without going through the 'spot-check' stages.
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2.3 High Involvement Innovation
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (2.3 High Involvement Innovation)
Forum topic: How can you encourage everyone to bring fresh thinking and ideas to the workplace?
Click here to share your ideas and experiences.Learning log question: Describe a range of approaches and methods that you use (or plan to use) to stimulate employee-driven innovation. (High Involvement Innovation)
Developing our employee engagement and culture of continuous improvement at TL is becoming more and more important to our team, especially as we gain expertise and knowledge through the workplace innovations programme. We have been working on a consultation for improvement of the security systems at two of our buildings and will employ several of the approaches that involve high involvement of our workforce. Our organisation has been primarily top-led for many years, so we plan to harvest ideas from the bottom up thereby magnifying employee voice and encouraging them to challenge standard or embedded practices. We plan to bring together staff from a number of areas/teams, who wouldn't usually work together, but whose collective knowledge should provide for the best outcomes. As in the innovation forums, the idea is to challenge organisational structure by ensuring participants discard any levels of seniority whilst working together so that all voices are equal. Although face to face meetings would be preferred, the challenges set by the Covid-19 lock down, and the furloughing of some staff, may mean that forming an ideation platform is the best interim way of establishing a basis for the principals of the systemic change. If successful, some of those involved might develop the confidence to create guerrilla networks with the purpose of identifying innovation possibilities, both for their own jobs and for the collective tasks. It is hoped that this style of co-created leadership will have a positive effect on the the culture of line-management, improve relationships between employees and managers, as well as across other teams, and thereby breaking down the silos.
Hi Andrew. You describe an important and challenging project and the outcomes for the employees and the business will be excellent. The past culture of top-led managed is less conducive to embedding change and a key challenge will be to convince employees (particularly those that have been in the business a long time), that the "management" genuinely want to involve them in the generation and implementation of ideas for change. When you do this you will not only see a positive transformation in working practices, but also a workforce who feel valued and appreciated for the contribution they are making to the business.
(Harry 29 April 2020)
(Harry 29 April 2020)
We are hoping to implement an improved security policy from Sept 2020, shaped and enriched by the involvement of team members. We have given initial advice to some members of staff and await the end of furlough to continue the scheme. Once restarted, with high-involvement innovation we hope to:
- Improve procedures and clarity on the responsibility of staff as regards security and access by giving the staff direct input into the systems.
- Realign policy over two sites and improve consistency across the team, whilst giving the staff ownership of the continuing improvement of that policy.
- Find ways to use innovative practices such as self-organised teams in order to break through the barriers associated with top-down management structures.
- Give front line staff the tools to make informed and accountable decisions.
- Improve procedures and clarity on the responsibility of staff as regards security and access by giving the staff direct input into the systems.
- Realign policy over two sites and improve consistency across the team, whilst giving the staff ownership of the continuing improvement of that policy.
- Find ways to use innovative practices such as self-organised teams in order to break through the barriers associated with top-down management structures.
- Give front line staff the tools to make informed and accountable decisions.
Hi Andy. This is great! You could put these into your Action Plan in the High Involvement Innovation section and map out what you plan to do. You can always add to it later or change it once future arrangements becomes clearer.
(Harry 1 June 2020)
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(Harry 1 June 2020)
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Personal reflection note (High Involvement Innovation)
Incorporating all the practices in this element will be challenging and require resilience and application, as well as the ability to take a step back and allow others to share the leadership roles.
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2.4 Interdependencies
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (2.4 Interdependencies)
Learning log question: Do the interdependent practices summarised in the above table exercise a positive or negative effect on the changes relating to this Element that you are trying to introduce? Please give examples. (Employee-Driven Innovation & Improvement Interdependencies)
Personal reflection note (Employee-Driven Innovation & Improvement Interdependencies)
Through speaking to Harry and Rosemary, I have begun to further understand the importance of inter-dependencies across the various practices. Considering the fuller picture when entering innovation projects is crucial to clear the way to success and achieving the fifth element.
transferred to assessment doc. (Harry)
Conclusions
Personal reflection note (Employee-Driven Innovation & Improvement Conclusions)
As an individual with a porfolio career - including: teaching; leading amateur, student and professional musical ensembles; and managing a team of administrators; as well as sitting on the board of two organisations - I have been inspired by the ideas in this element and look forward to applying them to all my work.
transferred to assessment doc. (Harry)
Structures, Management and Processes Element
Introduction
Personal reflection note (Introduction to the Structures, Management and Processes Element)
What I take most from this introduction is the need to give colleagues the skills and confidence to take their own decisions, this should result from a coaching style of management which imparts the knowledge and expertise to fulfil projects and tasks without the need to gain permission at every stage.
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3.1 Organisational Structures
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (3.1 Organisational Structures)
Forum topic: How can you improve workflow and co-operation between different teams and departments?
Click here to share your ideas and experiences.Learning log question: Why can co-operation and smooth workflow between teams and departments be so difficult to achieve – and what can you do about it? (Organisational Structures)
As we've seen in other areas of the programme, adjusting organisational structure seems to be fundamental to channelling the kind of staff engagement that leads to effective innovation. Trinity Laban suffers from the characteristics of many top-down organisations with silo work structures common. This often results in the tendency to divide teams and individuals and leads to inhibited cooperation and ineffective workflow. A flatter structure - without breaking down the hierarchy entirely but losing the obsession with departmental flow charts - allows management and reporting mechanisms to develop more organically, better reflecting the needs and priorities of the business.
This can be difficult to achieve as, not only are embedded assumptions about hierarchy always present (the idea that someone has to be in charge is innate in our teams) but the distance between decision making and the workforce are often such that the voices of the staff are diminished. This leads to a lack of ownership of the processes, poor communication of the overall vision, and ultimately poor decisions made by those who have less experience of the day-to-day.
As we design our security systems review, it will be important to consider some of the organisation structures in order to achieve the best outcome. For example, we could engage across the role boundaries, with operational staff, line managers and senior colleagues together, in order to diminish the gap between vision and execution. In doing so we can share vision-design input and increase ownership of the project for everyone. Part of this will be asking everyone to leave their job status at the door so we can speak freely and help each other understand the different priorities, the nature of our jobs, and how each role can fit into the solution. Once the vision is agreed, certain aspects of the execution could be left up to the teams themselves to decide, and they may draw on the experience of managers from outside their own team. For example information technology staff may coach some staff to lead on the technical side, whilst facilities managers may coach individuals to take charge of areas of policy. Coaching in such a way that puts the day-to-day experience of staff at the centre of the decision making. Again this co-created leadership is how we make the space for true innovation. Not only do we use the valuable resources within the experience of the staff themselves, but, by empowering them to share this and valuing it, we break down the role divisions, increase ownership and encourage engagement. By sharing expertise across departments we increase the wider team family and develop a sense of belonging. This has the capacity to aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
This can be difficult to achieve as, not only are embedded assumptions about hierarchy always present (the idea that someone has to be in charge is innate in our teams) but the distance between decision making and the workforce are often such that the voices of the staff are diminished. This leads to a lack of ownership of the processes, poor communication of the overall vision, and ultimately poor decisions made by those who have less experience of the day-to-day.
As we design our security systems review, it will be important to consider some of the organisation structures in order to achieve the best outcome. For example, we could engage across the role boundaries, with operational staff, line managers and senior colleagues together, in order to diminish the gap between vision and execution. In doing so we can share vision-design input and increase ownership of the project for everyone. Part of this will be asking everyone to leave their job status at the door so we can speak freely and help each other understand the different priorities, the nature of our jobs, and how each role can fit into the solution. Once the vision is agreed, certain aspects of the execution could be left up to the teams themselves to decide, and they may draw on the experience of managers from outside their own team. For example information technology staff may coach some staff to lead on the technical side, whilst facilities managers may coach individuals to take charge of areas of policy. Coaching in such a way that puts the day-to-day experience of staff at the centre of the decision making. Again this co-created leadership is how we make the space for true innovation. Not only do we use the valuable resources within the experience of the staff themselves, but, by empowering them to share this and valuing it, we break down the role divisions, increase ownership and encourage engagement. By sharing expertise across departments we increase the wider team family and develop a sense of belonging. This has the capacity to aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
Hi Andrew. It is incredible that the "command and control" approach to managing employees still remains so strong in the minds of many managers not only in your organisation, but also in many other businesses. It seems to be the "go to" place when the pressure is on! The reluctance to "let go" and put their faith and trust in others stagnates the organisation and opportunities for progress and success are often lost. I like your open and honest review of the styles of leadership in the organisation and how you have mapped out how you will engage and involve people "at the sharp end" to design, develop and embed the changes that will transform the organisation and make it a truly innovative, inclusive and enjoyable place to be.
(Harry 12 May 2020)
transferred to assessment doc. (Harry)
(Harry 12 May 2020)
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Personal reflection note (Organisational Structures)
Occasionally teams from other departments take operational decisions that directly impact on facilities, including on facilities staffing. Creating spaces for cross-departmental collaboration is key to this for example, coaching of staff in other departments by facilities staff on facilities practices, perhaps by asking them to shadow a member of staff for an afternoon, could help share knowledge and experience which would feed into decisions made in other areas of the business.
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3.2 Management roles and behaviours
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (3.2 Management roles and behaviours)
Forum topic: How can you change line management behaviours?
Click here to share your ideas and experiences.
Learning log question: What changes can you make (or have you made) to embed a coaching style of leadership and management throughout your organisation? (Management roles and behaviours)
When I first became a manager I had spent some years as a 'team leader' in all but name; a result of having the practical experience and knowledge of the service area and the capacity to take some limited decisions. Through this experience I developed some skills in coaching and mentoring. However, since becoming a manager I have realised that there is an embedded expectation for me to answer all the questions and solve all issues. This leads to my time being used less well and my colleagues not developing in their own roles.
Through my learning on the workplace innovations programme I have begun to apply the skills of coaching in a more structured way. I have learnt how a culture of blame, exacerbated by a top-down organisational structure, leads to staff being less candid about problems, keeping aspects hidden and thereby not effecting a comprehensive resolution. I am also aware that line managers, spurred on by executive-imposed performance targets, can come across as being aggressive in their demand for the best outcome and this can cause anxiety and disengagement in their teams. How can you expect your staff to bring themselves fully to work if they don't feel able to communicate in an open and solution focused way?
In the past, some of my colleagues have been averse to taking decisions on, for example, complex Room Booking problems for fear of making mistakes and being reprimanded by myself or members of other teams. By asking questions of my colleagues, guiding them towards their own solutions and giving them permission to take ownership of decisions I have been able to put them at ease, and focus my attention on the areas that often seem to be neglected, like continuing to improve the work culture, systems and procedures - for example the security procedures and the long overdue room bookings rules.
I am beginning to develop my skills in creating strategic guidelines so the objectives are clear from the outset but allowing my colleagues to do the critical thinking (for example on how to deal with telephone calls during the Covid-19 closure). I'm learning how to communicate feedback on outcomes that weren't so successful in a way as to focus on the requisite solution, rather than apportioning responsibility or 'blame'. I'm also working on how to give positive feedback and in helping colleagues expand their thinking in areas where things are already going well. Moreover, I'm improving my listening skills so that staff can bounce ideas back and forth with me and feel free to challenge the norms and ask bigger questions.
If I get this right my colleagues will continue in their own professional learning and will feel more engaged in contributing to problem solving. They'll be working within a 'safer' environment where we all learn from each other and constantly innovate. This kind of co-created leadership will add value to the whole organisation as well as the local team.
Through my learning on the workplace innovations programme I have begun to apply the skills of coaching in a more structured way. I have learnt how a culture of blame, exacerbated by a top-down organisational structure, leads to staff being less candid about problems, keeping aspects hidden and thereby not effecting a comprehensive resolution. I am also aware that line managers, spurred on by executive-imposed performance targets, can come across as being aggressive in their demand for the best outcome and this can cause anxiety and disengagement in their teams. How can you expect your staff to bring themselves fully to work if they don't feel able to communicate in an open and solution focused way?
In the past, some of my colleagues have been averse to taking decisions on, for example, complex Room Booking problems for fear of making mistakes and being reprimanded by myself or members of other teams. By asking questions of my colleagues, guiding them towards their own solutions and giving them permission to take ownership of decisions I have been able to put them at ease, and focus my attention on the areas that often seem to be neglected, like continuing to improve the work culture, systems and procedures - for example the security procedures and the long overdue room bookings rules.
I am beginning to develop my skills in creating strategic guidelines so the objectives are clear from the outset but allowing my colleagues to do the critical thinking (for example on how to deal with telephone calls during the Covid-19 closure). I'm learning how to communicate feedback on outcomes that weren't so successful in a way as to focus on the requisite solution, rather than apportioning responsibility or 'blame'. I'm also working on how to give positive feedback and in helping colleagues expand their thinking in areas where things are already going well. Moreover, I'm improving my listening skills so that staff can bounce ideas back and forth with me and feel free to challenge the norms and ask bigger questions.
If I get this right my colleagues will continue in their own professional learning and will feel more engaged in contributing to problem solving. They'll be working within a 'safer' environment where we all learn from each other and constantly innovate. This kind of co-created leadership will add value to the whole organisation as well as the local team.
Andrew, a great description of how creativity in individuals can be stifled for fear of failure. In reality it is not the fear of failure itself but fear of the consequences of failing. That is why, as leaders, it is so important to be aware of how "outcomes" are handled. It may be that the expected outcome wasn't achieved, so the focus should be on what happened in the process that prevented the desired outcome to be achieved? The focus should be on the "problem" not the "person". Most of the time we don't need to tell a person they made a mistake - they already know that! How do we learn from it and address any weak areas to try and make sure that a more successful outcome is achieved in the future. The leader / manager is always under the spotlight, particularly how they react when things go wrong and individuals will be influenced by what they see and then act accordingly in the future.
Your approach will give individuals the confidence to anticipate possible challenges and fix them before they become problems.
(Harry 12 May 2020)
Your approach will give individuals the confidence to anticipate possible challenges and fix them before they become problems.
(Harry 12 May 2020)
One of the interesting things to come out of the Covid-19 lock-down has been the opportunity to enhance my coaching skills with my fellow managers. This has included motivational and explanatory coaching, but has also involved supporting them with strategic planning, enabling original thinking and encouraging them to understand how their thinking in one area of management has a interdependent link with others. For example, connecting with and listening to furloughed staff fosters staff engagement and generates creative thinking which could lead to continuous improvement projects. That, in itself, has a positive impact on their view of management structure and, at a further stage, contributes to shifting the organisation's cultural norms.
I believe listening to be the most important communication skill and particularly in coaching others. Listening to understand not just the words, but also for the emotions and indicators of something else lying underneath the words. Helping people to tease out and verbalise their own thoughts and feelings is so powerful for them. Very often individuals just need "a good listening to"! You sound like a natural!
(Harry 10 June 2020)
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(Harry 10 June 2020)
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Personal reflection note (Management roles and behaviours)
I have learnt how to take feedback, especially negative feedback, from my colleagues in a balanced way. Negative feedback can easily be taken personally but by channelling the idea and discarding the emotional aspects, it's easier to get to the heart of the issue and deal with it dispassionately.
transferred to assessment doc. (Harry)
3.3 Streamlining systems and removing annoying processes
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (3.3 Streamlining systems )
Forum topic: How can you build trust and delegate decision-making?
Click here to share your ideas and experiences.
Learning log question: How would you evaluate the effectiveness and inclusiveness of decision-making in your organisation? Is there further scope for delegation? (Streamlining systems and removing annoying processes)
The UK leisure centre example, where eight signatures are required to recruit out of a manager's own budget, rings true to my experience of Trinity Laban. This kind of micro-management and top-down, centralised control leaves a trail of delays, stressed managers and teams, as well as diminished trust and disengagement. I'm reminded of two issues related to my current role, one whereby costs associated with casual/temporary staff were rocketing because the delays on approving the recruitment budget and giving the green light for appointing a permanent staff member went into weeks and months. I'm also thinking of the ridiculous situation whereby a team of casual receptionists managed by myself need their time sheets approved by a colleague who has no knowledge of their working hours and relies on my approval. This wastes time through inhibited workflow and pay has been delayed for them on more than one occasion as a result.
I would like to see the organisation weigh up the risks of a more delegated decision-making culture, freeing up management time, creating trust, empowering colleagues and creating space for learning and development of staff. By using the coaching skills I'm developing, I could encourage my colleagues to improve their critical thinking skills, acquire knowledge through problem solving, and gain confidence to become responsible, and accountable, decision-makers. This will take a shift in departmental, as well as organisational, culture, and challenge the norms of traditional line-management.
A case in point (or two cases!):
As I've explained in previous learning log reflections, when TL upgraded the telephone system some months ago, decision making was limited to managers within the I.T. and facilities teams. Whilst there was some effective cross-departmental collaboration at manager level, the front-line expertise and innovative value was sidelined. Time was then wasted post-implementation by us having to revisit certain aspects that had not been considered, causing operational stress to the team and disengagement in the process. I wonder whether, given the freedom to act themselves, we may have seen much more effective outcomes - perhaps by pursuing the matter at a flatter level with coaching and support rather imposed decisions?
Conversely, when we upgraded the parking system the ideas came through a bottom-up process, with the creative spark emanating from front-line staff. Given the authority to take decisions themselves (in consultation with senior staff and some stakeholders) this resulted in fluid collaboration across departments, a rapid operational turnaround, and increases in those less measurable feelings of self-worth, engagement and trust.
It is clear what lessons should be learned from both of these experiences, and going forward to the security review, we'll be sure to apply them, putting front line 'authority to act' at the heart of our thinking.
I would like to see the organisation weigh up the risks of a more delegated decision-making culture, freeing up management time, creating trust, empowering colleagues and creating space for learning and development of staff. By using the coaching skills I'm developing, I could encourage my colleagues to improve their critical thinking skills, acquire knowledge through problem solving, and gain confidence to become responsible, and accountable, decision-makers. This will take a shift in departmental, as well as organisational, culture, and challenge the norms of traditional line-management.
A case in point (or two cases!):
As I've explained in previous learning log reflections, when TL upgraded the telephone system some months ago, decision making was limited to managers within the I.T. and facilities teams. Whilst there was some effective cross-departmental collaboration at manager level, the front-line expertise and innovative value was sidelined. Time was then wasted post-implementation by us having to revisit certain aspects that had not been considered, causing operational stress to the team and disengagement in the process. I wonder whether, given the freedom to act themselves, we may have seen much more effective outcomes - perhaps by pursuing the matter at a flatter level with coaching and support rather imposed decisions?
Conversely, when we upgraded the parking system the ideas came through a bottom-up process, with the creative spark emanating from front-line staff. Given the authority to take decisions themselves (in consultation with senior staff and some stakeholders) this resulted in fluid collaboration across departments, a rapid operational turnaround, and increases in those less measurable feelings of self-worth, engagement and trust.
It is clear what lessons should be learned from both of these experiences, and going forward to the security review, we'll be sure to apply them, putting front line 'authority to act' at the heart of our thinking.
Andrew a clear explanation and assessment of how effectively staff have been actively (or not) been involved in decisions that directly affect the way they work. You give two good examples that underline the importance and effectiveness of involving team members and giving them the responsibility and authority to act.
(Harry 12 May 2020)
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(Harry 12 May 2020)
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Personal reflection note (Streamlining systems and removing annoying processes)
Definitely a good idea to identify members of the team who could develop their leadership skills in order to take ownership of the security review.
transferred to assessment doc. (Harry)
Interdependencies
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Structures, Management and Processes Interdependencies)
Learning log question: Do the interdependent practices summarised in the above table exercise a positive or negative effect on the changes relating to this Element that you are trying to introduce? Please give examples. (Structures, Management and Processes Interdependencies)
Personal reflection note (Structures, Management and Processes Interdependencies)
As with much of the workplace innovation scheme, the key is employee voice. Whether it is designing leadership models that put team members at the heart of decision making, or creating space for ideas and innovation to germinate, this aspect of co-created innovation adds the value that all organisations ought to be seeking.
transferred to assessment doc. (Harry)
Conclusions
Personal reflection note (Structures, Management and Processes Conclusions)
If only we could involve the whole organisation in workplace innovation simulataneously!
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The Co-Created Leadership and Employee Voice Element
Introduction
Personal reflection note (Introduction to the Co-Created Leadership and Employee Voice Element)
Much of this has been already covered, though it is interesting to read that creating space for forum discussions, on its own, has little impact on staff experience and output, but only in conjunction with all the other elements, does it support and bring added value.
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4.1 Co-Created Leadership
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Co-Created Leadership)
Learning log question: Comment on the Seven Mirrors and how they can be applied to leadership in your organisation. (Co-Created Leadership)
My improvement goals:
- To sustain constant review and innovation
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
Actions to address my personal areas of development are:
- Take time to listen and understand people and stop worrying about how people view me; mostly our belief in what others think of us, and how they think of themselves, is highly personalised and often inaccurate.
- Invest time to listen and review, learn 'why' as well as 'what' needs to be done.
- Help people to develop and learn new skills, as well experience new things.
- Have faith in people in order to develop trust, fully in the knowledge that, when things go wrong, we'll focus on the resolution rather than the problem.
- Plan with others so we set clear aims and have a shared goal, focusing on the positive and expressing things in terms of what should be done, not what should not be done.
- Evaluating strengths and weaknesses and encourage colleagues to do the same.
- Learn from others as they would learn from you.
Outcomes:
- To develop better working relationships, particularly between employees and managers
- For staff in my team to feel more valued and part of the decision making process
- For stakeholders to perceive a harmonious team and feel comfortable in its presence.
- To break down the perceived lines of hierarchy
- To tap into the valuable resources in our workforce and to help them feel valued and included within the business.
- To include greater employee participation.
- Productivity will increase.
- For increased productivity, innovative practices, employee well-being and ultimately the quality of the service.
- To achieve a greater insight into what motivates our colleagues
- to have a positive impact on job design, giving staff a sense of participating in the whole job.
- To develop ways of recording discussions.
- For up-skilling people
- To free up managers time to consider the values, goals and objectives of the department and the institution as a whole.
- To improve team structure and design, opening doors to places where opportunities and ideas for innovation and improvement can germinate.
- To improve productivity and customer service and reduce stress across the workforce
- To empower colleagues to evaluate systems and provide the space for creative thinking
- To diminish the gap between vision and execution
- To share expertise across departments, increasing the wider team family and developing a sense of belonging.
- To aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
Time line
Short Term Goals
Currently develop a return to on-site working, tapping in to the ideas and creative thinking of the team. In the short term I would like to feel as though I have been Listening more and actively putting into action some of the ideas that ensue, as well as learning from the daily experience of the team.
Medium Term Goals
As the new term approaches in September, I would like to begin planning with others, empowering staff to take control of plans and trusting them to take on their own projects, individually or in teams, and support them to achieve their goals whilst coaching and encouraging them to develop their skills.
Long term Goals
As we learn and experience the new way of thinking we can begin to challenge organisational culture, management structures and job design, in order to achieve a more harmonious working environment.
- To sustain constant review and innovation
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
Actions to address my personal areas of development are:
- Take time to listen and understand people and stop worrying about how people view me; mostly our belief in what others think of us, and how they think of themselves, is highly personalised and often inaccurate.
- Invest time to listen and review, learn 'why' as well as 'what' needs to be done.
- Help people to develop and learn new skills, as well experience new things.
- Have faith in people in order to develop trust, fully in the knowledge that, when things go wrong, we'll focus on the resolution rather than the problem.
- Plan with others so we set clear aims and have a shared goal, focusing on the positive and expressing things in terms of what should be done, not what should not be done.
- Evaluating strengths and weaknesses and encourage colleagues to do the same.
- Learn from others as they would learn from you.
Outcomes:
- To develop better working relationships, particularly between employees and managers
- For staff in my team to feel more valued and part of the decision making process
- For stakeholders to perceive a harmonious team and feel comfortable in its presence.
- To break down the perceived lines of hierarchy
- To tap into the valuable resources in our workforce and to help them feel valued and included within the business.
- To include greater employee participation.
- Productivity will increase.
- For increased productivity, innovative practices, employee well-being and ultimately the quality of the service.
- To achieve a greater insight into what motivates our colleagues
- to have a positive impact on job design, giving staff a sense of participating in the whole job.
- To develop ways of recording discussions.
- For up-skilling people
- To free up managers time to consider the values, goals and objectives of the department and the institution as a whole.
- To improve team structure and design, opening doors to places where opportunities and ideas for innovation and improvement can germinate.
- To improve productivity and customer service and reduce stress across the workforce
- To empower colleagues to evaluate systems and provide the space for creative thinking
- To diminish the gap between vision and execution
- To share expertise across departments, increasing the wider team family and developing a sense of belonging.
- To aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
Time line
Short Term Goals
Currently develop a return to on-site working, tapping in to the ideas and creative thinking of the team. In the short term I would like to feel as though I have been Listening more and actively putting into action some of the ideas that ensue, as well as learning from the daily experience of the team.
Medium Term Goals
As the new term approaches in September, I would like to begin planning with others, empowering staff to take control of plans and trusting them to take on their own projects, individually or in teams, and support them to achieve their goals whilst coaching and encouraging them to develop their skills.
Long term Goals
As we learn and experience the new way of thinking we can begin to challenge organisational culture, management structures and job design, in order to achieve a more harmonious working environment.
This is great Andy. A very clearly thought out and laid out Personal Development Plan.
(Harry 10 June 2020)
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(Harry 10 June 2020)
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Personal reflection note (Co-Created Leadership)
4.1.1 The emotionally intelligent leader
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (4.1.1 The emotionally intelligent leader)
Learning log question: How does emotional intelligence (or lack of it) at leadership level shape your organisation? (4.1.1 The emotionally intelligent leader)
Emotional intelligence score 39
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As an arts institution, I believe that there is a high degree of emotional intelligence at every level of the organisation. Being able to connect and respond to people, and wearing one's heart on one's sleeve, is part of being a reactive and communicative performer. For example, as dancers we must be able to 'read' each other in order to complement and reflect the work of our collaborators, and as musicians, listen and absorb sounds, with a view to blending and enriching our ensembles. As such, having high levels of both self-regard and regard for others comes very natural to us, and this does manifest, to a larger degree, in the way the organisation functions in both its administrative and teaching aspects.
However, like all organisations, levels of emotional intelligence do vary, and I have been struck occasionally by observing colleagues who I would evaluate as having lower self-esteem and I have seen this manifesting in the way they micromanaging staff. Without the ability to pick up on emotional markers from their colleagues, I have noticed them freely taking issue with staff performance and micro-criticising rather than coaching them to improve. This had a marked negative effect on productivity and lowered morale to the extent that a culture of fear ensued. There's no worse feeling in a work environment than when you need to edit and check every instinctive action for fear of reprisal; it stifles creative thinking and has a terrible effect on general wellbeing. I have also seen the effect that interfering in other departments can have on the morale of other teams. For example, I observed a substantial Covid-related project undertaken by one department - which was done with energy, care, creativity, and an overall care for the wellbeing of the organisation - undermined and re-designed by another department on the basis that it had not been done correctly and needed improving. Whilst I do not criticise the need for constant improvement, the lack of afore though about how this would impact on the emotional wellbeing of the original project had a long lasting effect on the rapport across teams.
On the other hand, the Covid pandemic has had some surprising and positive effects on the culture at Trinity Laban.
drawbacks are that sometimes problems are not thoroughly worked through due to fear of upsetting others.
However, like all organisations, levels of emotional intelligence do vary, and I have been struck occasionally by observing colleagues who I would evaluate as having lower self-esteem and I have seen this manifesting in the way they micromanaging staff. Without the ability to pick up on emotional markers from their colleagues, I have noticed them freely taking issue with staff performance and micro-criticising rather than coaching them to improve. This had a marked negative effect on productivity and lowered morale to the extent that a culture of fear ensued. There's no worse feeling in a work environment than when you need to edit and check every instinctive action for fear of reprisal; it stifles creative thinking and has a terrible effect on general wellbeing. I have also seen the effect that interfering in other departments can have on the morale of other teams. For example, I observed a substantial Covid-related project undertaken by one department - which was done with energy, care, creativity, and an overall care for the wellbeing of the organisation - undermined and re-designed by another department on the basis that it had not been done correctly and needed improving. Whilst I do not criticise the need for constant improvement, the lack of afore though about how this would impact on the emotional wellbeing of the original project had a long lasting effect on the rapport across teams.
On the other hand, the Covid pandemic has had some surprising and positive effects on the culture at Trinity Laban.
drawbacks are that sometimes problems are not thoroughly worked through due to fear of upsetting others.
This is a great explanation of the importance of Emotional Intelligence awareness and your observations on the impact both positive and negative on behaviours and outcomes. It would be good if you could briefly expand on the two examples you have given (one positive and one negative), compare how they relate to the two charts and comment on the workplace climate and individual relationships that may be / or are created by both. A brief reference to Golman's findings would also strengthen the answer. I found your first para. particularly interesting!
The personal reflection question will give you the opportunity to reflect on your test result and it would be good to hear how your level of emotional intelligence helps you build and sustain relationships at work and positively contributes to your effectiveness as a leader. (Harry)
transferred to assessment doc. (Harry)
The personal reflection question will give you the opportunity to reflect on your test result and it would be good to hear how your level of emotional intelligence helps you build and sustain relationships at work and positively contributes to your effectiveness as a leader. (Harry)
transferred to assessment doc. (Harry)
To expand on the effects of micromanagement, and to illustrate Goleman's point about cognitive function, I have noticed, in myself, the effect of managers standing behind me and observing my working. The ability to focus on the task and type a simple sentence when being observed can result in the most odd experience of incompetence and 'task-blindness' where a normally fluent task becomes unduly complex. The underlying reason for this could be eagerness to please going into overdrive, causing anxiety about failure, or the risk of being criticised in real time. This experience has taught me to be very careful when coaching staff. It has increased my overall emotional understanding of how to deal with situations where managers collaborate with team members on small projects. Adjustments such as standing in a different position, or allowing staff to get on with tasks independently, can be of great help in this instance - but the emotional understanding of the problem is key.
On the other hand, the Covid pandemic has had some surprising and positive effects on the culture at Trinity Laban. The ego centric culture of pre-pandemic organisational function, where managers are focussed on their own areas in silos, and with low levels of trust - for example preventing facilities staff who work across the organisation having timetable access rights in one faculty - has given way, to some degree, to a eco centric focus on what is best for the institution as a whole. This has been particularly noticeable from senior managers who have been much more open to suggestion and experimentation on how to navigate the pandemic-specific problems such as access to buildings and how to keep them safe for all users. The manner in which colleagues such as myself and the wider facilities team, have been asked for advice on safety measures and opening times - based on the data analysis they have asked us to undertake ourselves - has engendered trust within the context of a shared vision, and allowed those with the best information to feed into decision making, fostering a culture of collaboration.
Such a shift in approach from some senior managers reveals they have a high regard for others, but it also proves they possess sufficient emotional intelligence and self-esteem not to feel undermined or emasculated by the creative thinking of others.
On the other hand, the Covid pandemic has had some surprising and positive effects on the culture at Trinity Laban. The ego centric culture of pre-pandemic organisational function, where managers are focussed on their own areas in silos, and with low levels of trust - for example preventing facilities staff who work across the organisation having timetable access rights in one faculty - has given way, to some degree, to a eco centric focus on what is best for the institution as a whole. This has been particularly noticeable from senior managers who have been much more open to suggestion and experimentation on how to navigate the pandemic-specific problems such as access to buildings and how to keep them safe for all users. The manner in which colleagues such as myself and the wider facilities team, have been asked for advice on safety measures and opening times - based on the data analysis they have asked us to undertake ourselves - has engendered trust within the context of a shared vision, and allowed those with the best information to feed into decision making, fostering a culture of collaboration.
Such a shift in approach from some senior managers reveals they have a high regard for others, but it also proves they possess sufficient emotional intelligence and self-esteem not to feel undermined or emasculated by the creative thinking of others.
Perfect!
transferred to assessment doc. (Harry)
transferred to assessment doc. (Harry)
Personal reflection note (4.1.1 The emotionally intelligent leader)
It doesn't surprise me that my score of 39 in the EI questionnaire reveals I have a relatively high level of emotional intelligence, and I do believe that it helps me adapt to people and reflect their way of working in such a way that forges good relationship with very different types of people across the organisation. However, I don't always consider having a higher level of EI an advantage. Like all skills they can go into overdrive and I believe I sometimes put the feelings of others ahead of the good of the project or task. This is especially the case when challenging poor performance. The reluctance to upset others can lead to the problem not being fully addressed. It's important to be aware of when to keep emotion in check and focussing on the good of the task, but also it remains a bonus that I keep the wellbeing of the staff in mind.
Great reflection Andy. It is challenging to try to get the balance right, particularly in discussing problems and addressing conflict and poor performance. As you point out the challenge is to focus on the issue and not the person!
Transferred to Assessment document (Harry)
Transferred to Assessment document (Harry)
4.1.2 Developing your Leadership Capabilities
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (4.1.2 Developing your Leadership Capabilities)
Personal Leadership Development Plan
What are you currently doing well and getting good results? (Personal Leadership Development Plan: Personal Analysis - My current Strengths)
What areas do you need to improve to get better outcomes? (Personal Leadership Development Plan: Personal Analysis - Areas for Development)
- To sustain constant review and innovation
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
transferred to assessment doc. (Harry)
What opportunities exist for you to try out different leadership approaches? (Personal Leadership Development Plan: Personal Analysis - Opportunities to implement leadership knowledge and skills)
What could stop you or hold you back? (Personal Leadership Development Plan: Personal Analysis - Potential Barriers)
What aspect of my leadership do I want to improve? (Personal Leadership Development Plan: Setting Goals)
What do I have to do? (Personal Leadership Development Plan: Setting Goals)
What support do I need? (Personal Leadership Development Plan: Setting Goals)
What will be different as a result? (Personal Leadership Development Plan: Setting Goals)
When will I start / do this? (Personal Leadership Development Plan: Setting Goals)
Short Term Goals (next 3 months) (Personal Leadership Development Plan: Personal Objectives)
Currently develop a return to on-site working, tapping in to the ideas and creative thinking of the team. In the short term I would like to feel as though I have been Listening more and actively putting into action some of the ideas that ensue, as well as learning from the daily experience of the team.
transferred to assessment doc. (Harry)
Medium Goals – 12 months (Personal Leadership Development Plan: Personal Objectives)
As the new term approaches in September, I would like to begin planning with others, empowering staff to take control of plans and trusting them to take on their own projects, individually or in teams, and support them to achieve their goals whilst coaching and encouraging them to develop their skills.
transferred to assessment doc. (Harry)
Long terms Goals – beyond 2 years (Personal Leadership Development Plan: Personal Objectives)
As we learn and experience the new way of thinking we can begin to challenge organisational culture, management structures and job design, in order to achieve a more harmonious working environment.
transferred to assessment doc. (Harry)
Forum topic: Share your experience of leaders who encourage others to take the lead!
Click here to share your ideas and experiences.
Learning log question: Complete a Personal Leadership Development plan (4.1.2 Developing your Leadership Capabilities)
My improvement goals:
- To sustain constant review and innovation
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
Actions to address my personal areas of development are:
- Take time to listen and understand people and stop worrying about how people view me; mostly our belief in what others think of us, and how they think of themselves, is highly personalised and often inaccurate.
- Invest time to listen and review, learn 'why' as well as 'what' needs to be done.
- Help people to develop and learn new skills, as well experience new things.
- Have faith in people in order to develop trust, fully in the knowledge that, when things go wrong, we'll focus on the resolution rather than the problem.
- Plan with others so we set clear aims and have a shared goal, focusing on the positive and expressing things in terms of what should be done, not what should not be done.
- Evaluating strengths and weaknesses and encourage colleagues to do the same.
- Learn from others as they would learn from you.
Outcomes:
- To develop better working relationships, particularly between employees and managers
- For staff in my team to feel more valued and part of the decision making process
- For stakeholders to perceive a harmonious team and feel comfortable in its presence.
- To break down the perceived lines of hierarchy
- To tap into the valuable resources in our workforce and to help them feel valued and included within the business.
- To include greater employee participation.
- Productivity will increase.
- For increased productivity, innovative practices, employee well-being and ultimately the quality of the service.
- To achieve a greater insight into what motivates our colleagues
- to have a positive impact on job design, giving staff a sense of participating in the whole job.
- To develop ways of recording discussions.
- For up-skilling people
- To free up managers time to consider the values, goals and objectives of the department and the institution as a whole.
- To improve team structure and design, opening doors to places where opportunities and ideas for innovation and improvement can germinate.
- To improve productivity and customer service and reduce stress across the workforce
- To empower colleagues to evaluate systems and provide the space for creative thinking
- To diminish the gap between vision and execution
- To share expertise across departments, increasing the wider team family and developing a sense of belonging.
- To aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
Time line
Short Term Goals
Currently develop a return to on-site working, tapping in to the ideas and creative thinking of the team. In the short term I would like to feel as though I have been Listening more and actively putting into action some of the ideas that ensue, as well as learning from the daily experience of the team.
Medium Term Goals
As the new term approaches in September, I would like to begin planning with others, empowering staff to take control of plans and trusting them to take on their own projects, individually or in teams, and support them to achieve their goals whilst coaching and encouraging them to develop their skills.
Long term Goals
As we learn and experience the new way of thinking we can begin to challenge organisational culture, management structures and job design, in order to achieve a more harmonious working environment.
- To sustain constant review and innovation
- To unlocking creative thinking
- To create space for reflection
- To measure and monitor the effectiveness of my leadership
- To listen and cooperate without competing
- To give myself permission to trust staff
- To yield autonomy over projects to individuals or self-managed teams
- To accept there are numerous paths to the same outcomes.
Actions to address my personal areas of development are:
- Take time to listen and understand people and stop worrying about how people view me; mostly our belief in what others think of us, and how they think of themselves, is highly personalised and often inaccurate.
- Invest time to listen and review, learn 'why' as well as 'what' needs to be done.
- Help people to develop and learn new skills, as well experience new things.
- Have faith in people in order to develop trust, fully in the knowledge that, when things go wrong, we'll focus on the resolution rather than the problem.
- Plan with others so we set clear aims and have a shared goal, focusing on the positive and expressing things in terms of what should be done, not what should not be done.
- Evaluating strengths and weaknesses and encourage colleagues to do the same.
- Learn from others as they would learn from you.
Outcomes:
- To develop better working relationships, particularly between employees and managers
- For staff in my team to feel more valued and part of the decision making process
- For stakeholders to perceive a harmonious team and feel comfortable in its presence.
- To break down the perceived lines of hierarchy
- To tap into the valuable resources in our workforce and to help them feel valued and included within the business.
- To include greater employee participation.
- Productivity will increase.
- For increased productivity, innovative practices, employee well-being and ultimately the quality of the service.
- To achieve a greater insight into what motivates our colleagues
- to have a positive impact on job design, giving staff a sense of participating in the whole job.
- To develop ways of recording discussions.
- For up-skilling people
- To free up managers time to consider the values, goals and objectives of the department and the institution as a whole.
- To improve team structure and design, opening doors to places where opportunities and ideas for innovation and improvement can germinate.
- To improve productivity and customer service and reduce stress across the workforce
- To empower colleagues to evaluate systems and provide the space for creative thinking
- To diminish the gap between vision and execution
- To share expertise across departments, increasing the wider team family and developing a sense of belonging.
- To aid smooth workflow and communication, and reduce stress, delay and misunderstanding.
Time line
Short Term Goals
Currently develop a return to on-site working, tapping in to the ideas and creative thinking of the team. In the short term I would like to feel as though I have been Listening more and actively putting into action some of the ideas that ensue, as well as learning from the daily experience of the team.
Medium Term Goals
As the new term approaches in September, I would like to begin planning with others, empowering staff to take control of plans and trusting them to take on their own projects, individually or in teams, and support them to achieve their goals whilst coaching and encouraging them to develop their skills.
Long term Goals
As we learn and experience the new way of thinking we can begin to challenge organisational culture, management structures and job design, in order to achieve a more harmonious working environment.
transferred to assessment doc. (Harry)
Personal reflection note (4.1.2 Developing your Leadership Capabilities)
4.2 Employee Voice
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Employee Voice)
Forum topic: How can employee voice become a real influence in organisational decision-making?
Click here to share your ideas and experiences.
Learning log question: Why is it important for senior decision-makers to draw on the ideas and experience of frontline staff? And how do you make this happen? (Employee Voice)
We know that top-down structures - where strategic planning, goal setting, task design and allocation of duties flow downwards from senior managers to line-managers and through to front line staff - has the effect of disconnecting the visions of the organisation from the production processes or service delivery. In these cultures, managers rarely fully understand, or 'live', the experiences at the point of service and can make ineffective, unrealistic decisions, bypassing the wealth of experiences that exists in the staff themselves and thereby disenfranchising them. Harnessing the creativity of front line employees not only locks into a valuable resource of 'lived' experience in order to better inform decision-making, but it also sends messages that staff opinions are valued, giving staff the license to think yet more creatively, improving their feelings of self-worth within the organisation, giving them control of their area of service delivery, reducing stress, improving relationships across roles, and is ultimately likely to improve the service or product delivery.
Managers should start by listening to their staff and creating spaces for sharing ideas and thoughts, agreeing on points for action, and then acting! We can subsequently empower and coach staff to take decisions on small projects and gradually develop this by giving more responsibility to self-managed teams. Acting positively, by ensuring the necessary resources and authority are available for them to succeed in their task, will improve their self-esteem and increase engagement in the work they do. Evaluating and learning together, celebrating success, and using failure as a positive stepping-stone to gain valuable experience, are also vital parts of the process. Staff need to see the results of their efforts and reflect on what works and what doesn't.
Employee voice is going to be a key part of our project to improve the security procedures at two of our sites. I'll be thinking back to the parking system review, where staff were asked to give direct input into the improvement of our systems with positive results. Using this experience as a starting point, I would hope to take the innovation a stage further, seeking to use practices such as self-organised teams where staff can take on tasks themselves whilst dissolving the perceived lines of hierarchy associated with top-down management structures. The result should be that front line staff have the tools to make informed and accountable decisions themselves.
We'll tap into expertise from various departments - including security, facilities, reception staff, I.T. - and we'll encourage cross departmental collaboration at all levels using meetings where senior staff either leave their status at the door, or don’t need to attend at all. This encourages ownership of the task and increases the feeling of being trusted. Such high involvement innovation improves job design by increasing teamwork and creativity, and engenders a culture of continuous improvement by giving staff control over the systems and the review of the procedures. It initiates the process of challenging the norms of organisational structure and culture, and is the beginning of a co-created leadership collaboration that has the potential to stretch into the future.
Managers should start by listening to their staff and creating spaces for sharing ideas and thoughts, agreeing on points for action, and then acting! We can subsequently empower and coach staff to take decisions on small projects and gradually develop this by giving more responsibility to self-managed teams. Acting positively, by ensuring the necessary resources and authority are available for them to succeed in their task, will improve their self-esteem and increase engagement in the work they do. Evaluating and learning together, celebrating success, and using failure as a positive stepping-stone to gain valuable experience, are also vital parts of the process. Staff need to see the results of their efforts and reflect on what works and what doesn't.
Employee voice is going to be a key part of our project to improve the security procedures at two of our sites. I'll be thinking back to the parking system review, where staff were asked to give direct input into the improvement of our systems with positive results. Using this experience as a starting point, I would hope to take the innovation a stage further, seeking to use practices such as self-organised teams where staff can take on tasks themselves whilst dissolving the perceived lines of hierarchy associated with top-down management structures. The result should be that front line staff have the tools to make informed and accountable decisions themselves.
We'll tap into expertise from various departments - including security, facilities, reception staff, I.T. - and we'll encourage cross departmental collaboration at all levels using meetings where senior staff either leave their status at the door, or don’t need to attend at all. This encourages ownership of the task and increases the feeling of being trusted. Such high involvement innovation improves job design by increasing teamwork and creativity, and engenders a culture of continuous improvement by giving staff control over the systems and the review of the procedures. It initiates the process of challenging the norms of organisational structure and culture, and is the beginning of a co-created leadership collaboration that has the potential to stretch into the future.
Hi Andy. Another excellent answer that demonstrates your knowledge and understanding of the importance of drawing on the ideas and experiences of all staff - particularly those who have to implement business decisions "at the sharp end", and make them work. You clearly describe how you already do this but also show a willingness and an eagerness to continually look for ways to strengthen your relationship with the team and encourage them to be actively involved in solution-finding and decision-making. You clearly understand the benefits of being genuinely interested people, and valuing them for what they bring to the business and how this leads to a much more stimulating workplace and a great place to be.
Harry
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Harry
transferred to assessment doc. (Harry)
Personal reflection note (Employee Voice)
I am already seeing the way my approach to discussing with, and listening to, members of the team is changing. I feel an enthusiasm already brewing from within the team and I look forward to using this energy to enhance our workplace culture.
transferred to assessment doc. (Harry)
4.3 Culture and values
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Culture and values)
Forum topic: ‘Culture change’ is often discussed but hard to achieve. What has worked well in your experience?
Click here to share your ideas and experiences.
Learning log question: Which workplace practices shape workplace culture in your organisation? What impact will your action plan have on the organisation's culture? (Culture and values)
Organisational culture is a complex synergy of many elements, consisting partly of the inherent values of an organisation - as played out through the behaviours of executives, managers and front-line staff -, but also the way the behaviour of its community builds trust and confidence in its staff. At my organisation, a top-down management structure functions, with decisions flowing from senior to middle managers and onward to the front-line staff. Whilst such an approach can work, so long as good relationships between mangers and employees are maintained, it engenders a culture where staff don't feel as though they are, themselves, invested as much in the business. I feel this is sometimes the case at TL; we have a manager-led culture where managers, myself included, have previously designed and implemented projects without engaging staff in the decision-making process. Also, upon proposing initiatives, tools, budgets and other resources have been, albeit benignly, withheld. For example, some years ago I put forward a library-style borrow's card to loan equipment to prevent a long time problem of occasionally losing assets. The cultural 'top-down' structures prevented me from seeing the ideas through to completion, leaving me feeling less than trusted and completely under-valued. Though it is not true to say that this is a normal cultural problem at my organisation, it has left a bad taste in my mouth and I am determined to use my experiences and learning from this programme to challenge cultural norms.
In doing such I intend to:
Consult with staff on job content, especially as it may be affected coming out of lock-down
Develop my coaching skills to engender a creative and involved team.
Conduct more regular reviews of systems such as the telephones, encouraging staff to use their experience and creativity to contribute to, and be actively involved in, the decisions.
Create forums for sharing thoughts, developing consensus and supporting staff to give more weight to creative and effective ideas.
In the security policy review, shape, and thereby enrich, decision-making by the involvement of team members, challenging the way managers and staff take ownership of decisions.
Use the same review to refresh line management roles and culture.
As an example of previous success, my team were tasked with implementing a new parking system. Given the tools and creative space to innovate, and using already existing and licensed technology, our team were able to come up with a workable and popular solution. This was not part of 'normal' decision-making and/or management culture at TL, but I believe the staff involved felt empowered and trusted, and that general well-being has been enhanced through the venture.
In doing such I intend to:
Consult with staff on job content, especially as it may be affected coming out of lock-down
Develop my coaching skills to engender a creative and involved team.
Conduct more regular reviews of systems such as the telephones, encouraging staff to use their experience and creativity to contribute to, and be actively involved in, the decisions.
Create forums for sharing thoughts, developing consensus and supporting staff to give more weight to creative and effective ideas.
In the security policy review, shape, and thereby enrich, decision-making by the involvement of team members, challenging the way managers and staff take ownership of decisions.
Use the same review to refresh line management roles and culture.
As an example of previous success, my team were tasked with implementing a new parking system. Given the tools and creative space to innovate, and using already existing and licensed technology, our team were able to come up with a workable and popular solution. This was not part of 'normal' decision-making and/or management culture at TL, but I believe the staff involved felt empowered and trusted, and that general well-being has been enhanced through the venture.
Hi Andy. Great answerIt is really interesting how some previous negative experiences can leave a lasting memory. People then have a choice what to do with it. Yours is a great example of using it positively and making sure, in this case, that you don't treat others in the same way. I think if more managers really thought through the possible consequences of their actions, they might change their behaviour and be more of an example. - I like the quote "If you can't be a good example then you'll just have to be a horrible warning!" Can't remember the source. You are obviously being a good example as your team are responding to your willingness to delegate responsibility and authority.
Harry
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Harry
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Personal reflection note (Culture and values)
Interdependencies
Please confirm when you have completed reading through this section, including links and resources, by adding the date dd/mm/yy below. (Co-Created Leadership and Employee Voice Interdependencies)
Learning log question: Do the interdependent practices summarised in the above table exercise a positive or negative effect on the changes relating to this Element that you are trying to introduce? Please give examples. (Co-Created Leadership and Employee Voice Interdependencies)
Personal reflection note (Co-Created Leadership and Employee Voice Interdependencies)
Embarking on a learning programme such as this requires resilience because until a rudimentary understanding of some of the principals in the different elements is acquired, it's hard to see the route through and connect the dots. As it is the drawing together of interdependent factors that provides the alchemy for change, it takes time to see the inherent value of the individual ideas.
transferred to assessment doc. (Harry)
Conclusions
Personal reflection note (Co-Created Leadership and Employee Voice Conclusions)
In all aspects of co-created leadership and employee voice, it seems that, through listening and increasing the confidence of staff to contribute, we can draw on the creativity of our teams, and allow the best ideas to surface.
transferred to assessment doc. (Harry)
Workplace Innovation and Digital Technologies
The promise (and threat) of Industry 4.0
Forum topic: How do you think digital technologies will affect job numbers in the future?
Click here to share your ideas and experiences.Personal reflection note (The promise (and threat) of Industry 4.0)
Old skills for new jobs
Forum topic: How can workers be retrained to meet the requirements of the digital economy? Do you have any examples of good practice?
Click here to share your ideas and experiences.Personal reflection note (Old skills for new jobs)
Workplace innovation as an enabler of digital technologies
Forum topic: What is the medium-term potential for the adoption of digital technologies in your organisation?
Click here to share your ideas and experiences.Personal reflection note (Workplace innovation as an enabler of digital technologies)
People-Centred Change
Forum topic: How would you go about implementing digital technologies?
Click here to share your ideas and experiences.Personal reflection note (People-Centred Change)
Feedback
Forum topic: What has been the single most important learning outcome you’ve taken from the Programme?
Click here to share your ideas and experiences.
Thank you for taking part in our programme. Your feedback is extremely valuable.
Please let us know what you think and how we can improve.
Please let us know what you think and how we can improve.