Adaptive Leadership

WORKBOOK 3

MODULE MODULE MODULE MODULE

1 2 3 4

GETTING THINKING ADAPTIVE EXPERIMENT

ON THE POLITICALLY VS. WITH
BALCONY TECHNICAL CREATIVE
TENSIONS

In partnership with

~ 2 HOURS
ADAPTIVE LEADERSHIP READING 3
WELCOME BACK!
So far, youve spent time on the balcony
identifying a gap or leadership opportunity
you want to tackle in this course. Youve
also identified key stakeholders or factions.
Were done, right? Just pitch a compelling
solution to everyone and theyll come along.
Of course not.
Problems like that - those with known
solutions - are known as technical
problems. A technical problem can be
solved by an expert or person in charge.
They dont require leadership.
Adaptive problems, on the other hand,
cant be solved by an expert because the
solution is unknown, or unknowable. In
fact, even the problem is sometimes
unknown or disputable. Climate change is
the perfect example of an adaptive problem.
Adaptive problems reside within the hearts
and guts of the people themselves, not the
experts. They require mobilizing people
through loss and learning as people
refashion their values and loyalties.
Thats why they require leadership.
Adaptive leadership.
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In this module, youll learn to distinguish
between technical and adaptive problems.
This is important because the most common
leadership failure is putting a technical fix
on an adaptive problem. The result: a waste
of resources and time, a cycle of failure and
an erosion of your stakeholders
commitment and hope.
Having already identified the gap and whose
work it is to narrow it (yours and your key
stakeholders), your next step in preparing to
exercise leadership is to differentiate the
adaptive work from the technical work.
Well practice first with a couple of examples
before turning to your own situation.
When youre done with this module, well
invite you to jump back on the dance floor to
build your courage, get more insight, and
test your mettle before heading into the final
module.
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ADAPTIVE LEADERSHIP READING 3
TECHNICAL PROBLEMS
How do you know if a problem is technical?
Eric, in his video, used an example of a
broken arm. Below are some useful flags
that will help you identify when a problem
is technical.
+ Its easy to recognize and you know how
to solve it
+ Theres a clear problem and clear
solution
+ An expert or authority can complete or
delegate the task to make progress
+ It can be solved with facts, logic or
subject matter expertise
ADAPTIVE PROBLEMS
A problem is likely adaptive if it has some
or all of the following characteristics.
+ Its a recurring situation that keeps
coming back despite attempts to solve it
+ Its difficult to define, much less have a
solution for
+ You dont have sufficient information,
authority or power to address it
+ You feel it in your heart and gut (you
cant quite explain it rationally, but have
an intuitive sense that somethings amiss)
+ It feels risky so people would rather
avoid the issue
+ It requires a change in entrenched
behaviors, norms and ways of working,
thus is disruptive in nature
+ Multiple, potentially competing
stakeholders need to be engaged
+ It requires learning new skills and forming
new relationships amongst the
stakeholders
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Heres a quick example.
THE PROBLEM
Your heart is failing. Your doctor says you
need heart surgery, must lose 25 pounds and
quit smoking. This is the problem, or the gap
between your current reality (= your heart is
failing) and the healthier self you hope to be.
TECHNICAL WORK
Some of the work needed to address the
problem can be done by an expert, the
doctor. Open heart surgery is an example of
a complicated and often lifesaving technical
fix for this problem. A nicotine patch (to help
you quit smoking) is another example. But
these technical fixes only get you so far.
Alone they wont sustainably solve the
problem.
ADAPTIVE WORK
No matter how gifted or caring the expert is,
they cant do the adaptive work for you. You
cant quit smoking for someone else. To do
that youll need to give up something, like a
certain aspect of your lifestyle. Maybe you
have behavioral reasons for smoking, such as
occupying your hands, filling the silence or
relieving stress. You might also have social
reasons, such as being in a family or group of
friends where smoking is encouraged (this is
where your values, loyalties and losses come
in). Quitting smoking therefore requires
adaptive work.
Yes, adaptive change is hard, but its also a
meaningful and life-nourishing endeavor.
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ADAPTIVE LEADERSHIP READING 3

Lets practice with a couple of cases from Acumens experience. First, identify technical
problems within the case descriptions below that could be addressed by a known solution
(technical fixes). Then, see if you can identify any adaptive characteristics (from the previous
page) that apply to each challenge.

CASE A: A Fellow in the field CASE B: New Branding

I am part of the Acumen Global Fellows I am a Communications Manager at

Program working for the next nine months at
a social enterprise Acumen is invested in. The
enterprise is struggling with sales of a product
that could potentially improve the health of
thousands of low income customers in the
city. I have been tasked with developing and
implementing a new marketing strategy for
the company.
Acumen. The organization recently re-
branded. This meant new fonts, logos and
format for all PowerPoint presentations.
We have invested in developing an easy to
use PowerPoint template for all staff. I have
also invested in training the team on best
practices for creating presentations.

After months of work, I have identified several
critical areas for improvement. However, I am
struggling to get the staff on board with the
changes that need to be made, e.g.
improving the cleanliness of the stores,
maintaining a punctual and consistent
delivery schedule, and bringing on more
women to the sales team. The staff are
reluctant to take these ideas on board or
have done a half-hearted job implementing
them. Meanwhile the CEO says he supports
the changes, but he has done very little to
help enforce them. I am running out of time.
However, I keep seeing presentations that
break all the new branding rules and often
look unsightly. If I catch them, I can help to
clean them up even if it creates more work
for me. If I dont catch them, I worry about
how the organization is being perceived
externally.
(This is the same example from Module 2 VLL
exercise)

TECHNICAL PROBLEMS THAT COULD BE TECHNICAL PROBLEMS THAT COULD BE

ADDRESSED BY TECHNICAL SOLUTIONS ADDRESSED BY TECHNICAL SOLUTIONS

___________________________________________ ____________________________________________

___________________________________________ ____________________________________________

___________________________________________ ____________________________________________

ADAPTIVE CHARACTERISTIC(S) IDENTIFIED ADAPTIVE CHARACTERISTIC(S) IDENTIFIED

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ADAPTIVE LEADERSHIP READING 3

Lets see if you can find examples around you (in your personal life, professional life or the
world at large) in which technical solutions have been applied to adaptive challenges.

LIST AS MANY EXAMPLES AS YOU CAN OF TECHNICAL FIXES THAT HAVE BEEN APPLIED TO
ADAPTIVE CHALLENGES. If it helps, first review the characteristics of adaptive problems. Bring
your lists to your team meeting or online forum discussion to compare your work with others.

GIVEN WHAT YOU HAVE LEARNED SO FAR IN THIS COURSE (MODULE 1 and 2), why do you
think these adaptive problems continue to exist despite the technical fixes?

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ADAPTIVE LEADERSHIP READING 3

The distinction between adaptive and technical problems is not always so clear. Problems
often come mixed with technical and adaptive elements, not neatly packaged into either
category. That has implications for where the locus of the work falls, i.e. whose work it is
and the type of work needed.

Heres a sample breakdown of the heart surgery example.

TYPE OF NATURE OF THE PEOPLE ENGAGED TYPE OF WORK
PROBLEM PROBLEM & SOLUTION IN THE PROCESS REQUIRED TO SOLVE
OF SOLVING THE THE PROBLEM
PROBLEM EFFECTIVELY
Technical Clearly defined Authority/Expert Optimize Execution
problem and clear
solution DOCTOR CHOOSE A GOOD,
AFFORDABLE
HEART SURGERY DOCTOR AND GET
THE SURGERY DONE
AS SOON AS
POSSIBLE

Adaptive Problem is not clearly Various Craft Experiments &

HEART ATTACK

defined and solving stakeholders Take Smart Risks

that effectively because it is not
requires loss and known which action
learning FAMILY MEMBERS, will lead to solving
FRIENDS, the problem
LOSS: DOCTORS
CONTROL OVER Example:
FOOD CHOICES EXPERIMENT WITH
TIME TO EXERCISE SMALL CHANGES
TO DIET
LEARNING: QUITTING
NEW COOKING SMOKING AFTER
TECHNIQUES MEALS
HOW TO LIVE A TAKING THE STAIRS
HEALTHIER LIFESTYLE AS YOU BUILD
SO YOU CAN TOWARD BIGGER
EXERCISE LIFESTYLE CHANGES

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ADAPTIVE LEADERSHIP READING 3

This worksheet can help you identify the adaptive elements of the challenge youre working
on in this course. Which part of your challenge do you think can be fixed by technical
solutions?

TYPE OF NATURE OF THE PEOPLE ENGAGED TYPE OF WORK

PROBLEM PROBLEM & SOLUTION IN THE PROCESS REQUIRED TO SOLVE
OF SOLVING THE THE PROBLEM
PROBLEM EFFECTIVELY
Technical Clearly defined Authority/Expert Optimize Execution
problem and clear or someone who
YOUR GAP

solution knows how to do

it

Now consider the following questions to start unbundling the adaptive elements:

+ Assuming you could execute on all of the technical solutions youve identified on the
previous page, what (if any) unresolved issues or challenges would remain?
+ What aspects of your challenge make you feel that engaging others in work is risky
and/or disruptive?
+ What aspects of your challenge are not amenable to existing expertise, best practices,
skills, or know-how?
+ Is there any loss required on your part or for your key stakeholders as a result of you
pushing forward? E.g. identity, competence, reputation, comfort, time, resource, self-
reliance, job security, livelihood, relationship)?

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ADAPTIVE LEADERSHIP READING 3

By now, its quite possible youre EXAMPLE

discovering that the way youve been Using the Communication Managers
thinking about your problem is itself a part situation from page three...
of the problem.
I am a Communications Manager at
Lets consider other ways to describe or Acumen. The organization recently re-
frame your challenge so that you can branded. This meant new fonts, logos and
format for all PowerPoint presentations.
better mobilize others around it.
We have invested in developing an easy to
How to do this? Consider the prompts use PowerPoint template for all staff. I have
below and see if you can articulate your also invested in training the team on best
challenge (or the gap) in three different practices for creating presentations.
ways.
However, I keep seeing presentations that
break all the new branding rules and often
VERSION 1: Describe it as you
look unsightly. If I catch them, I can help to
normally talk about it with a clean them up even if it creates more work
colleague, friend or community for me. If I dont catch them, I worry about
member how the organization is being perceived
externally.
VERSION 2: Describe it as it looks
from the perspective of another 3 different versions of articulation can be
person involved, such as made.
someone who has the most to
lose from the change you want VERSION 1: Get staff on board to use and
to make endorse the re-branding efforts

VERSION 3: Describe it in a way VERSION 2: Re-branding efforts affect

that shows how you yourself may individual reputations within teams and
be contributing to the problem. If more broadly with how external partners
youre like most people, your view the brand
contribution to the problem VERSION 3: Im overly focused on executing
probably doesnt show up in the brand roll-out and not on helping
version 1 or 2 people internalize the brand so they can
communicate it appropriately to external
If you are taking this course in a team, stakeholders.
youll be able to practice this with your
teammates in a peer advising format. Youll likely notice how versions 2 and 3
require learning and loss, i.e. adaptive work
on your and others parts, whereas version 1
is usually more technical.

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ADAPTIVE LEADERSHIP READING 3
IDENTIFY THE ADAPTIVE WORK WITHIN YOUR CHALLENGE
This assignment has 3 steps.
First, using the prompt on the previous page,
articulate your challenges in 3 different
versions. For version 2, please explain from
which stakeholders perspective you are
articulating your challenge.
+ VERSION 1: Describe it as you normally
talk about it with a colleague, friend or
community member
+ VERSION 2: Describe it as it looks from
the perspective of another person
involved, such as someone who has
the most to lose from the change you
want to make
+ VERSION 3: Describe it in a way that
shows how you yourself may be
contributing to the problem. If youre
like most people, your contribution to
the problem probably doesnt show up
in version 1 or 2
Secondly, find two or three people who are
not involved with your challenge to get their
feedback on your framing using the steps
below.
STEP 1: CONTEXT SHARING
Share the objective of this exercise: you
would like to gain new perspectives on a
current problem that is really important to
you. Explain your gap as you submitted
in Assignment 1. Also share a bit about
some actions youve taken or are thinking
about taking.
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STEP 2: SEEK FOR INPUT
Ask for input that might help you get
additional input for VERSION 2 and 3 of
your challenge framing. Without
sharing your ideas, ask them,
If you were (include the name of
one of the stakeholders of your
challenge), how would you describe
the current situation of what I am
trying to do?
Then ask, Objectively speaking,
how do you see me contributing to
the problem?
As your peers provide their ideas, just
listen. Share what you just heard in
their conversation to ensure you didnt
mishear anything. Dont try to argue or
explain.
STEP 3: REFLECTIONS
Thank them for their perspectives and
reflect afterwards to see if any of them
added a new perspective that you
might have missed earlier.
Lastly, update your 3 versions by
incorporating the feedback youve
obtained from your peers and submit the
final versions as your assignments on the
platform. Feel free to share your Aha
from this exercise on the course platform.
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ADAPTIVE LEADERSHIP READING 3

Congratulations on completing Module 3! Take a moment to reflect how you can advance
your journey as an adaptive leader further at this point.

CONNECT WITH OTHERS TO GAIN VALUABLE INPUT

. The value of the course on the NovoEd platform is

that you will be able to review other participants
work.
By now, many have completed their first assignment
. in which theyve explained the gap theyve decided
to work on along with their fraction/stakeholder
mapping. Click Gallery on the platform to review,
leave questions or comments to engage in deeper
conversation.

Needless to say, you are also welcome to start a brand

new discussion forum post to ask questions to the
entire learning community or start a discussion
around a topic or question that you want to explore.

ENGAGE IN A MEANINGFUL DISCUSSION WITH YOUR

. COURSE-LONG TEAM
. If you are taking this course in a team, use the
workshop guide on P10-11 to conduct a team based
dialog around the inputs from this module.
If you do not have anyone to do this with, you can
connect with other active learners on the forum. You
can also review from the Student tab who has been
active most recently on the platform theres a
higher likelihood that they will respond to your
message than someone who has not been active
recently.

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ADAPTIVE LEADERSHIP DISCUSSION GUIDE 3

The following two pages are for those of you who have decided to take this course in a team.
Please use this guide to conduct your team session. This should be approximately 2 hours
but feel free to make modifications based on your team size and availability.

SUGGESTED AGENDA
1. Check In (5min)
2. Peer Advising (20min per person)
3. Ahas (15min)
4. Preparing for the next session (5min)

1: CHECK IN (5min)
STARTING YOUR THIRD DISCUSSION
Use this time to prepare for your team discussion. Use the suggested questions:
How are you feeling today?
What if anything might make it difficult for you to be fully present today?
What do you hope to get out of this discussion today?

2: PEER ADVISING (20min per person)

HOW IT WORKS: In your team, take turns presenting your challenge as a case presenter and
get on the balcony to listen to others interpreting what you shared about your challenge.
We suggest taking 20min for each peer advising session. If your team is large, you may want
to break up into smaller teams to give everyone a chance to practice.

There should be someone keeping time and holding people to it. Its important to use the
timeframe below exactly as is. Nothing more, nothing less.

3min: Case Presentation

Case Presenter: Describe the challenge (the gap) youre working on. Include info on
the current reality, aspiration, who the major stakeholders are, and their conflicting
perspectives and interests. Share what actions you have taken or are thinking about
taking. Explain your stakes and interests, and why addressing this challenge is important
to you.
7min: Clarifying Questions
The rest of the team asks fact-based questions to gather as much data as possible in
the time allowed. Keep questions short. Dont provide solutions. Sample questions:
What is the pressure on the stakeholders to behave as they do? Where is the senior
authority on the issue? Who has the most to lose? etc.
(continued)
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ADAPTIVE LEADERSHIP DISCUSSION GUIDE 3

2: PEER ADVISING (Continued)

10min: Interpretation
The case presenter will turn his/her back and remain silent on the balcony. He/she
can take notes on what others say during this time, but cannot participate otherwise.

The rest of the team discusses the case presented. This is brainstorming, so no debating
or problem-solving. Dont worry about what the case presenter will think. Things to
brainstorm: What do you think are the case presenters stakes? Losses at risk? What role
in the system does the case presenter represent? Are there underlying issues hidden
beneath the case presenters response? How might the case presenter be contributing
to the problem? What is an uncomfortable take on the situation that the case
presenter may have been understandably unwilling to consider?

5min: Action Brainstorming

The case presenter is still on the balcony. Listen carefully. Do not jump in.

The rest of team generates 10-20 actions the case presenter could explore and test to
move forward with solving the issue. Quantity is more important than quality here.
What new partnerships or relationship shifts need to happen? What are specific and
achievable goals over the next month?

5min: Reflection
Case presenter comes back from the balcony. Play with the ideas you heard; resist the
urge to defend. What if anything surprised you? Shocked you? Intrigued you? Got you
in the heart or gut? What might you consider doing differently as a result? Has your
understanding of your challenge shifted? How?

Change the presenter and repeat the same agenda

3: AHAS (15min)
REFLECT ON YOUR AHAS
Take 1-2 minutes to think about your Aha from this team work.

SHARE YOUR AHAS AND CRYSTALLIZE LEARNING

Spend the rest of the time sharing your Ahas with each other.

4: PREPARING FOR THE NEXT SESSION (5min)

Confirm the schedule for the last session. Make sure everyone has time to go through
Module 4 prior to that meeting.
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 TIPS FOR EFFECTIVE FACILITATION
REVIEW BEFORE WALKING INTO YOUR MEETING WITH YOUR TEAM
IMPORTANT TIPS EVEN IF YOU DO NOT PLAN TO LEAD THE DISCUSSION
+ Provide a safe space for the team to
share At times the team discussions
may become difficult. People may share
experiences that are particularly painful
or scary. Acknowledge at the beginning
of each meeting that this is meant to be
as open a conversation as possible. It is
also wise to ask everyone to verbally
affirm what is said in the space stays in
the space.
+ Open with a Check In The Check In is
the initial phase of a meeting and is
really independent of the module
content. The purpose of this is to bring
everyones focus into the room and
establish the discussion boundaries, so
that right from the start you can be clear
on how everyone is feeling that day and
what to expect from each other. One
technique is to go around the group and
ask everyone to rate on a scale of 0-
100% how present they feel. Are they
only 75% present because they had a
bad day at work and are still mulling over
what their boss said? Or are they 100%
present because theyve been looking
forward to this discussion all day.
+ Encourage storytelling people love
stories and they are far more likely to
remember information they hear in a
story than as a recitation of facts.
Encourage your group mates to share
their stories, and share your own.
Opening up and a willingness to be
vulnerable will often create a greater
willingness in your group mates to
reciprocate and share their own stories. It
builds an atmosphere of mutual trust.
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+ Allow each participant to come up with
the answer themselves These
discussions are not intended to feature a
lecture. Instead, your goal as the
facilitator is to help participants and
yourself to find your own voice within the
discussion. You dont need to provide
the solutions. Everyone in your group has
access to wisdom and can help teach
each other as well as teach you. A good
facilitator helps find those with the seeds
of wisdom in the room and allows them
to grow. The key is not to judge, not to
impose your own opinions and not to
dominate the conversation.
+ Improvise Facilitation is not about
following the script. While we provide a
series of topics, questions, and activities,
let the conversation guide the group.
Feel free to add your own questions or
explore ancillary topics and lines of
discussion. You all have your own
experiences, knowledge, and wisdom
that will enhance these discussions. Use
these topics as a starting point, and
make the conversation your own.
+ Dealing with difficult group dynamics
There will be times when you will be
faced with challenging situations, either
from individuals or from the group. If you
can learn to embrace these situations,
and work with them, they can be
powerful experiences for learning and
growth. The following, taken from The
Facilitators Guide to Participatory
Decision Making by Same Kaner, gives
some typical challenges, with
suggestions for how to deal with these.
12
TIPS FOR EFFECTIVE FACILITATION (CONTINUED)
MORE TIPS GOOD TO KEEP IN MIND AS THEY WILL BE RELEVANT TO YOUR WORK AS
AN ADAPTIVE LEADER IN THE NEAR FUTURE
Problem Ineffective response
Everyone has Try to get the group to
different perspectives arrive at one common
understanding by the end
Inconsistent Call them out
arguments
Silence Filling the silence just to fill
the gap
Highly vocal member Trying to control this person
dominates discussion excuse me XXX do you
mind if I let someone else
take a turn?
Minimal participation Ignore it, and act as
by members who though silence means
dont feel consent.
involved/interested
in the particular topic
Someone becomes Talk behind the persons
strident and back. Confront the person
repetitive during the break, and then
be surprised when you see
their anxiety go through
the roof when you resume.
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Effective response
Differences in understanding are
good. Try to draw out the
distinctiveness of others
arguments and ideas with caring
and humility. If you find yourself
being confused or skeptical, those
are precisely the point to stop and
discuss. Ask: Can you say more
about that? What do you mean
by XXX?
Let the group know its ok to
change and construct new
understandings as you go along.
That is a key sign of intellectual
growth.
Be comfortable with silence.
Sometimes people need time to
process before speaking up.
If one person is over-participating
everyone else is under-
participating, so focus your efforts
on the under-participators and
encourage them to
participate more. Ask: How do
the rest of you feel about this?
Look for an opportunity to have a
discussion on Whats important to
me about this topic? This gives
everyone a chance to consider
their
own stake in the outcome of the
discussion.
People repeat themselves
because they dont feel heard.
Summarize the persons point of
view until s/he feels understood.
People just want to feel heard, not
necessarily that everyone must
agree with them.
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