My colleague Nick Sarra and I were asked to work with some practicing managers and leaders in what is usually described as a ‘fragile state’ in Africa. The country has been plunged into conflict for decades, and this has had a profound effect on social relations and the ability to get things done. Conflict still breaks out sporadically, making parts of the country off-limits, potentially reactivating the tensions which still exist between groups living elsewhere in the country, especially in the capital. The government struggles to provide basic services, so the country is dominated by international aid agencies, development organisations and the representatives of international governments who each have their own sets of policies, procedures and priorities. This becomes visible the moment one steps off the plane: the airport car park is full of 4x4s, each sporting its own logo, and often there to meet, or disgorge development workers with their wrap-around shades and desert fatigues. Without the agencies this country would not be able to survive, but at the same time it feels a bit like an occupation. Continue reading
Recently I have been involved with a team of researchers in researching so called ‘transformational change’ in a not-for-profit sector. I suspect the research has been commissioned on the understanding that transformational change is something which senior managers choose, and can, to a degree control. We are at the beginning of the research but the process itself has thrown up interesting insights into research methods , but also how the idea of transformation is framed and understood by our commissioners, and by the respondents. This helps us researchers understand the term anew too, but makes it no easier to think and write about. Continue reading
After the interview with Dawkins on BBC Radio 4 covered in the last post, the argument about evidence and political decision-making took further bizarre turns. The next day John Humphreys interviewed the Archbishop of Canterbury, Justin Welby, who was asked to comment on Dawkins’ views. Latterly, two researchers were asked to comment further on the discussion. One worked at a religious research institute and the other for an organisation promoting the dissemination of science. As listeners to the BBC we were led inexorably to think that the only alternative to a scientific perspective on Brexit and evidence, and this a reductive view of science, was to take a faith position. We believe in God or we believe in science. Both are metaphysical positions in the sense that you have to declare your faith in one or the other before engaging with a way forward. Continue reading
I listened to the eminent evolutionary biologist and New Atheist Richard Dawkins promoting his new book, Science in the Soul: Selected Writings of a Passionate Rationalist, on the radio. He discussed the role of scientific method and evidence, particularly in relation to the Brexit vote. He began by saying that nothing so important as staying in, or leaving the EU should hinge on a binary yes/no vote. But he then went on to extol the virtues of scientific method, which in his radio interview, and in the introduction to the book, he argues should be the preeminent method for making decisions about the world, including Brexit. We should seek out the evidence, public and private, and make our decision according to that. For Dawkins, scientific method is predicated on removing prejudice and gut feeling, indeed all feelings, from rational decision-making and is as relevant to making political decision making as it is to discovering more about the natural world. The best example of a method which does this is the double blind randomised control trial, the gold standard of medical research. He declared that he didn’t want his politicians to be emotional, but rather he wanted them to make the best possible decision, rationally, and on the basis of the best possible evidence. Continue reading
This is to give early notification that next year’s Complexity and Management Conference will take place at Roffey Park between 8-10th June 2018.
The conference will be held to mark the retirement of Ralph Stacey from the university and from the faculty of the Doctor of Management programme.
There will be more details in the autumn to give more details of the conference topic and the other key note speakers in addition to Ralph.
What are the pressures in contemporary life which make it difficult to be in groups?
A couple of weeks ago I worked with a group of senior managers from a British university. They told me about the changes they had noticed in the undergraduate student population over the last decade or so, which point to greater alienation and distress amongst students. Undergraduates seem to have much more difficulty in getting to university on time, in organising themselves, in handing in their work complete and in order. The new student accommodation, which this particular university has recently built, has communal spaces which are largely unused. Mental distress seems much more prevalent, and a higher proportion of students seems to lack the ability to communicate with their peers or with teaching staff. And when students are asked to work in groups they struggle to do so; one lecturer had asked his students to work in teams on a task and found some students trying to evict weaker members of their group so that that they could get better marks. Students were rather nonplussed that they were required to co-operate together.
Is this just a tale of inter-generational misunderstanding, a middle-aged lament about the decline in standards? Or are we witnessing the effects of longer term individualising processes, amplified by technology, which leaves us less skilled in groups and less confident in the art of conversation?
The Complexity and Management Conference 2017 will explore some of these themes in relation to the everyday activity of organising together: we discuss in groups as a way of thinking about being in groups.
There are only ten days to go before the end of the early bird discount, which ceases at 5pm on Friday 28th April . You can find the booking page clicking this link.
The conference begins at 7pm with a drinks reception and dinner on Friday 2nd June, following the one day workshop on complexity and management.
Our first keynote speaker, Dr Martin Weegmann, has written extensively about the potential of groups and group therapy in addressing what he terms ‘modern dilemmas…as new forms of anxiety replace older forms.’ (2014). He will be speaking at 9.00am on Saturday 3rd June. Thereafter we will divide into smaller discussion groups to think about what Martin has said.
After lunch on Saturday, Dr Karina Solsø Iversen will present some of the consultancy dilemmas she faces in her work in collaboration with Professor Nick Sarra. Again, in the later afternoon session we will divide into smaller groups to think and discuss.
The work of the Saturday conference will finish at 5pm and dinner will be at 8pm.
On Sunday morning at 9am Prof Chris Mowles will draw together some of the themes of the preceding day, and participants will once again divide into smaller groups.
The conference ends with a final plenary between 12pm and 1pm on Sunday followed by lunch.
All board and lodging is covered by the conference fee. Any conference delegate wishing to convene a sub-group to present a paper or talk about their work can do so by writing to me and putting forward a suggestion.
Look forward to meeting you there.
Weegmann, M. (2014) The World Within the Group, London: Karnac Books.
Most Saturday mornings when I’m here I go to the farmers’ market in the local primary school which my kids attended. I was intrigued to see this appended to the door.
The first thing that struck me about it is how confusing it is: who, exactly is the audience? Is it the children, the staff, both? What would a child of five or six make of it (given that this 50-something adult finds it difficult enough to comprehend)? Mostly the poster encourages us to live in the present – this is a new day, and we can make a new start on what happened yesterday. But surely today isn’t just a blank page for us to make an impression on because we are so bound up with others: there are all kinds of things unresolved from yesterday which may trip us up today. There are responsibilities and demands beyond learning in school to which we will need to respond. The poster invites us to learn from yesterday, although it’s not exactly clear what we might learn, and how we might do so if we’re exclusively focused on today. We’re encouraged to stop stressing about tomorrow, but we are supposed to stress about today. There are precisely 1440 minutes from which to extract the maximum, as if we were milking a cow. This creates what we might think of as the Extractor’s Paradox: that the more focused we are on getting the maximum out of our time, the less likely we are to do so. It’s just like the pursuit of the butterfly of happiness – the more you chase it, the more it eludes you. And 1440 minutes make 24 hours – shouldn’t we sleep? How anxiety-provoking to lie awake at night worrying about making the best of lying awake not sleeping. Today we’re going to be the best version of us, but how will we know? What happens if we’re not? Who decides? Will we find ourselves endless repeating the day over and over again, like Groundhog Day, until we reach enlightenment?
I realise that this is supposed to be harmless encouragement to everyone in a school to do their best. Unfortunately I find in it the conventional anxiety narrative of the neoliberal society: motivational, slight sinsiter platitudes as a veneer over relentless striving. Don’t rest; maximise; extract; be the best you can be; never stop remaking yourself; yesterday’s achievements count for nothing, because you have to prove yourself all over again today; the world’s your oyster; you can achieve anything.
I know that good schools, particularly ones with very young kids such as primary schools, accept kids however they turn up, ‘best self’, average self or even worst self, partly because they know kids bring with them all kinds of invisible baggage that has been packed for them, unconsciously at home. The school will cope with the cornucopia of selves who present. They acknowledge that school life can sometimes be tedious, that sometimes kids will be bored and will find themselves staring out of the window, and that they won’t be 100% motivated everyday. Kids are likely to enjoy playing and hanging out with their mates in the playground as much as learning in a committed way. They’ll be happy when they are completely absorbed in what they are doing, with no particular end in view. Learning will sometimes be deliberate, and sometimes accidental. And one of the most important lessons will be about learning to rub along with others, being in the mess of life with other people, noticing oneself in relation to others. We bring out the best in each other, we bring out the worst in each other: that’s what we have to learn to live with in school.