Social marketing

In the first week of this module I learned about social marketing. 

Social marketing is applied to organisations that do not seek financial profit.  An example would be a health services campaign to achieve behavioural change eg stop smoking.

While I could easily think of examples of social marketing from my childhood, eg persuading people to use seatbelts and make sure they were fastened before starting to drive, I really struggled to come up with a more recent example. I can’t ever think of a time I’ve seen an advert telling me not to use my mobile while driving.

However, this afternoon I listened to Lee Cragie talking about the importance of role models ... and it suddenly struck me that here was a fantastic example of social marketing - it just wasn’t in the form that I was looking for and nor was it specifically labeled as marketing.  She talked about the work she is doing through the Adventure Syndicate with girls to encourage them to be outdoors and active and the health benefits, both physical and mental, which result. 

Reflection - I need to think more widely and not be constrained by previous examples or a narrow definition of a specific term

Reflecting on a completed module: Thinking Strategically

The full module title is actually:  TU811 Thinking Strategically - systems tools for managing change.  At times I lost sight of the strategic thinking bit as I was focussed on learning about and how to apply the changes.

Module dates:  April19 - October19

The module was split into two streams:

• tools stream
• people stream

The tools stream covered the following systems tools:  system dynamics, Virtual Systems Model (VSM), Strategic Options Development and Analysis (SODA), Soft Systems Methodology (SSM) and Critical Systems Heuristics.  Some I took to like a duck to water especially VSM and SSM:  not surprising then that these were the ones which featured in my EMA.  Others less so - perhaps I would appreciate them more if I'd been able to be with someone to see them used in practice - as opposed to remote learning where this is more difficult.  However there was a memorable occasion when out for a bike ride I found myself constructing a cause and effect diagram to understand the interdependencies of housebuilding and traffic on single track roads.

I found the people stream difficult to apply.  The content was fascinating and it gave me a real appreciation of  how people's preferences and ways of thinking can impact on managing change.  Some of the material was tangible (eg MBTI) some less so.  For example 'metaphor' cropped up all through the stream but I found it challenging to pin it down to specifics - especially when writing assignments.

My highlight of the module has to be reading Donella Meadows and my favourite quote remains:

"We can't control systems or figure them out.  But we can dance with them!"

Now looking forward to a proper break of a few weeks before starting my next module: BB844 Marketing in the 21st Century.

A car centric worldview

For my current module (Thinking Strategically:  Systems Tools for Managing Change) we are asked to nominate an Area of Practice to use throughout the module.  My chosen Area of Practice is:

Transport System Management

This morning the following caught my eye on twitter:

Living close to this I dug a little deeper to read the full details from the announcement to understand more fully what was happening. I was intrigued at the temporary aspect of the footbridges as crossing the A9 (a busy dual carriageway) on foot is a deeply unpleasant hazardous activity - one which I never enjoy.  Turns out there is a major golf competition and it's anticipated that thousands of people will be walking from the train station to the golf course which requires them to cross the A9, hence the temporary footbridges.

However .... the rationale given is that they are needed to "reduce disruption to motorists".  Interesting worldview!  Nothing about protecting pedestrians and reducing their safety risk.  Transport Scotland state they are  "committed to increasing levels of cycling and walking for transport and leisure" - not much evidence of that here!

So - then curious to see how the event described travel options went digging.  The 2019 Solheim Cup is marketed as the biggest event in women's golf and their 'how to get here page' offers the following suggestions (in order of listing):

• on site car parking
• park and ride - with detailed directions and route suggestions
• air
• active travel (bike parking available - but no route suggestions, and no walking advice)
• taxi, drop off / pick up
• train (with train times but no details on walking routes from the station to the course)

Again an interesting worldview with a car centric view of the world.

Over 33,000 passengers use Gleneagles station each year (based on ORR data 15/16) and the number increases substantially when there are events in Gleneagles.  Many of whom (I assume) drive from the local area - to be honest if I lived in Gleneagles I would drive to the station.

Imagine if they actually thought about the wider system and the change which could be achieved in levels of active travel and reduction in safety risk if these bridges were permanent.   I can only wish!  Which is simply more evidence of my personal worldview.

Writing ... or not

So

I’m half way through another OU module (TU811: Thinking Strategically: systems tools for managing change) and have noticed that I’m not writing as much as on previous modules.

An obvious reason is that I’m much busier at work. I’m juggling two clients in different industries and different projects and travelling a lot during the week. This means that study tends to be condensed into weekends with little time for reflection rather than spread out but doesn’t feel like a reason for not writing.  Writing in the past has come from an idea brewing over time as I’ve gradually made sense of it.

In fact, the urge to write is not there. I don’t feel the need to have to put something in writing to help me understand and help me learn.

So what’s the real difference?

I think the concepts in this module are easier for me to grasp. Understanding what a causal map is or what are the principles of VSM isn’t mind bending or brain frying. Applying them may be challenging and using them in a productive way will require practice but I’m not struggling to grasp the module content.  Although I may struggle to grasp the full range and volume of detail I need to absorb I don’t need to write here to actually understand it.

Maybe, for me to grasp a (abstract?) concept I need to write?

Connections?

Yesterday I had a day off work and enjoyed the luxury of sitting back, listening to people talk and reflecting on what they were saying.

I was attending TEDx Glasgow 2019.  This is the third year I've managed to attend and was looking forward to hearing new ideas, thoughts and challenges from a variety of different speakers.  And I also wanted to learn - so given the experience from the previous two events I ditched the social media and took a paper notebook and pen.  And given that I am in the middle of learning and studying Systems Thinking I deliberately set out to listen to the different speakers to hear if they could offer me insight in this area.

In many of the presentations systems ideas and concepts were included and talked about - but (I would guess) not with purposeful intent.  Comments included:

"because someone with power cannot see outside their own experiences" Amna Saleem
"if enough of us take that step it adds up to an enormous potential for change" Mark Logan
"living environmentally is infectious" Laura Young
"can we rediscover the skill of seeing patterns and making connections" David Allfrey

However, for me, the talk of the day was from Anand Menon, who with his example of Nora from Newcastle finally managed to make me appreciate the different worldview which could make someone choose to vote for Brexit.

An a non-systems thought.  The theme of the day was 'Connections' - while there was material related to the impression I took was much more around gender issues.

Choosing an 'Area of Practice'

On this module I have been asked to select a singe area of practice for the whole module to apply the tools from the various approaches to this single area of practice. Each TMA and the EMA will use this area as a focus.  

“It is therefore vitally important that you give some serious attention to selecting an appropriate and appealing area of practice that can carry you through the remainder of the module.”

The suggested criteria to use to select an area of practice include:

1. It should be something I’m interested in
2. It must have an element ofpractical change
3. The scope should have the potential to include a range of levels
4. It should be possible to have different viewpoints 
5. The potential for unforeseen change should be present

I am considering three possible areas:

• Programme management 
• Active travel
• Rail transport planning

Programme management

An area I’m interested in and a core element of my professional practice. There are many aspects which need  improving (practical change) both in my own practice and the wider application. If nothing else recognition that project and programme  are different. For a programme to exist there needs to be many different levels and multiple stakeholders which inevitably provide varying viewpoints. And I’m assuming there is the potential for unforeseen change.

Active travel

Passionate. Really committed to this - as a participant. But is that a practitioner?  It fulfills the criteria in terms of levels, different viewpoints (often antagonistic) and has huge potential for unforeseen change. But … could I be appropriately dispassionate? Not sure I could - especially as I live in a house with a very passionate, knowledgeable cycle campaigner and lobbyist. 

Rail transport planning

I’ve worked in the industry for about 20 years so it certainly qualifies as an area of professional practice. However, I work as a programme manager not as a transport planner. The industry is on the verge of huge change (depending on the recommendations of the Williams Review) and has many and varied stakeholders.  Is it too big?

Reflecting on a completed module: Managing Systemic Change

What was the module? TU812

Module dates: October18 - April19

Why did I choose it?

This was the module title which caught my attention at a time when I had the desire to do more learning.  The desire was just that - I had some time and was aware that I hadn't invested time recently in my own development and had been looking around to see what was available.  I hadn't particularly been looking for an academic qualification but have always been interested in understand how to make change sustainable.

Was it what I expected?

No! Mainly because my understanding of what change was and how to manage it (very much top down) was so fundamentally different to that taught in the module.

What did I think?

Loved it - totally engaged in spite of finding many of the concepts challenging and difficult to understand.
More importantly it has fundamentally changed how I approach situations and how I, as an individual, engage with those situations.  I have become more comfortable dealing with uncertainty and emergent change.

Reflecting on a completed module: Management Beyond the Mainstream

What was the module? BB847

Module dates:  Nov18-Mar19

Why did I choose it?

At the most basic level, having decided to study for an MSc it was one of the modules offered with would count towards the qualification.  And at a generic level I was interested in studying management / leadership as its been some years since I studied anything in this area so was interested in updating my thinking and understanding how the practice had developed.

Was it what I expected?

All the material was new to me and therefore expanded my knowledge base.  There was more material on management and leadership in third sector/ public sector situations which, while less directly applicable to my work situations, really opened my eyes to the reality of working in that environment.
I found the TMAs challenging as the focus was very much on 'apply the theory to a situation' rather than 'improve a situation using your knowledge' ie academic with a very restricted focus on the specific course material rather than a practical application leading to improvement in real life.

What did I think?

I could never really get my head round why it was called 'beyond the mainstream' as much of the material was very relevant to current work situations which, for me, are mainstream.  However, in the introduction to the the last unit there was mention that all the material was appropriate for use in situations of uncertainty.  Perhaps a more appropriate title for the module would have been 'Management in uncertain situations'

Dealing with emergent change as a programme manager

This post was written to help make sense of a current work situation and as an exercise in reflective writing.

1.  The situation

I am currently working for a client providing programme management advice.  The programme objective is to develop a five year business plan which is acceptable to a wide range of stakeholders.  The approach adopted is bottom up bringing together a wide range of input and expertise from across the business - each area has developed their plans based on their worldview.  The resulting plans can be disconnected from other areas' plans.  Objectives,  themes, targets emerge from the combination of all this work.

2. Thoughts and feelings

I am finding the experience deeply uncomfortable from a number of perspectives:

• I am providing advice rather than having direct responsibility for delivery (requiring adaptive leadership in a position of little authority)
• the lack of 'good practice' programme management processes (eg formal review points, solution lockdown, adherence to plans)

The whole approach goes against the grain, not just as a programme manager, as this mindset has been embedded since an undergraduate learning surveying when working 'from the whole to the part' was a fundamental principle to minimise error.  The approach makes the situation feel even more complex and messy than it actually is.

3.  Evaluation

This experience has been good for me. The coincidence of the timing between the courses and this programme has forced me to engage in praxis to a considerable depth (in reflection, a real luxury).  Reading the materials and doing the exercises would not have been as effective learning. 

4.  Analysis

In Myers-Briggs terms I am, in common with many project/ programme managers, a J (Judging - prefer to get things decided) whereas the client company feels like a P (Perceiving - prefer to stay open to new information and options).  So perhaps the level of discomfort felt is is not surprising and maybe this is why so project type people are not successful in dealing with emergent change but try to control and manage it via targets and projectification and setting targets (Ison).
In spite of the discomfort it feels that I am learning, coping with a new situation and delivering valuable outcomes for my client.  That learning is happening is mainly due to two OU courses (Managing Systemic Change & Managing Beyond the Mainstream) providing me with frameworks to diagnose and understand this situation and tools to help manage within it.  In particular, the module materials have also provided me with input that proves that such emergent change can be successful.

5.  Conclusion

Even having learned about managing systemic change - the practical reality can still feel 'wrong' even when it is delivering successful results.
The distance imposed through an advisory position helps me remain objective, emotionally aware, provides space for reflection and consideration of praxis.
The combined experience of the programme and the modules has significantly changed how I will approach situations in future.

6.  What will I do differently having learned?

The last few months have provided me with many tools to help lead and manage change in complex uncertain situations.  A flippant answer to the question is 'everything'.  However, the key things I would do differently are:

• approach a new situation with an open mindset listening to feedback to determine what an appropriate approach might be in that context
• be prepared to adapt and change depending on what works
• accept that control may not be the best way to deliver effective lasting change

References:
Reflective writing framework based on Gibbs' (1988) from Open University 
Surveying principles - from the whole to the part
Myers Briggs - MBTI personality type
Adaptive leadership - OU Management Beyond the Mainstream, BB847
Systems Practice: How to Act, 2nd edition, Ison (2017)

Real life benefit v theoretical analysis for a TMA

The TMA's for the MBA module Management Beyond the Mainstream are split into 'builders'.  At the end of each unit within the module you complete a TMA builder based on that unit.

As an approach, its working very well for me.  Partly because I can write my response when the material is fresh but also because it spreads the workload.  Of these two reasons the writing while fresh is definitely the most important.  When I read over the builders before submitting the first TMA I was surprised (and upset!) at how much I had forgotten as I had progressed through the units.

The latest builder I have drafted is on the application of adaptive leadership.  Unlike a previous unit on dilemma theory I have really enjoyed this unit.  It has resonated hugely and has helped me understand what occurred in one particular project much more clearly.  It has also provided a way of looking at situations and a set of tools which, I believe, will be hugely useful in my practice (a really powerful example of praxis).

However, it is this richness and depth which has made writing the builder challenging.  Time has made it feasible to stand back and view the project and events with a degree of objectivity - and the theories around adaptive leadership have helped make sense of many of the events.  I had no difficultly completing the unit exercises there was such a wealth of material.

The guidance is that you should allow 2 hours to complete the builder.  It has taken me 8 to get a decent draft and will require some additional time before submission for final proof reading and tightening up.  It's not unusual for me to take more than the suggested amount of time but for this unit I was so immersed in using the theory to understand and analyse a real life situation it was difficult to stand back and be objective and focus on the theory in depth instead of the situation in depth.

That didn't go to plan

This morning started with good intentions.  I was going to catch up on some reading on Communities of Practice - in fact I even shared the intention on social media.  However, this did mean that I had my phone in my hand as my friend sent me a link to a music video he thought I would enjoy...

It was a recording of a session playing 'High Drive' - a tune we are currently working on in the ceilidh band I play with.  It was a great recording - full of life and energy and I really enjoyed watching it.

I couldn't remember who wrote the tune though so I did a quick internet search, which not only told me who wrote the tune (Gordon Duncan) but also provided a link to another performance of the tune - this time in a concert setting with a trad group including a bassoon.  Never seen a bassoon with a trad group before!

The video clip was on You-Tube and, as usual, there were other suggestions of videos I might like to watch including a TED-x talk by the lead fiddler (Jamie Laval) in this group: 'How a fiddle tune can change the world'.

Rather than putting the phone down and turning to my planned reading I continued along the distraction path.  The talk was excellent - not only did it contain some great music the main things I took from the talk were all about Communities of Practice:

• talking about his approach to concerts and the preparation for each event which includes working with groups of young people "helping each other to create, to build things to grow" 
• involving many many local groups and stakeholder all joining together to share their passion (not just for music) and develop the event so that "before the show even starts there is this huge web of interconnections"
• at the end he sums up what he has learned through his career in traditional music "its the cumulative effect of engaging with people within an environment of beauty that always makes a lasting and far reaching impact"

Now, back to the plan and Chris Blackmore's book.

Difficulty in concentrating

I'm currently studying two modules with the OU: Managing Systemic Change (TU812) and Management Beyond the Mainstream (BB847).  Until now I've had no difficultly concentrating on my studies making sufficient quality time available when I provide the required degree of focus to enable my learning.

But not now - so what has changed? And why do I not have a sense of urgency to get to grips with these new units?

Impact of TMAs

I've recently completed and submitted two TMAs.

• One was marked very quickly and I got an excellent mark.  The mark was a surprise as I'd found the assignment very hard so has this good result made me rest on my laurels?  
• One has not yet been marked and is outside the expected two week turnaround time.  I haven't heard anything to explain the delay and I keep wondering why its late.  Also, I would like the feedback as I'm reluctant to progress with the next unit and TMA without the benefit of feedback from the first.

Next modules

On both modules I started new units a couple of weeks ago and have, in both instances, found the material less engaging than previous ones.  There are two reasons for this:

• the intensity of my engagement in previous units has made it difficult to mentally disengage and move on and
• I and finding the content of the current units less interesting an relevant to my practice - specifically there is less opportunity for praxis

An adverse reaction to Dilemma Theory

I'm just starting a new unit (Beyond Rational Choices) as part of my OU module Management beyond the Mainstream and have been reading about Dilemma Theory.

Dilemma theory seeks a way to recognise that two aspects which may appear to be in conflict or mutually incompatible can be reconciled in a win-win scenario

It just didn't work for me at all.  I've spent the last few months immersed in learning how to abstract myself from the detail and look at the bigger picture.  I've been soaked in complexity, dependencies and interdependencies.  And suddenly I've been thrown a theory which takes me diving down into the detail forcing me to think of situations in a simplistic way:  for / against with binary responses.  My reaction was so negative I was tempted to miss out this section completely.  The contrasting way of thinking was almost too much of a wrench.

Postscript

At work today we were discussing how to work with a large stakeholder group to get their input into the company business plan.  Someone asked how we could simplify the conversation so we could get clear unambiguous input and reconcile their opposing views.  
I suddenly realised that maybe there is a valid application of Dilemma Theory.  Think I'll go back and re-read the course materials again!

First impressions

TMA02 is complete and handed in and I'm embarking on the third part of Managing Systemic Change.  This module's core reading is 'Social Learning Systems and Communities of Practice' edited by Chris Blackmore.

Having just skimmed the final chapter in the book (as recommended) my first impressions of what this module will bring include:

• relief that I recognise some of the terms and feel I have an understanding of them upon which to proceed (eg praxis, boundary, system)
• concern that this module introduces new terminology (eg communities of practice) to a tired and overwhelmed brain following a difficult TMA
• delighted to hear that this may provide input to address my concern about how can one person can achieve change across an entire system
• curiosity about how some techniques which I already employ (eg facilitation) will be addressed - and a hope that they won't be taken apart the way that project management was in the previous module

A difficult TMA

I've just submitted my second assignment for Managing Systemic Change ...   It was hard - much more difficult than expected - but what made it so difficult?  Apart from my preference for expressing myself verbally rather than in writing?

The assignment presented the usual challenges of writing succinctly to meet a word target; of synthesising a volume of material to construct a response to the exam question.  This is something I have experience in - both in academia and in work.

Upon reflection some of the reasons I think it was so difficult this time:

• I was uncomfortable with the language used in some of the questions (eg I was asked for 'arguments' where I wanted to provide 'reasons' or 'pros & cons')
• The sheer volume of new material and nuanced concepts made it challenging to know if I was using them in the correct way or had missed the mark completely
• The concepts in the module are nebulous and difficult to grasp - they are not definite or obvious - which makes it (for me) more difficult to explain to others.  I believe I understand what it means but I can't explain it easily to others.  I asked my husband to proofread my assignment. He did (thanks!) but did ask if managing to read it all the way to the end meant he could get a postgraduate qualification too 😁

Nothing I can do about it now though - just wait for my tutor's feedback! 

Onwards to Part 3

My systems practice

This blog explores What Do I Do When I Do What I Do by describing the same work activity twice. The first (then) how I experienced it at the time, using the language and understanding I had then.  The second description (now) is of the same activity using the concepts and terminology I'm learning in the Managing Systemic Change module

Then

Over the past year at work I worked with a team to develop plans and proposals on how we would engage with a number of other stakeholders in future years to jointly develop and deliver a new UK transport offer.  We were provided with some background and a description of the emerging situation and were able to engage in limited conversations with other stakeholders to understand their thinking.

We were asked to propose how we would manage some specific issues.  One of the key methods we used to help us clarify our thinking and develop solutions was group whiteboard sessions to collectively develop a diagram of our proposals.  These sessions were described by a colleague as "cerebral water boarding" because they felt so intellectually demanding to try to capture the real complexity of the different topics and because of the feeling of utter exhaustion following a session.

Now

What systems practice elements were evident?

• engaging with a complex, messy situation with no single right answer
• drawing our boundary 
• authentic conversation (responsive, mutual understanding, self-organising, intuitive, equal dialogue, progressive)
• using diagramming
• recognising the different backgrounds, traditions, understandings and views of each person involved in the conversation
• sharing our emotions resulting from engaging with such a complex situation.  Frustration was particularly evident - probably resulting from our systematic traditions and project experiences 
• grappling with our different use of language and developing new terms to help articulate our joint understanding of our proposed way forward
• bring a consideration of the current context into our thinking and recognising that the future context is likely to be different
• allowing time for reflection post discussion and accepting that our solution would have to be iterated
• allowing an outcome to emerge from the process

What systems practice elements were not present?

• consultation with a the wider range of stakeholders outside the immediate team (not possible because of commercial sensitivities and procurement rules)

A transformation?

I got up this morning at 4am to catch an early flight to be at my clients offices by 9am.  Its now after 8pm, I have finished work and should really get some sleep.  Instead I am choosing to read Ison's book 'Systems Practice: How to Act'.

Just over 5 weeks ago I wrote about reading this book and said  "Frustrating doesn’t do it justice as a word".  And yet now I find myself not only engaging with the book but actively choosing to do so after a very early start and an extremely long day in the office.

At the time I also pondered whether the book was written in such a way as to deliberately take me outside my comfort zone to make me learn and expand my thinking.  There are many aspects of tonight's reading that I wish to challenge and/or understand more about but the book no longer takes me outside of my comfort zone.

So have I learned and expanded my mind without even realising it?

I have never worked in the public sector - at least not as an employee.  I have done some consultancy work for local authorities and have done some interim work for arms length government bodies.  However, I have lots of experience of being on the receiving end of service delivery ie a user.

And as a service user I have been known to express frustration on many aspects of the service provided.  Recent frustrations include:

• being informed by thy GP's surgery that I have to go into the surgery in person to collect a paper form to fill out and then bring with me on the day of the appointment (electronic downloads and emails were not options)
• my local authority obscure communication eg the 'HWRC is closed' apparently translates, for those who don't speak council, as 'the tip is closed'
• trying to get a replacement bin after the bin-lorry ate our current one (eventually had to resort to writing to councillors)

As part of one of my MSc modules 'Management Beyond the Mainstream' I was introduced to a number of different models and theories which have made me re-evaluate my pre-conceptions - particularly about public sector organisations.  I now have an appreciation of the political influences on the strategy and plans within the public sector, how this is compounded by short terms of office for politicians and how this makes strategic planning and service delivery more challenging.  I have been introduced to the concept of 'public value' and the importance of continuing to deliver this whether or not it is an activity which covers its costs.

One of the learnings was to appreciate that stereotyping an entire sector is not valid.  So to conclude, in total praise of my local authority, who in spite of their obscure communication can produce such fabulous local public art with added historic context and education.