An Implementation Strategy

This chapter addresses how we might establish an informed critical mass that is capable of challenging the status quo and driving Scotland forward?

Everything is interconnected – The Need to Address the Whole

Our society’s systems are complex interdependent nature. It is counterproductive for us to revert to our reductionist or analytical mindset and try to solve one part at a time. If we address just the one part the rest of the system pushes back and the gains secured are lost.

Emergence

The command and control perspective through which we have been educated, and through which the majority of us are managed, has us believe that change is initiated by leaders.

But major changes in our society in fact emerge – the emancipation of women, the environmental issue, the internet phenomenon, the breaking down of racial prejudices (ongoing), the human rights movement, etc.

In context of education Margaret Wheatley argues change emerges:

“The world does not change one person at a time. It changes as networks of relationships form among people who share a common cause and vision of what is possible. This is good news for those who want to change public education. We don’t need to convince large numbers to change; instead we need to connect with kindred spirits. This is why networks are so important. But networks aren’t the whole story. They need to evolve into intentional working relationships where new knowledge, practices, courage and commitment can develop. From these relationships emergence is possible. Emergence is the process by which all large scale change happens on this planet. Separate local efforts connect and strengthen their interactions and interdependencies. What emerges as these become stronger is a system of influence; a powerful cultural shift that then greatly influences behaviour and defines accepted practices.

Margaret Wheatley in her writings on “emergence” talks about the need to “develop good local conversations” among “a diverse mix of people.”

However this mix of people does require to create a critical mass of sufficient volume to be able to challenge the status quo. The methods used in the past 25 years did not achieve this requirement. (See chapter 2)

On the other hand, we now have the significant opportunity that is available to us in the internet and the world-wide web. From a central point it is possible to communicate with the whole nation.

The Tipping Point

We might also want to take account of Malcolm Gladwell’s study of “The Tipping Point.” He suggests three rules of the tipping point:

1. The Law of the Few – the few connecting to and influencing the many
2. The Stickiness Factor- the need for a  contagious message
3. The Power of Context – understanding the situation or system in which people live and work

Law of the Few: With modern communication technology it is now eminently possible for the few to influence the many. It is possible to have presentations from Thought Leaders that can be beamed to many many locations across Scotland all at the same time.

Power of Context: - Through the banking crisis, through the Scottish people gaining more confidence following the establishment of its own parliament, and through so many of us being frustrated at the excessive waste in our organisations, there is a real opportunity to align frustration and hope to create a positive climate for change.

The Stickiness Factor – This aspect of Gladwell’s tipping point is going to be more difficult. In terms of management we do not have a concept of theory, and while systems thinking is growing in appreciation it has a long way to go before it is universally understood. We are also bedevilled by the thought that we can motivate people.

Fundamental Disciplines

As expressed in chapter 3 we recommend that the strategy should be underpinned by fundamental principals.

1. A commitment to sound scientific knowledge - that learning takes place when we are aware and are prepared to challenge the theories that underpin our management practice. The application of that knowledge.
2. Systems Thinking
3. A Belief in People

Major Components of a Societal Learning Implementation

The core of this initiative is to have a series of presentations from International Thought Leaders beamed to and received across the whole of Scotland. Extensive preparatory work will require to be undertaken prior to the launch. Furthermore the momentum should be maintained during and after the presentations to develop the thinking of the nation.

The idea is to develop organically starting with a knowledgeable core -  who develop Lead Facilitators  - who evolve a broad based network of facilitators – who reach out to a critical mass of citizens – who will instigate a change in perception and hence a change in the design of the systems that characterise our society and organisations.

 The following is a summary of the activities proposed, divided into three phases:

Phase 1 – Preparatory

• Development of Vision and the administrative hub
• Establishment of Core Learning Resource
• Identification and education of Lead Facilitators
• Establishing a country wide network of Facilitators
• The Development of the knowledge of Facilitators

Phase 2 – Presentations from International Thought Leaders

 Phase 3 - Ongoing Developments.

• Researching existing systems
• Tackling the issues of society
• Implementation – within organisations
• Conceptual Research
• Self Organisation

In the following we expand the above headings to give an indication of the type of activities required in each section.

Phase 1 Preparatory a) – Development of Vision and Administrative Team

• Development of vision and the leading of this vision by the Minister of Enterprise Jim Mather MSP
• The development of an Administrative core to establish and support the initiative. Initial projected costs are at the end of this chapter.
• The Creation of a web page with pointers to sound knowledge
• Provide marketing support – to draw in facilitators and assist them attract the audiences at each node
• Bringing the Media on board
• The production of a book to guide the whole process.

Phase 1 Preparatory b) Establishment of Core Learning Centre

• Resource the centre
• The development of a wide range of training material drawn from a wide range of sources
• The development of internet material

Phase 1 Preparatory c) – Identification of and the development of the Knowledge of Lead Facilitators

• Drawing in Lead Facilitators who would be willing to invest in the learning required for the initiative
• The training of these Lead Facilitators
• We would hope that several of the Lead Facilitators would be based in our Universities.

Phase 1 Preparatory d) – establishing a network of 1000+ facilitators across Scotland

As our aim is to address the whole we need to establish at least 1000 receiving nodes across Scotland. These nodes to represent their geographic spread – in other words from Stranraer to Thurso, as well as a spread representing a complete cross section of society – CBI, The full range of professional institutes, The Chartered Accounts Institute, Chartered Quality Inst. The Universities, A broad representation from the media, The Unions, The Chambers of Commerce, Local Councils, Rotary Clubs, Golf Clubs, the WRI, Civil Servants, plus our commercial organisations through the CEOs or Quality Managers or HR managers; and of course MSPs, MPs, and Local Councillors. In addition we would wish to involve the many forward thinking individuals that are spread across the whole of Scotland; as well as the many consulting practices.

Each node to be lead by a facilitatorThe task is to connect all of the above people into a progressive and forward thinking network

Scottish Enterprise may wish to be a key player in creating this network.

It is also envisaged that the facilitators would be a key role in securing the audience for the Thought Leading presentations

Phase 1 Preparatory e) - Development of Knowledge of Nodes/Facilitators

• Conducting workshops and providing materials to inform the facilitators
• Lead facilitators would be responsible for the continued learning of facilitators
• Addressing the “Appreciative Enquiry” and “World Café” skills to enable facilitators to lead discussions
• The centre and the Lead Facilitators to provide long term support for the continued learning (through say the internet) of the facilitators.
• Arranging discussion meetings on a regular basis, especially in context of presentations from International Thought Leaders

Phase 2 – Presentations from International Thought Leaders

• Establishing the electronic means through which presentations etc can be transmitted across the whole of Scotland
• Securing and scheduling a range of International Thought Leaders who both buy into the aims and underlying principals of the initiative and are well known leading thinkers of the world stage.
• Broadcasting a programme of presentations from International Thought Leaders.

Phase 3 Ongoing Developments a) – Researching Existing Systems

• Researching the design of existing systems and the theories that underpin their design.
• Researching actual long term customer needs for these systems
• Researching causes – such as why is it that Scottish Business Schools do not lead in the application of modern management concepts.

Phase 3 Ongoing Developments b) Tackling issues of Society

• By this time the core and the Lead Facilitators will have developed an expertise such that they will be able to conduct research into “the issues” of society and be able to make constructive recommendations
• The encouragement of our Universities and schools of management to teach modern concepts
• Working with Government Auditing bodies such as The Care Commission, The Health and Safety Executive, Auditors of Government Standards (ISO 9001 etc) etc. so that they monitor applied learning rather than compliance.
• Contributions to a possible Government “Think Tank” in context of application

Phase 3 Ongoing Developments b) -  Implementation

• A broad range of initiatives encouraging organisations to implement modern concepts
• Working with organisations to implement modern concepts
• The majority of this work to be done by The Core and Lead Facilitators

Phase 3 Ongoing Developments d) - Conceptual Research

• Knowledge and their underpinning theories are not static. The continued research in the field of the social sciences (management)
• It is hoped that our Universities might lead this research.

Phase 3 Ongoing Developments  e) -  Self Organisation

• The ultimate goal is that of enabling self organisation and using the willing contribution and creativity of front line staff to drive continual improvement.
• The creation of systems whereby front line workers have a major input into the design of the system in which they work.
• An example might be the establishment of three monthly conferences of front line educationalists studying the needs of their customers and evolving how they might be met.

The above are the initial suggestions as to the design of a system to create a learning society in Scotland - this plan to be developed through the proposed “Think Tank” discussions. It may also wish to be advised by such prominent international thinkers such as Margaret Wheatley or Peter Senge. It may also wish advice from technical expertise regarding the internet and how it can use open space software to establish a continually developing knowledge base (Such as Wikipedia)

To recap: The aim is to establish a critical mass of applied knowledge that is capable of challenging the status quo and moving our society confidently into the 21st century.