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Developing the intelligence of action

Olivier My
March 17, 2024
25

Developing the intelligence of action

Driving change is no simple feat. Countless clients and consultants alike have grappled with its challenges. More often than not, it's not about the tools we use but the approach we take. With years of experience supporting individuals, teams, and organizations, I've honed principles rooted in agility, systems thinking, and social sciences.

Let me share insights that can empower you to:
- Navigate complex scenarios with clarity and calm,
- Foster genuine relationships, and
- Deliver impactful value that respects every stakeholder.

Olivier My

March 17, 2024
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Transcript

  1. How I work =) Head Heart Gut =) Head Heart

    Gut Hierarchy Personality Olivier
  2. What it does imply =) Head Heart Gut Olivier 1.

    My decisions are driven by the way I and others feel about things. 2. Those decisions are supported by logic and reason 3. If I really have to, I act (movement)
  3. Organization Theory Source : Cunli ff e, L.A. (2008) Organization

    Theory, Part I Set of theories and models that attempt to explain how organizations function and interact with their environment. Designing organizations that are ef fi cient, effective, and accountable.
  4. Organization Theory “There’s nothing more practical than a good theory.”

    - Kurt Lewin Source : Cunli ff e, L.A. (2008) Organization Theory, Part I Even studied separately, all the topics are interconnected Theory as lens 3 key elements: Applying the theory
  5. Classical and Scientific Management (1900) Rational, ef fi cient, hierarchical,

    mechanistic Metaphor: machine Study the facts to predict and manage the future Reality: objective Clear division of work General principles: Formalization and Standardization Managerial Authority One Best Way
  6. Management Classique et Scientifique (1900) Social Constructionism (1960) Shared visions,

    values, rituals, stories, sub-cultures Metaphor: culture Making sense and meaning in conversations Reality: co-constructed Enactement / Sensemaking General principles: Communities
  7. Social Constructionist A critical stance towards knowledge considered as given

    An attention to historical and cultural speci fi city An interest in language: the “truth” being considered as emerging from social processes
  8. Co-Create meaning Lead by example Encourage re fl exivity Nurture

    the relationship Choose our positioning Question with curiosity 8 Principles Develop our responsibility Welcome complexity
  9. “He is late.” “Being late is bad.” “He’s known to

    always be on time.” “Someone has just died in his family.” “He warned me last week.” “The Judges will not wait for him.” “Nobody has actually arrived yet.”
  10. The Hierarchy Model Describes different levels of context allowing us

    to create meaning in our stories and actions Culture Identity Task Episode Speech Act Référence : Pearce, B.W. (2005) The Coordinated Management of Meaning (CMM) Relationship
  11. The Hierarchy Model What are the implicit rules ? Who

    are the people concerned ? Who are you in this ecosystem ? What do you do daily ? What does this moment represent to you ? What has been said ? Référence : Pearce, B.W. (2005) The Coordinated Management of Meaning (CMM) Culture Relationship Identity Task Episode Speech Act
  12. “Exemplarity is not a way to in fl uence others.

    It is the only one.” - Albert Schweizer
  13. Be coherent Timeboxes Facilitation User orientation Simplicity Responsibility Courage Kanban

    - Limits Agile Values Finish on time Listen to the voices of coachees Speak without jargon Talk about individuals and interactions Start Finishing Make dif fi cult decisions
  14. Get to know who you are speaking to Clarify the

    objectives and the mandate Help your client to get to know you Context Critical Lens Vulnerability Create a unique and authentic relationship
  15. Références : Cecchin, G. (1987) Hypothesising, circularity and neutrality revisited

    CURIOSITY Linear Duality True / False Instructive interaction Circular Patterns that connect Multiplicity of alternatives Metaphors Hypothesis Imagination Esthetic
  16. “Life isn't about waiting for the storm to pass, it's

    about learning to dance in the rain.” - Seneca
  17. Références : Argyris C. (2002) Double-loop learning, teaching and research

    Learning = Detection and Correction of error Single Loop Learning Double Loop Learning Adaptative Mechanistic Action oriented Meaning oriented then action
  18. Références : Lang, W.P., Little, M. & Cronen, V. (1990)

    The Systemic Professional Domains PRODUCTION Objectivity Truth Instruction Order Domains of questioning What shall we do now ? Who is concerned ? What is the rule to follow ?
  19. Références : Lang, W.P., Little, M. & Cronen, V. (1990)

    The Systemic Professional Domains EXPLANATION Stories Truths Re fl exion Curiosity What are the contexts in play ? Who else could we invite ? How could we do this differently ? Domains of questioning
  20. Références : Lang, W.P., Little, M. & Cronen, V. (1990)

    The Systemic Professional Domains ESTHETIC Ethics Coherence Purpose Re fl exivity What could we hope for this situation ? Who would you like to become ? What could be the best result out of this ? Domains of questioning
  21. Références : Lang, W.P., Little, M. & Cronen, V. (1990)

    The Systemic Professional Domains ESTHETIC PRODUCTION EXPLANATION Domains of questioning
  22. Learning = Detection and Correction of error Single Loop Learning

    Double Loop Learning Adaptative Mechanistic Action oriented Meaning oriented then action PRODUCTION ESTHETIC EXPLANATION PRODUCTION Références : Argyris C. (2002) Double-loop learning, teaching and research Lang, W.P., Little, M. & Cronen, V. (1990) The Systemic Professional Domains
  23. “Culture is based on individuals. Medias lead to uniformity ;

    culture lights up the complexity of things, medias are simplifying them.” - Milan Kundera
  24. Positionnement “The shadow always provide information on the position of

    the sun.” - Taha-Hassine Ferhat Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  25. Positionnement “Discursive construction of personal stories that make a person's

    actions intelligible […] and within which the members of the conversation have speci fi c locations.” Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  26. Positionnement When I speak, I position myself and others in

    the situation I’m referring to. Persecutor Victim Rescuer Karpman Drama Triangle Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  27. Position Action Scenario Triade Position / Action / Scénario Références

    : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  28. Positioning Modes 1st Order 2nd Order Tacit Intentional (Re fl

    exive) “You’re doing the report ?” “Why ? I am not your secretary.” Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  29. Forced Self-positioning Forced positioning by an institution that has the

    “of fi cial” power to make moral judgments External = account for actions Internal = decision making Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  30. Deliberate Self- positioning Expression of Personal identity Commitment to reach

    a precise goal Strategic positioning Références : Langenhove, L. van & Harr é R. (1999) Positioning Theory
  31. “Trust your artistic intuitions, like in front of a blank

    canvas, as we can never predict what is really going to happen.” - Edgar Schein