Change Part 2 | Kevin Bomhoff

Last post, I shared the story of the startling change my daughter experienced in starting first grade. I also introduced the “Productive Zone of Disequilibrium,” the term Ron Heifetz uses for the zone that promotes learning and progress in systems.

When the “temperature” or level of discomfort is too great, the organism can explode or implode.  When the temperature is too low, the organism stops learning and adapting. The activity does not result in the organism “blowing up” nor does it “blow off” what needs to be done.

Reading the temperature of an organization requires a certain amount of data gathering and experimentation.   Based on observations, what are all the possible interpretations to be made?  We need input from internal and external stakeholders.

CCSR is in the midst a deliberate process our director, Dr. Scott Wituk, has deemed “Listen, Think, Act.” 


Listen
We have visited over 35 partners asking probing questions about their needs and experience with our services.

Think
Using this data, staff members are now adding their own reflections.   The information will be used to develop as many interpretations as possible about our current and future activities.

Act
We will design experiments – perhaps new approaches or different processes based on what we have learned.   These “Acts” will inevitably turn up the temperature as we experiment with new ways to define our organization and help our customers.

Sometimes, of course, the temperature needs to be turned down -- while avoiding complacency. This is its own challenge.  When an intervention works, system functioning improves and the temperature lowers.  When an intervention does not produce the desired outcome, it is critical that data is readily available to inform a timely “course correction” before serious damage occurs.

Adapting in a timely manner using formative data reduces the temperature as new, more productive interventions replace those that did not work.    Beginning with research and using “evidenced-based practices” can give the system a great head start but does not guarantee success.   Our assumptions about the application of such practices in new settings and our ability to accomplish fidelity to proven models must be tested.     

What’s all this got to do with a six-year-old kid who’s already had it with “systems change” on her first day of first grade?   Well, later that night the ice did thaw a bit, and her nasty observations were interpreted though her own eyes with a little input from stakeholders (mom and dad).   Some of these rules worked for her.   Some seem to be made for other kids who appeared to be “out of control.”   That could help her too – indirectly.  Some rules clearly needed to change and probably would as the year unfolded.  It was, after all, just the first day. The first day of the rest of her life - observing, interpreting and intervening as part of one system after another.                                                                         
     


“Productive Zone of Disequilibrium,” courtesy of the Kansas Leadership Center   |    Photo courtesy of Couchlearner

Change Part 1 | by Kevin Bomhoff

When my daughter (now grown and managing pension funds for hospitals and medical clinics) was six years old, I remember picking her up after her first day of first grade.   She had loved kindergarten and all available data confirmed our suspicions that she was indeed a genius.

The new first grader walked slowly to the car and climbed in without a word.  We belted in and I waited for a report.   More silence.  She peered straight ahead; I could see a small simmering hole forming in the dashboard.   “So, how’s first grade?” I asked.   The silence broke as she announced, “Dad, there are a lot of rules.”

Despite my efforts empathetically strike up a conversation, she sank back into reflective silence.   I tried to comprehend the enormity of her dreadful discovery:  The joy of kindergarten had been systematically destroyed by some uniformed autocrat.   Not only did the system impose unnecessary constraints, the length of the day had been doubled.  Twice as much fun - not a problem.   Double the tyranny – unacceptable.

Change.  Ronald Heifetz  talks about the “Pathway of Adaptive Change” using terms such as the “Productive Zone of Disequilibrium” and “managing the heat.”   

Change is life’s (and work’s) crucible.   Much energy is spent managing, avoiding or complaining about change.   At CCSR, we often get called when organizations are on the precipice of change:

•    Increased demand for services
•    Reduced resources
•    Seeking to collaborate with others to address a common concern
•    Need to prepare for what’s next  

The lesson from Heifetz is this:  there is a productive zone of disequilibrium in every system.     The “productive zone” is a place where observation, interpretation, and intervention take place in a cycle that promotes learning and progress.  

I invite you to come back next week for a look at how knowing about this zone is helping CCSR - and, we hope, other Kansas organizations - respond to change.



Photo courtesy of Rachel

Change | by Scott Wituk

Welcome to CCSR. 

Change.  It is everywhere.  One only needs to look at the daily paper, newscast, listserv, podcast, or other favorite media outlet to see that this past year has been marked by some of the greatest social, economic, and political changes.  We’ve elected the first African-American President, witnessed and chances are know someone who has lost a job, and flocked to new forms of communication like Twitter and Facebook.  Locally, we have seen aircraft companies drastically reduce their workforces, a new governor and our share of Kansas weather—well, some things never change!  CCSR, like many organizations, has had its fair share of changes this past year, including my appointment as Director. 


Change can come from external forces and decisions that can be a source of frustration, stress and uncertainty.  These types of changes leave us with some options.  First, we could watch the change go by and potentially be positively or negatively impacted by it.  I’ve certainly been in situations when I’ve thought “now is not the time to jump in” or “if I don’t do anything, maybe nothing will happen and this will all just blow over.”  Unfortunately, more times than not, things did happen and it did not just blow over.  These past experiences lead to a second option:  Recognize the change, determine how to proceed and potentially harness the momentum of change. 

It is with this in mind that CCSR is currently conducting our “Listen. Think. Act” planning process.  Due to changes at CCSR this past year, the staff, many close advisors, and I recognized that we wanted to determine our future.  We wanted not to be changed, but to create change—both for ourselves, our organization and Kansas communities.  “Listen. Think. Act.” is one way we are responding and already seeing significant impacts on our work.  A brief review of the “Listen. Think. Act.” process:

Listen.  CCSR embarked on its largest “listening campaign” in more than 10 years.  We interviewed approximately 40 Kansas community partners, some whom we had worked with in the past and some whom we had not.  Secondly, we held a series of CCSR retreats for CCSR staff and consultants to provide their insights and suggestions about our future.  Finally, our WSU Advisory Committee has been very helpful in actively participating and providing suggestions to CCSR as we help in serving WSU’s urban-serving mission.  I’ve enjoyed and appreciated the candid remarks and believe these conversations will serve as a healthy foundation for the planning process.

Think.  CCSR staff and consultants continue to review the comments from Kansas community partners and WSU advisors.  We are looking for connections across the comments and ideas that were previously shared.  We are considering our mission, vision, and organizational values, especially in light of the identified needs and opportunities in Kansas communities.  This review will help us focus our future efforts. 

Act.  This spring, CCSR will present a summary of our plan for the future.  It will include and describe the direction of CCSR and its services to Kansas communities.  This plan will serve as a starting point and guide for our work in future years.  CCSR staff are known for taking action, and I believe this process will end no differently.

As the planning process unfolds, I and others at CCSR will provide additional updates.  What information would be useful to you in these updates? Please share your thoughts and ideas by email: scott.wituk@wichita.edu.  


- Scott Wituk, Director


--Picture courtesy of Aussiegall

One Small Step into the Blogosphere

Welcome to the WSU Center
for Community Support and
Research blog.

A center of Wichita State University, the CCSR partners with communities and organizations to strengthen Kansas through education, leadership development, facilitation, and research. We work with communities and organizations across the state to achieve our vision that all Kansans use their talents and experiences to create thriving communities.

Our purpose in blogging is to discuss our work, to share about the trends we see affecting the nonprofit and public sectors, and to contribute to relevant blogosphere discussions. We expect to have several contributors from our staff as well as guest bloggers. As we add contributors we will post their information to our contributors list.

For more information about who we are, check out our website, follow us on twitter, become our fan on facebook—and keep reading this blog!

-CCSR Blog Team

Photo courtesy of Brian Henry Thompson