04 Sep

What is on the agenda for Relational Leadership? Values and skills for navigating relational risk

Two business men shaking hands at international business meeting.

Written by Marie-Anne Chidiac and Sally Denham-Vaughan from Relational Change, an organisation that promotes a relational approach in all walks of life.

In the April issue of this blog, Robert Hall, one of the speakers at the rapidly approaching Relational Thinking International Conference, introduced the topic of Relational Leadership, reminding us that if you can get “the right WHO” in a leadership position, the agenda of “WHAT”, (direction, strategy), will emerge in a qualitatively different, and urgently needed, way: a way that is, we believe, much more aligned with a sustainable future for our planet.

At Relational Change, we believe this change in focus from tasks first to people first cannot come quickly enough if we are to genuinely develop our leadership capacity and gain more understanding of what motivates and sustains people. Indeed, our relational approach to coaching and consulting work was prompted by the experience of trying to support organisations where people were floundering due to unrealistic, unsustainable, task-driven leadership practices that viewed staff as a particularly tricky part of the operational chain: unpredictable, emotional and prone to erratic behaviour according to changing cultures and contexts!

For example, in health care, we found numerous examples of staff, particularly senior staff, ignoring ‘evidence-based’ guidelines, not because they didn’t know or understand the guidelines, but because they believed that the “evidence” did not necessarily apply to the specific case or context. By doing this, these staff knowingly put themselves in a risky situation, but nonetheless, they strongly believed this was the ‘right’ thing to do. On closer inquiry, all these staff could cite many important reasons that led them to deviate from the guidelines, with these reasons focussed on the specific relationships, culture and contexts.

Similarly, in his book ‘Adapt’, Tim Harford cites numerous examples of leaders from a wide range of backgrounds, (including government, the American Army, Corporate Business and Education), ‘deviating’ from pre-agreed plans and strategies in favour of responding to the immediate relational context. Vitally he demonstrates that all these leaders needed to deviate, in order to deliver a successful, safe and appropriate outcome.

But, we are not advocating an anarchic anything goes/do what feels right, sloppiness.  Design, plans and pre-agreements give us a sense that we have a clear vision of the way forward, the skills to meet demand and reassuringly, a sense of control and agreement. When problems come in the complex shape and size of climate change, wealth inequity, migration and ever growing demands for health care, (to name a few), some sense of a way through is essential.

So we would want to highlight what is often, and unhelpfully we believe, seen as a tension between the ‘soft/people’ focussed aspects of leadership, and the need for clarity, transparency, focus and task attainment at work. We believe this polarisation is misguided; ‘relational’ in our book implies a contextually sensitive approach that recognises our profound inter-connection and inter-dependence. Not an approach where we are focussed on being ‘nice’ to each other, but one that recognises that our relationship with both the people and environment around us leads directly to the emergence of behaviour in the moment. This is what we saw happening in our health care situations and large global challenges will demand ever more complex collaborations that appreciate why people are behaving in these “unpredictable, deviant and erratic” ways.

Sadly, most leadership trainings do not emphasise the extent of personal development required for a leader to manage the complexity of such a relational approach. Boundaries can become less clear and contemporary leadership requires skills in ‘how to be’, how to respond and how to navigate the range of relational risks that are revealed through the necessary numerous collaborations.

At Relational Change, our theory and experience is that competence in the Relational approach is achieved by attending to three main, interconnected frameworks involving self, other and the situation, (Denham-Vaughan & Chidiac 2013, Clark et. al. 2014). Accordingly we have evolved our “SOS” model, which includes the three domains and also has global recognition as a call for assistance: lone heros’ are unlikely to survive!  Developing insight and skills in each of these three domains develops leaders with genuine Presence; able to use themselves and their relationships to leverage maximum effect in a range of challenging situations.

In our experience of coaching and consulting, we observe that being “relational” as a leader/manager requires tough skills of personal awareness, sensitivity to context and emotional attunement with others. Equally important are skills in recognising the relational risks arising from these closer collaborations and fuzzier boundaries, and being able to dialogue authentically about these in order to support and sustain change.

References:

Clark, M. Denham-Vaughan, S and Chidiac, (2014) M-A. “A relational perspective on public sector leadership and management”, The International Journal of Leadership in Public Services, Vol. 10 No. 1, pp. 4-16.

Denham-Vaughan, S. “The Liminal Space and Twelve Action Practices for Gracious Living”, British Gestalt Journal, (2010), 19, (2), 34-45

Denham-Vaughan, S. and Chidiac, M-A. “SOS: A relational orientation towards social inclusion”. (2013), Mental Health and Social Inclusion, 17, (2), 100-107

Harford, T. “Adapt”, (2011), Little, Brown, London UK.

 

28 Apr

Where does capacity come from?

Capacity
“Don’t tell us we need to change. We can’t: we are already working beyond our capacity.”

“I don’t even have time to think about whether I shouldn’t be doing this.”

“I will think about doing that when I get the chance.”

There should be a fundamental difference between a group of a hundred individuals and a well-functioning organisation of the same size. Yet when individuals are working at their capacity, a hundred people can look like nothing more than a hundred people. Organisational capacity is created by good working relationships and the fluid connections they make.When an individual is working at full capacity, any curve ball, any change request, in fact anything extra, will be treated as a distraction. Even an offer to take some of their workload requires a decision, a hand-over and co-ordination. Adding more people requires all that, plus training and orientation. At full capacity, therefore, individuals become bound to do things that someone else might be able to do more effectively and efficiently.

Effective, efficient organisations realise that investment in relational connections is fundamental to building organisational capacity. Relationships are required to enable the right people to do the right things at the right time. Stop and think about that: without the right relationships, it is likely that the person, activity or timing will be wrong. Inefficiency and reduction in output follow.In order to make change happen, capacity must be used to build relationships and maintain them. Thus, ironically, in order to be in a position to increase the overall volume of work, it is necessary to be working at less than full capacity. If your organisation is already at full capacity, it becomes extremely difficult to create the relational space necessary for change.

Once an organisation has the space to change it will need to recognise the specific issues with their current relationships, address them and manage ongoing improvements to the way they relate. If relational issues are not addressed, inefficiency in engagement and connection will unnecessarily absorb an organisation’s precious capacity.

When someone in your organisation is failing to deliver (or your whole organisation is failing to deliver) it may well be that you have a capacity problem. In that case, improving working relationships is a great place to start in bringing the availability and capability necessary to increase capacity.

This article was originally published by Renuma, one of our member organisations, and is republished here with their permission.

26 Mar

Relational Schools launch survey on graduate employment and internships

CAMBRIDGE, UK – March 26, 2014 The RSP has designed a survey asking recent UK graduates (2009-2013) about their experiences of finding work since leaving university.

The short questionnaire – which typically takes less than five minutes to complete – seeks to find out how many graduates are doing internships, how many of these internships are paid and whether doing an internship significantly boosts employability. In addition, we are also interested in what degree subjects are prevalent among interns and what sectors interns go on to work in.

Jeremy Swan, Research Analyst at Relational Research, said ‘In the past few years there has been a significant rise in the number of companies offering internships and these roles are increasingly seen as essential experience for some graduate jobs.’

‘That said, there is surprisingly little quantitative data on how many people are doing internships, how many are paid, what the average duration of an internship is, and so on.’

‘We want to contribute to the debate on internships by speaking directly to graduates and learning from their experiences.’

The survey can be accessed here https://www.surveymonkey.com/s/BQWFN5F

 

Further information

 

More information about the Relational Schools Project can be found on our website www.relationalschools.org.

 

Alternatively, you can also send an email to office@relationalschools.org.