Jen's Journal

“The improvising jazz band is an open system, both richly coherent and in constant flux. Thus it is capable of endless transformation.” Sally Helgesen

I was approached by the McConnell Foundation, Canada’s largest private foundation, to participate in a one-week seminar on “Leadership and Complexities: Changing the Inquiry” held at McGill University’s Faculty of Management. This mini-module is non-accredited part of the McGill-McConnell Master of Management for National Voluntary Sector Leaders Program. There were 40 participants in attendance at the seminar, each person being a leader from various non-profit organizations across Canada including the Executive Directors from Amnesty International Canada, Canadian Crossroads International and Oxfam Canada. There were also Program and Development Director’s from the David Suzuki Foundation, Care Canada, MADD and Canada World Youth.

The agenda for each day included a morning of reflection, where participants had time to write about the previous day’s activities and then share their thoughts with their table. Each day usually involved aspects of theory, presented by the Director of the module, Professor Brenda Zimmerman along with interactive exercises and guest appearances. This report will highlight some of the key activities and lessons learned throughout my experience in the program.
“We must learn to be still in the midst of activity and vibrantly alive in response.” ~ Indira Gandhi

“There are two kinds of truth. There are superficial truths, the opposite of which are obviously wrong. But there are also profound truths, whose opposite are equally right.” ~ Niels Bohr

1. Introduction by Relationships:

In order to help us recognize the multiple relationships within our own lives, each of us had an opportunity to introduce ourselves according to the many relationships that we hold in both personal and professional contexts. When introducing myself, I used the metaphor of being a pulsing node within a dynamic network of relationships, continually connecting with people and being a reference point for others. I also described myself as a facilitator, one who is aware of group dynamics, able to ask important questions and a catalyst for change. My partner in the group (Executive Director of Hospice Association of Canada), described herself as a citizen and representative in the voluntary sector and a conduit for action based on expressed needs of her volunteer network.
It was interesting to learn about the group in the context of the multifaceted relationships and roles that we have. We shared what we discussed with our smaller table and then each table reported back to the larger group. A map was drawn on the board which helped to illustrate different aspects of the relationships within the room that extend from individual (personal & professional), organizational and group contexts. One participant noted that in some contexts, our relationships are inherited while in others, they are voluntary. Another person commented on how there are times when networks may fade out and possible resources lost when a particular relationship fades. In general, the purpose of the exercise was to recognize the level of complexity that we are faced with on a daily basis, simply through the many relationships we hold.
This exercise is certainly one that could be applied at capacity-building workshops for youth. It might also be interesting to expand the exercise to include a discussion about what relationships people want to further develop and build upon, along with some of the skills required to grow healthy relationships. Networking and relationship building is often at the core of any initiative that gains a lot of momentum, thus an important capacity for youth to build upon.

2. Complexity Principles:

Each participant was expected to do background reading before the module, each reading providing insight on different theories, case studies and strategies covered in the seminar. One of the major texts included a book called “edgeware: insights from complexity science”, written by Brenda Zimmerman, Ph.D., Curt Lindberg and Paul Plsek. Below is an excerpt from the book that reviews the nine emerging and connected organizational and leadership principles from the study of Complex Adaptive Systems:

Complexity Lens - View your system through the lens of complexity… in addition to the metaphor of a machine or a military organization.

Good-enough vision - Build a good-enough vision and provide minimum specifications…rather than trying to plan out every little detail.

Clockware/Swarmware - When life is far from certain, lead from the edge, with clockware and swarmware in tandem…that is, balance data and intuition, planning and acting, safety and risk, giving due honor to each.

Tune to the edge - Tune your place to the edge by fostering the “right” degree of: information flow, diversity and difference, connections inside and outside the organization, power differential and anxiety…instead of controlling information, forcing agreement, dealing separately with contentious groups, working systematically down all the layers of the hierarchy in sequence, and seeking comfort.

Paradox - Uncover and work with paradox and tension…rather than shying away from them as if they were unnatural.

Multiple Actions - Go for multiple actions at the fringes, let direction arise…rather than believing you must be sure before you proceed with anything.

Shadow System - Listen to the shadow system…realizing that informal relationships, gossip, rumor and hallway conversations contribute significantly to agents’ mental models and subsequent actions.

Chunking - Grow complex systems by chunking…by allowing complex systems to emerge out of the links among simple systems that work well and are capable of operating independently.

Competition/Cooperation - Mix cooperation and competition…it’s not one or the other.

In addition to the above principles, there are a series of aides included within the text which supports practitioners in further understanding and integrating the principles in their daily lives. Since other students had been participants in past modules or were graduates of the Masters in Management program, a group of past students were selected to share their experiences in applying some of the relevant principles and aides within their own organizations. We were each able to spend between 10-15 minutes listening to different scenarios from three different students. Of everything shared, the most commonly used aides appeared to be the Stacey Matrix and Ecocycle Framework.

The Stacey Matrix is designed to help people understand the nature of the issues being faced with based on levels of certainty and levels of agreement. Issues that involve high levels of certaintly in terms of possible outcomes and high levels of agreement on the proposed actions to take are considered to be simple problems. Complicated problems are those that involve either high levels of disagreement (which often turn into political problems) or issues with low levels of certainty (where cause and effect linkages are unclear). The zone of complexity involves issues that are both far from agreement and far from certainty – yet not at the point of anarchy or complete chaos. This zone involves high levels of “creativity, innovation and breaking with the past to create new modes of operating” (Zimmerman, 140). Being aware of the nature of an issue can support one in identifying the appropriate approach to dealing with the situation.

The Ecocycle Framework involves a more holistic approach in terms of looking at organizational life cycles. Often times, only three phases of an organization’s lifecycle is recognized which include birth, growth and maturity. The ecocycle model is shaped in the form of an infinity symbol and is divided into four quadrants. The first quadrant is the birth phase, which is the entrepreneurial phase involving “high energy, lots of new ideas and trial-and-error learning” (Zimmerman, 173). With further clarification and solidification of an organization (or product), it moves to the maturity or conservation phase (in the upper right hand quadrant). This phase involves more formal management processes in order to improve overall efficiency and productivity. The next phase of the cycle is creative destruction which can metaphorically be described as forest fires which involve both the burning of trees and the release of nutrients into the soil which creates the conditions for a new phase of growth. This is a phase that the traditional organizational lifecycle approach would view as death and decline. This perspective can create a sense of fear and avoidance within the organization, rather than a mindset that embraces the multiple possibilities and futures. One of the students discussed how this model was incredibly helpful during their organization’s strategic planning process as they were experiencing a time of transition and the notion of the ecocycle, allowed their team to think more creatively about how to transform their organization and head in a more relevant direction. The final phase of the ecocyle is renewal, which is a phase that allows for regeneration and preparation for rebirth.

Rather than see an entire organization moving through each of the phases in a distinct way, it is suggested that the model be used to look at different aspects of the organization in the context of different phases. The ideal scenario is one described in our texts as patch dynamics, which is when different parts of the organization can be identified within different parts of the ecocycle. I found this mode of thinking to be transformative and relevant to my own organizational context. People often use the term ‘sustainability’ which usually refers to maintaining programs and initiatives in their growth and maturity stage. Perhaps this notion is not entirely relevant, healthy or realistic. The ecocycle model redefines the notion of sustainability, as it is based on continual renewal and views destruction in a healthier light.

3. Shifting the Inquiry

After reading a case on how the HIV/AIDS crisis was addressed in Brazil, we learned that the underlying questions and assumptions made, can significantly affect the level one’s ability to address complex problems. Each of us had an opportunity to work with a partner throughout the week in order to think more deeply about a challenge that we face within our own organizations. During our first session together, each participant has a chance to discuss their situation and identify the key questions in the case. As we progressed throughout the week, we were then invited to ask a new set of questions, based on new assumptions and integrating some of the theoretical knowledge gained throughout the seminar. Below is an overview of the questions I began with, and the questions I left with, relating to the issue of creating a greater sense of stability and sustainability within TakingITGlobal:

• If we are based in Canada, how can we be truly global?
• How can we leverage our base in a very multicultural, multilingual city (T.O.) to ensure highest levels of diversity in our global activities?
• How much should we plan for or be worried about threats and vulnerabilities?
• What are the key minimum specs for us to focus on in order to protect/prevent vulnerabilities that we would not want to compromise?
• How can we continue to be relevant to a growing online population?
• How can we create co-dominant relationships with the membership in ways that utilize the tools and capacities that our site and network offer?
• How can we manage the tension between the importance of initiative and creativity with the need for process and planning?
• As we grow, do we allow ourselves to continually honor the paradox between the importance of both structure and creativity?
• Can we be conscious of our evolving balance point as we grow?
• Can staff respond to the changing needs of the membership if they themselves are constantly changing? Is it important that the organization is youth-run?
• Can we construct better processes whereby the youth members of the community ensure relevance – and that the staff themselves are prepared to be responsive to those voices?

The emphasis of this exercise was to be able to utilize inquiry as a tool for addressing problems. I found the activity to be incredibly helpful, especially because I had such a wonderful partner who served as a great listener and synthesizer. In addition, we were able to receive a copy of the various questions that other participants asked – having the opportunity to see the shift in thinking.

4. Musical Performance as a Metaphor (Jazz and Classical)

One of the most enjoyable and delightful aspects of the program was when we listened to a Jazz band and were able to observe and comment on the dynamics within their group. It was interesting to learn about the principles of Jazz performance, and how the group starts out with a very basic musical structure, and from there, a great deal of improvisation takes place with leadership flowing among the various members of the band. The importance of listening and continual communication among the group was highlighted, as well as the role of passion among each individual, fueling the creativity. One of my fellow participants commented that it made him nervous to listen to the musicians perform, especially knowing that there were high levels of ambiguity and uncertainty in terms of what would happen next. Interestingly, the pianist commented that this reaction was common among people who were uncomfortable with the unknown. As a musician, he said that it was liberating to be able to collaborate with a group of other talented musicians in the context of a song that did not have all of the details defined. Working off a basic structure, while still having room for creativity and flexibility, allowed the song to emerge and respond to both the needs of the performers and response of the audience. I found these basic principles to relate to the dynamic between our core team at TakingITGlobal – especially within smaller teams (like the group of people who work on monthly themes or revamps of site sections). While a high level of shared leadership is experienced during the performance of a song, the group did have more clearly defined roles outside of their musical context.

Another exciting musical experience and analogy shared during the week was through a
documentary on a classical orchestra that works without a conductor. We were able to watch the group (on film) during their rehearsal and observed their high levels of engagement and discussion. They have basic organizing principles, the most important being the value of each person’s perspective and opinion. While they do have rotational leaders within specific roles, every musician is generally seen as an equal and able to co-determine the various aspects of the preparation process and final production. Although rehearsals tend to take about 20% longer than orchestra’s with conductors, the final result is a performance with higher levels of energy, rehearsals with higher levels of participation and individual performers with higher levels of commitment.

5. Scarcity to Abundance

A major theme throughout the week was shifting our view of current situations from the position of abundance rather than the position of scarcity. In the non-profit sector, it is common to feel under-resourced, especially since the problems identified are those based on scarcity. While it is true that scarcity exists, it is often much more effective to recognize what we have in abundance. By focusing on what we have, we are able to nurture and expand upon our strengths and capacities. It is important not to give too much power or weight to that which we lack. As I relate this mode of thinking to our organization’s fundraising efforts, I am reminded to value the many resources we have access to that may be overlooked or underutilized.

6. Microsystems & Multiple Lenses

Dr. Paul Batalden led a session on fostering generative inquiry into and within the human service microsystem. His research and work in the health care sector led him to uncover insights related to microsystems. “A microsystem can be defined as the combination of a small group of people who work together in a defined setting on a regular basis – or as needed – to provide a service for the individuals who receive that service (who can also be recognized as members of a discrete population of beneficiaries)” (Handouts). Each of us worked with a partner to identify the microsystems, mesosystems and macrosystems within our own organizational contexts. Within each of our respective situations, we were then invited to develop generative questions within each of the various systems as well as through multiple lenses (Biologic, Economic, Political, Anthropologic, Information, Psychological, Mechanical/Physical, Sociological). Most of the participants, including myself, found this exercise to be challenging and somewhat confusing. It was difficult to be able to put some of the theories which seemed to make sense, so quickly into practice.

The overall value of this session was to recognize that there are multiple ways of looking at how social systems organize – especially beyond how organizations are formally structured. It is often the case that organizational charts disregard the most essential interrelationships which take place at the micro level. In addition, most organizational charts disregard the external environmental contexts and relationships that are also essential to the core operations. The other insightful part of this session was to reconsider the lens that we commonly use to view the challenges we are faced with. We were encouraged to step out of our comfort zone in order to utilize multiple lenses.

7. Co-Dominant Relationships

Professor Frances Westley from McGill University’s Faculty of Management led a session about how to achieve high levels of vision and alignment through engaging people in participative processes along with active listening and discussion skills when facilitating problem solving. After reading through and discussing a series of case studies, a important matrix was shared which uncovers a great deal of insight about the dynamic of relationships:

Relationship to Strategic Conversation


Role within strategic conversations: Included Excluded

Dominant / Co-Dominant Empowered Political

Submissive Obedient Apathetic


The above matrix helps to explain why some people become apathetic within organizations (they are excluded from strategic conversations and have a submissive role within strategic conversations). It also explains how to foster an environment that supports people in being empowered (through inclusion in strategic conversations and engaging in co-dominant relationships where each party has influence). I think that these basic principles are relevant in the context of youth engagement and empowerment. Often times people comment on youth being apathetic in nature, however they are not as quick to look at the dynamics of those relationships, and at how their behaviour may actually contribute to their response. Many adults actually exclude youth from important conversations and decision-making processes. In addition, they expect the response to be submissive and become frustrated with signs of rebellion or resistance, which could actually be leveraged to develop co-dominant relationships.

8. Hubs & Networks

Based on the work of Malcom Gladwell (author of the Tipping Point), a lecture was given on the importance of hubs which serve as critical links in the context of creating social change. There are certain individuals or nodes within networks that are highly connected and influential. When trying to affect change, it does not always make sense to have an approach for the masses which can quickly become diluted. If the approach is targeted towards the influential hubs, change can be spread much more quickly. A series of important questions should be asked in order to support the identification of the influential connectors. Finding out how people get information about a related topic is a start. Who do they speak to prior to making decisions about the given topic (whether it be medical information, technology products etc)? Once the key people are identified, a more targeted approach can follow.

In many ways, I see TakingITGlobal and those involved with TIG as a growing influential hub within the youth space. When thinking about various strategies that are targeted at involving the membership in various issues or activities, rather than simply have a mass e-mail approach, it would be helpful for us to identify who the influential members within our network are – especially in the scope of different issues. The most active youth may not necessarily be visibly active members on the site. It would be helpful to be able to further segment the membership in order to understand key characteristics and attributes of different clusters of people. By doing so, we may be better positioned to be able to work with different partner organizations. Having an approach targeted towards influential hubs is a concept that has been used for marketing purposes and can definitely be applied for social change.

9. Lessons for Movements

An interesting lecture was given by Professor Steve Maguire from McGuill University’s Faculty of Management, about lessons learned from the AIDS movement in Canada. He shared three key lessons from the movement:

(1) Organize

(2) Acquire knowledge, educate and inform yourselves about the system, how it works and other actors in it.

(3) Effect change by exercising voice (silence = death)

Steve emphasized the importance of a two-pronged strategy that includes both ‘in-your-face’ activism which focuses on the problem, along with informed and ‘behind-the-scenes’ dialogue which emphasizes solutions. Both approaches are in need and dependent on the other. Often times there exists tension and sometimes conflict between approaches that focus on problems and approaches that focus on solutions. It is often necessary to have community-minded business people and business-minded community people who are able to work on building relationships and communicating across boundaries.

10. Fitness Landscapes

One of the most valuable parts of the module for me was an activity we did on fitness landscapes. We learned about the many types of possible landscapes that can exist in our environmental context (simple, rugged, jagged) and that we often assume that the landscape we are operating in is simple and unchanging. After an interactive activity, we discovered that not only are landscapes often rugged, they are also changing constantly. It is important to continually have a sense of the changing environment we operate in.

11. Rapid Cycle Improvement Methodology

The final activity in the week involved the creation of paper airplanes!! What fun  The goal of the exercise was to understand the Rapid Cycle Improvement Methodology which involves the following stages (summary based on slide notes): Plan, Do, Study, Act. In the planning stage, it is important to have a common understanding of the objectives along with basic answers to questions about how it will be carried out – however trying to think through every detail can often be counterproductive as it is usually more beneficial to be able to learn through trial-and-error. In the second stage, it is important to both carry out the plan as well as document what happened so that the analysis can begin. Lessons can be learned in the ‘study’ stage which allows for final revisions and modifications in preparation for the final phase. I felt that having a chance to be able to apply these principles in the context of making paper airplanes was both fun and practical; allowing me to gain more from what the methodology has to offer.


12. Icebreakers & Games

In order to raise the energy level of the group, we were invited to participate in a series of activities that involved a bit of movement, interaction and laughing. One of the participants led the exercises and provided us with a series of useful links:

• www.pa.org
• www.teamworkandteamplay.org
• www.wilderdom.com
• www.irondale.ca
• www.saintjohn.nbcc.nb.ca/bagoftricks

When planning for keeping any group of people alert and engaged, (especially young people who spend a great deal of their time in classrooms) it is crucial to be able to think creatively about how people can experience learning in a hands-on, interactive way.
Overall Reflection

I found the entire experience to be incredibly insightful and valuable. Each of the readings provided helpful theoretical frameworks for the lectures, the guest speakers and course instructor were dynamic and knowledgeable, the activities were well designed and allowed for a great deal of interaction and discussion. The most meaningful part of the entire week was being able to be in a learning environment with other Executive Directors who are faced with similar challenges both personally and organizationally. During the lunches and breaks I was able to spend a great deal of time sharing and bonding with fellow participants which truly enhanced what I was able to gain. After one of the days had ended, I was able to spend about 30 minutes with the Executive Director of Batshaw Youth and Family Centres, learning about their strategic planning process and thinking about how some of their practices might apply to TakingITGlobal. I intend on following-up with some of the participants I connected with and continuing conversations about challenges faced and lessons learned.

From an intellectual perspective, I found each of the theories presented to be both validating and challenging. It was stimulating to be able to think about how different theories apply to multiple organizational contexts. Being able to work with both professors and practitioners, added to a rich dialogue and learning context which does not always happen in traditional academic environments.

I was able to draw many connections from my experience to TakingITGlobal and the many challenges that we continue to face as our organization grows and evolves. I feel that being able to take part in the seminar allowed me to reflect and rejuvenate which is an important part of building my own leadership capacity.

trip_report, complexity, leadership