Ashridge Learning in 1959

10 03 2011

Just a quick post here: an ITV reporter speaking the the Director and some participants about why managers need to learn….   http://www.itnsource.com/shotlist//BHC_ITN/1959/04/26/VS260459002/





What makes us act ethically?

3 03 2011

A recent study led by Kurt April and involving some of Cape Town’s students and myself was recently summarised in the UCT GSB newsletter. The study looked at 646 middle managers who were enrolled on MBA programmes at the UCT Graduate School of Business and the Erasmus University (Netherlands) has revealed that ethical action is most often a result of people drawing on their inner values and life experiences.

 The objective of the research was to understand what obstacles stand in the way of people acting according to their existing, and often extensive, knowledge of what constitutes moral and ethical behaviour. In addition, the question of what encourages and enables individuals to live and act ethically, was posed.

 The top three enablers of ethical action were upbringing, spirituality, and having good mentors and role models. Other enablers listed were: honesty, courage and integrity; self-control; conscience; standing up for one’s own beliefs; codes of conduct; self-knowledge; and defining moments.

 On the other hand, what emerged from the research is that a bottom-line mentality, organisational influences, fear, and peer pressure are the top four very real and dominant stumbling blocks to ethical conduct.

 In their responses, research participants made some interesting comments about the nature of the enablers and stumbling blocks in their lives.

 Respondents reported on the positive influences in their upbringing with feedback such as “I have the good fortune to have been guided by my mother who taught me to live a life based on consideration for others, to know the difference between right and wrong and to act in accordance with that knowledge, and if in doubt, to consult somebody who knows.”

 Another respondent highlighted how religion has played a role; saying that their “sense of right and wrong has been greatly influenced” by their religion. On the importance of mentors, one commented that, “I believe that mentors serve as beacons of light and morality, especially when faced with difficult decisions. I am fortunate enough to have had a number of mentors to date.”

 In describing stumbling blocks to choosing to behave ethically, a respondent mentioned that a bottom-line mentality can sometimes be caused by one’s desire to provide for one’s family; another pointed out that the pressure of having no financial option may cause one to betray one’s own moral code. One comment captures how fear can cause people to stay silent: “I should have left the company the first time I came to the realisation that I did not approve of the way we did business. I was afraid that I might not find another well-paying job, or I may have to move and start a new life again.”

 In analysing the managers’ responses, a number of key lessons emerged – they listed a number of behaviours and actions which could be taken to encourage and further develop their ethics and morals. These included:

Accept accountability – respondents felt it important to accept accountability as part of improving their ethics. This guideline ranked first in terms of nominations. Respondents felt that it was extremely important to act in accordance with their values and beliefs, if they were to improve their ethical performance in any way.

 Act in accordance with my values and beliefs. As one respondent put it “… that is where I think the crux [of] ethics lies. It is not whether you know the difference between ‘right’ and [‘wrong’], it is about whether you know the difference, but choose to ignore it for your own gain”.

 Act with moral courage – Several respondents felt that they needed to act with moral courage (which is very different to physical courage), especially when going against the flow. Others mentioned being courageous in terms of setting goals and boundaries for themselves.

 Be open-minded/suspend judgement – respondents mentioned the importance of not judging others based on their personal ethical standards or socially-constructed mental models.

 Be open, honest and transparent – the respondents highlighted the importance of being open, honest and transparent as ways to enhance enablers and overcome stumbling blocks within this seed.

 Build education and learning into life as much as possible – respondents felt that they could take an active role in their ethics progression by focusing on building continuous education and ongoing learning into their lives as much as possible.

Develop and make use of a support network – this guideline received the third most nominations. Several respondents mentioned that they would consider using a mentor to guide their ethical behaviour. Others suggested surrounding themselves with those they believed to have high moral and ethical standards.

Embrace diversity – respondents recognised the fact that different communities have different ethical standards, and these need to be understood and embraced.

Engage in the philosophical concept of ethics – respondents highlighted the fact that it is helpful to engage in philosophical debates and discussions on ethics, in order to help clarify their own perspectives and add rigour to their own understanding.

Exert greater self-discipline – respondents felt that by instilling greater self-discipline within themselves, and demanding excellence from themselves in all that they do, they would be better able to stick to their beliefs and perform in an ethical fashion.

Practice constant integrated awareness – ‘heightened awareness and exposure’ was cited and one respondent felt that she needed to increase her awareness of the fact that her decisions have an effect on others. Others felt that it was important to be aware of the impact of one aspect of one’s life in relation to other parts of one’s life – a systemic, personal awareness.

Religion/spirituality – religion/spirituality received the fourth most mentions; a number of respondents felt it was integral to them behaving ethically.

Increase self-awareness – this guideline received the second most mentions. Most respondents discussed the importance of checking their values and refining them if necessary according to the current priorities in one’s life. Others felt that by being fully self-aware, they would be in a better position to stand their ground.

As businesses globally become aware of the need to operate differently in a highly competitive environment, ethical behaviour is coming increasingly under the spotlight. Leaders, in particular, need to ensure that their behaviour is ethical and carefully considered as they are in a position to affect other peoples’ lives through their influence or power. The leaders who become truly powerful are those who lead as whole people. Nelson Mandela, for example, is held up as an outstanding example of a leader who did not, and does not, separate his deeply-held values and principles from his actions; and, in so doing, he embodies the essence of ethical leadership. Power, therefore, does not rest in one’s belief about one’s locus of control only, but in the action emanating from such belief as well.

 The research respondents were loud and clear about the fact that those times when they have behaved ethically, rather than taking an easier path, especially in an unsupportive environment, were amongst some of their most difficult life experiences. Yet, when they looked back and examined the lessons learned, the choices made, and the way they acted then helped forge their characters, developed their internal strength and inner compass, and gave them added confidence in their ability to handle difficult choices in the future. And, perhaps even more valuable, is that their experiences have given them a sense of freedom to inspire others to behave in the same way.

 Kurt April is a Professor of Leadership, Diversity and Inclusion at the UCT Graduate School of Business. The research was conducted with Kai Peters, Chief Executive of Ashridge Business School (United Kingdom); and Kirsten Locke and Caroline Mlambo of the UCT GSB. It was published in the Journal of Public Affairs in August 2010.





A series of book reviews

24 01 2011

In the past 12 months, I’ve reviewed a quartet of management books at various stages of the publication cycle. Mark Anderson’s The Leadership Book arrived as a stack of proof pages from FT Prentice Hall. The book did a very good job of creating a practical inventory of the tasks a senior manager, like Mark, faced on a daily basis in a knowledge industry. As a reviewer, I could add my tuppence worth that the same style of management may not be as successful in heavy industries or in other countries. Management and leadership are context dependent. Pleasingly, my from own perspective at least, some of my comments were incorporated into the book. It has also gone on to deservedly sell quite well.

 For the journal Action Learning: Research and Practice I reviewed Rob Goffee and Gareth Jones’ Clever: Leading your smartest, most creative people. And? Well, I learned that clever people are clever but can be difficult. Why oh why did I have to spend 180 pages learning this? A tweet would have done the job… @bkgpeters – hey Kai, did you know that clever people can be difficult to manage? Um, yes, I did.

 I just finished another review last week, this time for the same journal where I was honestly a bit surprised to be asked again after my “Clever opinions”. The book, A Manager’s Guide to Leadership Development by Mike Pedler, John Burgoyne and Tom Boydell is aimed at practitioners, but originates from academics. Now in its second edition, the book is just great insofar as it is firmly based in research, but disguises it cleverly to not scare away management development practitioners nor practicing managers. For my money, this is really a very worthwhile investment for anyone with limited amounts of time and a thoughtful mind.

 Lastly, I had a go at Julian Birkinshaw’s Reinventing Management for the UK monthly Management Today. I liked that one as well. Birkinshaw posits that only focussing on leadership rather misses some of the more practical, occasionally mundane tasks of making things happen. Sleeves rolled up. Grind, not glory. He’s right, there are definitely days where keeping at it is more important than waving the standard bravely and charismatically. A point which he makes which I think is critical for managers and leaders to learn is that there is no perfect state of an organisation – that different parts need to be managed in different ways and that the pendulum constantly swings back and forth between centralisation and decentralisation.

Three out of four ain’t bad.





The Learning Edifice: a changing Higher Education world

10 12 2010

Some time ago, I was interviewed by the think tank Policy Exchange as a part of one of their projects – in this case about the state of higher education and the emergence of private providers. With impeccable, ironic timing, the final report entitled Higher Education in the Age of Austerity has landed on my desk today – the day after the UK’s tuition fee vote has taken place.

 Policy Exchange has a clear free market perspective and researchers seem to go back and forth between Policy Exchange work and doing research for Conservative politicians. In the report, they advocate a level playing field for education. Both public and private providers, which meet stringent quality levels, should have equal access to student funding, should be measured using the same quality frameworks and should be inspected on a similar time frame (10 years is advocated). All universities should be turned from complex charitable structures into non-taxed limited companies so that mergers and acquisitions are possible. I think that is right.

 For my sins, I’ve also read the Lord Browne report in its entirety and have been watching the unfolding debate both in parliament and on the streets with interest. Both reports are about what is public and what is private from different perspectives: from an ownership view, in terms of public versus private benefit, and in terms of whether the public purse or the private purse should pay – and how much should be paid.

 It will be fascinating to see what the next decade will bring. I expect UG fees to reach the maximum of £9000 annually immediately at reputed institutions. I think that £9000 puts too much of the burden on the individual. As a consequence, I think loan default rates and avoidance will be much higher than the government is predicting. Because of this, I expect a boom in private provision, part-time studies and on-line education.

 The whole educational supply chain of learning, teaching, researching, evaluating and degree-granting will be challenged. I also think this is right. All organisations, universities included, must ask themselves if what they are doing makes sense – especially if it has been fundamentally unchanged for 700 years.





The Neuroscience of Learning and Change

21 10 2010

Early brain research must have been fascinating in a macabre sort of way. Serious head injuries were much prized, as long as the victim did not die immediately. Bullets, lodged iron bars, and other random bits of metal would destroy various segments of the brain, and doctors would excitedly see what still worked and what did not. Was memory affected? Did behaviour change? Was language affected? Was learning still possible?

 Over time, science matured, but the principles remained the same. Brain surgery became possible. In the 1950’s, electrodes were used to stimulate the brain. Maps were created linking parts of the brain to related body parts and mental functions. Perhaps unsurprisingly, finding volunteers who wanted electrodes shoved into their brains was a challenge and new methods were developed. Today, OIS (optical imaging of intrinsic signals) where cameras track blood flow around the brain are used on the rare occasions when the brain is exposed. A less precise, but non-invasive procedure is fMRI (functional magnetic resonance imaging). Using MRI machines has allowed researchers to study what happens in the brain when a variety of tasks are performed: moving a finger, confronting a dilemma, comparing Coke and Pepsi and even having an orgasm. (Bet that got your attention!).

 As James Shreeve colourfully describes it, your brain is “a 1.5 kg bolus of fat and protein, wrinkled like a cleaning sponge and with the consistency of curdled milk”. The brain is made of two fundamental parts. The limbic system, which is the older, more primitive, brain and the seat of emotion – the fight or flight centre. The cerebral cortex is the thinking area surrounding the limbic system where language, learning, memory and judgement reside. As an aside, there are also significant numbers of nerve cells, or neurons, in your heart and in your stomach which interact with your brain. If someone talks about a “good gut feeling”, it really is true.

 The brain is an electro-chemical wonder. Weeks after conception, half a million neurons are produced every minute leading ultimately to about 100 billion neurons in your brain. In the first and second trimester, these neurons reach out to each other to create points of contact called synapses. These synapses, which are created at the rate of 2 million connections a second during this period of gestation, can perhaps be metaphorically seen as the pathways of connection. Over time, some of these pathways get used regularly and turn into roads or even highways. Others, never used, grass over and disappear. At birth, for example, all children have the neural capacity to hear and pronounce all of the sounds in all languages yet they only maintain those that get properly developed while the others fade away. During the first 18 months of life, the brain is an information sponge. Stimulation creates strong synaptic connections. Non use leads to atrophy. In learning terms this is critical. Children who are not mentally stimulated at an early age will not be able to develop as well as children who do. Intelligence, which is theoretically equal at birth is defined by how the brain is developed by one’s surrounding. If children are not played with, read to and attended to, neuroscience has shown that they will fall behind.

 At age 2, the prefrontal cortex comes on line and with it comes a conception of space, language and thought. Interestingly, the last part of the “thinking” brain which develops is the part of the cortex which is responsible for social judgements, for weighing alternatives, planning for the future and for managing behaviour. This only occurs at the age of about 25. If you had always wondered about what was going on in teenagers heads – their judgement really is not all that developed and there is nothing that one can do about it.

 While the historical view had been that specific functions were contained in certain areas of the brain, modern research has shown that brains are much more nuanced. Functions are indeed weighted to general areas, but the brain is plastic and movement can occur. Parts of the brain can grow or shrink and even areas which are injured can have their tasks partially shifted to neighbouring zones.

 So over time, your brain has developed a certain set of synapse connections and a knowledge and behaviour repertoire. When something new comes along, you have somato-sensors in your brain which receive input from your senses of hearing, vision, touch, taste and smell. Impulses from the somato-sensors are processed in the hippocampus which compares incoming information with stored knowledge. The limbic system also adds emotional signifiers to this information. If the new input is judged to be positive, the hippocampus sends a pulse of dopamine which is both pleasant and stimulates memory. It also promotes the release of acetylcholinem which increases attention. If, however, the new impulse is judged to be bad or an overload, your amygdala, part of the emotional limbic system, blocks up and creates a sense of anxiety or panic. This amygdala hijack actually draws energy away from your cognitive prefrontal cortex, causing you to think less.

 While some of this may seem rather abstract, it is nonetheless fascinating when applied to learning and change which are, in effect, the same from a neuroscientific perspective. Most of the time, you are on autopilot. Driving the same way to work everyday does not require thinking. Performing similar work tasks regularly is equally unstimulating. Something really new, however, requires brain processing and this takes real energy. It is, in effect, tiring.

 Neuroscience and Learning

 Brain research is an emerging field. Ninety percent of brain research is less than ten years old. Almost all of the brain research which has been conducted in relation to learning and education has focussed on early childhood education. That said, real lessons for adult learning are emerging. If, as noted earlier, positive inputs release dopamine and create a virtual cycle of positive feeling and memory activation, creating a happy learning environment genuinely makes a difference. More fascinating is to think about novelty. Good novelty reinforces the positive. Bad novelty which induces an amygdala hijack or boredom actually works against learning.

 In designing learning interventions, there are numerous lessons here. First, think of something novel that enlivens the learning. Do something fun and unexpected and participant learning will increase. Do something which participants do not like, or find boring, and you will have neurologically lost them. In a traditional classroom, this would mean that it is critical to teach new and interesting material first and not review last week’s lesson again for reinforcement. In executive education, where simulations are used, be sure to use a believable, relevant activity.

 Neurons and synapses are also critical to learning. The new needs to create new synaptic paths. Walking metaphorically through the bush is simply not enough to create a new path, never mind a new highway. Repetition and reinforcement are necessary. New information needs to progress from working memory into stored memory. If something is not reinforced, it does not make this journey. If you have ever wondered why you cannot remember someone’s name when you have been introduced, it is because you have not repeated it to yourself several times and it has simply disappeared from your working memory. Through knowledge, your brain can actually grow. London cabbies, having had to learn “the knowledge” of 25,000 streets in Central London and important ones beyond, have an enlarged rear hippocampus. Blind people have an enlarged somato-sensory cortex where spatial senses which would have been provided entirely through sight, are replaced by spatial abilities developed through hearing, sound and feeling. This process would begin in anyone who is blind-folded for more than a few hours but would disappear once the blindfold is removed.

 Learning to do something differently is a far greater challenge than simply having to learn something new. You already have a developed synaptic superhighway which causes certain types of knowledge analysis and behavioural reaction. The longer one has reinforced this particular world-view, whether correct or not, the harder it is to alter. A brand new path needs to be created, cultivated and developed so that it becomes the new highway and the old one grows over. This can be accomplished through really hard work, but it is indeed hard to teach an old dog different tricks. Research has been conducted looking at the brains of different functional roles. As will be apparent, accountants really do have different brains than marketing people do. Getting them to see eye-to-eye requires some real neurological development.

 Neuroscience and Change

 As with learning to do something differently rather than learning to do something new, so too with change. When one speaks about change, what one is really looking for is behavioural change. Behaviour is even more deeply embedded than is cognition and is almost guaranteed to create an amygdala hijack with the related physiological discomfort. Ironically, people with more experience in a variety of settings tend to react better to change than those with a more limited experience set. Younger colleagues who have only known one reality can find change very tough.

 In looking at the neuroscience of change, what one is in effect doing is throwing a hard science at the field of psychology and testing the assumptions. Many prove to be incorrect. Thinking about one’s mistakes, for instance, simply reinforces the bad experiences rather than allowing you to move on. It is much better to use positive psychology to focus on what went right rather than on what went wrong. Appreciative Inquiry events are thus a very sensible approach to large group events. As with behaviourism, a humanistic approach is problematic as one is in effect telling people to change in a nice manner.

 From the neuroscience of education, we have seen that attention and focus are necessary to create an environment in which neurological development can happen. Repetition and reinforcement, in a positive way, are critical for new behaviours to develop. We all, however, have a limited capacity to pay attention. Working memory is limited and novelty must be embedded. Shorter, regular discussions are much more useful than multi-day marathons. If longer periods of concentration are needed because of scheduling requirements, then breaking the day up with other activities actually stimulates the brain, which continues to work in the background, rather than turning the brain off.

 Change must be owned. If a group is presented with the goals and how to get there, the natural neurological reaction is one of rejection. If, instead, the goals are presented and constraints are given but the path can be chosen by participants, successful outcomes are much more likely. If as a manager, you can paint a positive picture of a strived for future, and ask colleagues for help in getting there, the ideas they generate lead to positive dopamine release. Avoiding long discussions about problems is also critical. A recent study, interestingly, has used MRI scanning on people with positive and negative outlooks. It is actually possible to identify glass-half-empty people through a brain scan which reveals that the more electro-chemical activity happens on the left side rather than on the right side of the prefrontal cortex, the more positive you are. The study also showed that meditation moved activity to the left – at least for the monks who participated.

 Neuroscientific principles are already being actively applied in real settings. Positive psychology, visualisation, repetition and taking charge of the challenges are all key components of the US Army Center for Enhanced Performance at West Point, a centre based on cognition, neuroscience and health. It is a fascinating and emerging field which will become increasingly central to learning and change.





Teaching Ethics

11 10 2010

Can ethics be taught? Yes it can, and yes it should.

 The whole purpose of education is to help individuals develop their judgement. Judgement is about making decisions among choices and ethics, at the basis level, is about making choices. Some of these choices are easier than others but few choices are easy. Most are complex.

 Teaching ethics then is about considering how to make a choice. Is one Aristotelian and a judge of a person’s inherent character or does one favour Locke evoking absolute, natural rights? Is one an egoist to maximize individual good, a hedonist, seeking to maximize general pleasure or a utilitarian who calculates the greatest happiness for the greatest number?

 Managers make decisions which affect many others in their own organisations and in many countries around the world. There is no simple basis on which these decisions are based nor is there one specific set of rules upon which everyone can agree. It is only through dialogue that business schools can help students think these issues though. A discussion of ethics will never make the seven sins disappear. What teaching ethics can do is to make as many people as possible make as thoughtful decisions as possible.





Learning to Do

30 09 2010

My colleague Narendra Laljani and I were talking about learning about “how to do things” the other day. This may seem vaguely odd coming from business school people, but it shouldn’t. We are genuinely interested in getting beyond the model I’d written about earlier by Huczynski and similar models by others where they present a continuum from learning about through to being able to do. Memorisation and writing essays which integrate various facts is actually not that hard. Genuinely learning to do things is much harder and reaching expertise is even more difficult. Gladwell popularised the concept of 10,000 hours of practice. For what it is worth, and typical of the popularisation of academic thinking, Gladwell is not the originator of the idea. It stems from a 1993 article by Ericsson, Krampe and Tesch-Romer at the Max Planck Institute of Human Development in Berlin.

 So the challenge then is how to get beyond knowing about and to approach 10,000 hours of practice without spending 10,000 hours at it! The easiest place to start is simply to do what one is reading about. In business schools, some claim that case studies are better than just reading. Well, sure, but they do not actually get to “doing” anything. Simulations and role plays go a step further. The problem here is that if the simulation is not credible, then it carries no weight. What it does attempt to do is to compress time and allow multiple rounds of decision making to act as a proxy for 10,000 hours.

 In some cases, one really can do concrete things rather than play act. Here at Ashridge, we do something called newsday where a team puts together a news programme. I’m thinking about how we can fast forward that activity into the here, now and tomorrow. In this thinking, I’m being helped along by my #PLENK2010 course which is into the third week of it’s data flood, discussion, and illumination. We are way beyond web 1.0 where traditional teaching is simply ported online (I did that sort of thing in the late 1980’s at IBM and in the early 1990’s in Rotterdam and it really is a bit dull). We have just passed web 2.0 where learners learn with the facilitator and there are no constraints on which learning tools are allowed. Yesterday we looked at www 3.0 stuff like datasift, twazzup, foursquare and storify. Most are still in alpha phases, but they do look like fun. In some cases, I can see piecing together things to amuse myself in others, piecing together interesting narratives. In all cases, it gives one the impetus to actually do, rather than just to see, and that, after all, is half the battle.