1. Building Capacity for Public Sector Reform The Needs of Change
Steve Clarke
Tuesday, 14th January 2003

2. “The significant problems we face cannot be solved at the same level of thinking we were at when we created them.”
Albert Einstein
(Allegedly)

3. The needs of change
To build public sector ‘systems thinking and practice’ (STSP) capacity
People have to understand the need being met.
Until the need is understood the solution will not be recognised.
For change to be effective, people have to agree to change their “collective” mind

4. The power of belief
The law of Intention and Creation; as we intend so we create
Steve Clarke
There’s a mental or first creation, and a physical or second creation to all things.”
Stephen Covey ‘The Seven Habits of Highly Effective People’
Leaders need to envision the future by ‘imagining the ideal’ and “intuiting the future”.
Kouzes and Posner ‘The Leadership Challenge’

5. The needs of change
Change evolves from dissatisfaction with the way things are
On the one hand, we can celebrate this dissatisfaction for it is what brought humanity into groups, to cultivate and to organise
On the other hand, where you start so do you end
This means that if the originating idea is dissatisfaction, then the outcome will also be dissatisfaction - unless during the change process we change our mind, our belief.

6. The needs of change
We need, therefore, to change to a more optimistic frame of mind
So here lies a dichotomy. Discontent with the way things are both drives us to seek change and also denies us the benefits we seek
How do we consciously move through the change cycle without inherent failure?

7. The needs of change
We have to accept responsibility for what we believe
SSM provides a vehicle that readily supports this transition of beliefs (Peter Checkland)
Understanding brain dominance assists our communication (Ned Herrmann)
The Necessary Art of Persuasion (Jay Conger)
Effective project management is essential
“The needs of change” is about how specific approaches support the transition that needs to take place in people's beliefs and attitudes to achieve successful change (Steve Clarke)

8. Five Principles of SSM
Accommodations have to be reached between different people, views and interests
Focus on purpose, build models of purposeful activity, and declare viewpoints
Compare models with the real world and debate how situation should be improved
Reach agreement on models of linked activity then ask questions of each activity
Solutions must be driven by the activity to be served and not the other way round 5

9. “Any time we think the problem is ‘out there’, that thought is
Stephen Covey

10. Herrmann Brain Dominance
Ned Herrmann analysed responses to various behavioural questionnaires that he had devised and found 4 distinct types of behaviour. His interests in the functioning of the brain led him to identify a correlation between these 4 types of behaviour and the functioning of the various parts of the brain, blending of the left brain/right brain research (Roger Sperry) and the triune brain research (Paul Maclean). He was able to prove much of this correlation using brain activity measuring instruments such as the electroencephalograph (EEG) and positron emission tomography (PET scanning).
As a result, Herrmann has developed a metaphorical model that maps the behaviours to the brain functions. There are four quadrants, that generally map to the halves of the cerebral brain (neocortex) and the halves of the limbic brain.
The current HBDI is version 18 of the original questionnaire, and has been stable for some time. The database that backs up the research comprises over half a million respondents.

11. The Interconnected Brain System
Cerebral Hemispheres A
Upper Left
BLUE D
Upper Right
YELLOW
In the next few slides we are going to look at the model from a simple perspective — where each person has a preference for operating in only one of these quadrants (unidominance).
This is so we can concentrate on the differences between the quadrants.
Later in the section we look at how the preferences are actually distributed, and will be looking at individual profiles.
·         The cerebral quadrants have a tendency to be focused on now and the future
·         The limbic quadrants tend to be more guided by past experience. B
Lower Left
GREEN C
Lower Right
RED
Limbic System

12. What does the HBDI measure?
Personal Preferences in
Thinking and Processing Styles

13. UPPER LEFT QUADRANT ANALYSIS FACTS DATA TANGIBLE FOCUSED FEASIBILITY
CRITICAL ASSESSMENT
LINEAR
IMPACT
CONCLUSIONS
MATHEMATICS
RATIONAL
TECHNICAL
FINANCIAL
100 90 80 70 60 50 40 30 20 10

14. LOWER LEFT QUADRANT Operational Planning Implementation Procedure
Detail
Maintenance
Administrative
Ordered
Methodical
Systematic
Routine
Time Management
Tidy, Organised
Efficient, Reliable
100 90 80 70 60 50 40 30 20 10

15. LOWER RIGHT QUADRANT Interpersonal Skills Feeling Sensitive Emotional
Humanistic
Communicative
Empathetic
Caring
Interested In People
‘Sensory Intuition’
Instinctive
100 90 80 70 60 50 40 30 20 10

16. UPPER RIGHT QUADRANT Strategic Thinking Lateral Thinking Broad View
Abstract Concepts
Approximates
Keeps Several
Mental ‘Balls In Air’
Explores
Experiments
Adventure
Innovation
Tangents
‘Intellectual Intuition’
100 90 80 70 60 50 40 30 20 10

17. Our four different selves
Rational Self
Analyses
Quantifies
Is critical
Likes numbers
Knows about money
Technically aware
Is logical / realistic
Experimental Self
Infers
Imagines
Speculates
Breaks rules
Likes surprises
Is curious / plays
Takes risks / impetuous
Takes preventative action
Establishes procedures
Is reliable / timely
Gets things done
Is neat / plans
Organises
Safekeeping Self
Sensitively aware
Instructive
Tactile contact
Supportive
Expressive
Emotional
Garrulous
Feeling Self
In the developed parts of the world, the educational techniques are very oriented to left brain functions.

18. Detrimental Political Behaviour
Rational Self
Over
emphasis on
finance
e.g. dominance of
the HM Treasury
Experimental Self
Over valuing
ungrounded
strategic plans
e.g. The Dome
Over regulation
and restrictions
e.g. Nanny State
Safekeeping Self
Over emphasis on the
message rather than
the content
e.g. Spin
Feeling Self
In the developed parts of the world, the educational techniques are very oriented to left brain functions.

19. “No great improvements in the lot of mankind are possible, until great change takes place in the fundamental constitution of their modes of thought.”
John Stuart Mill

20. Art of Persuasion One-shot effort Up front hard sell
Four Ways Not To Persuade
i.e. convincing & selling
Secret lies in great arguments
Resist compromise

21. Four Ways Not To Persuade
Art of Persuasion
One-shot effort (Persuasion is a process not an event.)
Up front hard sell
John Wayne approach. Persistence, logic, exuberance.
(However, this sets the opponents something to fight.)
Four Ways Not To Persuade
Secret lies in great arguments
Great arguments are important but other factors matter as much.
Resist compromise
See persuasion as surrender or a one way street.
(People need to see persuader is flexible enough to respond to their concerns. Persuaders rarely change another’s point of view without altering their own or behaviour.)

22. i.e. learning & negotiating requires commitment & practice
Art of Persuasion
1. Establish credibility (expertise, relationships)
2. Frame for Common Ground (mutual benefit)
Four Essential Steps to Persuasion
i.e. learning & negotiating requires commitment & practice
3. Use vivid language & compelling evidence
4. Connect emotionally (commitment, sense of audience)

23. Four Essential Steps to Persuasion
Art of Persuasion
Establish credibility
2. Frame for Common Ground
i.e. over time. (This includes expertise, relationships: trusted to listen, strong emotional character & integrity, share credit, helpful & supportive.)
Identify your objectives & tangible benefits to your audience (& be flexible about intermediate). (If not mutual benefits, adjust your position.)
Four Essential Steps to Persuasion
3. Use vivid language & compelling evidence
4. Connect emotionally
Show your own emotional commitment – delicately - to the position. Have a strong and accurate sense of your audience’s emotional state (& match it).
Use examples, stories, metaphors, analogies to supplement numerical data.

24. The needs of change
Be clear about our intention – our underlying beliefs
People want to be heard
SSM demonstrates people have been heard by capturing in rich picture, CATWOE or model
Accommodations between perspectives (i.e. beliefs) encourages a change in belief
The change process has to change our minds about ourselves and our objectives
Move from discontent through participation, involvement, debate, and intellectual rigour into a enhancing confident belief.

25. The Change Cycle

26. The needs of change
Because change comes about by the change in collective beliefs, the process of change is more critical to success than the actual target of the change
Omit the process that invites the individual and collective beliefs of the individuals to be changed and regardless of how ‘correct’ the target the change-project will fail.