Mike Pupius Centre for Integral Excellence Sheffield Hallam University John Swanwick

1. Networking for Success EFQM Education Community of Practice Eurocontrol, Brussels 23-24 October 2003 Mike Pupius Centre for Integral Excellence Sheffield Hallam University John Swanwick Open University Business School http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

2. The presentation • Some thoughts about networking • Summary of progress so far • Some contradictions • Implications for ECOP • Implications for the EFQM model http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

3. Six Degrees of Separation Don’t I know you? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

4. Somepeople feel that any two people in the world, no matter how remote from each other, can be linked in terms of intermediate acquaintances, and that the number of such intermediate links is relatively small - irrespective of, and across, social groupings A Small World? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

5. http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

6. Six degrees of Separation Boston Omaha • Stanley Milgram (Harvard professor) – 1967 social networking experiment • How many ‘social hops’ would it take for messages to traverse through the US population (200 million) • Posted 160 letters from randomly chosen people in Omaha, Nebraska • Asked them to try to pass these letters to a stockbroker working in Boston, Massachusetts • Rules: • use intermediacies whom they know on a first name basis • chosen intelligently • make a note at each hop • 42 letters made it !! • Average of 5.5 hops • Demonstrated the ‘small world effect’ Proved that the social network of the United States is indeed connected with a path-length (number of hops) of around 6 – The 6 degrees of separation ! Does this mean that it takes 6 hops to traverse 200 million people?? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

7. everythingconnectstoeverything http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

8. Other networks You Gym Map your personal network Friends Family Work Study Class Prof. Institutes ECOP Place of Worship http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

9. A Model for Alignment Purpose ‘I Know’ The sense of SELF which remains constant, whatever aspects of IDENTITY change or develop. A sense of Connectedness Identity ‘I Am’ Our combined Beliefs & Values define our Identity. That Identity can also limited our Beliefs and Values. Identity can be expressed in terms Beliefs & Values ‘I Can’ Beliefs influence Capability and support Identity. We have beliefs about the contextual environment of our lives, behaviour and capability (ours and others). How well we use our Capabilities will be based on our beliefs & values about them. Capabilities & skills ‘I Choose’ The capacity to generate Behaviour in any specific context. E.g. setting goals, listening skills, being sensitive to our environmental context Behaviours ’I Act’ The actions we take intended to influence our Environment which generates positive or negative feedback from the Environment. These are the external evidence of thoughts Environment ‘I React’ The context in which we operate. Source of feedback on our Behaviour and the triggers for our reactions. http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

10. Tips for Networking (Donna Fisher) • The Power of Giving • The Power of Interdependence • The Power of Praise • The Power of Quality Connections • The Power of Staying in Touch • The Power of Knowing you • The Power of Small Talk • The Power of Listening • The Power of Speaking Up • The Power of Asking • The Power of Thinking Big • The Power of Commitment http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

11. Summary of work so far • Born of the idea that we should look to improve our networks • Some contradictions emerge between commonly assumed network attributes and theory (see papers) • An opportunity for members to input ideas by questionnaire and today • Some conclusions to help us improve? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

12. Contradictions 1 Formality • Loose coupled and individual, members come and go as they please • Or more structured relationships and forms of communication involving some form of hierarchy, specialist roles etc http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

13. Contradictions 2 Purpose • The network as a source of highly individual learning, loosely gathered • Or the network specifically intended for collective and organisational learning – which might include periodic assessment and review of activities • Learning for creativity/innovation? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

14. Contradictions 3 Style • Informality supported by questioning and open style reinforced by social interaction • Or more formally structured to offer learning through ‘set pieces’ e.g. presentations, visits etc http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

15. Some Thoughts about ECOP • The temptation is to say ‘middle ground’ but the starting point is ‘what is our purpose’? Learning? Creativity? • Loose formality or not? – correlates with learning gain? • Just how much hierarchy/ structure do we need? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

16. Some Thoughts about the EFQM Model • Is the Model predicated on hierarchical structures? (both principles and criteria). Not suited to networks (some or all) except in the sense that some sub-criteria have relevance? • If so, do we have to build a new ‘model’ for networks based on the those principles which remain relevant? • Networks will grow as a form of organisation in the new century, so we can hardly ignore this? http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

17. Results from Questionnaire • Effective communication • Willingness of all members to share information and learning • Committed reviewing scheme to ensure network runs as efficiently as possible • Good planning • Strong commitment to carrying out defined goals • Financial support to underpin the activities of the network http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

18. Alignment Common direction Integral Thinking Sense of Connectedness Sense of Identity Personal Values Skills, Knowledge Individual behaviour Roles Responsibilities Actions Results Strategies Plans Processes Information Shared Purpose Shared Vision Shared contexts Collaborative working http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk

19. Group Working • Reflect on the materials that have been shared, the presentation and the results of the questionnaire • Consider the Purpose of the Community of Practice • Brainstorm issues and ideas for improvement and record on paper • Feedback the “best” idea in plenary http://integralexcellence.shu.ac.uk http://excellence.shu.ac.uk