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"My employees don't actually care much about their work. The only thing that seems to motivate them is the end of the week. Guess I'll just have to do it myself."
Sound familiar? Those are two separate views of the same situation. They are thinking models in action, and they reinforce a negative pattern of behavior that is ultimately destructive to an club in many ways.
What are thinking models?
Mental models are deeply ingrained assumptions or generalizations that influence how we understand the world and how we take action. Some other words we use for thinking models are perspectives, beliefs, assumptions, and mind set, to name a few. thinking models are often the many barriers to implementing new ideas in organizations, but they are also the area of organizational learning where organizations can make the most principal impact.
Unfortunately, assumptions, the word most often used to refer to thinking models, have a negative connotation to most of us. We've all heard the old adage, "You know what happens when you assume? It makes an ____ out of you and me." Well, you can fill in the blank. Assumptions, nonetheless, are the only way we can make sense of our complicated world. It is not possible to have complete information about every situation we encounter, so by their very nature, our assumptions or thinking models are incomplete and therefore flawed. For the most part, however, our thinking models serve us well.
There are those occasions, on the other hand, where our thinking models lead us astray. A great example of how imperfect thinking models can be comes from the aged parable of the blind men and the elephant, where any blind men are feeling separate parts of an elephant and describing it. The descriptions by themselves are inaccurate, but when combined into one, give a clearer albeit still flawed article of what an elephant actually looks like. thinking models are like puzzle pieces that we need to fit together into a larger whole. As separate thinking models are recognized, other piece falls in to place, and we see a clearer picture, but in this work, we do not have the top of the puzzle box to guide us. We must grope along like the blind men.
Mental models influence what we see in situations and generate reinforcing patterns of behavior. In the example given at the starting of this article, the worker sees a domineering and controlling manager, while the owner sees employees who only want to put in the minimum. As a result, the employees become disengaged, and the owner tries to micromanage more - not a very sufficient situation in any organization. The more the owner tries to operate the situation, the more disengaged the employees become, resulting in a negatively reinforcing cycle. The visible part of the cycle, the behaviors, reinforces the imperceptible part, the beliefs or thinking models.
What skills do individuals need to develop?
So how does one break out of this type of downward spiral? The first step is to identify the gap between what we believe to be true and what is actually true, or to put it more precisely, the gap between thinking models and current reality. There are two main areas of skills in which individuals can institution working with thinking models: 1) skills of reflection and 2) skills of inquiry.
Skills of reflection involve slowing down our thinking so that we become more aware of how we form our thinking models and how they influence our behavior. We can do this in any ways. One way is to become more aware of recognizing when we make what are often referred to as "leaps of abstraction," that is making generalizations based on our observations with no data to back it up. In the manager-employee example, the worker observes the owner request for an thought but then not acting upon it. The worker then jumps to the windup that the manger actually isn't curious in subordinates' ideas. In turn, the owner observes disengagement and concludes that it must be because the employees don't actually care about their work. One way to avoid this pitfall is to ask the questions:
"What is the data on which my beliefs or generalizations are based?" "Have I ever seen any disconfirming evidence to my beliefs?" "Am I willing to think the possibility that my beliefs may be inaccurate?"
Another formula for developing skills of reflection is often referred to as exposing the "left-hand column." The "left-hand column" represents thoughts we often have while conversations but do not articulate. By actually writing these thoughts down after the fact, we are making our thinking models visible. For example, the owner who views his employees as disinterested may call a meeting of his group to announce a new strategic direction for his team. After presenting the idea, he asks for reaction and is met with stony silence. His immediate thought may be, "Man! What is it going to take to light a fire under these people?" If an worker responds with tepid support, he might also think, "Oh geez! Here we go with the lip assistance again! Can't they think for themselves?" Each of these responses reinforces the manager's thinking model, but writing them down makes it possible for him to length himself enough from the belief to begin to identify it for what it is, a generalization.
A final technique for developing skills of reflection is to identify the gap between what we say we believe, our espoused theory, and what we actually do, our law in use. Put other way, we must start comparing our words to our actions or behaviors. Using the manager-employee example again, the owner may truly believe that participative decision-making creates a sufficient team, but his behavior is not sending that message to his employees. Until he recognizes that gap, no learning or turn can occur.
Skills of inquiry shape how we operate in face-to-face interactions. Once we have begun to institution our skills of reflection, we can then begin to covering and discuss our thinking models with others. In doing so, we must remember that our thinking models are only pieces to the puzzle. In The Skilled Facilitator, Roger Schwarz has advanced a technique called the mutual learning model that can help individuals hone their interpersonal skills. It is based on the assumptions that everyone sees things differently, and it is those differences that generate opportunities for learning and creativity. It is also based on the belief that everyone is acting with integrity. One can institution the mutual learning model by:
Testing your assumptions by articulating them and request for confirming or disconfirming evidence; Sharing all relevant information: withholding information will only lead to a less complete picture; Being transparent by putting your thinking on the table rather than your accomplished thought; Focusing on interests, not positions, that is, talking about and according to outcomes before jumping to solutions; Discussing those thoughts in the "left-hand column" that are often driving your actions; Balancing advocacy with inquiry, that is, request about other points of view as much as you clarify your own.
These skills, in blend with the skills of reflection, will unleash the power to turn thinking models and to begin inspiring the club toward sustainable change. In order to turn our behavior we must first turn the beliefs upon which those behaviors are based.
How can organizations transform thinking models from wall to leverage point?
Working with thinking models is the most difficult place to start construction a learning club but can yield the many amount of change. Developing and shaping thinking models means changing both private and organizational behavior - a tall order at best. It is a process that requires patience and perseverance. The following conditions will help organizations sacrifice the barriers to surfacing and examining thinking models:
Create a safe environment in which employees feel comfortable surfacing and examining their thinking models; it must also be an environment where decisions are based on what's best for the organization, not on politics; Help your employees originate their skills of reflection and inquiry; Promote diversity rather than conformity; Agree to disagree; everyone does not need to agree with the assorted thinking models that exist; each one is just an additional piece of information; Be comfortable with uncertainty; we will never know the complete story.
This process requires individuals and organizations alike to turn how they think about the nature of work. Once those barriers are reduced, an club can begin to see thinking models become leverage points for innovation. Those negative reinforcing loops transform into upward spirals of success.
In my next article, I will focus on the third discipline of learning organizations, construction shared vision.
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