Leading Adaptive
Change
Val Ulstad, MD, MPH, MPA
There are three kinds of
organizations:
those that make things happen
those that wait for things to happen
and those that wonder
what happened?
-anonymous
3
4
5
6
Reflex mechanisms evolved to protect us
from our biggest threat
Major threat or strain =
hemorrhage
due to trauma
• Activation of
neurohormonal
and sympathetic
nervous system
• Elevated
catecholamines
• Salt and water
retention
• Maintain BP
• Restore blood
volume
• Perfuse vital
• Vasoconstriction
organs
7
Vicious Cycle of Heart Failure
Decreased cardiac output
Elevated
catecholamines
Salt and water
retention
Activation of
neurohormonal
and
sympathetic
nervous system
Vasoconstriction
8
Vicious Cycle of Heart Failure
Decreased cardiac output
Elevated
catecholamines
Salt and water
retention
Reflexes make
things worse
Activation of
neurohormonal
and
sympathetic
nervous system
Vasoconstriction
9
The Heart of Health Care
Is Relationship
10
The reason to change is to create a better
future—but it is
• stressful
• draining
11
The heart
of
health care is…
…breaking under
the strain of
the pace of change
12
Decreasing reimbursement
Being rewarded for value not
volume
End of fee for service to bundled
payments
Accountable care – integration of
hospitals and clinicians
Focus on reducing readmissions
Transparency in cost and quality
Evidence based care
Accountability for patient
experience
Regulatory search for waste, fraud
and abuse
13
 Emphasis on context
•
Productivity
 Meaningful/rewarding
•
Draining
 Trust
•
Suspicion
RELATIONSHIPS
STRAINED BY
CHANGE
 Connection
•
Fragmentation
 Infinite potential
•
Finite resources
 Collegiality
•
Competition
14
The Failing Heart of Health
Care
Strain of change
Suspicion
Anger
Withdrawal
Fear
15
A Specialist’s Fear
Fear
• My expertise and training will not be valued
• I have given up control and still have the responsibility to assure
best care
• I will have to work harder to make less money
Anger, suspicion and withdrawal
• I do not have time to spend more time talking to others
• I am exhausted and have nothing left for my family
• I don’t know who to trust
More Strain
• I withdraw and keep my head down hoping this will all go away
16
A Primary Care Clinician’s Fear
Fear
• My expertise and training will not be valued
• I have given up control and still have the responsibility to assure
best care
• I will have to work harder and I am already tired
Anger, suspicion and withdrawal
• I do not have time to spend more time talking to specialists and
negotiating boundaries of responsibility with them
• I am exhausted and have nothing left for my family
• I don’t know who to trust
More Strain
• I withdraw and keep my head down hoping this will all go away
17
A Leader’s Fear
Fear
• How do I help others make progress?
• How do I help others face new realities?
• How can I deal with growing expectations?
Anger, suspicion and withdrawal
• Everyone feels entitled to have everything their way
• Nobody understands what I do
• I give up on trying to get my colleagues to come to meetings - I’ll
just make a decision
More Strain
• I have too many crises to take the time needed to develop new,
creative approaches
18
A Patient’s Fear
Fear
•
Something is wrong with me and I will not get the time and attention I need.
•
This system is so fragmented the doctors are not communicating with each
other.
•
I can’t pay for what I need. Who is my advocate?
Anger, suspicion and withdrawal
•
I’m on my own. I want all the tests my insurance will pay for.
•
•
The real answer is being withheld from me.
I don’t know who to trust
More Strain
•
I don’t even enter the system because I don’t know how to find what I need
19
The Failing Heart of Health
Care
Strain
of change
Suspicion
Anger
Withdrawal
Reflexes make
things worse
Fear
20
Our Reflexes Thwart Us
• Reflex response is exaggerated by the pace,
volume, chronicity and constancy of change
21
What is hard now about being a
nurse/clinician/staff in an integrated system?
• I feel like I have no voice
• There are things being asked of me that I don’t know how
to do and I’m not sure if I want to do them!
• I am tired – how can I really impact better care for
patients?
• I am working as fast as I can and it is never enough – who
has time to lead?
• Other fears?
22
Reflex Response to Fear


Previous
Fear means I feel
at risk
 Something is
wrong
 I need to escape
 I am going to
protect what is mine

Opportunity

Fear is a signal in
response to the
strain of change
 Acknowledge losses
 Engage together in
creating new reality
23
“People who thrive in difficult times do two things...
face reality and remain hopeful.”
-Victor Frankl
Face
Reality
AND
Remain
Hopeful
Face
Reality
Corrosive
Cynicism
AND
Remain
Hopeful
Face
Reality
AND
Remain
Hopeful
Irrelevant
Idealism
Why Adaptive Leadership?
• Describes what people do
• Describes what people exercising leadership can do if
they see differently
• A way of developing a shared language to describe
group dynamics
• Describes a way to be an active engaged
organizational citizen
• Really resonates with clinicians
27
Adaptive Leadership
Work of Ron Heifetz, M.D.
• People adapt more successfully to their
environments by facing painful circumstances
(aka FEAR) and developing new attitudes and
behaviors.
28
Opportunities
• Enhance capacity to exercise leadership
• Build a framework to help others make
progress on tough problems
• Create resiliency to withstand the work
of leadership
29
Five Big Ideas
• Productive range of tension
• Difference between technical and adaptive work
• Difference between role of authority and the
exercise of leadership
• Reflecting in action
• Work avoidance as a signal of being outside the
productive zone
30
Big Idea #1
There is a productive range of
tension needed to make
progress on adaptive work.
31
Human Systems
Tension of change
Limit of tolerance
Productive Range
Threshold of learning
Time
Based on R. Heifetz. and M. Linsky. Leadership on the Line, Harvard Business School Press,
Boston, MA, 2002, pg 108.
32
33
Human Systems
I don’t want to hear any more bad news.
I can’t make sense of any of this.
I am so terrified I don’t understand a
word you are saying.
Limit of tolerance
I understand the reality of my condition.
I am looking to you for guidance and honesty.
I understand what I need to do.
Productive
Range
Threshold of learning
I came for a pill
Time
Based on R. Heifetz. and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
34
Human Systems
Limit of tolerance
Productive
Range
Threshold of learning
Time
Based on R. Heifetz. and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
35
Big Idea #2
There are two types of
problems…
Technical and Adaptive
36
Type of Situations Requiring Leadership
Technical - Apply abilities that already exist
in the system’s capabilities
Adaptive - People deeply and broadly within
the organization need to learn new
capabilities
37
Technical vs. Adaptive Work
Adaptive Challenge
Tension of change
Limit of tolerance
Productive Range
Holding Environment
Threshold of learning
Technical Challenge
Time
R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press,
Boston, MA, 2002, pg. 108.
38
What is hard about leading others in
improving care?
39
Properties of Adaptive Challenges
Wicked Problems
•
Gap between way things are and desired state
•
Varied points of view
•
Requires difficult learning
•
Involves facing loss
•
New competencies must be developed
•
People with problems have problem solving responsibility
•
Takes longer than technical work
•
Requires trying things
•
Generates disequilibrium, distress and work avoidance
40
The most common cause of
leadership failure is treating
an adaptive problem with a
technical fix.
41
Adaptive Work
Adaptive work diminishes the gap between
the way things are and the way things
need to be to create a better future
Adaptive leadership is the activity that
mobilizes people to perform needed
adaptive work
42
43
Big Idea #3
There is a difference between
the role of authority and the
exercise of leadership.
44
Authority
Leadership
• Leadership is an activity
• Authority, power and influence are tools
but do not guarantee leadership
- necessary but insufficient
45
Authority is a Resource to Leadership
• Authority provides
• Direction
• clarify roles and offer a vision
• Protection
• make sure that group is not vulnerable and can survive
external threat
• Order
• maintain stability
46
Formal and Informal Authority
• Big title or big influence
• Same social contract
• Power entrusted in exchange for fulfilling
expectations
• An authorizer is anyone who gives you attention
and support (power) to do the work of providing
solutions to problems
47
Exercising adaptive leadership is different
• Different
– from authoritative expertise
– from holding high position in organizational
structure
Many people occupy positions of senior authority
without ever leading their organizations through
difficult but needed adaptive change
48
Exercising adaptive leadership is different
– than having enormous credibility, trust, respect, admiration and moral
authority
Those with a large group of admiring followers frequently protect their informal
authority and fail to mobilize their followers.
They may collude with their constituents by:
- minimizing the losses the followers will need to live with
- pointing at “others” who must do the changing
- denying or delaying in facing what needs to change.
49
Authority
(whether formal or informal)
is necessary
but insufficient for the
exercise of leadership.
Ability to constructively
influence
is a
for leadership critical resource
even when/if you have a big title.
50
Develop your
ability to influence others.
51
Developing Influence
• Assess their capability
• Help them see what’s in it
for them
• Earn trust
• Speak to their perception
of cost
• Acknowledge their
perception of risk
Adapted from C. Dwyer, The Shifting Sources of Power and Influence,
Amer Coll of Phys Executives, 1992
52
Your Success at Influencing Another
• Their capability to do what you ask
• Plus +
• (Their Perception of Potential Benefit X Their Perception of the
Probability of the Benefit Really Happening)
• Minus • (Their Perception of Cost -Their Perception of Risk)
It’s all about perception.
53
Developing Influence
Perception Matters
• How you will tend to see
issue
• How other will tend to see
issue
– Over focus on
• Potential gain to
other
– Over focus on
• Potential risk
• Potential cost
• Extent to which
you are trusted
Adapted from The Shifting Sources of power and Influence – Dr. Charles E. Dwyer
54
Formal and Informal Authority
• Power
Increases when expectations are met
Decreases if expectations are not met
People look to you to serve a set of goals they
hold dear
55
Resistance (passive or active)
• a signal that you are losing influence and are exceeding the
amount of
loss and uncertainty they can tolerate.
• means you must clarify your intentions, refine your approach
to the tensions between perspectives (conflicts) inherent in
the issue and try again to help the group make progress.
56
57
Speak to their perception of
cost
• Costs are real – time, energy, opportunity
– What are they giving up?
• It is their perception that matters
– Tendency to exaggerate
Having options and regaining some control can help
58
Acknowledge their perception of risk
•
Change = Unknown = Fear
•
Can you see their point of view?
– Do they think they are getting in over their heads?
– Do they think they are writing you a blank check?
– Do they think they will be punished by their associates?
– Do they think they will always be called upon to make a sacrifice/take on a
distasteful task?
They WILL NOT and perhaps CANNOT tell you exactly what loss they fear
59
Emotional Bank Account
Esteem
Acceptance
Respect
Adapted from S. Covey Sr., Seven Habits of Highly Effective People, Simon and Schuster, 1999
60
Emotional Bank Account Balance Sheet
• Courtesy
• Kindness
Esteem
Acceptance
• Honesty
• Keep commitments
Respect
•
Discourtesy
•
Disrespect
•
Interrupting
•
Overreacting
•
Causing another to feel ignored
•
Becoming arbitrary
•
Betraying trust
•
Threatening
Adapted from S. Covey Sr., Seven Habits of Highly Effective People, Simon and Schuster, 1999
61
Build Up The Emotional Bank Account
•
Understand the individual
–
•
seek to understand the way you want to be understood
Attend to the little things
– be kind and courteous
•
Keep commitments
•
Clarify expectations
•
Personal integrity
– Walk your talk
– Be loyal to those not present
•
Sincerely apologize when you make a “withdrawal”
Adapted from S. Covey Sr., Seven Habits of Highly Effective People, Simon and Schuster, 1999
62
Constraints of Authority
People will trust you when you fulfill their
expectations (their wants and needs).
Your balance increases in their emotional bank account
People will distrust you when you fail to fulfill
their expectations (their wants and needs).
Your balance decreases in their emotional bank account
63
Exercising leadership to do
adaptive work
means
disappointing people’s
expectations at
a rate they can tolerate.
64
Exercising leadership to do
adaptive work
means
disappointing people’s
expectations
(that things will stay the same)
at
a rate they can tolerate.
( and not ignore you or try to silence
you or resist in infinitely creative ways )
65
Big Idea #4
Reflect in Action
Get on the Balcony
66
Reflect in Action
Balcony AND Dance Floor
• Keep the pattern of the dance in
mind
• Dance
• Move back and forth
67
68
Over focus on the Balcony
69
Over focus on the Dance Floor
70
Progress on Adaptive Work
GAP
+
See patterns
Get insights
Reevaluate assumptions
See new connections
Balcony
_
Engaged
Build credibility
Understand the work and
what it is asking of people
Feel what others feel
AND
Disengaged
Checked out
Not relevant
Make others feel manipulated
+
Dance Floor
Can’t see big picture
Forget what the work is
Exhaust self with busyness
_
Problem keeps recurring
71
Big Idea #5
Work Avoidance as a Signal of Being Outside the
Productive Range of Tension
72
Making Progress on Work
Tension of change
Adaptive Challenge
Limit of tolerance
Productive Range
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
73
Making Progress on Work
Tension of change
Adaptive Challenge
Limit of tolerance
Productive Range
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
74
The Work
Distress
Tension of change
Limit of tolerance
Productive Range
Threshold of learning
Distress
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
75
The Work
What People Will Not Tell You, Their Behavior Will Reveal
Blame others, distract attention, denial
Distress
Tension of change
Limit of tolerance
Productive Range
Threshold of learning
Blame others, distract attention, denial
Distress
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
76
Work Avoidance (Resistance)
•
•
Displacing
responsibility
•
Attack authority
•
Kill the messenger
•
Scapegoat
Distracting attention
•
Pretend to be busy
• Define problem to fit your
competence
• Make the problem too big
• Restructure/reorganize
•
•
•
Meetings with only
information exchange when
engagement is needed
Pick a fight
Denial
77
Group Discussion:
What kinds of work avoidance have you seen in
others?
What kinds of work avoidance have you seen in
yourself?
78
Work avoidance signals being out of a productive
zone relative to the work
Adaptive Challenge
Limit of tolerance
Tension of change
Work avoidance
PRODUCTIVE RANGE
HOLDING
ENVIRONMENT
Work avoidance
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
79
Resistance (passive or active)
• a signal that you are losing influence and are exceeding the
amount of
loss and uncertainty they can tolerate.
• means you must clarify your intentions, refine your approach
to the tensions between perspectives (conflicts) inherent in
the issue and try again to help the group make progress.
80
Five Big Ideas
• Productive range of tension
• Difference between technical and adaptive work
• Difference between role of authority and the
exercise of leadership
• Reflecting in action
• Work avoidance as a signal of being outside the
productive zone
81
Exercising Leadership
Four Fundamentals Questions
• What is the work?
• Who cares about the work?
• How are the people who care about the work reacting to
the work?
• What do I do next?
82
What is the work?
Gap = difference between the way things are and
the desired state
Where do we begin?
Meaningful and Manageable
83
WHY
An important part of your
job is to keep assuring
there is a shared
understanding of the
purpose of the work
AIM Statement
• The work you are doing together
– Addresses a gap
– A big enough improvement target to be meaningful
– A contained enough project to be manageable
• Has key components
– Clearly articulated statement of intended improvement
– Aligned to strategic focus
– Supports system quality or operations goals
85
Properties of Adaptive Challenges
Wicked Problems
•
Gap between way things are and desired state
•
Varied points of view
•
Requires difficult learning
•
Involves facing loss
•
New competencies must be developed
•
People with problems have problem solving responsibility
•
Takes longer than technical work
•
Requires trying things
•
Generates disequilibrium, distress and work avoidance
86
Who cares about the work?
Important stakeholders
– Team members
– Those affected by the change
• Those who support it
• Those who do not want to see it happen
– Project sponsor
– You
– Who else?
87
Who Cares About the Work?
Adaptive Work
You
88
The Work You Are Approaching
Tension of change
Limit of tolerance
Productive Range
Threshold of learning
Time
Based on R. Heifetz. and M. Linsky. Leadership on the Line, Harvard Business School Press,
Boston, MA, 2002, pg 108.
89
Your Work
Distress
Tension of change
Limit of tolerance
Productive Range
Threshold of learning
Distress
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
90
How are the people who care about the
work reacting to it?
Interpret Factional Stances:
• Is the faction above the limit of tolerance?
Over the top
• Is the faction engaged in the work?
• Is the faction below the level of learning?
Not my problem
91
Are you reading the signals others are sending?
Work avoidance is triggered when the heat is too high or too low
Adaptive Challenge
Limit of tolerance
Tension of change
Work avoidance
PRODUCTIVE RANGE
HOLDING
ENVIRONMENT
Work avoidance
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
92
How are you and others reacting to the work?
What does the work avoidance suggest?
Adaptive Work
You
93
Begin to Plot A Strategy
Develop and Execute a Plan
• What do you need to do to make progress?
• What can you do to lower the distress on the factions above the limit of
tolerance
• How can you maintain engagement of factions that are currently engaged
in trying to make progress?
• What can you do to raise the distress to a productive level for the factions
below the level of learning?
94
What do I do next?
• Use yourself differently
• Keep people who are making progress engaged
and figure out what you need to do to reengage
others.
95
Use Yourself Differently
• Set a great example
• Celebrate and learn from what is going well
• Talk about why you think this is important
• Ask questions
• Listen
• Pay attention
• Be thoughtful about where you spend your time
– Where is your most productive place
96
Dialogue
“Dialogue is a particular style of conversation
the objective of which is to increase the
overall intelligence and wisdom of the group. It
is characterized by honesty (both intellectual
and emotional), curiosity, reflection, and a
willingness to learn in public.”
97
Duncan Holloman
“The single biggest
problem with
communication is the
illusion
that it has taken place.”
George Bernard Shaw
98
99
Why Practice Dialogue?
• Increase the intelligence of the group
• Build and maintain trust
• Support sustainable and sustaining
relationships
• Work together more effectively
• Address adaptive challenges- those for
which there is no technical fix
100
Key Practices
• Show up
• Listen with curiosity
• Notice and suspend judgments and
assumptions
• Speak your truth with intellectual
honesty and emotional conviction
• Practice awareness
• Commit to the collective learning
• Use your authority as a resource to
group to invite and protect practice of
dialogue
101
Behaviors That Build Trust
•
Talk straight
•
Demonstrate respect
•
Create transparency
•
Right wrongs
•
Show loyalty
•
Deliver results
•
Get better
•
Confront reality
•
Clarify expectations
•
Practice accountability
•
Listen first
•
Keep commitments
•
Extend trust
Adapted from The Speed of Trust, Stephen M.R. Covey, 2006.
102
What do I do next?
• Use yourself differently
• Keep people who are making progress engaged
and figure out what you need to do to reengage
others.
103
Work avoidance signals being out of a productive
zone relative to the work
Adaptive Challenge
Limit of tolerance
Tension of change
Work avoidance
PRODUCTIVE RANGE
HOLDING
ENVIRONMENT
Work avoidance
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
104
Think about a time when the
heat was too high.
• How did you know?
• What did you do to bring things to a productive
level of tension so progress could be made?
105
Lowering the Heat
•
Validate feelings, acknowledge loss
•
Simplify and clarify
•
•
•
Address the technical aspects
Break problem into parts
Restore, add, or reallocate resources
•
Temporarily reclaim responsibility for tough
issues
• Give your attention
• Take stock of what is available
• Allot more time, enrich knowledge and skills
106
Think about a time when the
heat was too low.
• How did you know?
• What did you do to bring things
to a productive level of tension
so progress could be made?
107
Raising the Heat
•
•
•
•
Raise the standards
Increase accountability
Change the task to something more
motivating
Refocus on higher, more widely shared
and yet compelling purpose
108
Exercising leadership requires keeping
an experimental mindset
• Work avoidance looks the same when the heat
is too high or when the heat is too low.
• If what you try makes things worse, try the
opposite.
• What looks like laziness may be exhaustion.
• Keep rechecking your assumptions.
109
Keep an Experimental Mindset
When you try something and things get worse, try the opposite!
Adaptive Challenge
Limit of tolerance
Tension of change
Work avoidance
PRODUCTIVE RANGE
HOLDING
ENVIRONMENT
Work avoidance
Threshold of learning
Technical
challenge
Time
Based on R. Heifetz and M. Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108 .
110
In Health Care Today:
When you don’t know what to try first,
lower the heat
•
Validate feelings, acknowledge loss
•
Simplify and clarify
•
Restore, add, or reallocate resources
111
Exercising Leadership
Four Fundamental Questions
• What is the work?
• Who cares about the work?
• How are the people who care about the
work reacting to the work?
• What do I do next?
112
Organizations are illusions; they are just
groups of relationships
- Parker Palmer
113
One more thing….. You!
Resilience
Exercising Leadership is Risky
Exercising Leadership
is Risky
• size of change
amount of new
learning required
amount of resistance
degree of danger
for person exercising
leadership
Adaptive Challenges are Disturbing
Time urgency
No clear path
Stakes are very high
Losses are a given
Authority feels the pressure to know
What do you need to do when the going get
difficult?
• Know yourself
• Be curious about what you don’t know
• Regard personal attacks as commentary
on issues, not on you
• Sustain relationships you need with allies
and confidantes
“The cleanest way for a system
to bring you
down is to let you bring yourself down.”
R. Heifetz
Your Work
How are you doing?
Limit of tolerance
Productive range
Time
Threshold
of learning
Based on Heifetz, Ronald A. and Marty Linsky. Leadership on the Line, Harvard Business School Press, Boston, MA,2002, pg. 108.
Know
Thyself
A wind chime comes alive in the wind
What is resonating for you?
EQ
Relationship
with
authority
Personality
Empathy
Awareness
Boundaries
Differentiation
Degree of
detachment
Formal roles
Informal roles
Self concept
Family history
Loyalties
Social roles
Preferences
(MB type)
Defenses
Emotional Triggers
• Happen fast and have consequences
- 10 to 15 seconds to stop the trigger
- 5 to 6 hours to recover
• Impairs thinking capacity:
- Optimally can use up to 8-12 pieces of information
- When fully emotionally triggered we can only use 1
Creating a Pause
“Freedom is the ability to pause
between stimulus and response
and in the pause to choose.”
Rollo May
Be curious about what you
don’t know
Mine
Other’s
Intention
My intention
Intention of other
Impact
My impact
Other’s impact on me
Harvard Negotiation Project
Mine
Other’s
Intention
X
Impact
X
Harvard Negotiation Project
Mine
Intention
x
Impact
Good intentions
do not make bad
impact unimportant
or irrelevant
Other’s
Our assumptions
about intentions
are often wrong
x
Harvard Negotiation Project
What they think they heard is much
more important than what you are
sure you said.
It Is Not Personal

People attack when you represent a message
they do not like
 You
are disappointing their expectations at a
rate they can’t tolerate

When you take attacks personally you:
 Conspire
 Collude
to take yourself out of the action
with the attackers by perpetuating
work avoidance
What You Do Next Matters
Place the focus back on the message and
the issues - reframe
Your management of an attack (not
substance of the accusation) determines
your future effectiveness – ask a
question
Use your allies and confidantes to help
you understand what you have come to
represent to others
Don’t go it alone.
Partnerships
• Help you get on the balcony
• Allies –
– Share some part of the professional
experience but has a competing interest
– care about issue
• Confidantes –
– no competing interest
– care about you
Feel physically and psychologically safe
Reflect and capture lessons
Regain courage and perspective
Reaffirm a deeper sense of self and purpose
Restore spiritual resources
Today
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Five big ideas
–
Productive range of tension
–
Difference between technical and adaptive work
–
Developing constructive influence
–
Reflecting in action
–
Work avoidance as a signal
Four questions
–
What is the work?
–
Who cares about the work?
–
How are the people who care about the work reacting to it?
–
What do I do next?
Your resilience
–
Know yourself
–
Be curious about what you can’t know
–
Do not take it personally – it is not personal even though it feels that way
–
Allies and confidantes
–
Sanctuary regularly