Wikipedia defines resource as “a source or supply from which benefit is produced“. Is this how we think of employees—as resources for a company’s benefit?
I think it’s telling that many organizations still use this term to label the office that hires, manages, and fires employees. And such organizations, at least in the IT industry where I’ve had some experience of them, often don’t do a very good job.
Nowadays I’m noticing a trend in larger organizations to rebrand Human Resources as Talent Management. This is better—we’re not classifying people as resources like steel ingots. But the m-word—management—is still there, emphasizing the role of guidance on how employees work.
So here are a couple of alternative descriptions that I like better.
The first is Talent Leadership. As I’ve written here, I see leaders as influencers and facilitators of process rather than high-ups laying down the law. Organizations need both leaders and managers, but I think that forward thinking institutions should have their talent led rather than guided.
Want an alternative? Google calls its Human Resources Department People Operations; employees shorten this to POPS. I think this neutral term is a sensible reframe of what “HR” does in a modern organization; covering the nitty gritty work while avoiding any connotation of employees-as-cattle.
I rarely use the word learning these days. Business managers hear learning and think schooling and don’t want to invest a dime in it. I’m tired of having doors slammed in my face, so I now talk about Working Smarter. I’ve yet to meet a manager who didn’t want her organization to work smarter (even though learning is a major component of doing so). —Bringing Informal Learning Up To Date, by Jay Cross
Given Jay’s experience it surprises me how often I’m asked how to justify attending participant-driven conferences that don’t have a nice neat program of sessions to show to the “I-decide-whether-you-go” boss. I’d like to think that managers are able to:
trust that the employees they hire possess the inclination and ability to learn what they need to know to do their job better.
be enthusiastic about conferences that effectively leverage the combined knowledge and experience of all participants rather than that of a few “experts”.
Sadly, it’s clear that many managers see learning as a dirty word however it’s defined in their minds: whether as schooling/training or as just-in-time, focused, relevant peer learning. Having to recast “learning” into “Working Smarter” to get management on board reveals management with a fundamental misunderstanding of modern business realities.
The industrial age, when employees trained in a static skill set generated long term returns, is over. Management needs to embrace this simple truth: continuous, self-directed learning in all its forms—experiential, social, and formal—is key to sustained business success today. To paraphrase Derek Bok: if you think learning is dirty, try ignorance.
Have you experienced push-back from management when you’re making a case for learning? Do tell!
There are many models of how people behave in groups, and each of them is useful in certain contexts. In the context of organizing and running a conference, how are group culture and event leadership interlinked?
I tend to employ an organic model, in which group members are seen in terms of their uniqueness, rather than categorized by their roles. An organic point of view allows and encourages people to find ways to work together in a variety of complex situations, and leads toward problem-solving that benefits everyone.
An example of organic leadership
For example a conference steering committee I coordinated was offered the option of engaging a well-known, desired keynote speaker for a conference to be held in six months. Initially, his appearance fee was more than our budget could handle, but at the last minute he suggested appearing virtually, giving his presentation on a large video screen, at an affordable fee. We needed to quickly find out whether the conference site could support a virtual presentation.
If we had been using a linear approach to group organization, we would have already chosen the steering committee member responsible for technical issues and it would be her job to resolve this issue. If she were busy or sick, I’d have had to poll the other committee members for help and ask someone to take on additional work. In this case, our committee was comfortable with an organic approach, so I sent a request for help to all the steering committee members, most of whom had some technical expertise.
Because the committee culture was one of staying flexible in the face of unexpected circumstances, cooperatively working together to solve problems, and respecting each member’s unique constraints and contributions, I didn’t worry about treading on anyone’s toes by sending out a general request for help. The outcome: One of the committee members had some free time and immediately offered his expertise, while another, the speaker liaison, told us he thought the speaker would have the information we needed and would check with him.
How do you build this kind of culture for your conference organizing team?
This brings us to the question of what leadership means in the context of organizing and running a conference. Every book on leadership has a different approach; here’s what fits for me.
Author and polymath Jerry Weinberg describes organic leadership as leading the process rather than people. “Leading people requires that they relinquish control over their lives. Leading the process is responsive to people, giving them choices and leaving them in control”. Jerry’s resulting definition of leadership is “the process of creating an environment in which people become empowered.” This is what I try to elicit when working with a conference organizing team.
I also find Dale Emery’s definition of leadership helpful. Dale describes leadership as “the art of influencing people to freely serve shared purposes”. Bear this definition in mind as you work with your conference organizing team. It ties your interactions with them to your shared goal of realizing a vision, in this case organizing and running of a conference.
Who on the team leads in this way?
Unlike the traditional, role-based version of leadership, any member can help build an atmosphere that supports this kind of leadership. Once the seeds of this culture are established, I’ve found that it tends to become self-perpetuating. People like working together in this way. Experiencing a conference team coming together, with the members enjoying their interactions while creating a great event, is one of the most satisfying aspects of my work.
Although the impetus for an organic approach can come from any team member, the conference coordinator is the natural initiator of these flavors of leadership. She is responsible for keeping the conference planning on track and avoiding planning and execution snafus. She does this, not by ordering people around, but through a respectful flow of timely reminders, check-ins, questions, requests for assistance, and appropriate redirections.
Some people have little experience working organically. They may join your team with the expectation that others will determine their responsibilities. Or, that a team leader will give them well-defined jobs to do. Often, given a relaxed and open environment where their ideas are encouraged, they will grow into a more active role. They become more confident in their ability to contribute creatively and flexibly to organizing and running the conference.
A helpful reminder for leaders of every kind
Jerry Weinberg suggests you assume that everyone you’re working with wants to feel useful and make a contribution. He quotes Stan Gross’s device for dealing with his feelings that people are not trying to contribute. “They’re all doing the best they can, under the circumstances. If I don’t think they are doing the best they can, then I don’t understand the circumstances.”
Such a mindset will help you focus on finding solutions to people problems that inevitably arise in any group working together on something they care about.
How do you see event planning leadership? Is your model different? What can you add to these ideas?
An inconvenient truth Think back on all the conference presentations you’ve attended. How much of what happened there do you remember?
Be honest now. I’m not going to check.
Nearly all the people to whom I’ve asked this question reply, in effect, “not much”. This is depressing news for speakers in general, and me in particular as, since the publication of Conferences That Work: Creating Events That People Love, I have been receiving an increasing number of requests to speak at conferences.
When I ask about the most memorable presentations, people (after adjusting for the reality that memories fade as time passes) tend to mention sessions where there was a lot of interaction with the presenter and/or amidst the audience: in other words, sessions where they weren’t passive attendees but actively participated.
Take a moment to see whether that’s your experience too.
Social learning Conference sessions that are designed to facilitate engagement between rather than broadcast content provide wonderful opportunities for social learning: the learning that occurs through connection, engagement, and conversations with our peers.
Social learning is important, and here’s why, courtesy of Harold Jarche:
There are additional reasons why supporting social learning during conference sessions makes a lot of sense:
Active participants almost always learn and retain learning better than passive attendees.
Participants meet and learn about each other, rather than sitting next to strangers who remain strangers during a session.
Participants influence the content and structure of the session towards what it is they want to learn, which is often different from what a presenter expects.
Being active during a session increases engagement, creating better learning outcomes.
Actively participating during a session is generally a lot more fun!
A mission for conference presenters Conferences provide an ideal venue for social learning; they are potentially the purest form of social learning network because we are brought together face-to-face with our peers. And yet most conference sessions, invariably promoted as the heart of every conference, squander this opportunity by clinging to the old presenter-as-broadcaster-of-wisdom model.
Of course, there are conference sessions that routinely include significant participation. Amusingly, they have a special name so they won’t be confused with “regular” conference sessions: workshops!
In my opinion, every conference session longer than a few minutes should include significant participation that supports and encourages engagement. If you’re a conference presenter, make this part of your mission—to improve your effectiveness by incorporating participation techniques into your presentations. Your audiences will thank you!
When we entered the large performance room, we found, not the traditional orchestral layout, but clumps of professional orchestra players scattered amongst our seats. During the session we sat “inside” the orchestra, experiencing Roger and the other musicians as the orchestra did, rather than as audience members.
Roger started by telling us that many of the professional musicians present had not worked with him before that morning and that the session was not scripted, and he asked players and audience to be honest with their comments and responses.
Roger then conducted a ten-minute piece of orchestral music that was to be our musical touchstone for the session. During the remainder of the session, various excerpts from this piece were repeated, preceded with Roger’s instructions and followed by solicited observations from audience & orchestra members and Roger’s commentary.
Random audience members and musicians were asked for their honest responses and observations after each musical experiment; the session was in no way canned, and, being experiential, a written account obviously cannot do it justice. However, I’m sharing my notes in order to give a sense of the powerful learning a session like this can provide. I’ve italicized Roger’s words:
Roger compared his role as an orchestra conductor to the paradigm of leadership, to the work of leading change.
He began by instructing his orchestra I want this to be big & wonderful, and then proceeded to conduct “flat”, illustrating the problems that arise when leaders say one thing and do another.
Then Roger announced he would be very engaged, and over-directed a soloist. Afterward, the soloist described herself as “stifled”. Soloists, Roger told us, like to take control during solos and not have the conductor in their face—they will shut out conductors who over-direct. The parallel to micromanaging staff was obvious.
It’s such an easy thing for an orchestra to hate a conductor.
Roger asked Why a conductor at all? He demonstrated by not conducting a selection that included abrupt, unrehearsed change. The orchestra did a magnificent job, but sounded ragged. Egos won’t help. The lesson: good leadership requires specific direction at the right time, so everyone can execute together. A leader becomes more critically important the more change there is. The soloist who had to start illustrated another lesson—she thanked the rest of the orchestra for supporting her.
The baton: The tools of leadership are pretty simple.
Roger shared …the conductor’s nightmare: I’ll commit and nobody plays.
He demonstrated the following concepts:
Don’t get out too far in front of the group. The perils of an unclear signal. I’ll show you the way, but you’ll go there.
Conductors listen for stuff going wrong and fix it. And they also listen for the things that people are doing right. Take what the orchestra gives you and work with it. Listen for what could be.
Roger illustrated having the first violinist as right-hand man when you’re not around.
It’s hard to separate out ego needs. Make it clear to players how they work together.
Shared leadership: Sometimes an instrument leads.
If they trusted me today, that was because of what I did. You can’t ask for trust, you can earn it.
There are a lot of conductors who specialize in passion. This nauseates the orchestra.
An orchestra notices that conductor knows the score by heart.
On hearing something wrong during playing: Get together and check that note. Notice, I didn’t say who was right.
They feel more about your enthusiasm for their playing than my giving them a compliment.
Musicians are trained to work together; physicians are trained as soloists.
If you can see the big picture, the more you can help orchestra members see it.
Roger’s last comment particularly resonated with me, for the times when I’m facilitating group process at a conference: My connection with orchestra members is a conduit for them to connect with each other.
I thoroughly enjoyed The Music Paradigm, finding it an effective way to explore many aspects of functional & dysfunctional leadership via an audience’s experience of the ways a conductor might lead an orchestra. If you’re looking for a unique and effective way to demonstrate multiple facets of leadership and guiding principles to your organization, check it out! And, if you have the opportunity to attend a Music Paradigm session, don’t miss it!
“Leadership is about the role of the catalysts in organizations who influence and shape both strategy and execution, while management is the discipline that guides how large numbers of people efficiently accomplish complex work. Organizations need both catalysts and discipline.
…leaders are facilitators and their defining characteristic is their ability to enable connections that drive effective collaboration among large numbers of people. When leaders are facilitators, organizations adopt the disciplines of self-organized networks that are designed to leverage collective intelligence.
Rod was the COE of the Blue Cross Blue Shield Federal Employee Program with over $19 billion annual revenues. I like how he distinguishes between leadership and management. Although he’s talking about organizations, his definitions apply beautifully to the roles of leadership and management at participant-driven meetings.
Replace “organizations” with “meetings” in the quotes above. Rod’s vision for the viable future of organizations becomes the same set of principles I’ve championed for effective, powerful conferences:
Supporting and encouraging conference participants to network & collaborate.
Using meeting designs that leverage the experience & expertise of the group.
Transforming meetings from top-down presentations to peer initiated & led sessions.
Isn’t that interesting?
How do you see leadership and management roles play out in your meetings? What works, what doesn’t?
“[There are] almost as many definitions of leadership as there are persons who have attempted to define the concept.” —Ralph Stogdill, Handbook of Leadership: A survey of theory and research (1974, p.259)
I’m not going to add to the thousands of existing definitions of leadership. I believe that defining what leadership is—essentially, process that influences others to accomplish something—misses the point. What we need to understand first, is the purpose of leadership. Once we’ve decided that, we can think about what leadership qualities we need to carry out that purpose.
The task of leadership
Here’s the wonderful Peter Block musing in a recent book:
Too often our vision of leadership is clouded and restricted by 19th century ideas of leadership, emphasizing autocratic, bureaucratic, and charismatic leadership styles that are still commonly held up for us as models of what leadership is about. Even though more enlightened leadership models (e.g. servant and transformational styles) are becoming more widely used, there’s still a tendency to revert to the old models in some situations.
Leadership at conferences
For example, how do we treat conference attendees?
At most conferences, attendees have very little say in what happens. The event revolves around a set of limited preselected session choices made by the conference leadership. Such an event culture implies a default passivity. Organizers, not attendees, make decisions—organizers who are, perhaps unknowingly, using leadership styles more appropriate for young children.
It’s perfectly possible, however, to offer freedom to conference participants. Unconference designs provide structure and support for participants to determine what they want to learn, share, and discuss. Participants are then free to make the event their own.
Most of us who are asked to try something new feel a natural reluctance or wariness. First time attendees at an unconference often feel apprehensive about the prospect of taking a more active role. That’s why Peter’s phrasing confront people with their freedom is appropriate. Unconferences offer an environment that gently confronts attendees with their power to influence what happens. In my experience, once attendees experience what it is like to have a real voice in shaping their event, the vast majority of them embrace this new freedom.
What do you think of Peter Block’s musing on the real task of leadership?