I’ve mentioned in previous blogs about reading Peter Senge’s Fifth Discipline. Over the last few nights I’ve been reading about the concept of mental models. The idea is not new to me, nor I suspect to many others who have read the book. The interesting thing about Senge’s description in my opinion is what we do with our mental models. We are able to test them by speaking openly to other people rather than making assumptions about what they may or may not be thinking. This gives us accurate ‘data’ to use in daily interactions and decision making.
In removing assumptions and challenging our mental models which can be harmful and limiting, we are able to interact in a much more effective and efficient way. By extrapolating what this means to the organisational scale, if people are open to testing the validity of their assumptions about others then the kind of communication which will take place between people will, I would think, inevitably be more honest, open and fruitful.
If we could teach this in such a way that young people understood the ideas and ‘took control’ of their thinking and decision-making in this way it could be incredbly powerful in helping them develop relationships with others and resolve difficulties. More thinking skills means more options.
I suspect that effective communicators probably challenge their own mental models inherently to a great extent, but the powerful ‘bit’ for me is making this kind of thinking explicit in your every day dealings with people. It must surely make you more aware of your own prejudices and promote a more open minded outlook and way of communicating. I’ve been trying to be more aware over the last couple of days and I’ve been fascinated at having ‘caught’ myself a couple of times reverting to a stereotypical view or reaction very easily. Powerul stuff.
It leads me on to an interesting experience I had at the end of the day today. I’d asked staff to complete a very short questionairre about creativity to help me with my SQH comparative study. Out of about 75 I gave out I had a return of about 20 which I suppose isn’t far from what I expected. The interesting/strange thing was that two questionairres were returned to my pigeonhole crumpled up and not completed. I thought maybe it was kids(doing them a disservice I know), but they didn’t know I was conducting the survey, my name wasn’t on it and I’d only announced it at the staff briefing. So it got me thinking, what are the mental models at play that provoke this kind of reaction? I’d really like to know because the people who did it could probably provide me with an interesting viewpoint on much of what I was investigating, but unfortunately I suspect I never will.
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7 responses so far ↓
Don Ledingham // Feb 10th 2007 at 10:49 am
Barry - there may be many reasons why people have crumpled your questionnaire but the one most likely is that they see you playing a “management game”. Check out Scenes from the Battleground http://infet.co.uk/blog/index.php/a/a to gain an insight into why some people might not want to help. These are very powerful mental models which have been shaped by real experiences.
David Gilmour // Feb 10th 2007 at 11:00 am
I’ve been struck by the number of students who are operating with mental models that serve to limit their educational attainment. For example, that there’s no point in learning maths because computers will do it all for you. Or that there’s no point in learning anything because you can find out anything using Google. Or that qualifications don’t matter.
The trouble is, of course, that these mental models have been learned over a long period of time, not just adopted overnight. So when a teacher tries to claim that qualifications matter, it’s not enough to cause the mental model to change.
The only way they’ll change is if the students learn they’re not appropriate, and of course this often happens over the years.
But if we had a way of changing them we could raise attainment.
One tool that could help do this is the simulation game. These are used in real-world situations to help organisations change inappropriate mental models in staff. For example, one part of an organisation might be making decisions that are rational in their own context, but irrational in the context of the whole organisation’s objectives. For example they might save money in the short term by cutting maintenance budgets, but at the expense of longer term reliability. A simulation can help people learn the impact of their mental model by watching its effect on company results play out in the simulation.
ICT tools (such as iThink)can have a role to play here in modelling a situation and allowing participants to wind the clock forward and watch the impact of their inappropriate decisions. Paper-based games can work too.
Barry // Feb 10th 2007 at 11:33 am
Thanks for both of these comments.
Reading ‘Scenes from the Battleground’ was fascinating, definitely lots to think about there. These are things you don’t get taught on SQH! I can see how mentoring and coaching for new senior managers in addressing these sorts of issues could be very helpful.
I like the idea of simulation David, I was trying to think of ways that recognising mental models could be taught, without just simply discussing it. This might be such a way. Have you used this sort of thing before?
olandrew // Feb 10th 2007 at 8:16 pm
Thanks for the link, Don, and the comment, Barry.
I don’t know how much of my blog you read, but there are a couple of entries in particularly that should clarify exactly why many teachers are reluctant to fill in anonymous questionnaires from management:
http://infet.co.uk/blog/index.php/a/a/2006/11/14/the_anonymous_questionnaire_part_1
http://infet.co.uk/blog/index.php/a/a/2006/11/21/the_anonymous_questionnaire_part_2
Cheers
Barry // Feb 13th 2007 at 8:27 pm
Shows the importance to us all of ‘getting things right’ with people. ie showing integrity, being honest and open about issues. It’s vital if we’re not to end up with some of the situations described on ‘Scenes from the battleground’ The responsibility lies with everyone in the organisation I believe, with leaders and managers being in a position to ’set the tone’.
Sheila // Feb 19th 2007 at 3:13 am
Really liked this reflection: “I suspect that effective communicators probably challenge their own mental models inherently to a great extent, but the powerful ‘bit’ for me is making this kind of thinking explicit in your every day dealings with people.”
Pauline // Mar 2nd 2007 at 10:55 pm
This is really a reflection about the questionnaires…quite a powerful image really. To me it seems to indicate a real undercurrent of negativity as well as some kind of strength behind anonymity. It gives the kind of answer to some of the questions that only writing a lot of words would achieve.
It is interesting to think about who may have done this. I must admit that I smiled as some culprits popped into my head. Is this a bit closed and judgemental or have I spent too many staff meetings, in a variety of schools, people watching? To write down what they actually thought would be to encourage change and that’s the thing that worries them I think.
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