Leading Major Programs and Crisis Responses: Essential Skills and Lessons from Covid-19
Table of Contents:
- Introduction
- The Science of Program: Creating an Innovation Hub
- Common Skills Required for Leading a Major Program
3.1 Public Attention and Expectations
3.2 Specific Goals and Complexity
3.3 Creating an Effective Temporary Organization
3.4 Importance of Judgment
- Leadership Skills in Crisis Management
4.1 Sense-making: Understanding the Importance
4.2 Meaning-making: Communicating Effectively
4.3 Redesigning Programs and Flexibility
- Proactive Learning: A Key Component
5.1 The Value of Learning in Real Time
5.2 Red Teaming: Challenging Groupthink
- Conclusion: Using the Lessons Learned from COVID-19 to Improve Major Program Delivery
🚀 The Science of Program: Creating an Innovation Hub
In today's rapidly changing world, it is imperative for leaders to be adaptable and resilient in the face of challenges. The past six months have seen us grapple with the COVID-19 crisis, and as the SRO of the Adi MPP program and the deputy chief executive of public health England, I have had the opportunity to gain valuable insights into the intricacies of leading a major program in such a crisis situation. The Adi MPP program aims to establish a center for applied public health science, acting as an innovation hub and providing scientific support to the entire public sector. In this article, I will share my perspective on the common skills required for leading a major program and leading the response to a crisis. Additionally, I will delve into two essential leadership skills that I have found particularly impactful in recent months: sense-making and learning.
📚 Common Skills Required for Leading a Major Program
Leading a major program, particularly in times of crisis, calls for a unique set of skills and qualities. Let's explore some of the commonalities between leading a major program and leading a crisis response.
3.1 💡 Public Attention and Expectations
Both leading a major program and a crisis response involve being under the scrutiny of the public eye. There is a tremendous amount of attention and expectation placed on these leaders, and the pressure to deliver is high. The ability to effectively manage public perception and navigate the public's expectations is crucial.
3.2 💡 Specific Goals and Complexity
Both of these endeavors are complex and require leaders to juggle multiple interdependencies. The goals of the major program or crisis response are specific and must be achieved within a given timeframe. Success or failure is easily discernible, making effective planning and execution a priority.
3.3 💡 Creating an Effective Temporary Organization
To successfully handle these challenges, leaders must establish an effective temporary organization. This entails assembling a strong leadership team capable of inspiring and coordinating the efforts of the team members. A cohesive and well-structured organization is essential for effective program delivery or crisis management.
3.4 💡 Importance of Judgment
In both major programs and crisis responses, leaders face immense time pressure and limited knowledge. The ability to make swift, informed decisions based on available information is crucial. Judgment plays a pivotal role in determining the course of action and managing the inherent uncertainties of these situations.
Now that we have explored the common skills required for leading a major program, let's delve into the two leadership skills that have stood out to me during these challenging times: sense-making and learning.
4.1 🌟 Sense-making: Understanding the Importance
Sense-making is about comprehending what is essential, not only for the leader but also for the team and external stakeholders. It involves understanding the emotional and rational aspects of the challenge at hand. Sense-making is not a passive activity; it requires actively engaging with people and observing the situation. By gathering and analyzing both hard and soft data, leaders can gain a clearer understanding of the complex realities they face.
4.2 🌟 Meaning-making: Communicating Effectively
Once sense-making has taken place, leaders must translate that understanding into meaningful communication. Meaning-making involves connecting with the team on an emotional level, motivating them, and providing clarity. It is the art of combining the rational plan with an inspiring narrative that resonates with the team. Balancing adherence to the plan with the ability to revise and adapt is vital in managing uncertainty and time pressure effectively.
During the COVID-19 response, where information about the virus was limited and rapidly evolving, sense-making and meaning-making took on even greater importance. We had to redesign our programs on the go, incorporating new insights and adjusting our approaches based on emerging data. The ability to assimilate new information, no matter how incomplete, and incorporate it into program delivery was crucial in staying agile during this unprecedented crisis.
5.1 🔍 Proactive Learning: A Key Component
While learning is often acknowledged as important, it is often overlooked in the midst of demanding circumstances. However, both major programs and crisis responses necessitate a continuous learning mindset. Leaders must proactively make time and create space for learning to happen in real-time, rather than as an afterthought.
5.2 🔍 Red Teaming: Challenging Groupthink
One effective strategy for proactive learning is the concept of red teaming. This involves intentionally creating an alternative group to challenge the main delivery team's thinking. Red teaming provides a fresh perspective and helps avoid groupthink. Colleagues who have different experiences and perspectives can contribute valuable insights to improve decision-making and uncover hidden blind spots.
6. 🏁 Conclusion: Using the Lessons Learned from COVID-19 to Improve Major Program Delivery
In conclusion, the past six months have provided valuable lessons on leading major programs and crisis responses. By harnessing the skills of sense-making and learning, leaders can navigate the complexities of these endeavors more effectively. The COVID-19 crisis has served as a powerful stimulus for improving major program delivery, as we anticipate a significant period of recovery and rebuilding ahead. Let us embrace the opportunity to apply the lessons learned from this crisis to ensure that our major program leadership skills are better than ever before. Together, we can create a more resilient and responsive future.
Highlights:
- Leading a major program and managing a crisis require specific skills and qualities.
- Sense-making and meaning-making are crucial leadership skills in times of uncertainty.
- Red teaming can help challenge groupthink and enhance decision-making.
- Proactive learning is essential for continuous improvement.
- Lessons from the COVID-19 crisis can improve major program delivery.
FAQ:
Q: What are some common skills required for leading a major program?
A: Common skills include managing public expectations, handling complexity, creating an effective temporary organization, and exercising good judgment.
Q: How can leaders navigate uncertainty in crisis management?
A: Leaders can employ sense-making to understand the situation and meaning-making to communicate effectively. They should balance adherence to plans with the flexibility to adapt as new information emerges.
Q: How can proactive learning benefit major program delivery?
A: Proactive learning allows leaders to stay agile and respond effectively to changing circumstances. Red teaming, involving alternative perspectives, can challenge entrenched thinking and enhance learning.
Q: What can be learned from the COVID-19 crisis to improve major program delivery?
A: The lessons learned from the COVID-19 crisis, such as the importance of sense-making, meaning-making, and proactive learning, can lead to improved major program delivery in the future.
