Full transcript
0:00No , no .
0:01Ready .
0:05Let's wait a minute for all the
0:06students who are joining to connect . We
0:09are ... Alright , professor , we have
0:41almost 400 people , so the number is
0:44rising fast . Good afternoon . We want to
0:48welcome you to the second course of
0:50this diploma program , which is the
0:51Leadership and Change Management course
0:53. We are joined by Professor Pamela
0:56Estudillo . Professor , good afternoon .
0:58She is ...
0:59Good afternoon .
1:01A social communicator , human resources
1:03specialist , consultant in
1:05communications and cultural
1:06transformation , and university
1:08professor in Chile and abroad , so she
1:11has vast experience in this area .
1:14Unfortunately , this class is short for
1:16everything it covers , but we will try
1:19to make the most of it . Professor , I
1:21leave you with your students . Have a
1:23good afternoon .
1:23Thank you very much .
1:25I will be connected if you need
1:26anything . You might not see me , but I
1:28will be paying attention . Okay .
1:29Very well . Thank you , I appreciate it .
1:33Well , good afternoon everyone , and
1:35given the time , let's begin . This class
1:44is designed so that you will be able to
1:46ask questions every time we finish one
1:48of the points I have laid out , which I
1:50think is essential for facing any
1:51project or management . Right . Or the
1:59management of any project . The first
2:01thing I will say is the following .
2:05Please , pay attention . Human beings
2:08have a body , right ? That is here . If I
2:13grab this marker , a body , and we have
2:15the capacity to think because we live
2:17in language . So , it may be that my body
2:24is here and my thoughts go for a walk ,
2:26thinking , " Hey , finally , what are we
2:28going to do on the 18th ? And who is
2:34going to buy the meat ? And how are we
2:36going to organize ourselves ? And will
2:38we have to go to so-and-so's house ? " We
2:41lose our focus . We lose our focus . Why ?
2:45Because we are human beings . Because we
2:48have a developed brain mass , a
2:50developed prefrontal cortex . For this
2:55reason , I always ask at the beginning
2:57of every class that we focus our
2:59attention and be present in the class .
3:05Despite that , despite that , it may be
3:07that we lose our focus . Why ? Because we
3:13are human beings , and as human beings ,
3:15it can happen that we think about
3:16things that haven't happened yet or
3:18remember things that already happened .
3:26In fact , in fact , that is why human
3:28beings can teach classes through a
3:30computer , and it is also why human
3:32beings have universities ; this does not
3:34happen to ants , nor does it happen to
3:36zebras or lions . Which is why we are
3:46welcoming Geraldín Poblete , Rocío
3:48Bravo Mena , uh , María Rivas , and
3:50everyone else ; please let us know if
3:52anyone gets too lost so we can go back
3:54and repeat . Welcome , Germán Inostrosa ,
4:00to this class as well . I have a
4:04question that , if you could please
4:05answer it in the chat , that would be
4:07ideal . What is fundamental for carrying
4:10out a project ? You may answer . Hello ,
4:14Edit . Good afternoon . Hello , Cristian .
4:18Planning is the main thing , someone
4:20says , having an objective . Ideas , look ,
4:24time , will . Perfect . We will stick with
4:29those questions , with those answers .
4:31Discipline , right ? All of that is true ,
4:35but what is fundamental , truly
4:37fundamental for carrying out a project ,
4:39for having ideas , uh , for having a
4:48clear objective , uh , we have to have ,
4:50uh , or to have people , we have to have ,
4:52uh , the ability to relate to one
4:54another . And what makes a system a
5:02system is the relationship that people
5:03have with each other . Right , so the
5:10first thing we must know , by virtue of
5:12this , is to see how people relate . If I
5:18want to do a project , I need , for
5:20example , as you were saying , capital , I
5:22need ideas . And to have all that , I
5:27need to know how it is that people
5:28relate to each other . So , we have to
5:34know how the human being operates and
5:36what a human being is , right ? What is a
5:40system ? Uh , which is the place where
5:43human beings inhabit . What are the
5:46systemic laws ? That is to say , how do
5:49systems regularly operate ? The
5:56difference between transformation and
5:57change , the way people learn , which is
5:59different from how machines learn , and
6:01how human beings communicate , which is
6:03different from how machines communicate
6:05. Very well , so let's begin . A human
6:14being deals with other human beings .
6:20There cannot be a project without human
6:22beings , even if only to observe .
6:27Nowadays , with artificial intelligence ,
6:29we can say that a project cannot happen
6:31unless there is a human observing or
6:33being a part of it , because , uh , the
6:34system can also be composed of machines
6:36, right ? But the fundamental thing is
6:41to know how the human being operates
6:43and what we are dealing with . The human
6:47being is a social mammal that operates
6:48in language . And this is no small thing
6:55, because when I say it is a social
6:57mammal that operates in language , we
6:59are talking about biological organisms
7:01that live in language . In other words ,
7:08for us , language is the same as water
7:10is for fish . Are you following this
7:14idea ? If someone says yes , thumbs up .
7:18I'm good , good . Thanks , Rodrigo . Very
7:21well . So , notice what this human being
7:25is like . Thanks , Óscar , Janette , Luz ,
7:28a million thanks for being there . So ,
7:32let's see how this human being is
7:34constituted , right ? We see that this
7:47human being is first constituted by
7:49protons , electrons , neutrons , which in
7:51turn constitute atoms , which in turn
7:53constitute cells , which in turn
7:55constitute systems , tissues , and which
7:57in turn constitute systems like the
7:59skeletal muscle or the , uh , circulatory
8:02system , uh , right , the , uh , respiratory
8:04system , etcetera , the digestive system ,
8:06which in turn are systems that
8:08communicate with other systems that
8:10generate the human organism as a system
8:12. Interesting . What is a system ? It is
8:29two or more parts that relate to each
8:30other and that in turn generate another
8:32system . And the human being is a system
8:39that generates a social system . Right
8:44here in this minute , we have generated
8:45a social system . Good afternoon ,
8:48Paulina , welcome . Verónica too . Good
8:52afternoon . So , we have a human being
8:59that is a biological system that
9:01constitutes social systems , and what a
9:03system is , is two or more elements that
9:05interrelate with each other , and when
9:07one moves , does , or stops doing
9:09something , it affects all the other
9:11parts of the system . Very well . So ,
9:21notice if we have here at time one , pay
9:23attention , an organism , we have that
9:30each organism is constituted and we
9:32observe it with its context . We are not
9:38organisms separated from the context
9:40that makes it possible for our life to
9:41be our life . It is us and our context ,
9:46the one that inhabits it . Well , so
9:50notice how it operates . We have the
9:55organism , and the organism does things ,
9:57and those things modify the context ,
9:59and the context in turn modifies the
10:01organism . And if we have a time two ,
10:06then let's see . Forgive me for looking
10:10at you here , the screen went away on me
10:11. We have an organism at time two ,
10:15right ? Where now a little bean appears
10:19that is modifying the context , and the
10:21context that is modifying the organism .
10:26And look at how we are at time three .
10:30The organism modifies the context and
10:32the context modifies the organism . But
10:36let's give an example to talk about
10:38this , because when we speak of an
10:39organism , we speak of the human being .
10:44The human being does things that modify
10:46the context that makes their life
10:47possible . And this modification of the
10:52context in turn modifies the organism .
10:56Let's see an example . The human being
11:01with this developed prefrontal cortex
11:03invents a machine , and this machine
11:05allows them to move from one place to
11:07another . Now , the car is part of the
11:13context , and since the car is part of
11:15the context , the human being can gain
11:17weight because they don't burn calories
11:19. Are you following me ? So it's a back
11:25and forth all the time , the organism
11:27and the context . So , something we must
11:34understand to manage people is to
11:36understand how people operate ; people
11:38modify the context they inhabit , and
11:40the context they inhabit also modifies
11:42the people . Blast tells me , " Okay ,
11:49Olivia , hello . " Are you following me so
11:53far ? A thumbs up . Okay . Thanks , Gustavo
11:57. So , let's go with these ideas . So ,
12:04here we have the organism and here we
12:06have the context . I will give other
12:11examples to explain the depth of what
12:12it means to understand this structural
12:14coupling between the organism and the
12:16context . Yes . Uh , imagine a little bean
12:22. Do you remember when we were kids and
12:25they sent us to do the experiment where
12:27we had to put it on blotting paper , put
12:29it in a bit of damp cotton , or put it
12:31in the soil ? Well , that little bean
12:38grew depending on the characteristics
12:40of the context : water , light , humidity ,
12:43shade , sun , soil nutrients . And we also
12:49have to look at the context for what is
12:51not there . A hungry little worm didn't
12:57pass by , a bird wanting to take a
12:59little bean gift to its fiancée didn't
13:01pass by . So we realize , uh , right , that
13:09the context makes it possible for that
13:11bean to grow , but that bean begins to
13:12grow and the leaves begin to generate
13:14shade and increase the humidity . In
13:20fact , those leaves are so appetizing
13:22that they also begin to attract an army
13:24of ants . Notice how the bean's activity
13:28modifies the context that makes the
13:30bean's existence possible . This is
13:36super important because when we see
13:38that a person arrives at a project or
13:39arrives at a company , we understand
13:41that that person has to adapt to this
13:43company . However , as that person lets
13:50themselves be transformed by the
13:51context , they also go on to transform
13:53the context they are part of . Do you
13:59realize the density of this reflection ?
14:06An organization does not remain
14:07unscathed when a new human being
14:09arrives , and that human being does not
14:10remain unscathed by the context they
14:12are entering either . Very well . Now ,
14:21where is that which makes a human a
14:23human being ? The human is right here in
14:28the middle , in the connection between
14:30the biological and the cultural . It is
14:34in the way we relate to one another as
14:36human beings . That is where the human
14:40is . In fact , when we say that something
14:43is inhumane , what we are pointing out
14:45is a relationship that does not seem
14:47fair to us , that does not seem
14:49characteristic of our species . Right ,
14:53so let's look at a few points here .
14:59First , it is advisable for every leader
15:01participating in a change management
15:03process to know and understand how the
15:05human being operates . And the human
15:10being does not operate alone ; they
15:12operate with their context . In light of
15:16this , I ask for questions . I will
15:18answer the first one I see . What
15:20questions are there ? So far . I'll wait
15:26for you guys , because the more
15:27questions we have here , the more
15:29entertaining the class is , but I will
15:31answer one question per point . Good
15:33afternoon , Alfonso . Good afternoon ,
15:39Barbara . How can one limit the context
15:42space in a professional way ? Daniela
15:48asks me . Let's see , Daniela , I want to
15:52see what question lies behind that
15:53question . How can — and so I ask , why
15:58would we want to limit the space ? I am
16:04sticking with that question now to
16:05answer one per point . Oh , the question
16:09got away from me . Hmm . Ah , ah , ah , ah ,
16:17ah , ah , ah . Ah , ah , ah , ah , it got away
16:21from me . How to lead a team where there
16:24isn't a good work environment ? Look ,
16:27here it is . How can one limit the
16:31context space in a professional way ?
16:34Why would we want to limit the context
16:36space ? That would be my question in
16:41return . I am going to take the next one
16:43that appeared . How to lead a team where
16:46there isn't a good work environment ? So
16:51, the question would be , what is it
16:53that makes a work environment not good ,
16:55right ? And we realize that what makes a
17:01work environment not good is precisely
17:03the relationship , this part right here ,
17:05the relationship between the human
17:07being and their context . So , how could
17:14we go about leading a context that is
17:16not healthy in this case ? By generating
17:22actions that are healthy for relating
17:24to one another . What could a healthy
17:29relationship look like ? Let's look at
17:32the second point . I think the answer is
17:35here . We are systems that inhabit
17:39systems . The human being is a
17:42biological system that inhabits a
17:44social system . What happens in the
17:49biological system affects the social
17:50system and vice versa . I am saying this
17:56, affects , not determines . I saw a
18:00question asking if this is general
18:02systems theory . Yes . And , and
18:07homeostasis , not necessarily . Right , I
18:11owe Luis Aranda that answer . Not
18:15necessarily . So , what happens in the
18:19biological system affects the social
18:21system and vice versa . I am saying
18:24affects , I am not saying it determines .
18:28Yes . That is to say , the context does
18:32not determine the human being that
18:33inhabits it , but it does affect them .
18:38This phenomenon is never linear . So , I
18:44may have an organization , a company I
18:46want to lead , that has a very bad work
18:49environment , a work environment with
18:51very high psychosocial risks . And there
18:58are people who , in that context , will
19:00be able to function , right ?, with an
19:02average performance , while there are
19:04others who not so much . It does not
19:10depend entirely on the context , it
19:12depends on the context and also depends
19:14on the structure of the human being ,
19:16that is , it depends on the context and
19:18also depends on their makeup , their
19:20structure , their size , their lineage .
19:24Right , I am going to take a note of
19:29this . Okay . So , operating , the
19:43fundamental operation of systems is two
19:45or more elements related to each other ,
19:47where what one does affects all the
19:48others in a direct or indirect way . And
19:55it is super important for a leader to
19:57be clear about this , because everything
19:59a leader does , or fails to do , affects
20:01the whole system . But , at the same time
20:08, the leader has to be aware of the
20:09behavior of all the people on their
20:11team , because everyone who is part of
20:13their team , what they do or fail to do ,
20:15affects the entire rest of the system .
20:21And why is it so important to look at
20:23this ? Because the way we conduct
20:28ourselves is the way we relate to
20:30others , and from the way I relate to
20:31others , the results emerge . Right , and
20:37this is fundamental . Let's see how
20:43systems operate . I have brought to this
20:46class a system that is boring , highly
20:48dull . Why ? Because it is a non-living
20:53and non-dynamic system , which is the
20:55table system . Let's imagine that this
20:59is a table and there is a tabletop and
21:01the table has its four legs . Notice how
21:06the leg relates to the tabletop . That
21:13is , the legs have to be more or less in
21:15the corner of each of the corners of
21:16the tabletop for it to be a table . If
21:23this relationship isn't like that and
21:25the legs , for example , are placed
21:27around the board , we aren't going to
21:28have a table . Or if one of the legs or
21:33two of them are placed on top of the
21:35table , we aren't going to have a table
21:36either . What makes the table a table is
21:44how the parts of the table relate , that
21:45is , how the legs are placed under the
21:47board , which is what makes the table a
21:49table . Very well . So , we have two
22:01things regarding systems . I'm going to
22:04go back here . One is the structure .
22:07What is the system's structure ? The
22:10structure of the system is the parts of
22:15the system and the organization . What
22:20is the system's organization ? The way
22:23the parts of the system relate to each
22:25other . Yes . Very well . Therefore , it is
22:36advisable that every leader
22:38participating in a management process
22:39has a systemic vision and understands
22:41how systems operate . Regarding this
22:48point about systems , what questions do
22:50you have ? Good afternoon , Héctor
22:55Acevedo . In fact , it's like a pyramid
22:57in the end . Whoever holds power or
23:01leadership must always be someone
23:03willing to modify this organizational
23:05structure . Well , that may be , yes , but
23:10the most important thing about the
23:12system is not its structure , but its
23:14organization . Well , it says , " Human
23:18beings depend on the environment and at
23:20the same time their actions affect the
23:22environment . The leader influences that
23:25system through their decisions and
23:27relationships with people . " That's
23:30right , Janette , that's right . But look ,
23:36the leader can do it , or anyone who is
23:38part of the system can do it . Let's
23:43look at the last one that says , " What
23:45are the most relevant factors in the
23:46organization for change management ? "
23:51Well , if the organization , right ? is
23:55the way the parts of the system relate
23:57to each other . The fundamental thing is
24:03how they converse and the results those
24:05conversations bring for the management
24:06we are carrying out . Good afternoon ,
24:12Cristina here . We bid you good
24:14afternoon and let's move on to the
24:16third point . Thank you very much for
24:18your questions . Let's go to the third
24:22point . Sorry , sorry . And for the third
24:26point , we are going to look at some
24:28systemic laws . Right , some systemic
24:32laws that are important . The first
24:37thing I want us to be clear about is
24:38that a systemic law is not a law that
24:40forces the system to operate in that
24:42way . When we talk about systemic laws ,
24:46we are talking about regularities of
24:48living . In other words , we are talking
24:54about the way systems operate ; we are
24:56not talking about how they should
24:57operate , but the way systems regularly
24:59operate . If we have this knowledge as
25:05leaders , we have a greater advantage
25:07over other people who do not know how
25:09systems operate . Right , so the first
25:16systemic law I am going to share —
25:18there are 68 systemic laws and many ,
25:20many more metasystemic laws . Right . Uh ,
25:27but for now , let’s look at some that
25:29are the most powerful , right ? Uh , for a
25:34leader who is managing , uh , any change
25:37or the building of any team . The first
25:43systemic law says , " Everything
25:44transforms around what is conserved . "
25:48Look , look at how potent and powerful
25:50that is . Why is it powerful ? Because
25:55when we talk about change management ,
25:57we overvalue everything that changes .
26:04And this systemic law sheds light for
26:05us and tells us that all transformation
26:07occurs around what is conserved . That
26:12is to say , it is telling us , in a few
26:14words , that we are conservative beings .
26:18Take the car system , for example .
26:21I’ll go with a system , a system a bit
26:23more entertaining than the table system
26:25. Now , we are going to answer this
26:28question from Mónica , which I’ll
26:29grab right out of the air . She says , "
26:32Are we prepared for change ? " " A very
26:37interesting question , because as human
26:39beings , we are conservative ; we like
26:41the regularity of living much more than
26:43change . " That is why human beings by
26:49nature resist change . It is a bit of
26:52what Maturana said . That is right . That
26:55is right . It is a bit of what Maturana
26:58said , who was , by the way , my professor
27:01. So , if we have a car system , right ,
27:08taking the first car — let's look at it
27:10this way — the first car , one of those
27:12first Fords , right , that appeared , and
27:15the latest car , the Tesla , uh , this
27:17model that isn't very pretty , uh ,
27:19everything transforms around what is
27:21conserved . Notice how we move from this
27:28old car to this car , right ? Super
27:35hyper-modern , but what makes the car a
27:38car is what is conserved , meaning it
27:40has four tires , meaning it needs fuel ,
27:42even if one uses gasoline and the other
27:44is plugged in . That both have an engine
27:51, that both have a seat for a driver
27:53and a co-pilot . And that is what makes
27:57a car a car . I will give you another
28:01example , right , an example . Look ,
28:07exactly , there are things that — well ,
28:09it got lost there because the questions
28:12go by at full speed , but someone says ,
28:14" Ah , so what changes is the structure . "
28:20Yes , the structure changes , but also ,
28:22upon changing the structure , very
28:24importantly , the way the parts relate
28:26to each other changes . Right , watch out
28:30for that . Very , very interesting
28:33question . Thank you very much . Thank
28:35you very much . What is conserved can be
28:40the structure , but it can also be the
28:42way the parts relate , that is , the
28:44organization . Okay , so let's continue .
28:52There is another very interesting
28:53systemic law , and this is a
28:55metasystemic law . Actually , it is a law
29:00that applies to the nervous system
29:02which says that we do not distinguish
29:04between illusion and perception , that
29:06human beings — ourselves and the human
29:08beings we work with — do not
29:09distinguish between illusion and
29:11perception . That is to say , when they
29:17perceive what they perceive , they take
29:19it as true , they take it for granted .
29:24That is , if I perceive that this chair
29:26is solid , I feel calm because I know it
29:29is solid , right ? And when I perceive
29:33that it is solid , I take it for granted
29:35that it is solid and I sit down .
29:38However , it may be that at that very
29:40instant , the chair falls out from under
29:42me . I am going to tell you a very short
29:46story that makes , uh ... Here is a
29:52question , sorry , hierarchy , order , and
29:55balance between giving and receiving is
29:57an absence of personal analysis . Mm , I
30:01got lost with those questions . Well ,
30:04what happens to us on a personal level
30:06— let me see if I can find it here in
30:08what Barbara says — influences our
30:10environment , and at the same time , what
30:12happens in our environment influences
30:14us . That's right , that was the first
30:16point . Well , I'll go with the story
30:20that can explain why human beings do
30:21not distinguish between illusion and
30:23perception . I was in Buenos Aires
30:29because I had been invited to teach a
30:31class , and the class had gone very well
30:33, and at the end of the class , they
30:35invited me , right , to go share a meal ,
30:37have dinner , eat a steak , I don't know .
30:43And I was walking happily along
30:44Córdoba Street , which goes uphill ,
30:46leaving the river behind you . I am
30:51walking up Córdoba Street and I see
30:53the moon , round as a cheese . So I go
30:59and take a picture with the moon and I
31:01post it on Instagram , right ? I make an
31:07Instagram post , " Thanks to life , for
31:09giving me so much , Buenos Aires , good
31:12experiences , the full moon , et cetera . "
31:17However , I walk two more blocks . and I
31:24see it's not the moon , I realize it's
31:26the Sheraton logo . And this is real , uh
31:32, because if you go to Buenos Aires ,
31:34you go on Córdoba , on Córdoba Street ,
31:36you see that the Sheraton logo is ,
31:38right ?, placed on a wall that sticks out
31:40a bit onto the sidewalk and people
31:41mistake it . But I show you this because
31:50we often take for granted that what we
31:52perceive is real . However , however , we
32:01realize a little later that what we
32:03were experiencing wasn't real , that
32:05what we perceived was an illusion . That
32:13is how human beings make mistakes . And
32:18knowing why we human beings make
32:20mistakes is fundamental to leading
32:22others , because we take what we
32:23perceive as true . So , asking the other
32:29person things like , for example , what
32:31is this project about ? Tell me how you
32:35are seeing it , how the area is
32:36operating , or how the organization is
32:38operating . It's not a silly question ,
32:44it's a deep question that assumes that
32:45everyone perceives what they perceive
32:47and that when we perceive , we don't
32:49distinguish between illusion and
32:50perception . Well , welcome Constanza
32:56Jaramillo and Leilann Barrera who are
32:58also here . Very kind . Let's continue
33:04then . Next systemic law . Exactly ,
33:09Natalie . Ask so as not to assume ,
33:14because everyone perceives things
33:15differently and as long as we don't
33:17distinguish illusion from perception ,
33:19we could be taking a picture with the
33:21Sheraton logo . Next systemic law . The
33:28observer modifies the observed . What
33:32does this mean ? That if you are
33:41observing how your team operates , the
33:42moment you observe it , the team will
33:44operate in a certain way , and that ,
33:46depending on where you place yourself ,
33:47you will observe the system you have or
33:49the team you have differently , which in
33:51this case would be the same thing . Well
34:04, so when we talk about the observer
34:05modifying the observed , we are talking
34:07about something very powerful , that if
34:09I pay attention to the system and the
34:11parts that make up the system , just by
34:13paying attention to it , that system is
34:15modified . Well , let me give you an
34:23example . Imagine you are watching your
34:27grandma cook and suddenly your grandma
34:29turns around and says , " What's wrong ?
34:32Why are you looking at me ? " Notice how
34:37your grandma has undergone a change
34:39based on your observation . Good . And
34:44this must be taken into account because
34:46when you observe , you pay attention ,
34:48you modify the system . How it's going
34:53to be modified , we don't know , we have
34:55to be observers to see how it is
34:56modified . Well , every systemic unit is
35:03determined by its structure . Someone
35:07there was talking to me about structure
35:08. Structure is the limit and the
35:12repertoire of possibilities , as much
35:14for the social structure of a company
35:16as the biological structure of a human
35:18being . Everything you can do is limited
35:25by and opens up all your possibilities .
35:29It is based on your structure . So , what
35:32do I mean by this ? That it is very
35:37difficult for the same amount of tasks
35:39that a 10 - person structure placed in
35:41this pyramid does , as was said earlier ,
35:43further back , questions from earlier ,
35:45uh , can be done by this structure ,
35:51right ? But now you have to do three
35:55times as much , so you would have to
35:57change the structure or you would have
35:59to change the organization for that to
36:00be possible . There is a recurring
36:07mistake where large consulting firms
36:09come to a company and try to do much
36:10more with the same structure and the
36:12same organization . To make changes , you
36:17have to change the structure or change
36:22the structure and the organization .
36:25Right . Or change the organization , or
36:28change both the organization and the
36:29structure . Right , I’m going to stop
36:33here . It says , " How can we make changes
36:37to structures as rigid as those of
36:38public officials ? " Very well . That of
36:44officials , if we have leaders we might
36:46differ with on certain topics or points
36:48and they don’t take what was
36:49discussed into consideration , but
36:51rather why you questioned their way of
36:53seeing things . Hm , right . It is a
36:59complex question ; it has several facets
37:01, right ? But , uh , when we speak of
37:08rigid structures , uh , we speak of
37:09structures that have a lot of stability
37:11over time , and when we want to generate
37:13changes , it is very difficult for us
37:15because we have become accustomed to
37:17the regularity with which this system
37:19operates . So , perhaps we encounter ways
37:29of conversing like the following — see
37:31if it makes sense to you — like ways of
37:33conversing that say , for example , "
37:35things have always been done this way
37:37here , " as if the system itself were not
37:39dynamic and there were no possibilities
37:41of making changes . Every system is
37:50capable of being changed , as it is
37:52dynamic because it is made up of human
37:54beings who are alive . Right , it is
38:02advisable . So , point three , point three
38:08, it is advisable then that every
38:10leader know these three systemic laws
38:12that we have considered for this class .
38:21Looking at what is preserved is much
38:23more important than focusing on that
38:25which we want to transform . I am going
38:29to give you another example , the
38:31example of a couple . You have your
38:35partner and you would like your partner
38:36to be , uh , more athletic , right ? Or
38:40athletic . So , that they would exercise .
38:45Uh , you'd also like your partner to
38:47learn how to make some nice salads , uh ,
38:49because they almost always cook stew
38:51and charquican , and you'd like them to
38:53make a nice salad . You'd also like your
38:57partner to take you to the movies ,
38:59right ? And not just take you to the
39:02living room to watch a movie on Netflix
39:03. So you start focusing on everything
39:08you want your partner to change . But
39:12this is super important , and notice
39:14that we see it clearly in the partner
39:16example : see what it is you want to
39:17preserve about your partner , because
39:19otherwise , you have to change partners .
39:24And if you start telling your partner ,
39:26right ? that part of that system ,
39:32everything that has to change and not
39:34what you want to preserve , there will
39:36be a constriction in the system and the
39:38relationship will change ; it will
39:39become less pleasant , less healthy , et
39:41cetera . And this tends to happen , and
39:49it is also a very frequent mistake that
39:51we arrive and state everything we want
39:53to change , change , change , change , and
39:55in that attempt , the system becomes
39:57constricted — what is it we want to
39:59preserve ? And perhaps that is why there
40:07is so much resistance to change in
40:08sectors like the public sector , because
40:10a lot of consulting arrives focusing on
40:12everything we want to change and not on
40:14what we want to see preserved . Well ,
40:20understanding that we don't distinguish
40:22between illusion and perception is the
40:24second systemic law . Understanding ,
40:28grasping that the observer modifies
40:30what is observed and knowing that we do
40:32everything our structure allows . That
40:40is to say , even if I try and put in the
40:42greatest effort to be a ballet dancer
40:44or an astronaut , I won't be able to do
40:46it because my structure has limitations
40:48. For example , I'm not the right age to
40:56be an astronaut , or I don't have the
40:58flexibility , right ? to be a dancer , or
41:03I don't have the height to be a dancer ,
41:05or I don't have the build to be a sumo
41:07wrestler . Right , so I am limited by my
41:15structure , just as a company is limited
41:17because it has too few workers , for
41:19example , or it has many workers and no
41:21supervisor , or it has only 10
41:23supervisors and just one worker . In
41:31other words , structure in some way
41:32allows us to do things , but it also
41:34limits us from doing others . These are
41:42the systemic laws that I consider you
41:44as leaders can , uh , should have on hand
41:45, right ? That it would be good for you
41:50to have on hand . Questions about this .
41:53Hey , the questions are coming in at
41:55full speed . Excuse me , I'm grabbing a
41:58few and jotting them down because
42:00they're very good , but I'll continue
42:01here . He says , " Taking the couple as an
42:04example , " says Luis . Good afternoon ,
42:06Luis . Uh , let's take this example , the
42:11most ideal thing for a rigid structure
42:13is simply to change the organization
42:15instead of trying to change the whole
42:16scheme , right ? When we want to change
42:21the structure , we have to change the
42:23parts of the system . For example , I
42:26have a structure , you can imagine an
42:28organizational chart , right ? And in
42:30this organizational chart there are
42:32three management departments , okay ?
42:36Within the operations management , there
42:38are three departments : one is the
42:39maintenance department , another is the ,
42:41uh , cleaning department , and another is
42:43the construction department . And under
42:49that , there are so many workers in each
42:51of the areas . So , when I speak of
42:55structure , I'm talking about that
42:57structure where they say , " No , now
42:59instead of having three managers , we
43:01are going to have three managers , and
43:03under those three managers , we are
43:04going to have two supervisors , one for
43:06each shift , you see ? " And that is where
43:10the structure changes , and that new
43:12structure gives me new possibilities .
43:14Good afternoon , professor . From what I
43:17see and understand , let's see , let's
43:19see , let's see . In this class , it is
43:22implied that leading is aimed at
43:24companies and / or organizations . But how
43:27do you apply it to the armed forces ?
43:34The armed forces is an organization ,
43:36the family is an organization , the
43:38community is an organization , a
43:40condominium is an organization , a
43:41building is an organization where every
43:44action is already regulated by rules
43:46and someone , at times , let me see , and
43:48is already regulated by rules , and in
43:50some cases , the decisions that must be
43:52made are totally governed by law . But
44:00the law changes . The law , notice that
44:05it changes over time . It is not the
44:08same law that governs us . If you take
44:12the law of today versus the law of 100
44:14years ago , of 200 years ago , you will
44:16see how they change . And many people
44:20might say , " Wait , but here in Chile we
44:22have the same Constitution . " " Yes , but
44:25it has had amendments and it can change
44:27. " In other words , it is not written in
44:30stone , it could change . Of course it
44:32can . It falls within the realm of
44:34possibilities . In the organizational
44:38sphere , it often happens — I'm going to
44:40grab this one that's scrolling up on me
44:42— that upon assuming a new leadership
44:44role , they try to impose their own
44:46ideas and priorities without aligning
44:48with the strategic objectives . How can
44:52you ensure that the entire chain of
44:54command remains aligned with general
44:55management and the company's purpose ?
45:00Very short answer , Henry . Talking ,
45:06talking about what we want to preserve
45:07and talking about what ends up being
45:09transformed . Right , let's go . We
45:23leaders who want to work on changes
45:25within an organization also have to
45:26understand the difference between
45:28transformation and change . When I
45:37change , I make a change , I swap this
45:39marker for this one , right ? And I
45:44change it . It's a different marker . I
45:47swap this manager for this one , there
45:49is another manager . I swap this law for
45:52this one . Yes , there is another law . I
45:58swap this technology for this other one
46:00. Fine . And when I speak of
46:05transformation , I speak of this marker
46:07here that is going to transform into
46:08this marker , and that at some point we
46:10will have a marker . a light green one
46:19in between , which we don't quite know
46:21what it is , but whose evolution will
46:23result in this other marker . Well , what
46:31I mean is that change is like turning
46:32the light on and off , and
46:34transformation is like when dawn breaks
46:36or when night falls . It is generated
46:41little by little . There is a phrase
46:46that I repeat in my classes and that I
46:48share with you now , and it is that no
46:49instant solution is forever . Why ?
47:01Because the " on / off , " the turning on
47:02and off , the idea that we can make a
47:04change overnight in any organization
47:06made up of human beings , is an idea
47:08that is transposed from the machine to
47:10the human being ; and the human being ,
47:12the natural world , does not operate
47:14like a machine . Right , I can turn a
47:23machine on and off with just the flick
47:25of a finger . However , the human
47:30experience happens in a different way .
47:34It may be that I am already changing a
47:36habit and I relapse , but I continue .
47:42And and and if I look at it from afar ,
47:43the bar that indicates my change , if I
47:45see it from a distance , I see that
47:47there is a trend toward the change I
47:49want , but if I look at it up close , I
47:51will see movements that seem erratic ,
47:53that go down and up , down and up . Right
47:57. Uh , look , Silvano says here , sorry ,
48:01sorry , sorry , sorry , sorry , I lost it .
48:05The public system has changed a lot ,
48:07without a doubt , but there is still
48:08enormous resistance to change . How
48:13should it be faced when political
48:14opinion matters more than professional
48:16capacity ? Very briefly , Silvano . What
48:25you say is very relevant , but very
48:27briefly , talking about what we want to
48:29preserve , what really gives meaning to
48:31public service and the people who
48:32constitute it . Very briefly . Well , here
48:42are the things that can change :
48:43technology , we can move to another
48:45building , we can change bosses , but we
48:47cannot change the structure . Notice
48:52there is structure , sorry , processes ,
48:54that’s what this refers to here :
48:56processes , we can change processes .
48:59Here is a circular process and here is
49:01a linear process . We can change laws ,
49:05we can change the company's structure .
49:09And what is it that changes and what is
49:11it that transforms ? Well , first there
49:14is a change and then comes a
49:16transformation , that is , there is a
49:18change in the law , for example , the
49:20Karin law , to give you an example that
49:22has happened in recent years . uh and
49:30the law changes , and upon the law
49:31changing , human beings have to
49:33transform the way they relate to each
49:35other . Do you realize that is what
49:42generates a different organization ?
49:46There could be another change , AI
49:47appears . Uh , so AI appears and there is
49:52a change in technology . Now we are
49:55going to do this with AI . Before we did
49:59it mechanically and now we are going to
50:01do it with artificial intelligence and
50:03that demands a transformation of the
50:04human element around it . Well , there
50:12can even be a change of manager and
50:13that change of manager implies a
50:15transformation of the way human beings
50:17relate to each other around them . Well ,
50:26let's see . So , leading a change
50:31management process involves
50:32understanding the distinction between
50:34what changes and what transforms ,
50:36because it is not the same . And there
50:42is always something in all of that that
50:43is also preserved . I am going to read
50:47questions now to see how we are doing
50:49on time . Oh , oh , oh . We have 15 minutes
50:53left and that is fine . A little bit
50:55less . 14 . Can you repeat . Very well ,
50:59Blanca , thank you for making me repeat
51:01it . Can you repeat what a leader cannot
51:04change in the organization ? That will
51:08depend on the organization . That will
51:11depend , very interesting question ,
51:13Blanca . That will depend on the
51:20organization , because there are things
51:22that the organization will want to
51:23preserve and it may have to do with
51:25values , it may have to do with its
51:27purpose , it may have to do with the
51:28foundational idea , it may have to do
51:30with some aspect of the organization
51:32that we say : " This is what I want to
51:33preserve . " For example , in any public
51:44system , they were talking to me about
51:46the armed forces here , uh , to say , well
51:48, what is it that we want to preserve ,
51:50uh , of a ministry of defense that is at
51:52the service of the citizens , that we
52:01have cutting-edge technology to defend
52:02the country's borders ? What is it that
52:06we want to preserve , or do we want to
52:08preserve both things ? Let's say , I am
52:12not currently working with a ministry
52:14of defense , but these are questions
52:16that can arise within any organization .
52:23Let's take another example , a system ,
52:25uh , a different system , a bakery system
52:27that has a structure because it has a
52:29head baker and has bakers working under
52:31them . So , we can ask ourselves what
52:39that bakery wants to preserve , and we
52:41might realize that it wants to preserve
52:43the original marraqueta recipe . Perfect
52:47. But another person could also come
52:51along and say , " Mmm , no , I want to
52:53preserve the profitability . " " Ah , so to
52:58preserve the EBITDA or the
52:59profitability of the business , we would
53:01have to make some transformations , and
53:03to preserve the marraqueta recipe ,
53:05others . " So , the conversation about
53:10what one wants to preserve is
53:12fundamental . I'm trying to think of
53:17another example , Blanca . Uh , let's
53:21think about the , the , the small system
53:23of a couple , right ? What is it that you
53:26want to preserve in the relationship ? I
53:29want to preserve , uh , the gestures of
53:31care that we have for one another . Ah ,
53:34look at that . So , everything else
53:37around what is being preserved can be
53:39transformed . Uh , Mauricio Mayorga says ,
53:45" There must be constant feedback
53:47between the leadership context and the
53:49organization . " " And this , Mauricio ,
53:54gives rise to the following systemic
53:56law , which I didn't include here
53:58because there are many , and this is a
54:00class , a a a small class so you can get
54:02, right ?, this idea . " But there is
54:06another systemic law that I really like
54:08, which is when I say , " I know you , I
54:10stop looking at you . " " Why ? " Because
54:15systems are essentially dynamic . Yes ,
54:19essentially dynamic . So , when I say , " I
54:22know you , I stop looking at you . " " For
54:27example , that person who has spent
54:29years working in a ministry — since the
54:31public sector topic has come up so much
54:33— who has spent years working in a
54:34ministry and might say : ' Nobody is
54:36going to come tell me how things are ,
54:38because I know this ministry like the
54:40back of my hand . ' " And well , really ,
54:49when we say we know something like the
54:51back of our hand , it's because we are
54:53focusing on what has been preserved in
54:55the system , but we have lost sight of
54:57what has been transformed . That is why
55:04it is important when I say I know you ,
55:06I stop looking at you . Anyone who says
55:13they know a process , a structure , or an
55:14organization like the back of their
55:16hand runs the risk of leaving in a
55:18blind spot everything that has been
55:19undergoing transformation . Let me give
55:26another example . The dad who has a
55:32daughter , who adores his daughter , he
55:34has known her since her mom had her in
55:36her belly , and this daughter is
55:38transforming , but that dad always sees
55:40in that girl , in that teenager , the
55:41same little girl who was born . However ,
55:50one day the daughter tells him , " Dad , I
55:52need some money to buy a bikini to go
55:54to the beach with my boyfriend . " And
56:00the words beach , bikini , boyfriend ,
56:02said in the same sentence by his
56:04daughter , are something that catches
56:05him off guard . Why ? Because you claimed
56:13to know her very well and I know her so
56:15much , I know what she is capable of and
56:17what she is not , but you have stopped
56:19looking at her and haven't seen all the
56:20ways she has transformed . Right , let's
56:28move on to the last point , we have a
56:30few minutes left , okay ? No , there . And
56:37you'll manage to get the permission . Oh
56:39. Oh , how funny . Luis Aranda . And
56:43you'll manage to get the permission in
56:44installments too . Could be , could be .
56:50Uh , were you referring to what I was
56:51saying about the , about the , about the
56:53little girl asking for money ? He says ,
56:57" Indeed . " Well , there we are . Let's go
57:02to point five and I believe this would
57:04be the last one . Transformation occurs
57:07in the relationship between the parts .
57:12When we transform something , it is
57:14transformed in the relationship between
57:16the parts and it is observed in
57:18behavior , and behavioral change is
57:19intertwined with learning , right ? Here
57:25I leave a small joke , in quotes , that
57:27says , " And how do you get yours to read
57:29? " Well , the mom reads , right ? To put
57:34it very , very briefly , right ? The mom
57:37is reading . We say that someone learned
57:43something when an observer
57:44distinguishes a change in behavior or a
57:46phenomenon in a context . Right , that's
57:51what we say when someone has changed
57:53their behavior . Whoever distinguishes
57:58the change in behavior , that is to say ,
58:00the learning , is an observer , another
58:02who could be anyone or oneself . We can
58:08therefore say that learning is social ,
58:10because we transform through
58:11coexistence , we transform with another .
58:17Oh , Sergio is asking if I can go back
58:19two slides , please . But if you ask me
58:27the question , Sergio , since we're in
58:28the final few minutes , learning is also
58:30present in the biological domain , as
58:32there is a structural change with
58:34learning . If I learn , for example , to
58:43bake a cake , there are neural networks
58:45that are the neural correlate of
58:47everything that happens when I bake a
58:48cake . What happens ? By the way I feel
58:55the batter needs to be . Mmm , look how
58:59delicious , how delicious the batter is .
59:03And when I put it in the mold and put
59:04it in the oven , right ? And the house
59:12fills up with that smell , a freshly
59:13baked cake , notice that everything has
59:15to do with biology and that is
59:17configured sensoperceptually in the
59:19human being , so that when something
59:21fails , we know it fails due to all this
59:23human sensoperceptual function . Good .
59:34Here is a video that I want you to
59:35watch , but I am going to ask you to
59:37please watch it . Um , it is called the
59:43backwards bicycle , you can take a
59:45screenshot , take a photo so you can see
59:47what I mean by learning . To learn
59:53something and change behavior , it is
59:55not enough to know it , it is not enough
59:57to understand it , you have to do it .
1:00:03And sometimes , even doing it is the
1:00:05only way I have to understand what is
1:00:07happening . Well , that is for you to
1:00:14watch as homework for this brief class ,
1:00:16because I have to finish it in 5
1:00:17minutes . So , notice , observe how one
1:00:23learns , by observing , understanding and
1:00:26doing or acting . We have to keep
1:00:31looking at these things all the time .
1:00:34What usually happens in organizations
1:00:36when someone arrives who wants to make
1:00:38any kind of change ? It could be a condo
1:00:44, it could be the building where you
1:00:46live , it could be a class , it could be
1:00:48a family , it could be a large , small ,
1:00:50or medium-sized company and um the
1:00:58first thing they do is state what the
1:01:00change is going to be , right ? Not
1:01:05paying attention to what is to be
1:01:06preserved and not providing context to
1:01:08understand the meaning of the change .
1:01:11Thanks , Nancy , you're a total hero .
1:01:19Nancy put the link to the video there
1:01:21and so also acting well or sometimes
1:01:23inviting to do it in another way to see
1:01:24that we understand , right ? And what
1:01:32knowledge we have from experience . So ,
1:01:38one must always be conscious that this
1:01:40observing , understanding and acting ,
1:01:42which are the steps that constitute
1:01:44learning , are interrelated with the
1:01:46change um and the transformation of
1:01:48human behavior . Remember this when you
1:01:56watch the bicycle video , right ? Watch
1:02:00out for this . Learning , because these
1:02:02are common mistakes . Learning is not
1:02:06telling others what to do or how to do
1:02:08it . Learning implies that one knows ,
1:02:13understands , and finds meaning in that
1:02:15change , right ? And that one has the
1:02:19experience . Learning is a change in
1:02:24behavior , in other words , a
1:02:26transformation that occurs while living
1:02:28with others . What happens when we
1:02:37resist change ? What do you think
1:02:41happens when we resist change ? Right ,
1:02:49here Monica says regression , we suffer ,
1:02:51there is no progress , uh , we don't
1:02:58understand , we don't move forward ,
1:03:00there is no progress , there is total
1:03:02frustration . So , notice that the art of
1:03:10leading has , look , Manuel says
1:03:11bankruptcy , totally , totally , because
1:03:14sometimes changes are generated within
1:03:16a system , be they structural or
1:03:17organizational , because we want to be
1:03:20sustainable over time as an
1:03:21organization . And if and if and we are
1:03:30not sustainable in economic terms ,
1:03:31bankruptcy comes , right ? And there can
1:03:40also be professional frustration , of
1:03:42course , conflicts are also generated ,
1:03:44but this puts on the table the power
1:03:45that conversation with the other has so
1:03:47that they go through these three stages
1:03:49: observation , understanding , and
1:03:51practice . Because that is where the
1:03:59meaning of the organization's change
1:04:00comes from . So , in point five , we say
1:04:05it is recommended that the leader
1:04:07understands that transformation does
1:04:09not happen by decree . We transform
1:04:13ourselves through living together and
1:04:15it is not like turning a light on and
1:04:17off . It is like when night falls or
1:04:20like when uh uh no dawn breaks , and we
1:04:29leave space here for questions , but I
1:04:31don't know if I can answer , Dani . I
1:04:34can't do anything . Goodbye . Bye .
1:04:39It's not possible .
1:04:40No , I'm not going to turn off your I'm
1:04:42not going to turn off your camera ,
1:04:43professor ,
1:04:44but they are indeed requesting that we
1:04:46please end the class .
1:04:47Well , they are asking if it will be
1:04:49recorded .
1:04:49Yes , the class will be recorded . Uh , we
1:04:52will also send the PPT to the students
1:04:54through the platform within a maximum
1:04:56of 48 hours . We thank you , professor ,
1:04:58and we will see you in the next class .
1:05:00Well , may it be so . Goodbye .
1:05:02Have a good afternoon . See you . Goodbye
1:05:04,
1:05:04take care .