This document discusses three facets of complexity that leaders must respond to: plurality, temporality, and shifting ground. For each facet, it identifies opportunities and challenges, how best to respond, and who or what contributes to an effective response. Plurality involves integrating knowledge across boundaries, which requires bridging functions and developing shared norms. Temporality means addressing both short-term pressures and long-term flexibility. Shifting ground necessitates anticipation strategies and inviting shared leadership to adapt to environmental changes. Overall, the document argues that effectively responding to complexity requires reflexive learning, bringing together practitioner and scholar expertise, and leading under conditions of uncertainty without hierarchy.

1. Leadership:
Responding to complexity
Dr Dicle Kortantamer

6. Three facets of
complexity
✓ Plurality
✓ Temporality
✓ Shifting ground

7. A heroic solution?
A problem-based approach:
How can we best respond to this facet of complexity?
Who and what contributes to this response, when & how?

8. Plurality
• Opportunity & challenge
Integration of knowledge across functions,
organisations
Boundary complexities
• How can we best respond?
Bridging activities: Develop a ‘trading zone’
• Who / what contributes?
Brokers, bridging functions, a common
language, norms, procedures
Galison P (2010), Trading With The Enemy. In: Gorman, ME (ed) Trading
Zones and Interactional Expertise. Cambridge: The MIT Press.

9. Plurality
• Opportunity & challenge
Multiple leaders – division of labour
Lacking authority or having limited authority
in relating to others in leadership positions
• How can we best respond?
Positioning activities – Development of
reciprocal influence mechanisms
• Who / what contributes?
“Handshaking”, becoming a member of
relevant business boards, interacting with
individuals with the ear of senior leaders

10. Plurality
• Opportunity & challenge
Different evaluations of the desirability &
appropriateness of the intended change or
how it is delivered
• How can we best respond?
Legitimising activities - probing, parading,
informing
• Who / what contributes?
Leaders or members of the groups that will
receive the change, coalition of leaders

12. Temporality
• Opportunity & challenge
Pressures associated with publicly visible
deadlines can produce a sense of urgency but
also can lead to short-termism
• How can we best respond?
Temporal activities: Inquire into the
implications of action for long-term flexibility
• Who / what contributes?
The project team, possibly other stakeholders

13. Shifting ground
Opportunity & challenge
Shifts in the environment - political,
technological, organizational
• How can we best respond?
Adapting activities - anticipation strategies
(e.g., absorb expected disruption), shared
leadership strategies (e.g., invite other
programme managers to board), translating
(e.g., make temporary assumptions)
• Who / what contributes?
Project, programme, portfolio manager

15. Reflexive learning
Not just reflecting on past experience
Collectively question assumptions & taken-for-granted ways of working
Organisational culture that supports this

16. Engaged scholarship
Scholars and practitioners need to bring together their expertise
during the design and delivery of complex projects
Deeper understanding of ‘what works’ –
Scholars are not immersed in practice. They bring in cutting edge theoretical guidance

17. Where next?
How can you lead effectively
under conditions of high uncertainty & a sense of urgency?
when there is a lack of hierarchical relationships (e.g., inter-organisational projects)?

20. Any comments or questions?
d.s.kortantamer@brighton.ac.uk