‘It’s about moving on in some way from point A, not necessarily to point B or C, but to some position beyond A.’ (Bill Rosseter)
I love Rosseter’s open definition of the fundamental goals of learning, development and education. We could argue this principle lays at the heart of leadership, coaching, training and facilitation too. After all, an axiom of Western thought is the unquestioned value of personal autonomy and agency. Applied more broadly in organisation development (OD), we can attach the same idea to teams, groups and organisations. It points towards an underlying and oft-implicit intention, trajectory and destination: from dependence towards ever-increasing independence: to stand on one’s own two feet.
And it’s not just theoretical. If, like me, you were born into a Western culture; perhaps especially into a UK proud-of-its-island-mentality culture, notice the connotations and feelings we associate with the words themselves: dependence vs independence. Dependence can sound and feel (negatively) weak, vulnerable and needy. Independence, by contrast, can sound and feel (positively) strong, resilient and resourceful. We see this language played out increasingly on the global-geopolitical stage too; with independence often being associated (desirably) with power, control and self-determination.
So, what could this look like in leadership, coaching, training and facilitation? Reg and Madge Batten, development pioneers against a backdrop of colonialism in Africa, proposed three distinctive forms of intervention that, when used well, can support a useful journey of empowerment. In paraphrase, there are things we can: (a) do for others; (b) enable others to do for themselves; and (c) leave others to do without us. Some critical questions this spectrum begs are: what is most facilitative (that is, enabling) for this person (or team, group, organisation) in this situation, at this time - and who decides?
There are further considerations too. The Battens (above) coined an important qualifying phrase, qualitative autonomy, stating: ‘We are interested not only in the fact of independence but also in its quality.’ Independence is not a values-neutral end in itself and, therefore, needs to be balanced with broader ethics and values in order to ensure holistic change. It is possible, for instance, to imagine a form of independence that is self-centric and limiting, undermining or exploitative of others; lacking any sense of altruism, mutuality-synergy or healthy interdependence; and, ultimately, self-defeating.
So, how do you work with people, teams or organisations to learn, develop and grow?
How far do you take your, and their, cultural backgrounds, beliefs and values into account?
How do you help ensure that wider people, relationships and systems are kept in view?