An opportunity to receive questions.

‘Unless your ideas are ridiculed by experts, they are worth nothing.’ (Reg Revans)

You may have heard of Action Learning – a powerful tool used in organisations and between peers to learn in the context of action, and act in the context of learning. It typically involves one person presenting an issue, and then receiving critical questions from peers that enable them to think it through for themselves and reach their own solutions. In this sense, we could think of a conventional Action Learning process as a group-team of individuals providing coaching-consultancy to an individual.

I saw this idea turned on its head on a trip to Africa. An organisation was grappling with key strategic issues and invited leaders and professionals to form Action Learning sets to address them. Instead of one person presenting, however, the groups first spent time clarifying and crystallising their own issues. They then asked of themselves and each other: What are the critical questions that, if we could answer them, would provide us with strategic options? They finished by reaching agreement on solutions.

It’s the first time I had seen Action Learning used as a collective venture in this way. It was a a shared, relational process of inquiry, ownership and problem-solving wherein the group itself functioned simultaneously as both client and coach-consultant. I have seen similar patterns of approach used in Asia since. What strikes me is that this isn’t just a different, novel methodology or technique. It’s the product of a deep cultural mindset, belief and stance that sees, values and places the group first.
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In my experience, there are corresponding benefits and risks to working in these different ways. An individual-orientation can develop personal insight, awareness and autonomy yet may lack ‘the whole is greater than the sum of the parts’ strength and cohesion in addressing change. A group-orientation, on the other hand, can bring the latter advantages to bear, yet faces its own risks including social loafing, conflict-avoidance or group-think. I’m curious, therefore: what have been your experiences of Action Learning?

People sometimes ask if I have a guiding framework for fields of practice that range from individual and team coaching to organisation development. To be honest, it’s difficult to pin down definitively without becoming simplistic. After all, we work with people, cultures, systems and contexts that are dynamically complex. Different people, situations and times call for different interventions. Here-and-now presence, openness, curiosity and trust are prerequisite conditions for successful outcomes.

That said, I often hold 5 x Rs in mind as potential areas for attention. Each R represents a different and inter-related dimension of experience, awareness and practice that commonly influences a client’s inspiration and effectiveness. The Rs are: Results, Relationships, Resourcefulness, Resilience and Reflexivity (sometimes known as ‘critical reflective practice’ or ‘praxis’). I may explore and apply these dimensions with a client at different levels ranging from intra/inter-personal to organisational.

Results focuses on who or what is most important to a client and other key stakeholders and taps into e.g. vision, values, purpose, strategy, plans and outcomes. Relationships focuses on the quality of client contact with and between key stakeholders and taps into e.g. ethics, cultures, systems, synergies and dependencies. Resourcefulness focuses on solutions, strengths and opportunities in the client/environment and taps into e.g. spirituality, talent, creativity, innovation and networks.

Resilience focuses on client health, wellbeing and sustainability and taps into e.g. motivation, engagement, patterns-trends, agility and flow. Reflexivity focuses on the client’s critical self- and situational awareness, stance and actions and taps into e.g. assumptions, constructs, influences, behaviours and decisions. I place the latter at the centre of this model because, at best, it radically questions, challenges and guides all other dimensions. It lays at the heart of transformational change.

What frameworks do you use and find most useful?

I worked with a leadership team recently where we experimented with reframing statements from problems-focus to solutions-focus to see what would happen if we did. The team had been grappling with difficult issues for some time which had led some to the near-resigned conclusion that there was little hope of change. I wondered whether part of the challenge and resulting mood lay in the psychological-linguistic framing of the issues rather than, necessarily, in the issues themselves.

I was curious and invited the team to be curious too about how the issues were being perceived, construed and articulated within the team – a kind of team self-talk, if you like. If someone said, ‘X will not work because of Y’, we experimented with reframing the statement as a question instead, e.g. ‘Given Y, what would it take for X to work?’ It shifted the conversation from a definitive, closed end to an open, curious, exploration of new possibilities and ideas. It created fresh energy too.

I’ve worked with some clients where a person may comment that, for instance, ‘X is a good idea in principle but it would never work here.’ It’s often a response from someone who has worked a long time in the same place, has been around the proverbial block a few times or is starting to feel a bit jaded. I try to tune into the mood, acknowledge the underlying feeling and then reframe it: ‘OK, so what would work here?’ or, perhaps, ‘If X is a good idea, what would it take for it to work here?’

In my experience, solutions-focus works best when done in an open (e.g. prayerful) spirit, eliciting values (what matters to you – to motivate), creative visioning (what do you/we hope for – to inspire), appreciative inquiry (what’s working well – to build on) and affirming strengths (what are you/we good at – to draw on). Positive appraisal of the present with optimistic aspiration for the future lead well into: ‘So, what would need to happen for that to happen?’ and, ‘The next step?'

I took part in a workshop last week that focused on social media, work and leadership. One of the questions that Zoe Amar, the trainer, posed was, ‘What’s your personal brand?’ It was in relation to being clear and authentic about, say, who we are, what makes us distinctive, what others value about us, what we have to offer etc. I quickly thought about my own Twitter, LinkedIn and website profiles. How clear and consistent am I in how I portray myself, what is true about me and what matters to me, bearing in mind the different audiences and purposes for those profiles?

The phrase ‘psychological coach’ sprang to mind. ‘I’m a psychological coach’. I also do mentoring, training, facilitation, consultancy, writing and even some teaching yet, somehow, ‘psychological coach’ felt the clearest and most grounding. Perhaps it’s something about how I see myself, what I enjoy, what expertise I hold, where I feel my calling lays, where clients say I add value, how I see and approach what I do. The psychological part signifies a type, a focus, a style, an orientation to my work; the coaching part signifies developing and releasing hope and potential in others.

What this means in practice is that I tend to view and approach leadership, mentoring, training, facilitation, consultancy etc. through a psychological lens. I instinctively look at what enhances or inhibits people, teams, groups and organisations from psychological, existential and systemic perspectives. I draw on insights and practices from fields as diverse as social constructionism, Gestalt/field theory and cognitive behavioural psychology. I enable people, teams, groups and organisations to grow in insight and ability to create, achieve and sustain their transformation.
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So – ‘I’m a psychological coach’. Inspired by my Christian faith and informed by my studies and experience, it’s at the heart of who I am in the world, my work, what I do and how I do it. What’s your personal brand?

​When teams are under pressure, e.g. dealing with critical issues, sensitive topics or working to tight deadlines, tensions can emerge that lead to conversations getting stuck. Stuck-ness between two or more people most commonly occurs when at least one party’s underlying needs are not being met, or a goal that is important to them feels blocked. 

The most obvious signs or stuck-ness are conversations that feel deadlocked, ping-pong back and forth without making progress or go round and round in circles. Both parties may state and restate their views or positions, wishing the other would really hear. If unresolved, responses may include anger/frustration (fight) or disengagement/withdrawal (flight).

If such situations occur, a simple four step process can make a positive difference, releasing the stuck-ness to move things forward. It can feel hard to do in practice, however, if caught up in the drama and the tense feelings that ensue! I’ve found that jotting down questions as an aide memoire can help, especially if stuck-ness is a repeating pattern.

1. Observation. (‘What’s going on?’). This stage involves metaphorically (or literally) stepping back from the interaction to notice and comment non-judgementally on what’s happening. E.g. ‘We’re both stating our positions but seem a bit stuck’. ‘We seem to be talking at cross purposes.’ 

2. Awareness. (‘What’s going on for me?’). This stage involves tuning into my own experience, owning and articulating it, without projecting onto the other person. E.g. ‘I feel frustrated’. ‘I’m starting to feel defensive.’ ‘I’m struggling to understand where you are coming from.’ ‘I’m feeling unheard.’

3. Inquiry. (‘What’s going on for you?’). This stage involves inquiring of the other person in an open spirit, with a genuine, empathetic, desire to hear. E.g. ‘How are you feeling?’ ‘What are you wanting that you are not receiving?’ ‘What’s important to you in this?’ ‘What do you want me to hear?’

4. Action. ('What will move us forward?’) This stage involves making requests or suggestions that will help move the conversation forward together. E.g. ‘This is where I would like to get to…’ ‘It would help me if you would be willing to…’. ‘What do you need from me?’ ‘How about if we try…’

Shifting the focus of a conversation from content to dynamics in this way can create opportunity to surface different felt priorities, perspectives or experiences that otherwise remain hidden. It can allow a breathing space, an opportunity to re-establish contact with each other. It can build understanding, develop trust and accelerate the process of achieving results.

​It was an energising experience, facilitating a group of leaders this week who are keen to build a new high performing team. We pushed the boundaries of normal ways of working to stimulate innovative ideas in all aspects of the team’s work. We used photos to create an agenda and physically enacted people’s aspirations to avoid falling into conventional patterns of heady, rational conversation.

It felt very different to meeting ‘because that’s what we do’. There was a different dynamic, energy and momentum. Participants leaned actively into the conversation, not leaning back in passivity or boredom. Yet it can be a real challenge to break free from tradition, from norms that trap a team in ways of doing things that feel familiar and safe but, deep down, lack inspiration or effectiveness. 

In our meetings, how often do we pause before diving into the agenda to ask, ‘What’s the most important thing we should be focusing on?’, ‘How are we feeling about this?’, ‘What is distracting us or holding our attention?’, ‘What could be the most creative and inspiring way to approach this?’, ‘What do we each need, here and now, to bring our best to this?’, ‘What would be a great result?’

So I presented a simple model to the team with four words: content (what), process (how) and relationship (who) encircled around goal (where). In all my experience of working with individuals and teams, whether in coaching, training or facilitation, whether in the UK or overseas, these four factors are key recurring themes that make a very real difference.

They seem to be important factors that, if we get them right, make a positive impact. They lead to people feeling energised, more alive, more motivated and engaged. Conversely, if we get them wrong, they leave people frustrated, drained of energy, bored or disengaged. Worse still, if left unaddressed, they can lead to negative, destructive conflict that completely debilitates a team.

We can use a simple appreciative inquiry to reflect on this.‘Think back to your best experience of working with another person or team. How did you feel at the time?’, ‘Think back to a specific example of when you felt like that with the person or team. Where were you at the time? What were you doing? What were they doing? What made the biggest positive difference for you?’

One of the things we notice when asking such questions is that different things motivate and energise different people. That is, of course, one of the tricky parts of leading any team. So a next question to pose could be something like, ‘What would it take for this team to feel more like that, more of the time for you?’ and to see what the wider team is willing to accommodate or negotiate.

Now back to the model with some sample prompts to check out and navigate with a client, group or team. Notice how the different areas overlap and impact on each other. It’s about addressing all areas, not just to one or two in isolation. However, having explored each area in whatever way or level suits your situation, you are free to focus your efforts on those that need
special attention.

Goal: ‘What’s your vision for this?’, ‘Why this, why now?’, ‘What are you hoping for?’, ‘What would make a great outcome for you?’, ‘What would be the benefits of achieving it or the costs of not achieving it?’, ‘Who or what else is impacted by it and how?, ‘Where would you like to get to by the end of this conversation?’, ‘An hour from now, what would have made this worthwhile?’

Content: ‘What’s the most important issue to focus this time on?’, ‘What is the best use of our time together?’, ‘What is the issue from your perspective?’, ‘How clear are you about what this issue entails?’, ‘What feelings is this issue evoking for you?’, ‘What do we need to take into account as we work on this together?’, ‘Do we have the right information and expertise to do this?’ 

Process: ‘How would you like to do this?’, ‘What approach would you find most inspiring?’, ‘What might be the best way to approach this given the time available?’, ‘Which aspects to we need to address first before moving onto others?’, ‘What would be best to do now and what could be best done outside of this meeting?’, ‘Could we try a new way that would lift our energy levels?’

Relationship: ‘What’s important to you in this?’, ‘What underlying values does this touch on for you?’, ‘How are you impacted?’, ‘How are you feeling?’, ‘What are you noticing from your unique perspective?’, ‘What distinctive contribution could you bring?’, ‘What is working well in the team’s relationships?’, ‘What is creating tension?’, ‘How could we resolve conflicting differences?’

The versatility of the model is that it can be reapplied to coaching, training and other contexts too. In a training environment you could consider, for instance, ‘What are we here to learn?’ (goal), ‘What material should we cover?’ (content), ‘What methods will suit different learning styles?’ (process) and ‘How can we help people work together well in this environment?' (relationship).

In a coaching context it could look something like, ‘How do you hope to develop through engaging in this coaching experience?’ (goal), ‘What issues, challenges or opportunities would you like to focus on?’ (content), ‘How would you like to approach this together?’ (process) and ‘What would build and sustain trust as we work on these things together?’ (relationship).

I’d be interested to hear from you. Do the areas represented in this model resonate with your own experiences? Which factors have you noticed tend to be most attended to or ignored? Do you have any real-life, practical examples of how you have addressed these factors and what happened as a result? In your experience, what other factors make the biggest difference?

I had a new, short, mini-article published online in About Leaders this week called, ‘What is really going on here?’

http://www.aboutleaders.com//bid/176196/leadership-dynamics-what-is-really-going-on-here?source=Blog_Email_[Leadership%20Dynamics%3A.

It introduces examples of different frames of reference we may use when working with people as a leader or coach. I would love to hear what you think, what frames you use and what experiences you have in this area. Looking forward to hearing from you!

Critical reflexivity…hmm…what’s that? Sounds complicated. It's something about noticing and paying attention to our own role in a story; how I influence what I perceive in any relationship, issue or situation. I was re-reading one of my favourite books, An Invitation to Social Construction (2009) by Kenneth Gergen this morning which introduces this concept with the following explanation: 

‘Critical reflectivity is the attempt to place one’s premises into question, to suspend the ‘obvious’, to listen to alternative framings of reality and to grapple with the comparative outcomes of multiple standpoints…this means an unrelenting concern with the blinding potential of the ‘taken for granted’…we must be prepared to doubt everything we have accepted as real, true, right, necessary or essential’.

I find this interesting, stimulating and exciting. It’s about journeying into not-knowing, entertaining the possibility that there could be very different ways of perceiving, framing and experiencing issues or phenomena. It’s about a radical openness to fresh possibilities, new horizons, hitherto unimaginable ideas. It’s a recognition that all my assumptions and preconceptions about reality could be limiting or flawed.

I’ve found this critical reflexivity principle invaluable in my coaching and OD practice. How often people and organisations get stuck, trapped, by their own fixed ways of seeing and approaching things. The same cultural influences that provide stability can blind us to alternative possibilities. The gift of the coach or consultant is to loosen the ground, release energy and insight, create fresh options for being and action.

It resonates with my reading of the gospels. Jesus Christ had a way of confronting the worldviews, traditions and apparent ‘common sense’ outlook of those he encountered in such a way that often evoked confusion, anger or frustration. It’s as if he could perceive things others couldn’t see. He had a way of reframing things that it left people feeling disorientated. He operated in a very different paradigm.

I will close with words from Fook & Askeland (2006): ‘Reflexivity can simply be defined as an ability to recognise our own influence – and the influence of our social and cultural contexts on research, the type of knowledge we create and the way we create it. In this sense, then, it is about factoring ourselves into the situations we practice in.' How can I help you develop critical reflexivity in your practice? Get in touch! info@nick-wright.com

Do you work in organisation development (OD) or human resources (HR)? Or do you work in leadership and management and feel curious to know what these fields are, what they cover and what the differences are between them? Do you feel confused by distinctions when when, after all, they are both concerned with human aspects of organisations? I will attempt to introduce both fields below and to explain common focus areas, differences between them and what kinds of people tend to be drawn to them.

What is OD?

OD is a broad field of thinking and practice. Different organisations use this term differently, to mean different things. OD practitioners often have a psychological and systemic orientation and focus their attention on areas such as leadership, culture and engagement. They are interested in questions like, ‘what human-related factors are influencing this organisation's success?' ‘why are things as they are?’, ‘how could we be more innovative or effective?’

Their core skills include relationship-building, questioning, reflecting, influencing, reframing and sense-making. OD practitioners are often found working alongside top teams, providing internal consultancy, guidance and coaching. They aim to raise awareness, stimulate fresh ways of thinking, challenge the status quo, build capacity for the future, enhance organisational experience and effectiveness.

Key words associated with this field: e.g. strategic, leadership, culture, values, relationships, teamwork, engagement, inquiry, challenge, opportunity, influence, concept, change, innovation, dynamics, perspectives, reframing, sense-making, capacity,
learning, development, impact.

What is HR?

HR is a fairly well-defined field of thinking and practice. Different organisations use HR in different ways. As a general principle, however, HR practitioners often have a legal, policy and process orientation and focus their attention on areas such as employment and performance management. They are interested in questions like, ‘what staff resources do we need?’, ‘how can we attract, recruit and retain the best people’, ‘how can we ensure people perform well?’

Their core skills include relationship-building, influencing, applying legal/policy frameworks and assertiveness. HR practitioners are found operating at a number of different levels. These range from HR strategizing through business partnering through policy implementation to payroll. They aim to ensure that staff resources are well deployed and that people are treated fairly and consistently.

Key words associated with this field: e.g. employment law, policy, structure, competencies, jobs, talent, contracts, frameworks, staff, recruitment, selection, contracts, management, performance, appraisal, reward, retention, employee relations, discipline, grievance, salary, payroll, benefits.

What do OD and HR have in common?

OD and HR are both interested in the relationship between people and organisations. They both regard people as a key contributor to an organisation’s success. They both have a humanistic outlook, an ethical belief that people should be treated well.

What are the differences?

It’s difficult to draw direct comparisons and contrasts because OD practitioners work mainly as coaches and consultants to leadership teams whereas HR practitioners operate at many different levels, ranging through strategic HR, business partnering and  transactional-administrative tasks. However, there are some general common characteristics outlined in the table below, bearing in mind these vary from practitioner to practitioner and from organisation to organisation. These differences create potential for synergy and, sometimes, sources of tension.

What could a typical OD role look like?

This varies from role to role and organisation to organisation. In my own experience, I've been responsible in OD roles for strategy and change, values and culture, leadership and management development, staff and team development, internal communication and staff engagement, performance management and development. However, the following are common:

Develop effective leaders and leadership teams through coaching, consultancy and facilitation.
Support effective change leadership through providing guidance and building leadership capability.
Work alongside leaders to develop an inspiring, engaging and effective organisational culture.
Create leadership development opportunities (e.g. seminars/training, mentoring, action learning).
Oversee the L&D function, focusing on management, staff and team development.

When does OD work with HR?

OD and HR practitioners most commonly work collaboratively in areas including the following:

Change leadership and management.
Performance management and development.
Talent management and development.
Induction and training.

Your feedback

If you've had different experiences of OD and HR, or hold different views about what they are and the differences between them, please do share your views here too! I would be interested to hear more.

Who or what has most influenced your OD thinking and practice? What maxims or principles do you bear in mind as you approach organisational issues from an OD perspective? Someone asked me this question recently and I crystallised my response into seven statements, drawing on background influences including Morgan, Schein, Bolman & Deal, Gergen and Burr:

*Organisations do not exist but people do.

*Every action is an intervention.

*Actions have symbolic as well as rational meaning.

*What’s important is not what happens but what it means.

*The same event has different meanings for different people.

*People get trapped in their own psychological and cultural constructs.

*What passes for rationality is often irrationality in disguise.

These statements, taken as a whole, create a metaphorical lens through which I often view, analyse or interpret a situation or experience. They help me to consider an underlying question, ‘What is really going on here?’ before attempting to work with a client or organisation to devise a way forward. What maxims or principles do you use to guide your practice?