Better to be on the edge than on the fence? There are times and places where diplomacy is the best option. There are, too, roles and situations in which a degree of neutrality is essential to enable a successful outcome. Coaching, mediation, group facilitation and process consultation are good examples. To become too embedded or embroiled is to lose the value that relative independence can bring. Yet, in spite of this, the most radical change often takes place at the bleeding edge.
What does that mean? At times it’s about leadership, taking a firm stance based on our beliefs and values, no matter how unpopular that may be or make us. This sometimes involves taking a counter-stance to prevailing received-wisdom, culture and norms. We associate various graphic metaphors with this approach, e.g. cutting edge; cut-through. The bleeding can result from the reaction, the push-back, the potential personal and professional cost. To take a stance can be and feel bruising.
At times it’s about being authentic, congruent and revealing our proverbial cards. ‘This is my stance on this issue. Let’s discuss how we can manage the boundary together so that it works positively for our relationship’ is very different to, ‘I don’t have a view on this’ or, ‘I don’t want to reveal my stance in case it impacts negatively on our relationship.’ The former can build trust; the latter may leave a person or a group suspicious or unsure. In my experience, this can be a sharp edge to negotiate.
How do you handle disclosure and stance in your professional relationships? How close do you get to the bleeding edge?
Running for the school bus every morning felt like hard work. I don’t know why I didn’t just get up a bit earlier but, hey, I was a teenager. I remember vividly having my attention caught by a programme on TV featuring Timothy Gallwey and his revolutionary idea of The Inner Game. I think it served as an introduction for me to the world of psychological insight. I practised his idea, focusing away from the activity itself onto something else as a distraction, and the running became smoother, easier.
Some years later, the UK’s Guardian Newspaper ran an advertisement on TV, Point of View, that challenged perspective and interpretation. It invited viewers to re-think their own ways of making meaning of events, including the implicit risks of assumptions and prejudice. I found the ad’s message simple yet profound. It was at a time when the need to question everything was already pulsating through my own mind, within a prevailing culture that seemed to question far too little.
Later still, I saw a psychology experiment on TV, The Invisible Gorilla, by Christopher Chabris and Daniel Simons, designed to test selective attention. The narrator invited viewers to try the test for themselves by watching a short video clip with specific instructions to follow. She also suggested that viewers record it so that they could play it back afterwards. I dutifully followed the instructions and was so completely astonished by the results that I did play it back to check if I’d been tricked.
Such influences, among others which now included my Christian faith, drew me into the professional fields of psychological coaching, training and organisation development (OD). I continue to be curious, intrigued and amazed by the dazzling weirdness, complexity and potential of people, teams, groups and organisations, and by different cultures. I hope and pray I will never lose that sense of wonder. Who or what have been the earliest or greatest influences on your life and career?
‘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?
'Vulnerability + Hazard = Disaster.’ (Steve Penny)
It’s one thing to conceptualise it. It’s quite another thing to feel it, to experience it, to know it for real. Marcus Oxley, international disaster response expert, comments with insight that at moments when crisis hits, all vulnerabilities that pre-existed, yet lay out of view, come into sharp relief. It’s like a lightning flash in the darkness of night that, suddenly and just for a moment, reveals starkly what’s already there: e.g. political systems, public services, infrastructure, corruption, technology, security etc.
Yet crisis can also reveal and evoke extraordinary awareness, resourcefulness and resilience. Shona Adams, a clinical psychology expert, observed astutely that people often don’t know what’s possible, or what they and others are truly capable of, until they are in a crisis. There’s only so much we can imagine, anticipate and prepare for in advance. People sometimes discover surprising strength, support and spirit and fresh possibilities emerge, as if by magic, that lay hidden or untapped before.
So, here are some tips for leaders, coaches, OD and HR that feel especially pertinent in the midst of the Coronacrisis: 1. What vulnerabilities have emerged that were already there, yet your client now sees more visibly and has energy to address? 2. What has stayed strong or not broken in the face of crisis? (e.g. ‘If your client rates his or her resilience as 2 out of 5, what has stopped it becoming a 1?’). 3. What new opportunities can you and the client see and create: to be, become or do something new?
Can I help you think through steps 1-3 in your work? Get in touch! email@example.com
‘Organisation Development’s (OD) goal is an inspiring and effective organisation’.
We can view OD as perspective: a way of looking at people and organisations and posing provocative, searching, stretching questions, e.g. ‘When you look at this person, team or organisation, what do you see?’; ‘What are you (and others) noticing and not-noticing?’; ‘What stands out to you (and to others) as important and valuable here – and why?’
We can view it as critically-reflexive: a way of surfacing and testing oft-hidden personal, cultural-systemic and contextual beliefs, values and assumptions, e.g. ‘How are you (or are others) construing this situation, e.g. via metaphor/narrative?’; ‘What enabling or limiting assumptions are we making here?’; ‘Who or what is influencing who or what – and how?’
We can view it as reframing: a way of re-thinking and creating paradigm shifts, e.g. by viewing a situation through different frames (e.g. psychological; political; financial; legal-regulatory); flipping between vantage points, e.g. personal; team; organisation; other stakeholders; shifting the conversation from problem-solving to innovative solutions-focus.
We can view it as co-creative: a radically-relational way of working, high in support and challenge, that engages diverse people and teams in powerful conversations that engender shared focus, insight, energy and action. It involves listening, visioning, influencing and sense-making as collaborative ventures, releasing talent-potential and building trust.
What’s your experience of OD? What has it looked like? What difference has it made?
My response was anything but appreciative. I had been invited to attend an Appreciative Inquiry (AI) workshop in the UK with a view to writing an article on it for a UK organisation development (OD) journal. At that time, AI was still a fairly new concept and approach and I was curious to learn what the hype was about and whether anything new and of substance lay behind the rhetoric. I left the workshop feeling distinctly unimpressed and with clichés like emperor’s new clothes floating in my mind. I subsequently wrote a scathingly cynical piece and the editor chose (wisely) not to publish it!
I’m pleased to say that was all a very long time ago now. Over the years since, I’ve returned to and experimented with AI on many occasions, increasingly convinced by its amazing potential and that of related fields such as Gestalt, social constructionism, strength-based/solutions-focused approaches and positive psychology. There’s something about what we notice and focus on and how we construe it that impacts profoundly on what we perceive as real, true and valuable, what sense we make of it, how we feel, what energy it releases – or not, how we respond what emerges or changes as a result.
I drew on AI with faculty and staff at a ‘university for the poor’ in the Philippines recently. They were experiencing some challenges with cross-departmental working and wanted to find and agree ways to resolve them. I prayed, suggested an alternative hope-filled framing of ‘what is’ and proposed using AI for a 1-day whole group workshop with 4 sequential phases: 1. Stories: When have we been at our best? 2. Aspirations: What do we want to be more like, more of the time? 3. Ideas: What would need to happen for that to happen? 4. Commitments: What are we willing to do?
The vision, energy, ideas and relationships that formed throughout this event were truly incredible – and proved transformational. So, I’m interested: what have been your best experiences of using AI?
I took part in an intensive Teaching English as a Foreign Language workshop at the weekend. It forms part of a longer course that leads to a TEFL qualification. The tutor, John Nelson, was inspiring and experienced as a teacher and offered great insights, ideas and challenge in a spirit of support. I noticed how valuable it felt to have a tutor, a mentor, a leader with us on our learning journey.
John wasn’t simply a detached expert who stood and pointed us in the right direction. He was committed to ensuring that we were able to grow and succeed in our work. He engaged with us – tuned into where we were, what mattered to us, what we could already do well, what we were struggling with or could improve – and helped moved us forward towards where we wanted to be.
At one point, John role-modelled a teaching session by enabling us to use basic greetings in an alien foreign language from scratch. At another, he gave us very specific feedback. I discovered that I can explain complex concepts simply…and that I can improve my teaching by engaging participants creatively in conversation around a topic first. I have grown in awareness, ability and confidence.
So what are some lessons here for leaders, trainers, facilitators, mentors and coaches? The points that stand out for me are: (a) intention – a commitment to helping others to grow; (b) relationship – working with others as people, not as objects to be done to; (c) expertise – crafting and using what we have to move others forward and (d) freedom – a willingness to experiment, laugh and play!
We ask questions for all kinds of reasons. For example: sometimes it’s for information, e.g. ‘Which button do I push to turn on the photocopier?’ Sometimes it’s to think out loud, e.g. ‘Hmmm…how will I get home now the train has been cancelled?’ At times it can be to look clever or put someone else on the spot, e.g. ‘How about we compare my grades to yours?’ At other times it’s to stimulate reflection and learning in people or groups, e.g. ‘What do you think is really going on here?’
Influential teachers such as Jesus and Socrates excelled in the latter, posing questions to stimulate awareness and insight. Conrad Gempf wrote a whole book on Jesus’ approach called, Jesus Asked (2003), drawing attention to how often Jesus posed questions – including in response to other people’s questions. There’s something about great questions that can strike deep into our soul, our psyche, our assumptions and beliefs. They can detonate, evoke, provoke, create movement, shift.
A question I may pose is, ‘What’s the question behind the question?’ I may use it in leadership, coaching, training and facilitation if I sense there is something deeper, unspoken, hiding or struggling to surface. Sometimes it moves the focus from an issue to a person, making it person-al in the best possible sense. For example: ‘How can we improve people’s performance?’ could be reframed as, ‘How can I know that what we’re doing is making a difference to what’s important here?’
Another question I may pose is, ‘What do you need?’ In many cultures, we are conditioned to be and to appear confident, capable and self-sufficient. To admit to needing someone or something can feel like a confession of guilt, weakness or failure. In this context, addressing the need that lays behind a question can be transformational. For example: ‘How can we improve people’s performance?’ could be reframed as, ‘How can I meet my need to feel wanted, needed and successful here?’
As we walked through the village we were met by wide smiles and eyes full of vivid curiosity. Brightly-coloured clothing hung outside of wooden huts to dry in the sun. Rice and coconut lay on the ground, apparently there to dry too. We had travelled by plane, ship, tuk tuk and boat, meandering through lush green jungle and rice fields to reach this place in Samar, Philippines. The children were excited having waited 3 hours for us to arrive. A rich sense of anticipation felt tangible in the air.
This was my first experience of working with such a large group of children. 120+ turned up, ages ranging from 3 to 12. We were there 2 weeks ago to inspire the children with English language, lead play activities, share about Jesus and provide nutritious food. The children were eager to learn, to spend time with this strange, tall, white alien and his inspiring, energetic Filipina counterpart – and to have fun. I don’t think I’ve ever encountered such wild, sustained enthusiasm in a group.
We chose a theme each day and, at the start, invited the children to teach me some Waray, their local language. The teacher became learner and the students became teachers. The kids loved it, scoring my pronunciation by signalling thumbs up if I did well, thumbs sideways if I needed to improve, thumbs down if I was unintelligible! After each phrase the children jumped up and down with excitement, big smiles and waving their thumbs in the air. A true spirit of encouragement.
This simple idea and approach gave the children real confidence to play and to practise with English language. They had seen my vulnerability, willingness to try, imperfect attempts and friendly laughter. It enabled them to give every activity we tried their best shot, encouraging each other when we-they did well and forgiving each other when we-they didn’t. We were committed to learn together, to travel an exciting journey of discovery together, and that made such a difference.
The team decided to work on clarifying its purpose, it’s raison d'être, it’s answer to the, ‘What are we here to do?’ question. It had been thinking about its ways of working, its team meetings, its mode of operation. It made sense to step back, at least one step, before stepping forward. As team coach, I stepped in briefly to suggest that they start by clarifying the questions they were seeking to answer. They settled on, ‘What is our optimal role?’ and ‘How can we add value?’
I asked again, ‘So how might you do this?’ A team member responded quickly, ‘Let’s discuss it and see what we come up with.’ The others nodded in agreement. As they turned to talk, I interrupted by pushing a metaphorical pause button, ‘And how else could you do this?’ They looked puzzled then one said, ‘We could each write down a purpose statement on a post-it note then compare and contrast what we’ve written?’ I repeated, ‘And how else could you do it?’
They looked confused and then thought hard. ‘We could split into 2 x 3s, work on one question each then compare?’, ‘We could brainstorm ideas on a flipchart?’, ‘We could share our visions of a team from hell, what to avoid at all costs?’, ‘We could draw pictures instead of writing words?’ They combined the final 3. Each person grabbed a coloured pen, stepped up and a provocative, vivid, collage emerged. Their chosen technique generated laughter, insight and great ideas!
The principle here is how to challenge habitual, default patterns of behaviour, how to pause and reflect critically and creatively before diving into action. Posing the simple question, ‘How else could we do this?’ can significantly enhance team energy, engagement – and effectiveness.
I'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? Get in touch!