 ‘Learning is a treasure that will follow its owner everywhere.’ (Chinese proverb) Action Learning facilitator training with different participant groups always surfaces fresh and fascinating insights, emphases and challenges. This week’s ALA training programme was with a group of health professionals in diverse roles and fields of practice ranging from nursing, occupational therapy and podiatry to mental health, speech and language and education. I was inspired by their enthusiasm, personal ethics and genuine commitment to culture change. As we worked through Action Learning principles and techniques and how to enable groups to do it well, we explored 5 shift areas to facilitate a transition: from diagnosis to elicitation; from issue to person; from there-and-then to here-and-now; from first questions to follow-up questions; from reflection to agency. I’ll say a little about each of these dimensions with some practical examples below. The goal in each is to enhance participants’ learning and impact. From diagnosis to elicitation is a shift in who owns the issue from, say, ‘Tell me more about X so I can help you?’ to e.g. ‘What questions is X raising for you?’ From issue to person is a shift in focus from, say, ‘What’s the situation?’ to e.g. ‘What challenge is this situation posing for you?’ From there-and-then to here-and-now is a shift in temporal orientation from, say, ‘What have you tried?’ to e.g. ‘Given what you have tried, what stands out as the critical issue now?’ From first questions to follow-up questions is a shift in depth to move below and beyond, say, ‘How important is this to you?’ to e.g. ‘Given how important this is to you, what are you willing to risk?’ From reflection to agency represents a shift in traction from, say, ‘What sense are you making of this?’ to e.g. ‘What actions will you take to address this?’ A skill of the facilitator is to build the capacity of an Action Learning set to navigate these shifts in service of a presenter.
8 Comments
 ‘Just like seasons change in nature, they change in our lives as well. And, as they change, they ask different questions of us. What questions is your life asking of you now?’ (Funmi Johnson) I had a great conversation with Funmi, a fascinating and inspiring fellow coach, this afternoon and found her question (above) very thought-provoking. I’m at an age where legacy is a persistent question that calls out to me with growing insistence…and demands a response. Am I genuinely living my life authentically according to the mission and values that I claim to be real and true? Or am I compromising too much of what matters most, deluding myself with a clever façade that even I have found convincing? How deep will my spiritual footprint be? I love Funmi’s question. It stirs the waters and ignites a search.  'There is no act too small, no act too bold. The history of social change is the history of millions of actions, small and large, coming together at critical points to create a power that governments cannot suppress.' (Howard Zinn) At the heart of coaching generally lays a desire and opportunity for impact and change, a goal that may seem obvious, but one that raises important questions. As coaches aspiring to make a difference in the world, we can find ourselves navigating complex dilemmas. When we work with agents of change in, say, NGOs, charities, churches or public sector organizations, we often seek to empower individuals, teams, and organizations to be resourceful and effective in achieving transformation. One challenge we may encounter is determining the coaching agenda. A Western coaching ethic advocates for giving the client complete control over the agenda, focusing on their chosen goals and boundaries. While this approach seems straightforward, our intention of promoting social change may lead us to contemplate how much influence we should exert on the client’s journey. What if the client's solutions seem unethical, ineffective, or could pose risks to broader social development? Furthermore, when working in diverse cultural contexts, we need to be mindful of differing perspectives on individual autonomy. In some Eastern and Southern cultures, the concept of setting individual goals might not resonate the same way it does in the West. People in these cultures often prioritize the wishes and expectations of a wider group, whether family, team or community, before their own hopes and ambitions. We could risk inadvertently imposing our own cultural values onto the client. The solution often lays in recognizing the significance of context and building a strong and trusting relationship with the client. By understanding the dynamics of power, language and agendas that may emerge between us, we can gain insight into the issues at hand and potential solutions. We become allies, working together to achieve meaningful impact. A critically-reflective process allows us to adapt our coaching practice on route and to challenge our assumptions as we learn and grow. 
‘You are the hope of the nation!’ (Jasmin, a teacher, the Philippines) It’s intriguing, the impact that teachers can have in our lives. How they shape our experiences, perspectives and choices. I had one teacher who was a sadistic bully. He used his power punitively to evoke terror. As children, we felt fearful and powerless before him. It galvanised within me a later commitment to human rights, to defend the oppressed from powerful oppressors. I had other teachers who opened-up the world to us. One was French, and attractive with a sweet accent. She believed in me and fuelled my interest in languages. Another was English but taught us German. He showed us photographs from his visits and evoked a sense of adventure, an exciting world beyond our horizons of experience. He inspired me to visit different countries. I had another teacher who protected me. I switched classes without permission and, when an angry tutor came to check where I was, this teacher covered for me. It was a moment of unexpected and undeserved grace. He put himself at risk in order to protect me from punishment. It taught me to step out for others, to put myself on the line to protect those who are vulnerable. One teacher had a passion for language. He could create magic with words, enabled us to capture and express ideas with creativity and precision. He enabled and inspired me to write, play with words and reach for excellence. I had another English teacher who toyed with us and manipulated the class for his own entertainment. He taught me to avoid a misuse of position. In all these cases, I was influenced as much by the person as by the subject. It was the person who shaped my world, fanned my passions into flame or served as a warning of what to avoid. I learned important lessons about power and humility, the power to liberate and the potential to abuse. These evolved into central themes in my Christian ethics, stance and leadership. Which teachers have influenced you most? What impact have they had in your life? ‘What is most important about any event is not what happened, but what it means. Events and meanings are loosely coupled: the same events can have very different meanings for different people because of differences in the schema that they use to interpret their experience.’ These illuminating words from Bolman & Deal in Reframing Organisations (1991) have stayed with me throughout my coaching and OD practice.
They have strong resonances with similar insights in rational emotive therapy and cognitive behavioural therapy. According to Ellis, what we feel in any specific situation or experience is governed (or at least influenced) by what significance we attribute to that situation or experience. One person could lose their job and feel a sense of release to do something new, another could face the same circumstances and feel distraught because of its financial implications. What significance we attribute to a situation or experience and how we may feel and act in response to it depends partly on our own personal preferences, beliefs, perspective and conscious or subconscious conclusions drawn from our previous experiences. It also depends on our cultural context and background, i.e. how we have learned to interpret and respond to situations as part of a wider cultural group with its own history, values, norms and expectations. A challenge and opportunity in coaching and OD is sometimes to help a client (whether individual or group) step back from an immediate experience and reflect on what the client (or others) are noticing and not noticing, what significance the client (or others) are attributing to it and how this is affecting emotional state, engagement, choices and behaviour. Exploring in this way can open the client to reframing, feeling differently and making positive choices. In his book, Into the Silent Land (2006), Laird makes similar observations. Although speaking about distractions in prayer and the challenges of learning stillness and silence, his illustrations provide great examples of how the conversations we hold in our heads and the significance we attribute to events often impact on us more than events themselves. He articulates this phenomenon so vividly that I will quote him directly below: ‘We are trying to sit in silence…and the people next door start blasting their music. Our mind is so heavy with its own noise that we actually hear very little of the music. We are mainly caught up on a reactive commentary: ‘Why do they have to have it so loud!’ ‘I’m going to phone the police!’ ‘I’m going to sue them!’ And along with this comes a whole string of emotional commentary, crackling irritation, and spasms of resolve to give them a piece of your mind when you next see them. The music was simply blasting, but we added a string of commentary to it. And we are completely caught up in this, unaware that we are doing much more than just hearing music. ‘Or we are sitting in prayer and someone whom we don’t especially like or perhaps fear enters the room. Immediately, we become embroiled with the object of fear, avoiding the fear itself, and we begin to strategise: perhaps an inconspicuous departure or protective act of aggression or perhaps a charm offensive, whereby we can control the situation by ingratiating ourselves with the enemy. The varieties of posturing are endless, but the point is that we are so wrapped up in our reaction, with all its commentary, that we hardly notice what is happening, although we feel the bondage.’ This type of emotional response can cloud a client’s thinking (cf ‘kicking up the dust’) and result in cognitive distortions, that is ways of perceiving a situation that are very different (e.g. more blinkered or extreme) than those of a more detached observer. In such situations, I may seek to help reduce the client’s emotional arousal (e.g. through catharsis, distraction or relaxation) so that he or she is able to think and see more clearly again. I may also help the client reflect on the narrative he or she is using to describe the situation (e.g. key words, loaded phrases, implied assumptions, underlying values). This can enable the client to be and act with greater awareness or to experiment with alternative interpretations and behaviours that could be more open and constructive. Finally, there are wider implications that stretch beyond work with individual clients. Those leading groups and organisations must pay special attention to the symbolic or representational significance that actions, events and experiences may hold, especially for those from different cultural backgrounds (whether social or professional) or who may have been through similar perceived experiences in the past. If in doubt, it’s wise ask others how they feel about a change, what it would signify for them and what they believe would be the best way forward. What is it that makes certain individuals stand out from the crowd? How is it that some people resist peer pressure, seize the initiative and radically break the mould? Is this kind of personal leadership, the ability to think freely, move proactively and act autonomously, something we should seek to attract and nurture in organisations? Could it release fresh energy, inspiration and innovation? The relationship between an individual, group and organisation is complex. Organisations as groups often foster consistency, continuity and conformity. We test people during recruitment for their potential fit, we induct and orientate people into the existing culture and we performance manage people to deliver preconceived products and services.
It’s a brave organisation that recruits and develops social revolutionaries, people who will instinctively challenge the status quo, think laterally, refuse to accept time-honoured traditions and push for something new. For leaders who operate in a conventional management paradigm, it can feel threatening, confusing and chaotic. The risks can seem too high and too dangerous. I worked in one organisation where we recognised our culture had become too settled, too complacent, too safe. People often commented on its warm, supportive relational nature but it lacked its former edginess, struggled to deal with conflict and desperately needed to innovate. The challenge was how to introduce and sustain a shift without evoking defensiveness. Social psychologists offer some valuable insights here, for instance in terms of social loafing and diffusion of responsibility where individuals are less likely to act independently or with the same degree of effort if they perceive themselves as part of a wider group where responsibility is shared. A challenge in this organisation was how to stimulate personal initiative and responsibility. Social conformity is another social psychological factor where people are likely to act consistently with the norms of a group if it provides them with a sense of acceptance and belonging within that group, or the approval of a perceived authority figure. A challenge in this organisation was how to ensure that personal initiative and responsibility were valued and affirmed. We took a four pronged approach. Firstly, we worked with the leadership team with a skilled external consultant known for his outspoken, courageous, challenging style to develop a more robust leadership culture, capable of open and honest conversations without fear that this would undermine relationships. This enabled the top team to model a new cultural style. Secondly, we introduced a simple behavioural framework that positively affirmed personal leadership in terms including personal initiative, personal responsibility, creative thinking and innovative practice. This framework was embedded into the organisation’s recruitment and performance development to attract, develop and reward these qualities and capabilities. Thirdly, we held an annual ceremony where staff were invited to nominate peers for awards where they had seen positive examples of such qualities demonstrated in practice. The peer aspect helped raise awareness and reinforce personal leadership as a cultural quality valued and affirmed by the organisation and to capture real stories that illustrated what it looked like in practice. Fourthly, we created a new innovation post, appointed an innovation enthusiast and allocated a new budget to stimulate and enable creative thinking and innovation across the organisation. This created a culture shift and a tangible symbol of the leaders’commitment to move in this direction. A willingness to question the status quo became a cultural value. A corresponding challenge was how to engender a spirit of personal leadership that took the wider system and relationships into account. If individuals only operated independently and didn’t take account of or responsibility for the implications of their decisions and actions on others, relationships would become strained, the organisation would become chaotic and it wouldn’t achieve its goals. To address this issue, we introduced the notion of shared leadership alongside personal leadership, emphasising and affirming the value of collaborative working alongside independent initiative. This too was reflected in the annual staff award ceremony and in recruitment, development and rewards. It was a matter of creative balance. As a tool for developing greater personal and shared leadership, I have found the following questions can be helpful: Who are my cultural role models? Who have I seen demonstrate great personal leadership? What can I learn from them? What would it take to contribute my best in this situation? What will I do to make sure it happens? In the past 12 months, where have I shown personal initiative? When have I held back from saying what I really thought or felt for fear of disapproval? What are the impacts of my actions on others? How far do I take responsibility to help others manage the implications of my decisions? How can I work collaboratively to achieve better win-win solutions? What difference do I want my life to make here? Think of a great leader, leadership team or experience. A person, group or moment where you strongly noticed or felt the influence and impact of leadership. What made the difference?
I don't believe in the cult of the perfect leader, the person who lives and demonstrates perfect leadership qualities at all times and in all circumstances - except of course, God. Nevertheless, I do know when I experience or exercise leadership. I have an intuitive sense that I'm being something, doing something, experiencing something that feels both 'me' and 'beyond me'. I've noticed these moments most profoundly when certain qualities emerge at the same time. It's a kind of synergy that, in a particular moment and context, ignites a spark and something emerges: *Identity. The intrinsic me. A sense of who I am, who I am in God, what I believe about myself, what others recognise in me, what my talents are, what I base my confidence in. *Initiative. Personal proactivity. A sense of my own power, personal leadership, a willingness to be the first to step out and take a risk, a preparedness to take responsibility for action. *Inspiration. How I motivate others. A sense of vision, imagination, a compelling idea, a grasp of opportunities and possibilities, an ability to help others believe in themselves, to release potential. *Intuition. Deep insight. A sense of what's important, an awareness of my own feelings, an ability to tune into what isn't being said, an ability to notice and discern 'what's really going on here.' *Influence. Inspiring others to follow. An awareness of what matters most to others, a commitment to role modelling, an ability to communicate, negotiate, convince and persuade. *Inclusion. Valuing others' contribution. A sense of awareness of my own limitations, a recognition of others' gifts and talents, an ability to involve others and draw out their best. *Intimacy. How I relate to others. A sense of empathy, a willingness to challenge and support, a preparedness to stand alongside others through good times and bad. *Integrity. My values and behaviour. A sense of conscience, a moral compass, a determined commitment to ethical practice, a clear sense of parameters and boundaries. *Innovation. Seeing and doing things differently. A sense of creativity, a willingness to be playful, experiment and take risks, an ability to reframe, to challenge the status quo, to enable paradigm shifts. *Impact. A commitment to action. A sense of purpose, a desire to achieve change, the courage to get involved, a willingness to take decisions, an openness to experiment, evaluate and learn. It's a dynamic combination of these elements that results in the exercise and experience of leadership, whether personal leadership or leadership as a team (where ‘I’ could be converted to ‘we’). So I want to use this list as a checklist before God. How far does my attitude, outlook and approach reflect these qualities? What would it take for me to become more of a leader, more of the time? |
Nick WrightI'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? Get in touch! 
Like what you read? Simply enter your email address below to receive regular blog updates!
|
RSS Feed