‘How is that human systems seem so naturally to gravitate away from their humanness, so that we find ourselves constantly needing to pull them back again?’ (Jenny Cave-Jones)

What a profound insight and question. How is that, in organisations, the human so often becomes alien? Images from the Terminator come to mind – an apocalyptic vision of machines that turn violently against the humans that created them. I was invited to meet with the leadership team of a non-governmental organisation (NGO) in East Africa that, in its earnest desire to ensure a positive impact in the lives of the poor, had built a bureaucratic infrastructure that, paradoxically, drained its life and resources away from the poor. The challenge and solution were to rediscover the human.

I worked with a global NGO that determined to strengthen its accountability to its funders. It introduced sophisticated log frames and complex reporting mechanisms for its partners in the field, intended to ensure value for its supporters and tangible, measurable evidence of positive impact for people and communities. As an unintended consequence, field staff spent inordinate amounts of time away from their intended beneficiaries, completing forms to satisfy what felt, for them, like the insatiable demands of a machine. The challenge and solution were to rediscover the human.

A high school in the UK invited me to help its leaders manage its new performance process which had run into difficulties. Its primary focus had been on policies, systems and forms – intended positively to ensure fairness and consistency – yet had left staff feeling alienated, frustrated and demoralised. We shifted the focus towards deeper spiritual-existential questions of hopes, values and agency then worked with groups to prioritise high quality and meaningful relationships and conversations over forms, meetings and procedures. The challenge and solution were to rediscover the human.

Academics and managers at a university for the poor in South-East Asia had competing roles and priorities, and this had created significant tensions as well as affected adversely the learning experience of its students. The parties had attempted unsuccessfully to resolve these issues by political-structural means; jostling behind the scenes for positions of hierarchical influence and power. They invited me in and we conducted an appreciative inquiry together, focusing on shared hopes, deep values, fresh vision and a co-created future. The challenge and solution were to rediscover the human.

Where have you seen or experienced a drift away from the human? Curious to discover how I can help? Get in touch!

​You arrange to meet with a colleague and, on the afternoon of the appointment, she neither turns up nor cancels it. It can feel disappointing or frustrating, especially if you had spent ages preparing for it, or had rescheduled other things to make room for her in your diary. There may be, of course, all kinds of extenuating circumstances that had prevented her from arriving or letting you know. We could imagine, for instance, that her car had broken down on route, or that she had got stuck in traffic in an area with no mobile phone signal. She might have been held up in another meeting that overran and from which, for whatever reason, she had felt unable to excuse herself.

Feelings of hurt or resentment can arise, however, if we allow ourselves to infer deeper meaning and significance from the no show. This can be especially so if it forms part of a wider and repeated pattern of experiences. Could it be, for instance, that her unexpected absence (again) is revealing a subtle and subliminal message such as, ‘Spending time on A is more important to me than spending time with you on B.’ Or, beneath that, ‘I believe my work on A is more important than your work on B’. Or deeper and worse still, perhaps, ‘I’m more important than you.’ The latter could well leave us feeling devalued and disrespected and, if unresolved, damage the relationship itself.

I worked with one leader, Mike, who modelled remarkable countercultural behaviour in this respect. If Mike were in a meeting that looked like it may need to overrun, he would: (a) pause the meeting briefly (irrespective of how ‘senior’ or ‘important’ the person was whom he was with); (b) speak with whomever he was due to meet with next (irrespective of how ‘junior’ or ‘unimportant’ that person was); (c) check if it would be OK with them to start their meeting later or, if needed, to defer it; and (d) take personal responsibility to resolve any implications that may arise from that rescheduling. Needless to say, Mike’s integrity and respect earned him huge loyalty, admiration and trust.

When have you seen great models of personal leadership? How do you deal with a no show?

‘It’s a question of what the relationship can bear.’ (Alison Bailie)

You may have heard the old adage, the received wisdom that says, ‘Don’t try to run before you can walk.’ It normally refers to avoiding taking on complex tasks until we have mastered simpler ones. Yet the same principle can apply in relationships too. Think of leadership, teamworking, coaching or an action learning set; any relationship or web of relationships where an optimal balance of support and challenge is needed to achieve an important goal.

Too much challenge, too early, and we can cause fracture and hurt. It takes time, patience and commitment to build understanding and trust. I like Stephen Covey’s insight that, ‘Trust grows when we take a risk and find ourselves supported.’ It’s an invitation to humility, vulnerability and courage. It sometimes calls for us to take the first step, to offer our own humanity with all our insecurities and frailties first, as a gift we hope the other party will hold tenderly.

It's an invitation, too, for the receiver to respond with love. John, in the Bible, comments that, ‘Love takes away fear’. To love in the context of work isn’t something soft and sentimental as some cynics would have us believe. It’s an attitude and stance that reveals itself in tangible action. Reg Revans, founder of action learning, said, ‘Swap your difficulties, not your cleverness.’ A hidden subtext could read, ‘Respond to my fragility with love, and I will trust you.’

I joined one organisation as a new leader. On day 3, one of my team members led an all-staff event and, afterwards, she approached me anxiously for feedback. I asked firstly and warmly, with a smile, ‘What would you find most useful at this point in our relationship – affirmation or critique?’ She laughed, breathed a sigh of relief, and said, ‘To be honest, affirmation – I felt so nervous and hoped that, as my new boss, you would like how I had handled it!’

In this vein, psychologist John Bowlby emphasised the early need for and value of establishing a ‘secure base’: that is, key relationship(s) where a person feels loved and psychologically safe, and from which she or he can feel confident to explore in a spirit of curiosity, daring and freedom. It provides an existential foundation on which to build, and enables a person to invite and welcome stretching challenge without feeling defensive, threatened or bruised.

How do you demonstrate love at work? What does it look like in practice?

‘The willingness to experiment, it turns out, is the chief indicator of how innovative a person or company will be.’ (Hal Gregorson)

Test and Learn is an experimental, adaptive technique, used to address complexity, uncertainty and innovation. It’s useful in situations where, say, past experience isn't a reliable guide for future action because e.g. critical conditions have changed. It’s also useful when moving into new, unchartered territory where the evidence needed for sound decision-making can only be generated by, ‘let's suck it and see’. It shares a lot in common with action research: create a tentative hypothesis, step forward, observe the results, try to make sense of them, refine the hypothesis, take the next step.

Test and Learn is used in fast-paced, fluid environments, such as by rapid-onset disaster response teams where conventional strategizing and planning isn't realistic or possible. By the time a detailed plan is formulated, things have moved on - and the paper it's written on is sent for recycling before the ink has dried. Test and Learn is also used by marketing teams when testing new products or services or seeking to penetrate new or not-yet-known markets. It provides tangible evidence based on customer responses which, in turn, enables change or refinement before investing further.

What psychological, relational and cultural conditions enable Test and Learn to work?

1. Leaders who believe and overtly support the idea that learning is a key to success, both from experiments that go well and those that fail.
2. Shared opportunities for ideation, hypothesis formulation, testing of assumptions and critical sense-making: e.g. via action learning.
3. Experiments that are sufficiently specific and observable to draw out key evidence and learning.
   
4. Meaningful recognition, celebration and reward for experimentation and learning, and for the progress that results from it.

When have you used Test and Learn? How did you do it? What difference did it make?

(See also: Unpredictable; Adaptive)

In my first encounters with the Philippines, I was surprised by how often people asked me about my meals. ‘Have you eaten?’ This included during conversations online. I learned, over time, that the question arises out of an economic context in which food is often scarce owing to high levels of poverty, and a cultural context in which the health and well-being of one’s neighbour is considered important. It means the question is literal and it calls for a literal response. If I answer ‘no’ while I’m there physically, I’m likely to be offered and given a meal; even if the person who’s asking is poor.

Rudo Kwaramba, a Zimbabwean colleague, explained a similar dynamic whilst working together on an assignment in Uganda. I had been invited there to help an NGO address a key challenge: that managers in rural community-based projects were, apparently, bad at addressing poor performance. Rudo reflected: ‘In wealthy countries, if you can’t earn an income or lose your job, your government provides you with financial support; if you become injured or unwell, your health system or insurance covers you. In poorer countries, people can only look to each other for support.’

It means that, in such contexts, to establish and maintain positive relationships with one’s extended family and neighbours is essential for survival. It also means that to support the health and wellbeing of one’s neighbours is critical too. There is a sense of radical interdependence, a pragmatic-ethical need, that drives cultural behaviour. Against that backdrop, we discovered that managers who were living and working in the same communities as their staff felt unwilling and unable to address poor performance – in case it damaged the network of relationships. It was the core issue for them.

This insight moved the culture-shift question in the work from a simplistic-transactional, ‘How to change the performance management system’, to a deeper-relational, ‘How can we hold honest conversations that don’t harm community?’. It proved transformational. As I focus back on South East Asia, I notice that as some countries have grown in wealth, they have experienced a corresponding shift towards individual-orientated cultures. It's as if: the richer I am, the less I need you. ‘Have you eaten?’ is often retained, yet as a simple greeting, not as a literal inquiry or as an invitation to a meal.

So, I’m curious: what have been your experiences of working cross-culturally? What have you learned?

How far can action learning (a form of small-group peer coaching) be useful in fast-paced and complex humanitarian contexts, in countries as diverse as Bangladesh, DRC, Iraq, Jordan, Malaysia, Myanmar, Somalia and Syria? What would it take to make coaching and action learning effective in these different cultural environments? These were questions I was invited to explore and test with ALNAP and ALA’s Ruth Cook during the past 18 months.

The idea was to train field-based practitioners in action learning techniques, then to mentor them as they adapted and applied them in disaster zones. Our goal was to learn from this experience too. Travel restrictions meant that workshops were all conducted online, which created its own challenges vis a vis patchy internet connectivity and access to training resources via cell phones, yet we-they persevered and the experience proved fruitful.
 
I was particularly interested in cross-cultural dimensions and dynamics in these training groups.

Workers in humanitarian crises face intense time pressures and it could have been tempting to short-cut personal introductions and press ahead with the task. In some cultures, investing in relationship and trust-building is integral to the task and, therefore, inseparable from it. We chose, therefore, to create opportunities, where possible, for participants to get to know and understand us and each other from the outset.

In Western models of action learning, emphasis is often placed on posing coaching-type questions that are short, sharp and direct. If, however, we don't pay attention to relevant cultural norms including relational preamble (e.g. ‘I am pleased to be here. Thank you for the opportunity to ask this question…’) such questions can be experienced as blunt, harsh or rude. It's important, therefore, to allow for different cultural framings and expressions.
 
We were aware that, in contexts such as the UK and USA, action learning tends to assume an egalitarian culture within a group, within which participants are and feel free to invite and pose challenging questions to one-another. In some cultures, however, where perceived authority and social status are based on e.g. age, gender or tribe as much as on formal hierarchy, careful composition of and contracting in groups are critical success factors.

In some cultures, to pose a question directly to an authority figure could be perceived as insubordinate, disrespectful or even insolent. Authority figures may be expected by others always to have the ‘right’ answers and to pose a question in a group risks shaming that person, a loss of face, if they are unable to answer it. One way to avoid this issue is to invite participants to write down questions and hand them to the person first, who can then chose which to respond to.
 
In some cultures, it would feel inappropriate for a participant to decide unilaterally on an action at the end of an action learning cycle without having first run the idea past their line-manager for approval. This may partly be indicative of where decision-making authority is held in that hierarchy. It can also signal deference to or respect for an authority figure. One way to address this would be for a participant to relate back to the group at a subsequent meeting on what actions have been agreed.

When using a peer-consultancy version of action learning, in which participants are invited to offer suggestions for consideration as well as questions, particular challenges can arise. In some cultures, participants may feel compelled to accept the first suggestion that is offered, or to agree to whatever is suggested by a perceived authority figure. Again, writing down questions to offer a presenter can help to address this.
 
When using an appreciative version of action learning, in which participants help a person to identify what personal and contextual factors contributed to the success of an initiative, there can be challenges too. In some cultures, it can turn into a praise-party, with participants wanting to affirm the presenter rather than to tease out success factors. One way to address this is to allow space for praise first, then to move onto the more structured process.

​In other cultures, a presenter may feel uncomfortable to comment on what they did well personally in case it sounds immodest. Two possible ways to address this are to invite the presenter to comment on what other people may have noticed about his or her contribution, thereby attributing the qualities to a third-party perspective rather than their own, or to depersonalise it as ‘This happened’ rather than ‘I did this.’
 
I am deeply indebted to all of the participants in this initiative who contributed so richly to our learning and ideas. What have been your experiences of coaching, training or action learning in different cultural environments? What have you learned - and what would you recommend to others?

(See also Nick's: ​Cross-Cultural Action Learning webinar, December 2021)

‘Should I stay or should I go?’ (The Clash)
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Buridan’s Ass: a paradox in which a hungry donkey finds itself standing precisely midway between two identical stacks of hay. Vacillating with indecision because there are no grounds for choosing a preferred option, the poor donkey starves to death. Whilst often used in philosophy to debate issues of free will vs determinism, this allegory also serves as a graphic illustration of ambivalence.

‘Ambivalence is simultaneously wanting and not wanting something, or wanting both of two incompatible things…Take a step in one direction and the other starts looking better. The closer you get to one alternative, the more its disadvantages become apparent while nostalgia for the other beckons.’ (Miller, W. & Rollnick, S., Motivational Interviewing: Helping People to Change, 2013).

We may experience this tug-of-war viscerally when faced with important and equally-compelling choices between X and Y in, say, relationships, careers or other significant life decisions. We may, likewise, experience a paralysis of analysis, a type of over-thinking if multiple options are available to us yet with no unequivocally-convincing reason to choose one course of action over another.

Ambivalence can leave a person procrastinating, ineffective, drained and frustrated. It’s as if relative pros and cons balance out and leave us stuck. So how to break the deadlock and enable a change? Here are some ideas. 1. Enable a person to step back from the immediate decision to see a bigger picture. ‘What’s more important here: to make a choice, or to choose one option over another?’

2. Ask the person: ‘What’s your intuition or gut instinct telling you, irrespective of whether or not you can see a rationale for it?’ 3. Help the person to explore different and broader perspectives: ‘Which option would e.g. God, your CEO, your team, your family or yourself 5 years from now, prefer you to take?’ 4. Support and challenge the person to take a decision and to stick with it.

How do you deal with ambivalence? Do you feel stuck? Get in touch!

‘To the existentialist, life is like a small child, lost and alone in a deep, dark forest. And the child means nothing to the forest.’ (Peter Hicks)

Hicks’ bleak depiction of the human condition, of an unresolvable existential angst that we face and experience as we find ourselves thrown into this world, is a despairing vision of life without hope. It reflects vividly Jürgen Moltmann’s view that ‘hell is hopelessness’. Yannick Jacob comments that, ‘there is a way to live without this anxiety, at least temporarily, by deceiving ourselves, by closing our eyes to some of the realities of our existence.’ It’s as if we can numb the pain, make ourselves feel better for a time, by distracting ourselves, or drugging ourselves, to feel safer and more alive.

This is, perhaps, a deep root cause of addictive behaviours, of aligning ourselves with extreme positions, of engaging in some forms of extreme sports or of taking medication that seeks to dampen our too-painful-to-handle thoughts and feelings. Instead of being willing to pause, pray and peel back the curtains to reveal what may lay behind our personal and cultural actions and routines, we grip and hold them tightly shut. Over a lifetime, we glue them, stitch them and tape them together. We build barricades to support them, reinforce them and hide them, even to ourselves. Out of sight, out of mind.

At least for a while. Sooner or later, we may inadvertently catch a glimpse, experience an unnerving feeling, find ourselves fighting, falling or failing as the walls creak, crack and start to crumble down. It could be sparked by an accident, a break-up, a failed promotion, an illness, a mid-life crisis, a war. Our defences are weakened, no longer able to withstand the swirling, turbulent pressures that have built up behind them. It’s as if suddenly, as if by a flash of lightning, everything is revealed. Our self-assured confidence collapses and, perhaps for the first time, we experience terrifying vulnerability.

This is the existential backdrop to the Christmas story: an intensely dark crisis that can’t be resolved with a quick-fix solution. For followers of Jesus, it’s a piercing and dazzling hope-filled account of a profoundly transformational encounter between God and humanity, where God takes the first step and enters our reality. When the Bible says ‘Light shines in darkness’, we catch a glimpse of radiant light, life and love now made possible. Whatever your experience as a coach, whatever the experience of your clients in 2021 – let’s face truth gently, with courage and humility – and make hope real.

Feedback – a topic that often keeps people awake at night. There’s something I want to say, perhaps need to say, but I can’t think of the right way to put it. ‘What if it provokes a negative response?’ ‘What if I can’t handle the person’s reaction?’ ‘What if it makes things even worse?’ Such questions can understandably create an anxious psychological, emotional and physical state. If I’m feeling anxious, no matter what carefully-crafted words I may use, the other person is likely to pick it up intuitively and it could, to them, look and feel like attack or defence: and evoke the same in them.

The truth is, we are continually giving and receiving feedback, yet often out of conscious awareness. Our tone of voice, body language, use of words and behaviour all convey implicit messages and we only have limited rational control over them. What is more, we filter and interpret signals we receive from others based on our own personal experience; including our hopes, expectations and fears. Feedback always takes place in a dynamically-complex and fluid relational (e.g. affinity; trust; hierarchy) and cultural (e.g. language; values; norms) context – and that influences everything.

Take, for instance, feedback that lands positively on one day, yet could feel negative on another, depending on how I’m feeling. If I like and trust the person, I’m more likely to hear and respond to it positively. Conversely, if trust is low, of if we’ve just had a bruising argument, it could evoke a negative reaction; even if the feedback itself is valid and fair. In light of this, we are most likely to give and receive feedback successfully if we pay attention to our psychological, emotional, physical and relational state first, and then give equal attention to that of the other person too.

We can do the former in a number of ways. Take a moment to relax, breathe (pray) and imagine the person and conversation. How am I feeling? Is now the best time to hold this conversation? What will I need to handle it well? What beliefs am I carrying? What am I saying to myself? If: ‘What if it goes wrong?’, what happens if I reframe it to, ‘What if this goes well?’ If I’m saying, ‘I want this person to stop what they’re doing’, what happens if I change it to, ‘I want this person to succeed’? Now rehearse the opening of the conversation – in a positive, relaxed state.
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We can do the latter part in a number of ways too. Invite the person into a constructive review conversation together, not simply impose something onto them. Be clear about your (positive) intention, purpose and desired outcome. Ask them where and when would suit them best. Frame the conversation in an appreciative, solutions-focused way, reminding them of the vision and goals and inviting their reflections first: e.g. ‘What is going well?’ and ‘What will make it even better?’ – before offering your own feedback and ideas. Close with, ‘How shall we move this forward?’

Do you lose sleep over giving or receiving feedback and how to do it well? If so, get in touch!

​How are you finding online leadership, OD, coaching and training? What are the pros and cons and how are you making it work?

Pav Ponnoosami blogged satirically this week that, during the lockdown, ‘The bedroom has become the boardroom’. As we find ourselves staring at each other on screen, we often see a backdrop, a glimpse of a person’s home life, an insight into the person-beyond-the-role. I find myself intrigued by the different things I see-hear that lay behind: books on the shelf; flowers on the desk; photos on the wall; a child that stumbles in unexpectedly, asking for attention. They all add context, meaning.

Yet is an online relationship a real relationship? I’ve certainly never spent so much time with clients and colleagues on Zoom as I have done during this past few weeks. Is it real? The question itself begs at least two underlying questions: what constitutes an authentic relationship, and what do we mean by real? We could of course apply the same two questions to evaluate encounters and interactions between people in the real world; that is, the world that we think of as real, not just the virtual one.

So, some thoughts. Can an online conversation allow us to know and understand each other better? Yes, although I will know someone better if I see and experience them acting-interacting in a range of different situations and relationships. Can it enable effective task communication? Yes, if both-all parties have access to suitable and stable technologies. Can it enable practical teamwork to achieve a common purpose? Yes, if all have equal access. Can it build friendship or love? What do you think?