On having a conversation


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On having a conversation

  2. 2. BLOCK ADAPTATION<br />The slides shortly to follow are based around Peter Block’s Six Conversations Model.<br />Narrative Therapy/Consulting.<br />Emphasis on a Community of Conversation, not mechanical steps.<br />Authenticity of both individual and practitioner.<br />
  3. 3. SIX STEPS TO GENUINE ENGAGEMENT<br />Invitation and Assent.<br />Exploring and Realising Possibilities.<br />Owning My Own Learning Process.<br />Risking Dissent.<br />Offering Commitment.<br />Fusing: Dynamic Conversation.<br />The ghost of the passive learner belongs on the back burner!<br />
  4. 4. GUIDANCE NOTES<br />After each of the 6 Steps there will a slide entitled CORE FOCUS.<br />Each step has implications for us the person, learner/developer, practitioner.<br />Also one entitled LEADERSHIP OPPORTUNITIES….we all are able to lead. <br />
  5. 5. A FEW THOUGHTS ABOUT LEADERSHIP<br />In this learning community leadership is not taken to be…<br />The same as management<br />About bravado, sloganising, political manipulation etc<br />Emphasis is placed on authenticity, dealing with uncertainty, radical empathy, trust building, incremental inspiration, and resonance.<br />
  6. 6. A FEW THOUGHTS ON UNCERTAINTY<br />‘To be uncertain is to be uncomfortable, but to be certain is to be ridiculous’<br /> Chinese proverb<br />‘Uncertainty and expectation are the joys of life.  Security is an insipid thing.’<br />William Congreve. Seventeenth Century English Playwright.<br />
  7. 7. ‘Uncertainty and mystery are energies of life. Don't let them scare you unduly, for they keep boredom at bay and spark creativity.’<br />R.I. Fitzhenry. Twentieth Century Canadian Publisher.<br />‘Olive trees and answers both need time.’ <br /> Arab Proverb.<br />
  8. 8. UNCERTAINTY AS THREAT?<br />In a communal, or cultural context uncertainty may be felt, perceived, as threatening {Hofstede, 1994}.<br />Resultant anxiety-diffuse in nature {fear typically has a specific focus}.<br />{As if} everything different is dangerous.<br />
  9. 9. {As if} There is only one truth and I/we have it-developmental implications for the individual/collective.<br />‘Truth is a jewel and the owner lives dangerously.’ Arab Proverb.<br />“Being a student is to be in a state of anxiety.” Barnett {2007} -your experience?<br />We seem ‘safe’ then along comes a Black Swan Moment {Taleb}.<br />
  10. 10. BLACK SWAN MOMENT<br />
  11. 11. PREPARED FOR THE UNPREPARED?<br />Award winning Danish animation film The Danish Poet {2007}emphasised learning to become prepared for the unprepared.<br />The Film’s core moral was that to engage with the ambiguities and uncertainties of contemporary life is the real route to depth understanding and learning.<br />As if life’s journey beckons us towards ambivalence……anyone know about MOTIVATIONAL INTERVIEWING?<br />
  12. 12. http://www.dailymotion.com/video/x3232l_the-danish-poet-torill-kove_shortfilms<br />
  13. 13. ADAPTING BLOCK 1. INVITATION AND ASSENT<br />To develop; to move forward.<br />Establishing whether ‘I’ genuinely want to do so.<br />What do ‘I’ need to make this initial commitment?<br />
  14. 14. We might then ask of ourselves whether what we aspire to is depth learning and understanding-intra personally, academically, professionally…..<br />Or might we feel safer with ambiguity, passivity, and disempowerment; amidst uncertainty.<br />
  15. 15. 1. {cont}<br />What will be the ingredients that will enable me to more clearly:<br /> Participate<br /> Own Relationships<br /> Persevere with tasks<br /> Engage in processes/the learning process<br />
  16. 16. CORE FOCUS<br />Intrinsic motivation.<br />Willingness to develop self midst the reflexive learning process {Ledwith fc Handbook 30017}<br />Openness to risk taking; working effectively midst uncertainty.<br />Accepting failure as part of the learning process.<br />
  17. 17. LEADERSHIP OPPORTUNITIES<br />In inviting others to ‘the conversation’/for engagement ‘I/we’ are investing in them.<br />Yet we are by no means wholly certain.<br />Investment which is more effectively realised in those who engage/actively engage.<br />In turn ‘they’ may well draw others closer to engagement.<br />How does this ‘play out’ in this room? Your group?<br />
  18. 18. 2.EXPLORING AND REALISING POSSIBILITIES<br />Looking forward.<br />Not remaining rooted in the past.<br />Freeing up our own creativity.<br />Innovating, challenging the status quo/’My’ own status quo.<br />Breaking new ground.<br />
  19. 19. CORE FOCUS<br />Opportunity.<br />Freedom to choose.<br />To accept personal responsibility……negotiating the freedom to act.<br />Risk and uncertainty.<br />
  20. 20. LEADERSHIP OPPORTUNITIES<br />Raising the awareness of community members, group members in relation to their freedom.<br />‘Disturbing the peace/piece’.<br />Fuelling uncertainty?<br />Refreshing perspective.<br />
  21. 21. 3.OWNING MY OWN LEARNING PROCESS<br />What’s ‘My’ part in getting this far?<br />Avoiding blame, gossip and negativity.<br />Making ‘My’ own change not waiting to be changed?<br />
  22. 22. CORE FOCUS<br />Retaining emphases of choice, freedom and responsibility.<br />Considering options/possibilities open to us.<br />Thus unearthing passion and commitment.<br />Built on foundations of resonance and meaning.<br />
  23. 23. CORE FOCUS {cont}<br />That something genuinely means something to us…….’I’ have a grounded basis to act.<br />What am ‘I’ doing here? This Programme/Module?<br />What am ‘I’ doing {intending to do} in my professional role?<br />Taking responsibility in and for our learning and development.<br />
  24. 24. LEADERSHIP OPPORTUNITIES<br />Resisting the lure of problem solving.<br />Uncertainty and risk for both leader{s} and participants.<br />Staying focussed on ‘their’ understandings of possibility{ies} until….<br />‘Other/s’ speak with resonance and passion.<br />
  25. 25. 4.RISKING DISSENT<br />Saying ‘No’ in an informed and principled way.<br />Sometimes we need to say ‘No’ to get to ‘Yes’.<br />Commitment .v. Doubt……reaching a synthesised position.<br />
  26. 26. RISKING DISSENT {cont}<br />What I do not want can help in finding what I do want.<br />Failure can enrich learning.<br />Opting out is without adult status.<br />Tension and conflict can be creative.<br />
  27. 27. CORE FOCUS<br />Commitment in this context is found in authentic learning and practice; how will I share my aspirations?<br />Authentic being begets authentic practice.<br />See for example Nash Popovic Personal Synthesis.<br />Commitment to own progress, the whole Group, MI Group; professional domain{s}.<br />
  28. 28. LEADERSHIP OPPORTUNITIES<br />‘Working with Other/s’ to explore commitment and doubt.<br />Facilitating and exploring an owned/share an environment where trust can grow.<br />
  29. 29. Where it can be safe to articulate doubts, fears, uncertainties…<br />Alongside aspirations, hope, joy.<br />Leaders never have answers to everything.<br />
  30. 30. 5.OFFERING COMMITMENT<br />Nurturing ‘My’ own learning and development.<br />Promises to the Group/sub groups.<br />Engaging with these promises.<br />Articulating them {internally/externally}.<br />Beyond mere personal gain.<br />
  31. 31. CORE FOCUS<br />What assets/capabilities do I bring to this journey?<br />‘My’ willingness to acknowledge?<br />What makes me suitable for this learning/professional domain?<br />‘My’ contribution to the trust pool?<br />
  32. 32. LEADERSHIP OPPORTUNITIES<br />Lip service=weak currency {discuss}.<br />I/we are looking to build authentic commitment<br />Who is looking to join us?<br />Who is harbouring ‘No in a mask’?<br />Courage to commit.<br />Anyway boundaries lurk<br />
  33. 33. 6.FUSING: DYNAMIC CONVERSATION<br />Clarifying to self what ‘I’ am bringing to the Group.<br />The positives that ‘I’ am prepared to own.<br />Building on them/working from ‘My’ potential.<br />Changing ‘Myself’; positively impacting on others.<br />
  34. 34. CORE FOCUS<br />Continuing to integrate the positive about and within self.<br />Authentic self in ‘My’ imperfections.<br />Inspiring others, leading others.<br />Quietly ‘modelling’ to allay doubts, fears.<br />Valuing reciprocity.<br />
  35. 35. LEADERSHIP OPPORTUNITIES<br />Genuine capability infuses the community, group, sub group.<br />Such capability both exposes and conceals itself.<br />Ultimately, bringing all capabilities to the fore.<br />Bringing the gifts of those at the margins closer.<br />
  36. 36. BIBLIO<br />Barnett,R. {2007}. A Will To Learn: Being a Student in an Age of Uncertainty. McGraw Hill<br />Block, P. http://www.designedlearning.com/ [online]. Accessed19 September 2011.<br />Hofstede, G. {1994}. Cultures and Organisations: Software of the Mind-Intercultural Cooperation and its importance for survival.<br />Harper Collins.<br />Cooper Ramo, J. {2009 } The Age of the Unthinkable: Why the New World Disorder Constantly Surprises Us and What to Do About It. Little Brown<br />Taleb, N.{2007}. The Black Swan: The Impact of the HighlyImprobable. Penguin Books<br />Taleb, N. Learning to expect the unexpected. [online]. http://www.edge.org/3rd_culture/taleb04/taleb_indexx.html<br /> Accessed 29 September 2009.<br />
  37. 37. MYTH<br />We typically think of myth in a socio cultural context; organisations included. You might like to consider the mythology, for example, surrounding the community that you live in, or come from.<br />Consider meaning that is made about such socio cultural environments. What stories are told, do you tell? What rituals are observed?<br />Is myth unquestionably a positive or negative phenomenon? What kinds of stories are told about these communities?<br />What myths pertain to you? Do you uphold, protect? What are the pay offs that you derive?<br />
  38. 38. MYTH<br />Are you conscious about having ‘pushed back horizons’ in relation to yourself? An example might be a tolerance of uncertainty where once your personal horizon indicated having to be certain before you could act?<br />Extend your reflections to communities and how they might come to push back horizons. The community that could not improve, respect itself?<br />
  39. 39. Orbach, S. {2001} Towards Emotional Literacy.” Virago Press.<br />Being able to recognise what we are feeling so that it doesn’t interfere with our thinking.<br />Another dimension to draw upon when making decisions/encountering situations.<br />Being able to harness what we are feeling as an aid to understanding and focussing.<br />
  40. 40. Allowing our feelings to inform how we prioritise.<br />Taking responsibility for our feelings and acknowledging how we impact on family, friends, and colleagues etc<br />
  41. 41. EMOTIONAL LITERACY DEFICIT<br />Not being in touch with our feelings; gender stereotyping feelings.<br />Denying the importance of feelings in life and work decision making.<br />Pretending that life and work are merely about cognition and rationality.<br />Displacing feelings or dumping them, thus not taking appropriate responsibility for how we impact on others.<br />Consider the notion of toxic emotions-socio cultural, & individual.<br />
  42. 42. AMBIVALENCE<br />The coexistence of opposing attitudes or feelings, such as love and hate, toward a person, object, or idea.<br />Uncertainty or indecisiveness as to which course to follow.<br />The state of feeling two conflicting emotions at the same time .<br />Ambivalency: a state of being; a conflictual state, entailing opposition between two simultaneous but incompatible feelings; s/he was immobilized/torn by conflict and indecision.<br />
  43. 43. AMBIVALENCE AS RESOURCE<br />From the understandings in the previous slide, consider ambivalence that you may have experienced.<br />How might ambivalence manifest and impact within groups, organisations, and communities?<br />How might such ambivalence be ‘used’ whilst working with people in a social setting?<br />How might your own ambivalence impact upon such social settings?<br />