Sunday, 19 February 2017

On The Receiving End...

I have blogged numerous times about Nancy Kline's approach to listening and the Thinking Environment, the various ways in which I have used it, and its consistent usefulness. But what I have not written about before is my experience of it on the receiving end. 

Ever since last April, when I attended Nancy's Thinking Partnership programme, I have had a regular Thinking Partnership session with one of the other practitioners who was on the programme, a wonderful coach, Claudia Danser

We typically speak on Skype (as she is in London and I am in Cumbria), and have learned a lot about the Thinking Partnership process and that medium as a result (for example, on Skype, don't look into the eyes of the person to whom you are listening; rather look at the video camera lens - that feels to the recipient more as though you are looking into his or her eyes, and it makes a difference!)

These conversations have always been valuable, both for the opportunity to continue to practice the skills in a safe environment with a skilled coach, and also for the actual content of the session. Normally, we both find that the first stage, the simple attentive listening, is sufficient to resolve whatever issues we bring to the session.


However, the reason that I am writing about it this time is that the issue we addressed in our most recent call needed more than that. I was experiencing an unusual, and unusually strong, sense of worry about a forthcoming piece of work, and wanted to understand why.

Claudia had to go all the way through the model, helping me to identify the assumptions I was making, decide which one was most limiting, and then construct an alternative positive assumption to try out. 

The result was excellent. Not only did I understand what was causing my unease (which was my declared goal) but also found that by the end of our conversation, I had replaced the sense of unease with a far greater sense of ease and confidence, as a result of replacing the limiting assumption with a more liberating - and truer - one.

Interestingly, that conversation was sound only: we couldn't get Skype to work (possibly because I was in a hotel room, connected via a poor hotel link). But it didn't seem to matter: the process worked, once more.

So yet again, I have experienced the power of Nancy's model; and this time as the recipient, rather than the coach. And once again, it has delivered exceptional results. I remain impressed.

Saturday, 4 February 2017

Social Media for HE

John Denham, Sue Littlemore & Gordon Mackenzie
in the panel discussion
This week, we had the media and engagement module of Winchester Futures, featuring a stellar range of guests, including John Denham, Sue Littlemore, Gordon Mackenzie, Alastair Bruce and Alastair Stewart.

John, Sue and Gordon, along with Sam Jones, the University's Head of Communications, were discussing how we can influence policy and practice.  Their insights and experience shed a great deal of light on the political process and appropriate ways to engage with civil servants, policy makers and ministers.
Alastair Bruce: Royal Herald
as well as distinguished broadcaster
The two Alastairs joined us for the subsequent interview skills practice: taking participants in small groups through the essential skills of TV interviews, and then interviewing each on camera. I had the pleasure of welcoming them, but I wasn't present for their interviews as I was working with other groups at the same time on radio interviews. However, all the reports were extremely positive, so we are most grateful for their time and expertise.
Alastair Stewart, stalwart of ITN

We also discussed social media,, with Vanessa Harbour and Debs Wilson sharing their knowledge and experience. I also contributed a bit, and promised participants a list of the links and resources that I mentioned. It occurred to me that other people in HE might find them useful, so I post them here, as a reference point.

One of the points we discussed was the importance of curating your online profile. Even if you have no intention of engaging in social media in support of your work, it is important to know, and to manage, what people will see if they search for you online. Here is a useful checklist for that process.

We also talked about the range of ways in which one can engage. At one extreme is the passive consumer. At the very least, it is worth bookmarking THE, The Conversation, and Wonkhe.  Wonkhe's Monday Morning HE Briefing is worth subscribing to, as well.


If you want to look more seriously at how to use Social Media to support your research, you should have a look at Mark Reed's slides on this. Mark is an academic researcher who has developed a sideline in helping other academic researchers to increase their impact. His book, The Research Impact Handbook has a very valuable section on using social media, and the associated wwwsite is worth exploring, too.

If you want inspiration, have a look at the JISC's list of top 50 HE professionals using social media, here. The range of examples is extraordinary. Here I cite are just a few that caught my eye.



Cardiff University Medical School’s official Facebook page Cardiff C21 is now one of the most influential platforms of communication within the school. The page is used as an adjunct tool in medical education, and is estimated to reach over 70% of the School’s 1,400 medical students. Innovative content, thought provoking articles and other posts keep the content relevant and interesting to students. The team ran some research and discovered that:
    • 42% of students studied topics further due to posts on the page;
    • 26% applied for jobs and opportunities advertised on the page;
    • 47% attended an academic event advertised on the page;
    • 24% of responders joined a club or society due to work of the page;
    • 62% of respondents reported feeling either more or much more satisfied with the medical course as a result of using the page.

Or there is the Jisc-funded social media crowdsourcing project, The Great War Archive, which managed to collect 6,500 digitised items from the public in just 12 weeks.

I also liked the sound of a YouTube 'clone’ site YouTestTube.com (closed site for students), for bioscience students at Ulster University. Students in small groups of three or four make a reflective video documentary about one of the experiments they conduct; this is then uploaded to the site and shared with everyone on the module; and also #Vetfinals on Twitter: a revision club for vet students at Nottingham, where an expert tweets a clinical case for students to ‘solve’. 

Another valuable sites to explore, if you want more ideas, is the Oxford University Social Media Guide. It has 29 top tips for creating and managing effective social media channels.

 Finally, the Newcastle University Library Services site is excellent, showcasing how a huge range of different social media platforms can be used in support of research.

There are risks of course; one is reputational. The speed and vehemence of social media campaigns when one puts a foot wrong can be breathtaking (remember the Tim Hunt affair?)  The other is time: it is easy to get seduced into wasting a huge amount of time on social media. Both Mark Reed's material and the Oxford Top Tips have something to say about this.

But the benefits are also, potentially, enormous. The reach of social media is enormous; and academics who use it well can both spread their work and engage a huge public in ways hitherto unimaginable.


Saturday, 28 January 2017

Listening Beyond...

I have been working with Nancy Kline's Thinking Environment model again this week; specifically with a number of professors at Lancaster University. One of the things that struck me afresh was Nancy's notion of 'Let's see how much further your thinking can take you... and how much further than that.... and how much further than that..."

For what seemed to happen in the practice sessions was that highly intelligent people surprised themselves, discovering how far their thinking could go, when they were listened to with exquisite attention by a colleague.

They were thinking about topics they had thought about before, but made real breakthroughs in their thinking, and in the way in which they were thinking, with minimal intervention (though maximum attention) from their listening partners.

One found, for example, that she suddenly identified a number of assumptions that she had been making; and by re-considering these, and abandoning the false ones, she made significant progress. That was without the thinking partner asking about assumptions (Nancy's hypothesis is that the brain normally does that naturally, when the right conditions are in place; just occasionally, we have to help it with the appropriate questions).

The hardest part of these conversations, for the listening partners, was resisting the urge to interrupt, to contribute, to ask questions. But (under strict instructions from me) they managed to do so, and listened beyond the obvious, to some new and fascinating ideas.

In the plenary conversation afterwards, when we were discussing the application of the same principles to meetings, one professor also spoke very articulately about the fact that in meetings he would listen, but would need time to go away and think before delivering thought-conclusions. Yet, here he was in a meeting, delivering a thought-conclusion. When I pointed that out, he agreed that it was due to the different way in which this particular meeting was being run - that is, in accordance with the ten Thinking Environment components. 

So yet again, I am persuaded of the practical power of this seemingly simple approach.

So for the record, here are the ten components, with a bit of a gloss on them; drawn from Nancy's work in Time to Think and More Time to Think (both highly recommended, of course).


Attention
Hypothesis: Attention is an act of creation, and the quality of our attention determines the quality of the other’s thinking.

In almost any setting the best help we can be is to create the conditions for people to generate their own finest thinking. And when someone is thinking around us, much of the quality of what we are hearing is our effect on them; and that requires that we are sufficiently humble to refrain from even thinking about all our wise ideas while we are listening. In fact, the quality of our attention determines the quality of other people’s thinking. Attention, driven by deep respect and genuine interest, and without interruption, is the key to a Thinking Environment. Attention is that powerful. It generates thinking. It is an act of creation.

Equality
Hypothesis: Even in a hierarchy people can be equal as thinkers, and that equality helps them to give of their best.

If we seek to treat everyone equally as a thinker, everyone must get a turn to think out loud and a turn to give attention. To know you will get your turn to speak makes your attention more genuine and relaxed. It also makes your speaking more succinct. Equality keeps the talkative people from silencing the quiet ones. But it also requires the quiet ones to contribute their own thinking. The result is high quality ideas and decisions.

Ease
Hypothesis: Ease creates; urgency destroys.

Ease is an internal state free from rush or urgency which creates the best conditions for thinking.
But Ease, particularly in organisations and through the 'push' aspect of social networking, is being systematically bred out of our lives. We need to face the fact that if we want people to think well in the increasingly demanding and target-driven academic environment, we must cultivate internal ease. This implies a preference for quality over the rush of adrenaline.

Appreciation
Hypothesis: The human mind works best in the presence of appreciation

Society (and perhaps particularly academia) teaches us that to be appreciative is to be naïve, whereas to be critical is to be astute. And so, in discussions we often focus first, and sometimes only, on the things that are not working. The consequence is that our thinking is often specious. A skilled listener generates a balanced ratio of appreciation to challenge so that individuals and groups can think at their best.


Encouragement
Hypothesis: To be 'better than' is not necessarily to be ‘good.’ Mutual encouragement will produce better results than competition.

Competition between people ensures only one thing: if you win, you will have done a better job than the other person did. That does not mean, however, that you will have done anything good. To compete does not ensure certain excellence. It merely ensures comparative success, and can feed unproductive ego-driven behaviours. Competition between thinkers is especially dangerous. It keeps their attention on each other as rivals, not on the huge potential for each to think courageously for themselves. A Thinking Environment prevents internal competition among colleagues, replacing it with a wholehearted, unthreatened search for good ideas.

Feelings
Hypothesis: Unexpressed feelings can inhibit good thinking.

Me (r), with Nancy Kline (centre) and other participants
on the Thinking Partnership programme
Thinking stops when we are upset. But if we express feelings just enough, thinking re-starts. Unfortunately, we have this backwards in our society. We think that when feelings start, thinking stops. When we assume this, we interfere with exactly the process that helps a person to think clearly again. If instead, when people start to express feelings, we relax and welcome that, good thinking will resume.

Information
Hypothesis: Withholding or denying information results in intellectual vandalism. Facing what you have been denying leads to better thinking.

We base our decisions on information, accurate or not, all of the time. When the information is incorrect, the quality of our decisions suffers. Starting with accurate information is essential, therefore, if good independent thinking is our aim. The importance of information also pertains to the pernicious phenomenon of denial, the assumption that what is happening is not happening. Learning how to formulate questions that dismantle denial is a powerful feature of Thinking Environment expertise.

Diversity
Hypothesis: The greater the diversity of the group, and the greater the welcoming of diverse points of view, the greater the chance of accurate, cutting-edge thinking

Reality is diverse. Therefore, to think well we need to be in as real, as diverse, a setting as possible. We need to be surrounded by people from many identity groups, and we need to know that there will be no reprisal for thinking differently from the rest of the group.

Incisive Questions
Hypothesis: A wellspring of good ideas lies just beneath an untrue limiting assumption. An Incisive Question will remove it, freeing the mind to think afresh.

Everything human beings do is driven by assumptions. We need to become aware of them, and by asking Incisive Questions, replace the untrue limiting ones with true, liberating ones. The building of Incisive Questions is at the very heart of generating fine independent thinking. These questions have been described as ‘a tool of unbelievable precision and power’.

Place
Hypothesis: When the physical environment affirms our importance, we think more clearly and boldly. When our bodies are cared for and respected, our thinking improves.


Nancy Kline has found consistently that Thinking Environments are places that say back to people, ‘You matter.’ People think better when they can arrive and notice that the place reflects their value - to the people there and to the event. Place is a silent form of appreciation.

Sunday, 22 January 2017

Shame and Guilt

Over the last couple of days, I have been at a Daring Way workshop, run by Jacqui Sjenitzer, and based on the work of Brené Brown (see here for an account of a previous workshop with Jacqui on this material).  I will blog more about the workshop overall (it was excellent) when I have had time to reflect on it further. In this post I want to pursue one particular line of thought. 

One of the many helpful distinctions that Brown makes is between guilt and shame. According to her understanding, guilt is 'I did something bad,' and shame is 'I am bad.' Further, she states that shame is positively correlated to addiction, depression, and many other problems; whilst guilt is inversely correlated to them: it leads to much better outcomes.

That led one of the participants on the programme to say: "People talk about Catholic guilt; but really it's Catholic shame..."

I understand that for many people, that may be their experience of Catholicism; and I am not going to argue with their lived reality. However, it is also my experience that the opposite is true, and that my Catholic upbringing, at least, has allowed me to deal appropriately with guilt and not be shackled by shame. We didn't get into that discussion on the workshop - it would have been a fairly major digression, and Jacqui wanted us to move on. So here are my reflections.

My thesis is that Catholicism is very powerful. And like anything that is powerful, when abused, it becomes very destructive. But used properly, it is a great force for good.

I was pleased that one of the other participants, at the end of the programme, chose to share a quotation attributed to Mother Teresa, which she felt summed up the spirit of the course:
People are often unreasonable, irrational, and self-centered. Forgive them anyway.
If you are kind, people may accuse you of selfish, ulterior motives. Be kind anyway.
If you are successful, you will win some unfaithful friends and some genuine enemies. Succeed anyway.
If you are honest and sincere people may deceive you. Be honest and sincere anyway.
 What you spend years creating, others could destroy overnight. Create anyway.
If you find serenity and happiness, some may be jealous. Be happy anyway. 
The good you do today, will often be forgotten. Do good anyway.
Give the best you have, and it will never be enough. Give your best anyway. 

You see, in the final analysis, it is between you and God.  It was never between you and them anyway.
That, it seems to me, is an example of Catholicism done properly.

One of the things that interests me is how much of the new wisdom on how to live a healthy, happy and successful life is already embedded in the Catholicism in which I was raised.

From Viktor Frankl, we learn of the importance of meaning and purpose: from my upbringing, I know that my meaning and purpose are to love and be loved.

In a world that seems ever more bitterly divided, I hold fast to my Faith that all were created by love, in love, and for love.

To move on from difficult stuff, Brown (and others) teach us that we need to acknowledge it, learn from it, apologise or make amends when appropriate, and then leave it behind. Many use therapy to help with this. In my tradition, that need is met by a daily examination of conscience, prayers of contrition, a resolution to do better next time, confession, and absolution. The psychological benefits of this practice, alone, are extraordinary (when correctly practiced, of course).

The research on the benefits of meditation is convincing many people of the importance of this as a daily practice. We learned that from the Desert Fathers (and Christ himself, of course), and daily meditation is the cornerstone of a life of prayer.

Almost every book on leadership talks of the importance of integrity, based on clear values. I strive to run my business (and indeed life) according to the values of Faith, Hope and Charity; and informed by justice, prudence, temperance and fortitude. (Temperance is not a fashionable word, but it is vigilance against excess: and how much that is needed at present!). My favourite (and recurrent) feedback is that I help to re-kindle or strengthen hope.

We are learning more and more about the beneficial effects of the practice of gratitude. From my earliest years, I have been taught to give thanks for every day, for every meal on the table..., in fact for everything.

As I say, I recognise that others have had a dreadful experience of a Catholic upbringing, and that is truly tragic (and shameful for the Church). But I think that the other story also deserves to be told; the formation that inspired not only Mother Teresa, but also Maximilian Kolbe, the friar who volunteered to die in place of a stranger in Auschwitz, Lech Walesa, the leader of Solidarity, and countless others in every field of human endeavour.


Thursday, 12 January 2017

Coaching Supervision

I have blogged before about coaching supervision and the value of multiple approaches to it. In this post, I want to reflect on one aspect of that: note-taking.

At our supervision group, we used to allocate the role of note-taker to one member (on a rotating basis) until we acknowledged that most of us never read the circulated notes, and tended to rely on our own notes taken at the time or written just after the meeting. So we stopped pretending.


However, my peer co-supervisor, Jan Allon-Smith, and I have developed a different approach - more by accident than design  - that is proving very fruitful.  Each of us writes up our own notes of our sessions; then we send them to each other, and we each comment on the other's notes, and return them.

Thus I see what Jan remembered as significant in a session, and she sees what I did; but further, we also have a commitment to read each others' notes, for a good reason - to offer feedback or commentary on them. And that makes us do it, which in turn means that we each see each others' reflections on our reflection.

This has proved very rich, Frequently we pick up on the same things as critical incidents; and of course that is informative. But we often interpret them in slightly different ways, and that is a rich source of learning.  Also, and almost as frequently, we select different moments or themes to comment on, and often that has provoked post-session critical incidents.

I realised quite how rich this learning from our supervisory conversations was, when I came to prepare for our first session of the New Year. I decided to review all the previous sessions' notes, looking for themes, and it was incredibly instructive; both to see the themes that recur for me, and also the ones that seem to have been resolved.

So for any coaches out there, I really recommend this practice. And Jan and I have started to wonder if our collective learning might, in due course, be worth sharing with other coaches. Perhaps another book is brewing (say in a decade or so...)

Wednesday, 28 December 2016

The Year in Review

2016 feels to have been quite a momentous year. I won't re-visit the large political events here; but at a local level it has been very positive.

Finishing and publishing Shifting Stories released a lot of energy for new learning: I also completed my post-graduate diploma in Executive Coaching and Mentoring, trained with Nancy Kline on her Thinking Partnerships programme, and organised the training for a number of colleagues and qualified in the Hogan assessment tools.  I have blogged variously about these throughout the year, so will not say more about them here, except to say that they have all added considerably to my repertoire as a coach, facilitator and consultant; and I have more development planned for next year (not least more work with Nancy Kline, and a Post-graduate Coaching Supervision diploma). 

I also read a large number of really helpful books, and have bought many more to keep me stimulated an learning, as well as attended a number of very valuable cpd events with Cumbria Coaching Network and the EMCC.

On the professional front, it has been gratifying to see a number of my coaching clients achieve great things, survive tough times, inspire others...  and many of the training events and awaydays I have facilitated have elicited similar feedback.  Moreover, the client base is growing, and the diary for 2017 is already very strong indeed.

Likewise, it has been particularly nice to read positive reviews of the book (both on Amazon, and also, somewhat less credibly, here); but even more pleasing to read reports of people putting the ideas into practice, with positive results (see here).

On the domestic front, we had a lovely holiday with our Outlaws (our daughter's husband's parents) sailing around Corfu on a catamaran; as well as a lovely family holiday in Scotland. And of course the major event of the year was the birth of our first grandson, James, who is with us for Christmas and the New Year.

And I notice that it is almost exactly a year since someone pointed out Charity Miles to me. I thought I might raise $250 for Charity Water over the year, just by my normal walking and running habits. In fact it has been more than $300, which is very satisfying. I started doing Donate a Photo more recently, but have contributed $190 worth of photos to Operation Smile. We have also developed substantial Kiva portfolios for the children; giving them Kiva vouchers as presents at Christmas etc. (If you don't know about Kiva, take a look - a fabulous scheme to help those in the developing world with micro-loans: encouraging agency, respecting dignity...)

All in all, despite the turmoil in the larger world, a positive year for us here...

So may I take this opportunity to wish all my clients, collaborators, colleagues and friends every blessing for a happy and successful 2017.



Thursday, 15 December 2016

The Value of Iteration

The last few weeks have been very interesting. I am busy working with a client on the development of a significant leadership programme to launch next year.  Based on an initial conversation with the head of the organisation about some interesting work I have been doing elsewhere, we agreed that I should speak with senior people in the organisation, as well as the managers of potential participants, and some of the potential participants themselves.

The fundamental model includes a large element of participant involvement in the design: ie on day 1 of the programme (which is modular over several months) they say what they would most value working on during subsequent days.

However, in order to invite people to the programme and give them some information to help them decide whether it is for them, and also to give some shape to the day 1 co-design exercise, it is necessary to have a high-level outline and structure; and some ideas of the types of content they can choose between. A completely blank sheet of paper would not be helpful (at least, in this particular organisational culture - I can imagine trying that elsewhere!)

So I started by asking a number of senior people for their ideas, and based on a structure which one of them proposed, and others endorsed, I then had focus groups with potential participants, and their managers. These radically re-designed the draft programme in a number of significant ways; and to their credit the senior managers are accepting that even though there were benefits of the original proposed programme which are now being lost (but other benefits, of higher perceived value to the participants, are being gained). In fact the final revision is closer to the model I have used elsewhere than our first draft here…

And of course if we are to launch next spring, which is the ambition, we really need to get invitations out before Christmas, so that people can plan their diaries accordingly. So we are having to get final agreement in something of a rush, and, for reasons of geography, mainly by remote communications.

But I think we are almost there. And although it has felt a somewhat messy process, and almost as though we were going in circles at times, I am convinced it was worth it.


In the first place, it is essential to ensure the relevance of the programme to the participants as well as to the organisation. Likewise, it is important that the relevance is recognised: involving people in the process gives them more of a stake in the outcome. That is equally true of the line managers, who will be encouraging people to make time for the programme.  But also, we are learning a lot about the organisation by the mere fact of doing this: the different ways in which people in different roles conceive of the issues is itself very useful information. Further, there is something about getting the conversation - and the thinking - going about leadership before we even start that programme that may well prove helpful.

But I have to admit to a certain relief that we are nearly at the end of (the first part of) the seemingly endless iteration...