Archives for September 2011

My Dialogue Walk with Peter Senge

“Never waste your time convincing anyone of anything.  Get them to realize that they are struggling. A community organizer helps groups realize they have deep common interests even though they don’t yet know how to work together.”  -Peter Senge

On Monday, I attended a Social Initiatives meeting led by Arthur Zajonc, author of Meditation as Contemplative Inquiry and professor at Amherst college. Arthur had convened a group of 30 men and women, across generations, countries, and sectors co-facilitated by my greatest teacher Otto Scharmer. My biggest takeaway from this meeting was the power of personal development to enable social change.

Midway through the session, Peter Senge, leading management guru and author of Fifth Discipline, spoke to the group for ten minutes about his own current social initiatives.

Peter discussed the next generation of leaders: “5-15 year olds are the leadership needed to transform our societies. We simply in our present culture do not know how to see the future. We care about kids as customers more than as human beings.”

This sparked a group conversation, and within ten minutes, I noticed a peculiar thing: only the older generation in the group was still talking. My body started trembling and my inner voice said, were they talking about or with the younger generation right now?

Soon after, Arthur made an intervention. He asked the ten younger participants to form a smaller circle in the middle of the larger circle. For the next ten minutes, the younger generation spoke about our own needs, challenges and opportunities we saw in our future, and the older generation just listened.

I then took a 45 minute dialogue walk with Peter Senge to investigate this discussion further. We spoke as human beings, about how for him working and listening to youth made him come alive and about my own challenges speaking in a group around those with so much more experience. We talked about our meditation practices, even how failure has come up for us. What I appreciated most was that we were in real cross-generational dialogue listening to one another, not in a classroom setting where academia created authority boundaries. We embodied the work of community organizers, learning and working with each other in new ways given our common values and interests for the world.

My biggest awakening from the dialogue walk was to just remember that each human being, even Peter Senge (!!), has their own inner revolution which enables their outer revolution. When we all pay attention to our personal leadership work, social change can really happen.

The difference between Intent and Impact

When we enter a new community, we come with assumptions. Assumptions are not bad; they are truths that we walk with. Yet when we feel someone does something very offensive in our own community, we often forget to unearth their assumptions and we don’t decipher between their intent and impact.

I recently had a conversation with Jawole Zollar, dancer and founder of Urban Bush women, who uses dance to bring untold stories and histories of marginalized communities to light. We discussed her lessons from movement about the intent and impact when entering new communities to create change

Jawole articulated that the best situations are when intent and impact for change in a community meet together. Bad situations are when there is great intent but the impact is not so good. Ugly situations are when a person entering a community never had a good intention or that the impact was so bad, it doesn’t matter what the intention is.

The Brad Pitt houses in New Orleans depict the difference between intent and impact. After Hurricane Katrina, Brad Pitt formed the Make it Right foundation that built homes in the Lower Ninth. Architects designed beautiful, energy-friendly homes, but people from the lower Nine had no input regarding the ‘spaceship like’ houses that were being built for them. Brad Pitt’s intent was great, but without the neighborhood input, the overall impact made it hard to foster a community around these houses.

As leaders, when you enter new communities, how do you decipher between your intent and impact?

What makes a good coach?

Coaching is a core leadership practice that enables others in a variety of contexts from companies and nonprofits to campaigns and trainings.

A good coach doesn’t take over.

A good coach waits for the question. The coachee first needs to own his situation and once they do, a good coach asks the right questions, helps them take action and holds them accountable to take action.

On Saturday,  I facilitated a Strong Women Strong Girls leadership coaching session for 40 professional women. Strong Women Strong Girls is a nonprofit that utilizes the lessons learned from strong women throughout history to encourage girls and young women to become strong women themselves through mentoring and coaching programs.

Since February, I have been doing leadership development workshops for SWSG college women at Tufts University. This time, I got to work with 40 professional women across companies in Boston who will now serve as “Leadership Coaches” for SWSG college women on 5 university campuses in Boston.

Using roleplay and coaching in pairs, we had the group learn coaching by practicing asking probing questions that both supported and challenged the person they were coaching. One woman in the session had a great definition of coaching:  “coaching is about helping someone answer something where they already know what to do, they just haven’t realized it yet.” I thought this was a great description, coaching is almost like being a mirror for someone to see themselves.

Marshall Ganz, professor at Harvard University, describes that the first step in the coaching process is to observe and diagnose what type of coaching is needed. He describes three types of coaching below:

–        Motivational (heart) coaching is aimed at enhancing effort.

–        Strategic (head) coaching is aimed at helping the team or individual plan, evaluate, or think about its strategic or structural approach

–        Educational (hands) coaching is aimed at helping the team or individual execute with skill (and learn from execution).

Once you have diagnosed the challenge, a good coach intervenes by asking questions to help the coachee to find the answer on their own. Then, a good coach will step back and observe the coachee trying the intervention in action. Lastly, a good coach always debriefs with the coachee to help them reflect on the experience: What went well? What were you challenged by? What are your goals/next steps?

What is good feedback?

Giving and receiving feedback is a critical skill for all leaders. Good feedback is the kind that makes you want to go back to work. It’s not the kind that feels brutal for three days or the kind that says you are the greatest thing in the world. It is specific and particular.
I, like many others, have had difficulty with both giving and receiving feedback in the past. But a conversation with Liz Lerman, choreographer and author of the Critical Response Process, helped me think differently.

She asks, “What puts us in the place to take the things we need to hear? A part of it is respecting the other person. And we also have to be in a place to get it. Feedback is all positive and all opinion. It’s the authentic truth of what is my experience of what you just did.”

I felt relieved from this perspective. Feedback felt much more productive for me when we take ownership to create conditions to be ready to hear it and interpret it as helping us be ‘right’ rather than proving we were ‘wrong.’

In your next feedback session, two tools you can use to improve feedback conversations are:

1)      Liz Lerman’s Critical Response Process, a four step facilitated dialogue originally designed to assist artists at the early stage of creation, now used widely. I have found it to transform these conversations!

2)      FeedForward designed by Marshall GoldSmith, where participants choose one behavior they would like to change and ask for feedforward, two specific suggestions for the future that might help them achieve a positive change in their selected behavior.