Gratitude – a Reflection

In my last post I wrote about simple gratitude exercises.  There was one in particular that resonated with me – reflecting on your day.  As a result, I reflected on a specific event that occurred the day before.  It was a cafe meeting I had with two of my colleagues.  Reflecting on this event brought home to me how much I take for granted in my life.  I will share my reflections about my gratitude for this interaction in the following post.

Gratitude for colleague 1 – occasional colleague

I last worked with this colleague about six months ago.  Despite this elapsed time, I found we virtually took up the conversation “where we left off”.  I often marvel at how this occurs – when you are with real friends, you seem to be able to resume “where you left off” even after 6 months, a year or even many years – it’s almost as if you communicate in the ether over time, even when you are going your separate ways.

Underlying this ease of conversation, is a common value system and belief about the inherent goodness of people.  In our case, it also relates to an approach to organisational consulting which sets a lot of value on respecting people and seeking to create positive, productive and mentally healthy organisations.  It is a rich source of support when you have a colleague, however occasional, that you can relate to so easily and share a common paradigm about people and organisations.  I am very grateful for this rich relationship, developed more than three years ago, which has provided me with such professional support.

Gratitude for colleague 2 – weekly collaborator

Over more than a decade now, I have worked weekly with a colleague with whom I collaborate on manager/executive development and organisational reviews and development.  While we may not be working specifically with a manager or organisation all the time, we are regularly sharing resources, planning workshops or interventions, reflecting on our activities and following up with clients.

We have in common a shared set of values which among other things encompasses working continuously to develop mentally healthy organisations.  We do this through the Confident People Management Program (CPM), a longitudinal, action learning program we conduct with managers and executives in Government agencies throughout the State.  In all, we have worked with over 2,000 managers in the past decade or so.

Additionally, we have undertaken organisational interventions at the request of clients who want to increase leadership effectiveness, undertake collaborative strategic planning, develop a positive and productive culture, heal divisions or act on aspects of organisational life identified by managers and/or staff as unsatisfactory.

My colleague has the contacts, the persistence and energy to generate this work – and I regularly express appreciation for this collaborative work and the rich experience and learning that this provides (not to mention the revenue involved also).

I appreciate her courageous commitment to her values and willingness to challenge others when their words and actions do not align with their stated values.  Associated with this is the readiness to question her own words and actions through ongoing reflection.   This personal commitment to continuous improvement in herself and others is foundational to the success we experience in engaging managers and organisations.  It is underpinned by her absolute commitment to meet the needs of our clients, whether they are individuals, groups or organisations as a whole.

There is also an underlying courage and willingness to “have a go” and try something different which is both refreshing and encouraging and has taken us into consulting realms and activities that I thought would not eventuate.  This is the inherent developmental aspect of our professional relationship, as we stretch our boundaries to meet the needs of our clients – managers and organisations.

I appreciate too that my colleague does not have “ego” investment in any of the processes we plan for our manager development or organisational intervention activities.  This makes it so much easier to plan, explore alternative options, experiment and change course mid-action.   It also facilitates the ability for collaborative reflection on action as well as in-action.

I am grateful that our relationship has been built on complementary skills – with my colleague contributing a unique depth of understanding of our public sector clients and their history as well as endless contacts.  My contribution focuses on process design and our collaboration has developed my process design skills and provided the support/opportunity to explore new processes and embed different processes into our manager development activities and organisational interventions.  We also share a common understanding of group and organisational dynamics and a commitment to action learning and the values that underpin this approach to manager and organisational development.

Underlying all this however, is a common set of values around respecting and valuing people and seeking to facilitate the development of mentally healthy organisations where executives, managers and staff can develop themselves and their organisations.  We often describe our work as “enabling organisational participants/groups to have the conversations they should be having”- whether that is managing upwards, sharing values, planning together, resolving conflicts or building each other’s capacity and capability.

I have worked with many colleagues over more than forty years of educating and consulting, and it is rare indeed to have a colleague who brings so much to a professional relationship, who values the relationship above self-interest and is willing to collaborate in the very real sense of the word.  My reflection on this cafe meeting brought home to me how much I value this ongoing professional relationship and all that it has enabled me to undertake and achieve.   For this, I am very grateful, but I realise how much of this richness I take for granted.  Reflecting on various professional experiences with my colleague is a catalyst for this expression of gratitude.

As we grow in mindfulness, we learn to take less for granted and grow in appreciation for the many people and things that enrich our lives.  Reflection really aids the development of this sense of gratitude.  Through reflection we come to see what others have contributed to our wellness, growth, mental health, sense of accomplishment and happiness.   In relationships we can become who we are capable of being.  Ongoing reflection helps relationships, professional and otherwise, to develop and grow richer.  There is so much about reflection that underpins gratitude.  Being mindful helps us to reflect, just as reflection contributes to our development of mindfulness and the associated internal and external awareness.

 

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Image source: courtesy of johnhain on Pixabay

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.

Mindfulness, Action Learning and Reflection

In a previous post, I discussed how action learning and mindfulness can be mutually reinforcing in terms of building self-awareness.  With action learning, the catalyst for self-awareness and redefinition of self and role are the external challenges that confront the limitations of your own sense of self.  For mindfulness, the pursuit of awareness leads to the exploration of your own thoughts and emotions in everyday life and particularly in relationships and interactions.

Reflection in action learning moves from the outside to the inside, while reflection in mindfulness moves from the inside to the outside.  Hence, action learning and mindfulness are complementary and mutually reinforcing.

In this post, I want to explore how action learning and mindfulness are mutually reinforcing in relation to development of the art of reflection.

Reflection

Reflection is a process of exploring our understandings and feelings we have identified as part of a review of our actions and their outcomes, intended and unintended, or a process of exploring both our understandings and feelings that we are experiencing during the course of some action or inaction.

Donald Schön (1983), author of The Reflective Practitioner: How Professionals Think in Action, argues that reflection defines the professional and he differentiates between reflection-on-action and reflection-in-action, the former occurring after we have taken some action, the latter involving reflection in the course of taking action.

Reflection-on-action

Reflection-on-action is often referred to as “reflective practice” which can be defined in the following way:

Reflective practice occurs when you explore an experience you have had to identify what happened, and what your role in the experience was – including your behaviour and thinking, and related emotions.

We reflect on our experiences to understand what we and others have contributed to a situation and its outcomes, so that we can improve our contribution and the outcomes in future situations.

Mindfulness prepares us for the reflective practice involved in action learning.  If we are mindful, we are more aware of our environment, our thoughts, emotions and actions.  Hence, we are more present to the situation and better able to notice and recall what transpired when we planned and took action.  This leads to a clearer perception of our role in the planning and action.  We also have a clearer understanding of what happened, consequences intended and unintended, and why those occurred.

Mindfulness also builds self-management so that we are better able to reflect on what transpired because our reflections are not clouded by unresolved feelings or distorted recall that is influenced by “confirmatory bias” – in other words, we can avoid “reading into’ an experience an assumption that we confirm by selectively revisiting what happened.  Without effective self-management, we can delude ourselves that our reflections on our experiences are accurate when, in fact, they are clouded by our biased perceptions and assumptions (some of which we have developed to protect our self-esteem).

Mindfulness, then helps us to better reflect on action because we are more present when we undertake the action.  We are more tuned to our senses – sight, sound, touch, taste and smell – more perceptive as a result.  Our recollection of what happened, both in terms of ourselves and others, is more accurate because we are more aware when the action is taking place and less biased when reflecting on what took place.

Reflection-in-action

Donald Schön (1983) describes reflection-in-action as a process whereby we stop ourselves in the course of taking action and change our approach to improve our outcomes:

The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. (p.68)

Mindfulness also makes us better able to reflect-in-action because we are more aware of ourselves and our environment.  It can help us to stop and reflect in the course of planning or taking action based on our plans (or actions taken spontaneously or reactively).

Our improved self-management achieved through mindfulness helps us to retain our balance while taking action and gives us the capacity to effectively manage negative triggers.

Mindfulness, Action Learning and Reflection

Mindfulness enriches both reflection-on-action and reflection-in-action, while action learning acts as a catalyst to mindful reflection on our actions and their consequences.  We need to be mindful to be able to reflect-in-action – being present with full awareness.  So mindfulness and action learning enrich each other.  The more we practice reflection on our actions, the more we are able to spontaneously reflect-in-action.

Action learning typically involves working, and reflecting, in a group so that we can be open to “supportive challenge” by others in the group, resulting in challenge to our assumptions and perspectives.  Adelle Bish and Bob Dick, in their conference paper, Reflection for everyone, highlight the fact that reflection in an action learning context can be “seen as having two dimensions, one individual and intrapersonal and the other interpersonal and interactive” (p.11).  These different dimensions are considered to “reinforce and build on each other” (p.12)  Mindfulness enhances the individual/ intrapersonal dimension by virtue of the distinct personal benefits that accrue through mindfulness practice, and also enhances interpersonal relationships.

As we grow in mindfulness, our awareness of ourselves, our interactions and our environment grow and enable us to engage more effectively in action learning – we become more perceptive, more present, more creative and bring calmness and clarity to the situation.  Mindfulness and action learning, acting in concert, are complementary and mutually reinforcing.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

Image source: courtesy of pasja1000  on Pixabay

Disclosure: If you purchase a product through this site, I may earn a commission which will help to pay for the site, the associated Meetup group and the resources to support the blog.