Tag: action learning

Creative Meetups: Action Learning for Health and Healing

Creative Meetups are provided by the Health Story Collaborative (HSC) to enable participants to reflect, connect and gain support from other people who are also living with chronic illness or disability or are carers.  The free Meetups, currently facilitated by Jennifer Harris on the Zoom platform, provide a stimulus for writing “to access and release emotions, personal stories and creative spirits”.  They form an avenue for healing through the mechanism of narrative therapy.

Alice Morgan, author of What Is Narrative Therapy?, maintains that narrative therapy can take many forms.  For instance, she suggests that it can involve “particular ways of talking with people about their lives and the problems they are experiencing”.  In essence, it involves people sharing their stories orally and/or in writing to gain insight into the meanings they ascribe to events, experiences and current situations (such as a physical or mental health condition).  Jodi Clarke points out that we carry multiple self-stories including those related to “self-esteem, abilities, relationships and work.”  She maintains that the process of “putting your narrative together” (however, this is created) enables an individual “to find their voice” as they explore  their life experiences and the meanings they attribute to them.

What is action learning?

Action learning can be described in simple terms as a cycle – planning, taking action and reflecting on the outcomes (intended and unintended).  It is used worldwide in public, private and not-for profit organisations and communities to create positive change and empower people to be the best they can be.  It can be undertaken by an individual by themselves (as I have done with my tennis playing over the years) or, more often, as part of a group or “action learning set”.

Creative Meetups and Action Learning

Creative Meetups and action learning have a core assumption in common.  Alice Morgan expressed this well when she maintained that narrative therapy assumes that “people have many skills, competencies, beliefs, values, commitments and abilities” to resolve their own challenging situations – an assumption that underpins the process of Creative Meetups.  This is also a fundamental assumption of action learning (AL).  

Reg Revans, the “Father of Action Learning”, charged with improving the mining industry in the UK, got mining managers together to solve their “here and now problems” in the mines.    He also got nurses in Intensive Care Units together to work on their challenging situations.  In an action learning context, participants are often described as “personal scientists”.  Some academics in universities, tied to the concept of universities as the sole repository of “expert knowledge”, had great difficulty accepting this core assumption and would actively oppose the uptake of action learning – it challenged their firmly held beliefs about knowledge creation and dissemination.

Creative Meetups and action learning have a number of other elements in common and, in the final analysis, both seek to create positive change in a situation (either individual or collective).  Some of the shared elements are as follows:

  1. Peer support – a fundamental principle is to treat each other as peers – with no acknowledged hierarchical difference.  There is a recognition that we are “all in the same boat” – each facing challenging situations.  Reg described this element as “comrades in adversity”; more recently, people have termed it “comrades in opportunity”.  In essence, it involves providing mutual support irrespective of our work role, status, social position or experience level.
  2. Collaboration – participants work together towards a common goal (e.g. health and healing or team improvement) and willingly share stores, resources, and insights for mutual benefit.  People are unstinting in their sharing – often recommending or loaning books, highlighting helpful websites or identifying relevant expert people.
  3. Don’t know mind – participants adopt a “don’t know mind”, not presuming to know and understand another person’s situation.  Reg suggests that if you think you understand something fully, you are not only going to get yourself into trouble but other people as well.   Adopting a don’t know mind – not jumping to conclusions or interrupting another’s story with your own (erroneously assuming they are same or similar) – enables a person to tell their story in an unfettered way, opening up the path to healing and recovery. 
  4. Honesty – the conscious exploration of what it means to be honest with oneself (owning up) and with others.  This opens the way for improvement and change.  The process of writing in Creative Meetups helps participants to identify false self-stories and unearth truer and richer stories that open up new avenues for their lives and their relationships. Action learning, too, enables the development of honesty.  Reg, for example, recounts an action learning program involving industrial executives in Belgium who, after 18 months of action learning, identified “What is an honest man and what do I need to become one?” (they were all men) as the most significant question they wished they had asked at the start of the program.  He maintained that the pathway to learning and change involves “admitting what you do not know”.  Reg also maintained that if you are going to do “something significant about something imperative”, you will come up against how you define yourself and your role.
  5. Reflection – reflection is assisted by writing and sharing.  The more we reflect, the more it becomes a way of life.  Frequent reflection-on-action can result in the ability to reflect-in-action.  Reg suggests that reflection is best done in a group because when we reflect alone we can tend to reinforce our existing assumptions and maintain our blindspots.  He argues for diversity in the reflective group – diversity of culture, nationality, profession and orientation (business/not-for-profit/community).  The Creative Meetups provide a rich diversity in terms of location (participants are from different countries and cultures) and health/caring situation.   Participants can gain insight gratuitously when others share their reflections from their different perspectives.
  6. Questioning – the willingness and ability to ask “fresh question” to open upinsight into a challenging situation.  Reg describes this as “questioning insight”.  This approach involves “supportive challenge” – challenging assumptions to enable a person to be the best they can be.  Alice Morgan highlights the role of questioning in narrative therapy because we can often develop negative self-stories.  Both action learning and Creative Meetups (narrative therapy) cultivate curiosity.
  7. Action taking – action learning involves learning through action undertaken with others where possible.  Creative Meetups promote writing as taking action to become open to  the healing power of storytelling.   The writing can take any form, e.g. prose, poetry, dot points.  Action is also reflected in the changes in behaviour undertaken by participants as a result of insights gained through writing and sharing.
  8. Facilitation – to design and manage the process of sharing.  In Creative Meetups, the facilitator provides stimulus material (e.g., a story, music or poem) to enable participants to write and share.  In action learning, the facilitator guides the process of planning, acting, reflecting and sharing.  In both situations, the facilitator is not a teacher.  Their role is to create an environment that promotes safety, trust, openness and sharing – their metaprocess goal is to develop a learning community.   

Creative Meetups, in promoting writing and reflection, are helping participants to grow in mindfulness which is described by MARC (UCLA) as “paying attention to present moment experiences with openness, curiosity and a willingness to be with what is”.   Both action learning and mindfulness contribute to positive mental health because they increase self-awareness and heighten a sense of agency (belief in the capacity to have some control over our inner and outer environment).  In cultivating mindfulness, both approaches help people to develop resilience, compassion and creativity. 

Reflection

I initially joined the Meetups with a view to writing my stories in prose but have found that the stimulus provided by the discussions and my recent reading of Kim Rosen’s book,  Saved by a Poem: The Transformative Power of Words, has led me to write several poems about my health story and the process of the Meetups.  Kim’s identification of the transformative elements of a poem continues to provide a pathway for my poetic expression.   I used her elements to analyse a poem I had written called For the Love of Tennis that enabled me to express my gratitude for being able to continue to play tennis despite a diagnosis of “multiple-level spinal degeneration”.

Following a recent Meetup, I unearthed my feelings about my chronic condition of food sensitivity/allergy resulting from Long Covid-induced Mast Cell Activation Syndrome.   I was surprised about the intensity of my feelings of frustration and alienation that I had not previously given voice to.   The poem, The Inflammatory Thread in My Life, provided a creative outlet and release for emotions I had kept “under wraps” and not expressed to anyone, including myself.

In a previous post, I shared a poem, Compassionate Listening, that I wrote following a Creative Meetup where the stimulus input included an excerpt from Joni Mitchell’s performance of Both Sides Now at the 2024 Grammy Awards.  To me the poem reflects the stance of participants of the Creative Meetup in being able to engage in deep listening, provide active support of the storyteller and reflect back not only the feelings expressed but also the intensity of those feelings. 

Compassionate listening strongly reflects the ethos of HSC where Healing Story Principals (such as Micheal Bischoff) sought to support people “to tell and listen to stories in ways that are healing, connected and empowering”.  The support and connection underpinning Creative Meetups and action learning promote health and healing.

Reflecting on the process of Creative Meetups and my long-standing experience with action learning in multiple contexts, I was inspired to write the following poem:

Where is “There”?

When you share your innermost secrets

and I say, “I’ve been there!”,

where is “there”?

It’s not where you have been

with your unique experience and perception.

I’m not inside you looking out,

I’m outside you looking in.

It’s like the glimpse of the Bay

that I get from my back deck.

It’s not the Bay!

It’s only a tiny window

on a complex ecosystem.

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Image by Xavier Lavin Pino from Pixabay

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

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

Our Friend Kay: A Life of Openness and Curiosity

Recently we lost a long-standing friend with the death of Kay Dickie on 3 August 2023.  My wife and I have known Kay for forty years – from both a work and a personal perspective.  Her career was interlaced with both our work lives during her many interludes in the world of work.  More recently, Kay has shared her love of music with us in the wonderful setting of Stradbroke Island.  Her life was lived with a mindful curiosity that manifested her inquisitee mind and her deep appreciation of everything in life – life’s mysteries, nature, her friends and beloved dog,     .

Exploring the world of work with Kay

I first met Kay when she was Equal Employment Opportunity (EEO) Coordinator in the Federal Department of Social Security and I was Director, Corporate Services reporting to the State Director.    One particular case of sexual harassment stands out in my mind because it illustrates Kay’s commitment, compassion and dogged perseverance.  She had been blocked by multiple levels of management when trying to investigate what proved to be a serious case of sexual harassment.  Kay, through my agency, was able to act to unearth the issue, circumvent the power politics and prevent the harassment from continuing. 

Kay’s inquisitive mind was not easily fobbed off by managerial intransigence – it only encouraged her to explore deeper and exhaust all avenues for a resolution.  My current consulting colleague, Julie Cork, who was EEO Director at the Commonwealth Public Service Board in Brisbane at the time, commented that Kay had a profound understanding of the EEO Coordinator role and was able to articulate it clearly within her Department and in the broader Coordinator network.

Kay was a strong advocate of action learning and in her work and personal life she epitomised supportive challenge and asking fresh questions as encouraged by Reg Revans, the Father of Action Learning.  From 1991 – 1994, Kay was the Project Manager for the University of Queensland Action Learning Program (ALP) which was judged Best Practice by the Committee for Quality Assurance in Higher Education.  Kay and I wrote a report on the first two years of the Program which was published by the Tertiary Education Institute at the University of Queensland in 1993.

I was External Consultant and Mentor for the Program Team in the first five years of the ALP Program which eventually ran for 9 years.  The program – its philosophy, processes and outcomes – was the subject of my PhD published in 1996, Action Learning for Professional and Organisation Development: An Action Research Case Study in Higher Education.  The PALS Model developed as part of my PhD research was published in an article I wrote for The Learning Organisation Journal 2002, Creating innovation and synergy through a parallel action learning structure.

Kay was also Project Manager for the 1995 National Research Project, Action Learning in Vocational Education and Training.  The project involved 9 researchers, including myself, and produced four major reports which became the foundation documentation for the nationally accredited Certificate 4 in Change Management – Action learning.  As part of the project, Kay and I undertook a series of interviews of managers who had introduced action learning into their organisations.  This research included an interview with the CEO of Kinney Shoes (Australia) that had nearly 500 stores throughout Australia.  Kay and I collaborated with a number of other researchers on the project to produce Volume 3: Applied Principles for the national project.  This volume incorporated cases studies developed through our interviews.

Curiosity about energy and consciousness

Kay was a prime mover in organising the ALAR National Conference in 1996, Energy Switch: the possibilities offered by action learning, action research, and process oriented methods.  Dr. Bert Cunnington provided the plenary presentation on the topic, All you need is love: the loving, learning organisation.  Bert maintained that organisations needed to move from “the negative energy of fear, doubt, and competition” to the “positive energy of love, faith, collaboration and creativity.”  Bert referred to the research that highlighted the high incidence of illness and the related job dissatisfaction in organisations.  He contended that the solution to dealing with the stresses of current organisational life lay in the 4 C’s – challenge, commitment, control and connection.  The emphasis here is on stimulation through challenge, commitment to meaningful work, individual self-efficacy and agency and connection through social support (within and outside work and family).  Bert’s presentation is documented in the ALAR Journal under the title, Dedication- to Dr. Bert Cunnington (Vol 2 No 2 – pages 3-17).

Kay was fascinated by consciousness and the relevant insights from quantum physics and frequently referred to energy as a key element of life.  She cited Albert Einstein’s perspective, “What we call matter is energy, whose vibration has been so lowered as to be perceptible to the senses”.  Einstein’s perception that “everything is energy” that can only be changed, not destroyed, opened up Kay’s horizon on consciousness and spirituality.  She agreed with Einstein’s statement, “We still do not know one thousandth of one percent of what nature has revealed to us”.  Kay reflected what Einstein said of himself, “I’m passionately curious”.  On her 76th birthday, three months before she died, Kay reflected, “the older I get, seeking is the only game in town”.

Reflection

Kay began exploring quantum physics and energy when she was undertaking a Masters Degree.  Like Margaret Wheatley she was keen to learn what quantum physics meant for organisations and her own personal life.  Margaret explored the writers in the area in her ground-breaking 1992 book, Leadership and the New Science: Learning about Organizations from an Orderly Universe.  Margaret’s quest and challenging questions, mirrored Kay’s search for understanding.

Cliff Bunning, Kay’s supervisor, explored in depth how quantum physics relates to developing our spiritual life.  In his 2011 book, The Direct Path to Self-Realisation and Beyond, he maintained that “all feelings good and bad are basically the same energy…flowing in the opposite direction”.  He suggests that positive energy can be generated by expressing gratitude, being forgiving, giving positive vibes, having a pet, feeding your mind with positive information, connecting with nature regularly and “following your heart”.

Global leadership coach and biophysicist, Ginny Whitelaw, contends that leadership in organisations is about resonance.  In her book, Resonate: Zen and the Way of Making a Difference, she maintains that the role of a leader is that of an “energy concentrator”, achieving “synchronous vibration” with followers through listening, mindfulness practices such as Tai Chi, connecting with the energy of nature and accessing our positive energy force through deep breathing.

Kay exhibited positive energy derived from her deep love of nature, her extended social network, and her positive outlook on life.  She drew energy from everything around her and especially the waters and trees of Stradbroke Island.  She once commented, “I need to be near water, otherwise I shrivel up”.  Her life was a simple life that made a difference in the lives of the people she interacted with.

Diana Winston, Director of Mindfulness Education at UCLA’s Mindful Awareness Research Center (MARC), defines mindfulness as paying attention to our present moment experiences with openness and curiosity and a willingness to be with what is. Kay epitomised mindful living.  As we grow in mindfulness through our own connection with nature and all that is positive in our lives, we can also make a real difference through the positive energy and vibration that we emit.

While composing this blog post, I came across a song, Curiosity Abounds, by Modus Operandi.  Their instrumental album that this song is drawn from, Organic Exploratorium, involves “Discovery backdrops and positive soundtracks filled with the promises of education, research, the future”.  The album includes other songs like Curiosity in Planets, Inquisitive Minds, Reality Beckons, Explore the Unknown, Another Day to Explore – all of which resonate strongly with Kay’s outlook on life.

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Image by Sven Lachmann from Pixabay

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

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

Consolidating a Career:  Establishing a Career Identity

Angela Duckworth, in her book, Grit: Why passion and perseverance are the secrets to success, describes George E. Vaillant, Professor of Psychology (Harvard Medical School), as an exemplar of “grit”.  George was Director of Harvard’s Study of Adult Development for more than 30 years and persisted in data collection and interpretation over those years – mining the “gold” within the longitudinal study undertaken over 75 years.  He was particularly enamoured by the richness of such a prospective study which enabled data collection and interpretation as both the circumstances and characteristics of study participants changed over time – information being captured at different age points in their life (such as thirty, fifty, sixty and eighty).

George readily acknowledges that not only did the study participants change over time, but the interpretive framework, including his own evolving understanding, changed as well.  He was very conscious of the biological mindset of the early investigators on the research project and his own latter bias towards psychological frameworks.  His third book about the study, Triumphs of Experience: The Men of the Harvard Grant Study, illustrates very clearly his personal evolution as well as that of the people undertaking the study – he often acknowledges how his assumptions about an individual’s potential proved to be wrong (based on his prior erroneous reasoning).  

Consolidating a career – an evolutionary concept

George was strongly influenced by the adult development framework of Erik Erikson presented in his book, Childhood and Society.  In his Pulitzer Prize winning book, Erik identified 8 stages of psychological development, including Stage 5 – Identity Versus Confusion.  George attempted to fit the data on the psychological development of his study participants to this stage as described by Erik Erikson.  However, George found that while study participants were able to establish a personal identity, they often had not developed a “career identity”.  He decided to divide Erik’s “Identity versus Confusion stage” into two separate stages – “Identity” (versus “Identity Diffusion”) and “Career Consolidation” (versus “Role Diffusion”).  Identity in George’s terms means “to separate from social, economic, and ecological dependence upon one’s parents”.  Career consolidation, on the other hand, leads to “Career Identity” (a state he contrasts with experiencing role diffusion – an inability to commit to a “work” role that provides both personal enjoyment and social contribution).

Career Identity

The outcome of George’s “Career Consolidation” stage is “Career Identity”.   He maintains that this stage of adult development involves four key tasks – commitment, compensation, contentment, and competence.  George suggests that if all four are not present, then what is often involved is a job, not a career.  The tasks of commitment and contentment reflect the perseverance and passion that I discussed as core elements of “grit”.  Compensation often reflects competence but George points out that it can be a misleading concept where women’s compensation is involved (because of a lack of equal pay) and also for househusbands who he considered to have a “consolidated career” if commitment, contentment and competence are present (despite the lack of adequate compensation).  Effectively, “compensation” is the more flexible element of his Carrer Identity stage.

George also argues that Career Identity involves a basic paradox in that commitment to a career that is sufficiently contributory beyond the self to warrant compensation, is also a “selfish” pursuit in that it requires the self-absorption necessary to develop the requisite competence. He suggests that society is tolerant of both men and women as they attempt to develop the “sense of competence” that underpins Career Identity.

Reflection

When I look at George’s concept of Career Identify, I reflect on my own work life as an academic.  I can see that my academic career spanning more than thirty years had each of the four elements present – commitment, contentment, compensation and competence (the latter reinforced by the award of Emeritus Professor on retirement).  While many elements of this career and associated identification were personally rewarding, some aspects were not.  I enjoyed teaching students, examining Masters and Doctoral Theses and the researching/learning that such a career entailed; however, I did not appreciate the politics of academia that diverted my energy and attention away from my core role(s).

As I grow in mindfulness, through reflection and other mindfulness practices, I have come to value my career and its highlights, to be grateful for the opportunities that it provided (including overseas travel) and for the mentors and supporters (including my parents) who made my progression possible.  Without their guidance and belief in my capacity, I would not have been able to achieve this aspect of the Identity Stage of adult development.

One of my mentors, Professor David Limerick, died recently after leading an exemplary life encompassing Career Consolidation, robust self-esteem, love of family, generosity towards others and an enduring love of nature and music.  I can readily feel the imprint of his life on my own mindset and personal development, my love of nature and music, and my perspective on organisation change and development. To this day, I appreciate the time and effort he took to enable us to co-author an award-winning article – Transformation Change: Towards an Action Learning Organization (1995 Award for Excellence, The Learning Organization Journal).

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

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

Savouring Your Subconscious Mind

Paul McCartney in an interview for BBC Radio stated that the melody for the Beatles famous song Yesterday” came to him in a dream.  He literally heard the melody while asleep and when he woke he could not work out where the tune had come from.  He checked with his contacts and friends who had a comprehensive knowledge of songs that had been published and none of them recognised it.  While he had the tune in his head he made up some lyrics so he would not lose the song.  He indicated it was rare for him to use nonsense lyrics to memorise a song but on this occasion, he used the words, “Scrambled eggs, oh my baby….”   

It was a short time later after the dream that he was in Portugal on a car trip which took about three hours that the lyrics started to come to him, “Yesterday, suddenly…”  By the time he had finished the car trip, he had the complete song in terms of melody and lyrics. 

This story of Paul’s experience highlights the power of the subconscious mind, working away below consciousness to solve a problem, complete a song or piece of music, finish an unfinished manuscript or locate a missing object. 

How often have we given up looking for something and found some time later that the item “turns up” when we were not consciously looking for it but doing something else.  Meanwhile, the subconscious mind has created a new significance and a heightened level of awareness for the item so that when you accidently come into contact with the item, you become suddenly, consciously aware that “this is what I was looking for!” – all very amazing.

Reflection

I had been working on my PhD for about five years mentoring a change team in the University of Queensland and co-facilitating an action learning change program, when I got stuck trying to write up the mountains of data I had gathered through workshop processes, observations, submissions and multiple interviews.  At this time, we had planned a family holiday on Stradbroke Island.  It was while we were enjoying a day at Brown Lake on North Stradbroke Island that I had a breakthrough for my thesis,  I was sitting on the shore watching our children play in the shallow part of the lake when a model “came into my head” that integrated my research and insights. 

I had not taken any of my research material with me and was not consciously seeking to solve my writer’s block.   Yet an organisational change model “came to me” that integrated my data, a model for individual motivation at work and the nature of innovation.  I immediately recorded the model using charcoal sticks from a barbecue and pieces of butcher’s paper that I had in my car.   It was only later that I was able to articulate the full meaning of the model and complete my PhD thesis. 

There are times when we need to use sleep, peace and quiet, or stillness and silence to honour our unconscious mind and let it do its work.  I found on another occasion that I had difficulty writing the conclusion to a PhD chapter.  However, like Paul McCartney, it was during a long car trip (again about three hours) that the conclusion “fell out” and I was able to write it down when I reached my destination which was Lismore at the time.

In writing this blog, I will often listen to a podcast, undertake a meditation and/or read an article and make notes.  I will then “sleep on it” and when I wake up the following morning, the structure of a blog post, carved out of my notes, will “come to me”.  Again, it is the subconscious mind at work.

As we grow in mindfulness through meditation, connecting with nature, experiencing stillness or silence, listening to music, chanting or participating in mantra meditations, we can gain greater access to our subconscious mind and the integrative power and creativity that lies within.  We can continuously savour our subconscious mind through mindfulness practices. 

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

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.

Managerial Mindfulness

Over the past 12 years, I have been co-facilitating a longitudinal, action learning program for managers.  The initial program, Practical People Management, was developed by my colleague Julie Cork and Mike Nelson in 2004 to address the issue of poor-quality supervision that was negatively impacting the health of public servants.  Over time, different components such as managing change and managing generational differences were added to the content of the program resulting in a loss of coherence.

When Julie and I started working together, we began to pool our ideas, concepts, models, and experiences and repurposed the program as Confident People Management (CPM).  A key element of this change was the introduction of a cultural change framework to integrate the components of the program.  

We also became more conscious of the role the program played in assisting managers to create both a productive and a mentally healthy workplace.  As we explored the writings and research on mental health in the workplace, we became increasingly aware of the role that mindfulness could play in helping managers to develop self-awareness and self-regulation and to facilitate development of a workplace culture conducive to the positive mental health of their employees.

Action learning, mindfulness, and mental health in the workplace

We were conscious that the research on mindfulness demonstrated that developing mindfulness was conducive to positive mental health in the workplace and elsewhere.  We were confident that action learning also contributed to a mentally healthy workplace. So, I undertook research to identify what were the factors (active ingredients) that enabled both action learning and mindfulness to contribute to positive mental health in the workplace.

In a book chapter I wrote on the topic, Action Learning and Mindfulness for Mental Health in the Workplace, I explained how action learning and mindfulness are complementary and mutually reinforcing as they have the common intermediate goals of developing “self-awareness” and “agency” , both of which are conducive to positive mental health in the workplace.

Our initial efforts to incorporate mindfulness concepts and practices into the Confident People Management (CPM) Program involved adding a mindfulness session to the program content.  However, for various reasons, including time restrictions, this did not have the traction we had hoped for.

As we reflected on the CPM Program and its development, we began to reframe our facilitation processes as “consciousness-raising”.   More recently, in our lag time because of Covid-19, I have come to conceptualise a core outcome of the program as developing “managerial mindfulness”.

Managerial Mindfulness

Drawing on the definition of mindfulness proposed by Jon Kabat-Zinn, I have developed a definition of Managerial Mindfulness as follows:

Managerial mindfulness is the awareness that arises when a manager pays particular attention, in the present moment, on purpose, to the impact they are having on the culture of their team.  This involves consciousness about the impact, positive or negative, that their words, actions, omissions, and time allocation have on the development of a productive and mentally healthy workplace. Managerial mindfulness is developed through openness, curiosity, and a commitment to reflective practice.

Over time, we have incorporated a range of reflective practices into CPM that facilitate the development of managerial consciousness by participant managers.  Some of these processes are integral to an action learning approach, others involve strategic questioning around the manager’s role in shaping team culture.

Reflection

Both action learning and mindfulness contribute to positive mental health.  However, in any given context, mindfulness practices can take on different forms.  Within the context of the CPM program, experiential learning and on-the-job practice, combined with reflective practice, enable participating managers to grow in mindfulness.  As they develop and enhance their managerial mindfulness, they can more consciously and effectively develop a workplace culture that builds both productivity and positive mental health.  They become acutely aware of the impact of their own words, actions, inaction, and time allocation in shaping their team culture.

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

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.

What Absolutes Are Holding You Back?

In a penetrating video presentation, Lance Allred asks the questions, “What is Your Polygamy?”  Polygamy in the context of his talk is a metaphor for the “absolutes” that we carry in our head from childhood (absolutes that have been reinforced by our own self-stories and by the projections of others).   Lance was raised in a polygamous Mormon community established by his grandfather. The community’s beliefs were very “black and white” – no room for grey.  Polygamy was practised because of the belief that the more wives you had, the closer you were to God. 

Lance’s absolutes included the following:

  • He had to prove himself to God and man because he was born defective as a legally deaf child
  • Mormonism is the one true faith and you can only get to Heaven if you are faithful to Mormon beliefs.

Lance escaped from the Mormon community at the age of 13 years, but he maintains that it is taking him a lifetime to escape his “absolutes”.  He did become the first legally deaf NBA player, but this became another trap – he became captured by the lights and accolades to the point were his sense of self-worth was dependent on the views of others.  He won the praise of others but began to lose his integrity.  He was so caught up with defining himself as an elite basketball player that when he was cut from the NBA team, he was severely depressed and entertained suicidal thoughts.

What are your absolutes?

Our absolutes are “culturally indoctrinated” and embedded in our everyday language – they live underneath the “shoulds”, the “musts” and the “have to’s” that we tell ourselves daily and use as excuses when confronted by personal challenges or the requests of others (either explicit or implicit requests).

Lance contends that knowing our “absolutes” is a journey into “self-intimacy” and overcoming them is a lifetime challenge of moving outside our “comfort zone”.   He argues persuasively that “we were not born to be caged within our comfort zones” – places of comfort created by our absolutes that we mistakenly view as giving us certainty in an increasingly uncertain and ambivalent world.

Our absolutes hold us back from becoming what we are capable of being.  We fear failure because with new endeavours we will need to move beyond what we know and are comfortable with.  We are concerned about what people will think of us if we don’t succeed in our endeavour, particularly if we put ourselves “out there”.  Lance, however, maintains that “you are bulletproof if your worth is not tied to an outcome” – in his view, by being authentic and true to yourself, you can overcome fear and rest in the knowledge that your worth can never be challenged or questioned.  Growth comes through discomfort, and failure contributes to growth because it precipitates deep learning about our self, our perceptions and our absolutes.

Reg Revans, the father of action learning maintained a similar argument, when he said:

If you try to do something significant about something imperative, you will come up against how you view yourself and how you define your role. 

Don’t let others determine what you are capable of

Lance stated that others can reinforce the cage of your comfort zone by projecting onto you their own absolutes and/or fears.  He tells the story of his first game as an NBA player that he came to play because someone was injured, and a replacement was not readily available.  The coach told him not to try to do too much, just settle for one or two goals and lots of defence.  He was effectively communicating his belief that Lance could not accomplish more because of his deafness disability.  Lance went on to score 30 goals in his first game as well as 10 rebounds.  His message as a result – “don’t define yourself by your disability and don’t let others determine what you are capable of”. 

Often people associate deafness with both physical and intellectual disability.  As Lance stated, the greatest challenge he had to face with his disability was not the disability itself, but others’ perceptions of who he was and what he was capable of.

Lance had been profoundly deaf since birth and had difficulty talking in a way that people could understand.  He spent thousands of hours in speech therapy and has become an accomplished public speaker and author.  I discussed his latest book, The New Alpha Male, in a previous post.

Reflection

In another video presentation, Lance contends that moving beyond our absolutes and associated fears takes perseverance and grit, traits that he maintains define leadership.  I can relate to the need for perseverance and grit in moving beyond peoples’ expectations of what you are capable of when you experience a disability. 

In 1974, a disc in my back collapsed resulting in my inability to walk or even stand without extreme sciatic pain.  I was told that I would never play tennis again. However, over 18 months, I undertook every form of therapy I could lay my hands on – chiropractic treatment, remedial massage therapy, hydrotherapy, acupuncture, light gym work, physiotherapy and osteopathy.  When using the exercise bike in a gym (I hate gyms!), I would envisage playing tennis again.  My osteopath, Dr. Graham Lyttle, got me back on deck and I having been playing social tennis weekly for the last 40 plus years.

I can also relate to Lance’s concept of “absolutes”.  As I used to play tennis fixtures at an “A” Grade level, I have carried in my head the absolute that I should not make a mistake at tennis.  Managing my expectations around this personal absolute, has been a constant challenge.  I can take to heart Lance’s exhortation that if your self-worth is not tied to an outcome, you can overcome your absolutes and become what you are capable of being.

As we grow in mindfulness, we can become aware of our absolutes and how they play out in our lives and develop the self-regulation and courage required to move outside our comfort zone and realise our full potential.  We can move beyond our procrastination and undertake our meaningful work.

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Image by John Hain from Pixabay

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

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.

Lifelong Learning through Reflection

Ortrun Zuber-Skerritt and Richard Teare in their edited book, Lifelong Action Learning for Community Development, highlight reflection as core to action learning and lifelong learning.  Hospitality entrepreneur and author, Chip Conley is an exemplar of lifelong learning through reflection.  In his podcast interview with Tami Simon, he emphasised the role of reflection in his entrepreneurial career.  Chip had a secret process of recording his learnings in a weekly bulleted list based on his reflections about the previous week and what he learned from each significant encounter.  His reflective Wisdom Books in the form of notebooks were developed over many years and provided the ideas for his five published books on leadership, entrepreneurship, peak organisational performance, psychology and marketing.

Mutual mentoring – the Modern Elder

Chip was the founder and CEO of a chain of boutique hotels, Joie de Vivre.  He sold them after 24 years following a near-death experience a few years earlier.  This “flatlining” experience was the catalyst for him to think about what he wanted to do with the rest of his life and also changed his orientation from an efficiency-driven “to do list” person to a “to be list” person who was prepared to slow down and appreciate beauty and aesthetics.

He came to a clearer understanding of the difference between intelligence and wisdom and began to repurpose his life around sharing his insights and encouraging people to develop wisdom.  Reg Revans, the father of action learning, had also highlighted the difference between cleverness and wisdom and pointed out that wisdom, not cleverness, is necessary when confronted with unfamiliar conditions or situations.  For Reg, admitting what we do not know is the starting point for the development of true wisdom.

Acknowledging what he did not know became a critical component of Chip’s new career move after the sale of his boutique hotel chain.  He had been approached by the three founders of Airbnb to work fulltime in the company as a mentor and strategic adviser.  He found himself as someone in his fifties mentoring people in their twenties.  This led to a mutual mentoring arrangement where he shared his knowledge and experience re strategy and marketing in the hospitality industry and gained knowledge from the founders about the digital world and its impact on business management and growth. 

Chip wrote his book Wisdom at Work: The Making of a Modern Elder  to “share his experience of being both a mentor and an intern”.   Jack Welch, when CEO of General Electrics (an action learning-based company), also employed the concept of “mutual mentoring” between senior executives and young technological experts within the company.

The Modern Elder Academy

This experience of mutual mentoring led Chip to establish The Modern Elder Academy to enable people to make the midlife transition in a way that was enriching for themselves and others.  Through his personal experience and insight, he recognised that there was an unmet need to help people in midlife to transition to their new reality (whether that be impending retirement, role as a carer, transitioning to a new career or experiencing the onset of chronic illness).  He maintained that rituals, training and tools existed for other transitions in life (such as puberty, graduation from school or university or marriage) but not exist for those who were transitioning to the midlife stage (35-70). 

The Modern Elder Academy is designed as a “place where people cultivate and harvest their wisdom” and “reset, restore and repurpose” their life.   Chip’s academy, described in a Forbes article as a “Cool School for Midlifers”, is very different to any other academy and incorporates learning entirely new skills such as surfing and bread making and incorporates the development of mindfulness through a “silent contemplation park” and periods devoted to meditation, reflection, yoga, “wisdom circles”, appreciating the beauty of nature, and a desert-based vision quest (in the extended version only).

 One of the core challenges people experience at the Elder Academy is what Chip terms “midlife edit” – letting go of old beliefs and patterns and acquiring a “growth mindset” where the emphasis is on getting rid of baggage, developing a flexible mindset and focusing on self-improvement and personal growth.  Cliff explains that his experience of mutual mentoring led him to adjust his mindset from that of a CEO and industry leader to an “Intern”, to acknowledge that he needed to learn about the digital world of business from millennials and to shift from “being interesting to being interested” – a transition that requires deep listening.  Participants who complete the one-week “curriculum” receive a “Certificate in Mindset Management”. 

Reflection

We can grow in mindfulness at any stage of our life.  However, what Chip offers through the Modern Elder Academy is a structured way of developing mindfulness, processes for changing fixed mindsets and an opportunity to repurpose our midlife in this transition period.  The added advantage is the community dimension – making this journey with others and developing a deep sense of connectedness to nature and others (by sharing our common humanity, midlife challenges and growing wisdom).

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Image by Benjamin Balazs from Pixabay

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

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.

Developing Our Inner Life as a Leader

As we grow in mindfulness, we develop our inner life – realising a deeper self-awareness, developing increased understanding of the nature and strength of our personal triggers and building a greater understanding of, and tolerance for, other people’s differences.  This enriched inner life builds our capacity for insight, resilience, creativity and integration of our words and actions with our life purpose – all essential traits of effective leadership.  Ginny Whitelaw, in her book The Zen Leader, describes this reframing and reorientation of a leader as a flip from “Out There” to “In Here”.

We create our world “out there”

Ginny explains that what we consider to be “out there” (external reality) is, in fact, a projection of our inner world.  Drawing on her study of biophysics, martial arts and Zen philosophy, Ginny marshals her arguments to demonstrate that our external world as we perceive and experience it, is mostly of our own making.  Her argument revolves around several key insights:

  • Limited perception – Ginny points out that our human capacity is to perceive external reality in two or three dimensions (the latter achieved mainly by artists and architects).  She maintains that our external world exists in ten dimensions, most of which are outside our awareness.
  • Cultural filters – our national culture, the world we are raised in, creates filters that shape our perceptions, beliefs, words and actions.   Naomi Osaka (Japanese tennis star), for example, explained in an interview for the Brisbane International that she was bemused by the enthusiasm, boisterousness and naturalness of Australian tennis spectators – which she pleasantly experienced as a sharp contrast to the “politeness” of Japanese tennis spectators.
  • Personal triggers – what we experience individually and differentially as negative triggers is shaped by our early life experiences which heighten our sensitivity to different interactions – a sensitivity that can be reflected in a constant need for control, an overwhelming drive to prove that we are “better than”, an obsessive need to please so that we are liked, or the continuous perception of criticism of ourselves by others.  These negative triggers are often the result of distorted perception of our external world – for example, we see criticism where none is intended or where the opposite is intended.
  • Expectations – our expectations reflect our self-image and influence how we experience others’ interactions with us.  Ginny maintains that through our expectations “we’ve pre-tuned our senses to notice only certain things and to place certain interpretations on them”.  Our expectations that reside “in here” create the world we experience as “out there”.

So, what we experience as “out there” is highly subjective and is of our own creation – we are constantly making our own world.  There are inherent deficiencies and dangers for leaders in assuming that what we perceive and experience, is “real” and is the only reality.  Reg Revans, the father of the action learning approach to leadership development, warns us that if we assume that we know what is real we are going to cause trouble for ourselves and others.  Politicians frequently attempt to shape our perceptions of reality by stating unequivocally that “the reality is…” (invariably something of their own making that serves their purpose).

Developing our inner life (as a leader)

In her book on Zen leadership, Ginny offers some penetrating exercises that address our individual distortions of “out there” and enrich our inner life (what is “in here”) thus empowering us to “lead fearlessly” but attuned to others’ reality and own purpose.  These reflective exercises fall into several categories:

  • What World do You Make? – this exercise built around personal skills and traits as well as values that you hold strongly, develops an insight into how you shape your world in a typical week. (p.86)
  • Turning a Difficult Relationship – involves reflecting on an interaction with curiosity and openness to ascertain what you personally brought to the interaction (in terms of perceptions and triggers).  It entails looking into the mirror, discovering the fear at the root of your perception and behaviour and “claiming your power” by naming and facing your fear. (p.97)
  • Sitting Meditation as a Core Practice – Ginny offers a guided meditation based on sitting and grounding that releases tension, develops deep body-mind relaxation and provides the opportunity to gain greater awareness of what is “in here” and “out there” for you. (p.101)

Ginny’s book is rich with insights and personal exercises and reflections to deepen self-awareness, enhance self-regulation and develop ways to empower yourself to take your place fully in the world (not constrained by distorted perceptions, unfounded assumptions and projections or unexposed fears).

Reflection

Our life experience and our personal responses provide a rich store for reflection and insight.  Developing our inner life is not a luxury for a leader – it is an imperative because leaders are able to influence others and to enrich their lives.  The starting point is acknowledging and accepting that the world we experience is something of our own making and that we can remake our world (and help others to do likewise) by growing in mindfulness through meditation (such as the sitting meditation proposed by Ginny), by reflection (such as focusing on what we brough to a difficult interaction) and by open exploration (seeking with curiosity to identify our personal “imprint” of our world).

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Image by Gerd Altmann from Pixabay

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

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.

Depression and the Loss of Connection To Meaningful Work

Johann Hari, author of Lost Connections: Uncovering the Real Causes of Depression – and the Unexpected Solutions, was concerned about the extraordinary rise in the use of antidepressant drugs in America and the associated total focus on biological causes of depression.  He set about doing worldwide research on the social factors contributing to depression.  He was particularly interested in precursor events or situations that led to a person experiencing depression.  His research led him to identify nine social factors that were contributing to the alarming rise in the incidence of depression and suicide.  As the title of his book indicates, each of these social factors related to a “lost connection.”  He describes the first of these causal factors as “disconnection from meaningful work”.

Loss of connection to meaningful work

Johann’s research (and that of his colleagues) covered a range of people engaged in different kinds of work, usually at lower levels in organisations.  They found that certain job characteristics contributed to a loss of meaning for the worker.  This disconnection with meaningful work resonates with the Job Characteristics Model developed by Hackman and Oldham in the 1970s as a basis for the design of jobs that generated positive psychological states such as the experience of meaningfulness and personal responsibility.

Johann, drawing on his own research and that of his colleagues, identified several job characteristics in different contexts that contributed to the loss of connection to meaningful work and resulted in people experiencing depression:

  • Lack of control over work – research into the high incidence of suicide amongst staff investigating tax returns in the Taxation Office in Britain found that a key contributing factor was the lack of control over their work.  No matter how hard they worked, the pile of work kept growing and they could never get on top of it.  The ability to control the work environment and how work is done, known as “agency”, has been the subject of much research into what constitutes a psychologically healthy work environment.
  • Lack of feedback – in the previous research, another factor identified as contributing to psychological illness was the lack of feedback about performance of the job.  No matter how well or how poorly the work was done, there was no feedback received from supervisors or managers.  This led to a sense of the work and the worker being devalued.  The disconnection between effort and “reward” in terms of positive feedback contributed to people feeling “irrelevant” – they felt that they were not important or relevant to what the organisation valued.
  • Lack of discretion – research into the experience of depression amongst typists in a typing pool demonstrated that a causal factor of depression was the lack of the ability to make decisions affecting the work and the typists’ output.  The typists were totally disempowered because work was given to them with instructions on how it was to be done by people they did not know; they lacked understanding of what the documents involved or meant; demand was endless; and they were unable to speak to each other.  The work was thus experienced as meaningless and “soul-destroying”.  This research, along with other studies, highlighted the fact that people lower in organisations experience greater stress than those at higher levels who have a lot of responsibility because the latter have more discretion over what they do and how they do it.
  • Lack of ability to make a difference – the example given by Johann related to a worker in a paint shop who spent all day adding tint to base paint and using a machine to mix the contents to provide paint with the colour requested by a customer.  The repetitious nature of this task and the associated boredom contributed to the worker experiencing a lack of meaning because he did not make a real difference in people’s lives.  Hackman and Oldham had previously identified “significance” of a job as a key element for a psychologically satisfying job.  Associated with that was the degree to which a job provided what they termed “task variety” and “skill variety”.  Work without variation and with no perceived impact, can be experienced as mind-numbing and deadening and lead to depression.

The loss of connection to meaningful work can be addressed at two levels.  Organisations can develop greater awareness about what constitutes unhealthy work design and remedy deficiencies in the design of jobs.  Action learning interventions can be helpful in this regard and, in the process, build employee’s self-awareness and sense of agency.

Workers, too, can develop inner awareness about what in their work is impacting their mental health and causing depression. They can explore this awareness through meditation and reflection and identify ways to remedy the situation.  As they grow in mindfulness, they may be able to identify why they are procrastinating and not removing themselves from a harmful work situation.  Johann found, for example, that the worker in the paint shop really wanted to change jobs and had already identified what job would give more meaning and joy for him.  However, he was held back by his perceived need to achieve the external rewards of life – better income and a good car.  Through meditation and reflection, it is possible to become more acutely aware of the cost of “staying’ versus changing and to be able to cope with the vulnerability involved in changing jobs.

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Image by Gerd Altmann from Pixabay

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

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.

Being Mindful of Mental Health in the Workplace

There are at least five pieces of legislation in Australia that require directors, executives and managers to be mindful of mental health in the workplace.  These pieces of legislation highlight the duty of care responsibility of organisation office holders and managers to be mindful and proactive in developing a mentally healthy workplace.

The Portner Press publication,  Mental Health at Work Guide 2018,  identifies the following pieces of legislation that are relevant and reinforcing of this responsibility:

  • Fair Work Act
  • Common Law
  • Workplace Health & Safety legislation
  • Anti-discrimination legislation
  • Worker’s Compensation legislation

Despite this legislative responsibility very few managers are adequately trained to be aware of mental health in the workplace or to know how to take appropriate, compassionate action.  The Heads Up organisation, a mentally healthy workplace alliance, identifies awareness and responsiveness of managers and staff as one of the nine attributes of a mentally healthy workplace:

Ensure that managers and staff are responsive to employees’ mental health conditions, regardless of cause and that adjustments to work and counselling support are available.

There are numerous video resources available to help managers and staff become more aware of, and responsive to, mental health issues in the workplace.  One such resource is the video of the webinar conducted by Belinda Winter, partner  of law firm Cooper Grace Ward, where she explores managing mental illness in the workplace.

A toolkit for a mentally healthy workplace

WorkSafe Queensland provides a superb and comprehensive Mentally Healthy Workplaces Toolkit which is accessible online to help managers exercise their responsibility to be mindful of mental health in the workplace.  The toolkit is built around the four pillars of awareness and responsiveness, namely:

  1. Promote positive mental health at work
  2. Prevent psychological harm
  3. Intervene early
  4. Support recovery

Each of these steps requires managers and staff to be mindful about the state of mental health in the workplace and to be proactive in pursuing processes, policies, systems, leadership style and an organisational culture that are conducive to positive mental health.

Mindfulness training supports managers in their duty of care

Mindfulness training, along with appropriate action learning interventions, can help build the requisite culture and assist managers and staff in exercising  their duty of care and maintaining their own self-care.

As managers and staff grow in mindfulness through meditation practice and training they can become more mindful of mental health issues in the workplace and more responsive to the needs of individuals.  The managers will be better equipped to exercise their duty of care and related responsibility for creating a mentally healthy workplace.

 

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

Image source: courtesy of Wokandapix 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.