Post-Graduate Certificate in Psychosynthesis Leadership ...€¦ · Organisations as complex...

Post-Graduate Certificate in Psychosynthesis Leadership

Coaching September 2015

Unit 2: Agendas in Leadership Coaching

October 2015

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Unit 2 Overview Day One Day Two Day Three

Check-‐in/review

Check-‐in Check-‐in and reflec.on. Check-‐in and reflec.on.

Session 1 Introduc.on to coaching within an organisa.onal context. Wilber’s integral framework

The Leadership Context. Perspec.ves on leadership (Bushe, Jaworski, Evans).

Change theories, models and tools (e.g. Kubler-‐Ross, Bridges, CLC, etc)

Break Session 2

Laloux’s developmental perspec.ve

Working with inner agendas and forming goals – prac.ce

Psychosynthesis perspec.ves on change and crisis

Lunch Session 3 Exploring client agendas –

prac.ce Working with organisa.onal systems

Engagement with change client agendas – prac.ce

Break Session 4 Exploring client agendas –

plenary PCL model of leadership agendas.

Working with organisa.onal systems

Engagement with change client agendas – group debrief on learning.

Break Session 5 Introduc.on to Professional

Bodies: ICF, EMCC, AC and APECS

Leadership coaching tools and resources, (including 360 feedback, profiling tools)

Check-‐out/ compleCon Check-‐out Check-‐out Check-‐out

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Unit 2: Agendas in Leadership Coaching: Key topics

Leadership and Organisational Context and Content

v  Introduction to coaching within an organisational context

v  Wilber’s integral framework

v  Laloux’s developmental perspective

v  Perspectives on leadership (Bushe, Jaworski, Evans).

v  Change theories, models and tools (e.g. Kubler-Ross, Bridges, etc.)

v  Leadership coaching tools and resources, (including 360 feedback, profiling tools and Leadership Development Planning)

Coaching profession

v  Introduction to Professional Bodies: ICF, AC, EMCC and APECS

Working with agendas in leadership coaching

v  PCL model of leadership agendas

v  Working with outer agendas and forming goals

v  Working with inner agendas and forming goals

v  Psychosynthesis perspectives on crisis

v  Engagement with crisis client agendas

Coaching Competencies

v  Building the coaching alliance

v  Creating awareness

v  Agenda forming and goal setting

© Psychosynthesis Coaching Limited 2015

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Day One

v Check-in, reflecting on learning since the last workshop

v Overview of the 3 days

v Contracting for the 3 days

Ø Time

Ø Energy-body work


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Roberto Assagioli

“Its not my fault if the universe is so complicated ” As recalled by Piero Ferrucci in ‘What We May Be’


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Introduction to coaching within an organisational context

Perspectives on the organisational client landscape

v Wilber’s integral framework

v Laloux’s developmental perspective

v Organisations as complex adaptive systems


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Wilber’s integral framework

v Four essential perspectives v Two key distinctions

Ø  Inner – outer Ø  Individual – collective

v Can be applied to any field of human activity or interest v AQAL

Ø Quadrants Ø Levels Ø Lines Ø States


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Systemic awareness – taking multiple perspectives

Subjective

e.g. psychological Individual

Collective

Interior Exterior

Objective

e.g. behavioural

Inter-Subjective

e.g. cultural

Inter-Objective

e.g. systemic

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Asking questions from each perspective…

Subjective

e.g. inner inquiry Individual

Collective

Interior Exterior

Objective

e.g. observational

Inter-Subjective

e.g. what are we…

Inter-Objective

e.g. big picture

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Asking questions about each dimension…

Subjective

e.g. motivations Individual

Collective

Interior Exterior

Objective

e.g. behaviours

Inter-Subjective

e.g. values

Inter-Objective

e.g. relationships

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Exploring client agendas – practice

v Working with client agendas brought to a coaching session

v Triad practice session

v Feedback and discussion within the group

v  Introduction of Leadership Agendas Model within context of Trifocal vision


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Exploring client agendas – practice session in triads v  Forms groups of three - 30 mins per segment

Ø  20-25 mins session

Ø  5-10 mins debrief

v  Coach

Ø  Hold Trifocal Vision

Ø  Exploring the client agenda

v  Coachee

Ø  Bring a current set of issues and needs that you want help with

v  Observer

Ø  Also hold Trifocal Vision

Ø  Reflect upon the types of agenda that emerge and how well the coach draws out all aspects of the agendas


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Agendas in leadership coaching

Development

Purpose, meaning and crisis

Performance

Behaviour

Change

Pra

ctic

al

Out

er

Per

sona

l In

ner

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Domains of leadership development

Horizontal development

(Competencies, behaviours and

skills)

Vertical development

(Developmental stages and styles, key intelligences)

Inner development

(Self and will, purpose, meaning

and crisis)

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Introduction to Professional Bodies: ICF, EMCC, AC and APECS

v ICF, AC, EMCC

v The APECS alternative

v Professional governance, standards, quality and development

v Accreditation, certification and qualification

v Future directions of the profession

v Where do you fit in? © Psychosynthesis Coaching Limited 2015

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APECS – Seven Pillars

1.  PRACTICE in Executive Coaching 2.  INQUIRY – Learning relevant to Professional Standards of

Executive Coaching 3.  LEARNING about Organisation and Business 4.  LEARNING about People 5.  ARTICULATION of your Personal Coaching Practice 6.  REGULATION – CPPD, Supervision, Ethical and Competent

Practice 7.  SOCIETY – Contribution to the Professional Community


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1 PRACTICE in Executive Coaching

v The First Pillar is to have established a Practice itself. A ‘Practice’ is a track record of evidence demonstrating what you deliver, and its link to output for the user. It may be described in terms that the user uses to understand the results, or even the ‘agenda’ for the Coaching work. The world of real Practice is different from the world of theory and research. It necessarily involves having to deal with circumstances which are not as neat and organised as a piece of research, or a nice simple comprehensive theoretical framework.


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2 INQUIRY – Learning relevant to Professional Standards of Executive Coaching v  The Second Pillar is about the Learning you have undertaken

to do what you do. The Second Pillar is the record of how you learned to do what it is you do. It includes the need to have achieved important levels of learning required for Professional Standards of Practice. This is often referred to as the training you have received form those who already know what to do and how to do it. This is well possible in established professions. However, it is still emerging as an organised and straightforward process in Coaching.


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3 LEARNING about Organisation and Business v The Third Pillar is Knowledge and Understanding about

Organisation. The Coaching dialogue can be significantly enhanced if the Coach is able to tune in to the matters at hand. Although, as with our assumptions about people, there is always the risk of bringing false assumptions to the dialogue. There are a great many forms of organisation. Each such structure develops its own life and requirements for participation.


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4 LEARNING about People

v The Fourth Pillar is knowledge and Understanding about PEOPLE. In all our societies, we are still forming ideas about what people make of life, as well as being part of some organisation. There is a very wide diversity of available knowledge already for exploring and understanding this essential part of Coaching. It is also important to appreciate the Knowledge that is available – rather than just your own preferences, so as to recognise and appreciate your own boundaries.


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5 ARTICULATION of your Personal Coaching Practice v The Fifth Pillar is the Practitioner’s ‘Practice Model.’ A Practice

Model is the very personal mix of how any Coach builds up their own particular style and emphasis of how they do what they do – knowing what they can do, as well as helping to identify where their own personal Practice boundaries may exist. Experienced practitioners typically refer to using an integrated approach – that may draw on a range and mix of different frameworks to describe how they build their overall practice.


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6 REGULATION – CPPD, Supervision, Ethical and Competent Practice v The Sixth Pillar concerns Checks and Balances to ensure

continued effectiveness. These Checks and Balances are a normal part of Professional standards. They typically involve Supervision; Continued Professional Development and commitment to ethical standards and awareness, and respect for professional boundaries in Practice.


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7 SOCIETY – Contribution to the Professional Community v The Seventh Pillar is involvement with an established

Professional Community. Membership, by itself, of a Professional Community can be an important and simple method for a user / Coachee to believe they can trust that the Coach does know what they are doing. Professionals can be trusted to get it right. The term, Professional, is often used by people in the Coaching Field to give this sort of promise. This term, Professional, can carry some very positive reputation in the wider community.


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Reflection process and check-out

v Brief inner reflection

v Check-out with a word or phrase


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Day Two

v Check-in and reflection


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The Leadership context and perspectives on leadership

Perspectives on leadership

v Concepts of good leadership

v Being versus doing of leadership

v Leadership paradigms and styles


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Laloux’s developmental perspective

v  Model of leadership paradigms described by Frederic Laloux in his recently published work ‘Reinventing Organizations’

v  Based upon Ken Wilber’s and Jenny Wade’s meta-analyses of the various models that focus on different aspects of human development (e.g. ego-identity, cognitive, moral, value systems, etc.)

v  Draws upon research work by Clare Graves on the emergence of value systems (probing people’s conception of adult full maturity) and that of Jane Loevinger on stages of development of ego-identity

v  Laloux describes seven organisational paradigms that follow the emergence of human consciousness and societal worldviews over thousands of years of human history, but also mirror the developmental stages that individuals follow as they grow up and mature in adulthood


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How do these different people see the world?

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v Reactive

v Magic

v  Impulsive

v Conformist

v Achievement

v Pluralistic

v Evolutionary


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Organisational paradigms: Impulsive

Description Current examples Key breakthroughs Guiding' metaphor

Constant exercise of power by chief to keep troops in line. Fear is the glue of the organization. Highly reactive, short term focus. Thrives in chaotic environments.

•  Mafia

•  Street gangs

•  Tribal militias

•  Division of labour

•  Command authority

•  Wolf pack


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Organisational paradigms: Conformist

Description Current examples

Key breakthroughs Guiding' metaphor

Highly formal roles within a hierarchical pyramid. Top down command and control (what and how). Stability valued above all through rigorous processes. Future is repetition of the past.

•  Catholic Church Military Most Government

•  Agencies

•  Public school

•  systems

•  Formal roles (stable and scalable hierarchies)

•  Processes (longer term perspectives)

•  Army


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Organisational paradigms: Achievement



Goal is to beat competition;

achieve profit and growth. Innovation is the key to staying ahead. Management by objectives (command and control on what; freedom on the how).

•  Multinational companies

•  Charter Schools

•  Innovation •  Accountability

•  Meritocracy

•  Machine


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Organisational paradigms: Pluralistic



Within the classic pyramid

structure, focus on culture and empowerment to achieve extraordinary employee motivation.

Culture driven organizaons (e.g., Southwest Airlines, Ben & Jerry’s, ...)

•  Empowerment •  Values driven

culture

•  Stakeholder model

•  Family


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Organisational paradigms: Evolutionary



Imagine what organizations would be like if we stopped designing them like soulless, clunky machines. What could organizations achieve, and what would work feel like, if we treated them like living beings?

•  Buurtzorg

•  FAVI

•  Holacracy

•  ESBZ

•  Patagonia

•  etc

•  Self-management

•  Wholeness

•  Evolutionary purpose

•  Living systems


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v Recognising the paradigms in play

v Engaging with each one effectively

v Diagnosing organisational dynamics

v Profiling leaders in their development

v Matching coaches with leaders

v Crises of transition between stages


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Laloux’s developmental perspective Laloux leadership paradigm (inner orientaCon) + Graves thinking mode

Leadership style (outer impact) and other expressions

Cultural orientaCon + Organisa*onal model + Primary mo*va*ons

Individual or collecCve orientaCon and locus of aMenCon

Magic + Animis'c (BO)

Benevolent + Paternalis'c/Maternalis'c

Family + Circle + Belonging/Con.nuity

Collec.ve – tribe, family or group safety

Impulsive + Egocentric (CP)

AutocraCc + Ego's'c/Domina'ng

Power + Autocracy + Rewards/Respect

Individual – own needs and wants

Conformist + Absolu'st (DQ)

Hierarchical + Controlling/Processing

Role + Hierarchy + Responsibility/Duty

Collec.ve – roles and rules within structures

Achievement + Mul'plis'c (ER)

Enterprising + Ra'onal/Driving

Achievement + Adapted hierarchy + Success/Winning

Individual – individual and team performance

Pluralis.c + Rela'vis'c (FS)

Social + Democra'c/Rela'onal

Rela.onship + FlaGer hierarchy + Par.cipa.on/Self-‐expression

Collec.ve – team and organisa.onal culture

Evolu.onary + Systemic (GT)

IntegraCve + Systemic/Evolu'onary

Evolu.onary + Self-‐management + Learning/Freedom

Individual – professional networks

Evolu.onary + Holis'c (HU)

HolisCc + Transforma'onal/Evolu'onary

Evolu.onary + Self-‐management + Transforma.on/Purpose

Collec.ve – global communi.es


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Leadership styles v  Benevolent – they lead as the guardian of a community. They tell stories, maintain

traditions, honour rituals and seek to preserve the wisdom of the past.

v  Autocratic – they lead decisively and from the front, they are in charge. They control power and reward loyalty in relationships. Their way is the right way.

v  Hierarchical – they lead by passing judgement according to a system of well defined roles and responsibilities. They follow the established right way to do things.

v  Enterprising – they lead by example and by creating opportunities for the team to succeed. They are driven to achieve goals. They constantly look for better ways to do things.

v  Social – they lead by building consensus and providing opportunities for people to grow and develop. They know there is no universally right ways to do things.

v  Integrative – they lead by responding to situations in whatever style is needed, seeking to create synergy within the wider system. The right way is the way that works.

v  Holistic – they lead by guiding others to be leaders and by creating the context for growth within a healthy system. They are constantly evolving a new way or path.

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Clare Graves

The psychology of the adult human being is an unfolding, ever-emergent process marked by subordination of older behavior systems to newer, higher order systems. The mature person tends to change his psychology continuously as the conditions of his existence change. Each successive stage or level of existence is a state through which people may pass on the way to other states of equilibrium. When a person is centralized in one of the states of equilibrium, he has a psychology which is particular to that state. His emotions, ethics and values, biochemistry, state of neurological activation, learning systems, preference for education, management and psychotherapy are all appropriate to that state.

According to this conception we do ourselves a disservice by arguing whether man’s nature is good or bad, active or reactive, mechanical or teleological. Man’s nature is emergent. What man is cannot be seen before. We can see it only insofar as it has been revealed to us by his movement through the levels of human existence. And, what has been revealed to us, so far, is that in some way or another man’s nature is all of these and more. Our very conception envisages that new aspects of man are now before us which were not seen before, and that the man that man now is will go on proliferating into new forms if the conditions for human existence continue to improve

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Roberto Assagioli

“Life is movement, and the superconscious realms are in

continuous renewal. In this adventure we move from revelation to

revelation, from joy to joy. I hope you do not reach any ‘stable

state’. A ‘stable state’ is death.”


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Leadership approaches

v Clear Leadership – Gervase Bushe

v Inner path of Leadership – Joe Jaworski

v Five Dimensions of Leadership – Roger Evans


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Introduction to the Five Dimensions of Leadership

v Self-reflection and self-awareness

v Awareness of difference in people and your impact on others

v Systemic and meta-awareness

v Ability to activate your will and make things happen

v Openness to help or support from others

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Working with organisational systems

v How can we understand organisations as complex adaptive systems, as psychological, cultural and social systems?

v Observe and reflect upon the habitual ways of behaving in organisations that may be displayed by our clients, and by us How much choice and freedom do we really have?

v Understand the impact of the wider organisation on our coaching clients (when we coach a leader we may be actually coaching the organisation )

v How does this group function as an ‘organisation’? What are your roles and identities within it? What mirrors of the past are activated? What patterns of behaviour are emerging?


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Working with organisational systems

Who has a current issue that involves

dealing with strong systems forces and

dynamics in relationship to their internal or

external clients, that they would like to

explore?


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Working with organisational systems – adapted fishbowl exercise Whole group exercise to allow individuals in group to explore their own issues within the group:

a)  One person presents their issue, sitting in the centre of the room. (5 minutes)

b)  The group discuss while the person listens, saying nothing (10 minutes)

c)  The issue-holder responds (thinks out loud), not addressing anyone individually, while the group listen (5 minutes)

d)  The group respond considering why the person is responding as they are, what are the themes, and what issue is emerging (5 minutes)

e)  The issue-holder responds to summarise where they are now in their thinking and what has shifted (2 minutes)


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Close to certainly Far from certainly

Close to agreement

Far from agreement

BOUNDED INSTABILITY

Self-organising forms of control

INSTABILITY Out of control

Political forms Of control

STABILITY

Ideological forms of control

Monitoring forms of control

Patricia Shaw (1998) ‘Consulting from a complexity perspective’

Complexity perspective

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Reflection process and check-out

v Brief inner reflection

v Check-out with a word or phrase


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Day Three

v Check-in and reflection


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Reflection on the course

v Workshops

v Group community

v Peer coaching

v Tutor supervision

v Tutorial session


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The leadership context

v What do we mean by leadership?

v Why is it important now?

v Why leadership coaching?

v What do we mean by our ‘calling’?


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Change theories, models and tools

v Change theories, models and tools to inform and support change leadership coaching agendas

v Which change theories, models and tools do you use? Which do you find most useful?

v Focus on the human process of change, rather than change management or leadership of change projects per se, e.g. Kubler-Ross, Bridges


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The Kübler-Ross Change Curve Personal Transitions

Shock

Denial

Frustration

Depression

Experiments

Decisions

Integration

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The Kübler-Ross Change Curve Personal Transitions

Shock

Denial

Frustration

Depression

Experiments

Decisions

Integration

75%

25%

25%

75%

Leaders

People

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Stages of Transitions (William Bridges) 1.  Ending, Losing, Letting Go - Letting go of the old ways and the old identity people had. This first

phase of transition is an ending, and the time when you need to help people to deal with their losses.

2.  The Neutral Zone - Going through an in-between time when the old is gone but the new isn't fully operational. We call this time the 'neutral zone': it's when the critical psychological realignments take place.

3.  The New Beginning - Coming out of the transition and making a new beginning. This is when people develop the new identity, experience the new energy and discover the new sense of purpose that make the change begin to work.

RECOMMITTING

REORIENTING

RECONCILING

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Outer crises: the challenges of organisational growth

Siz

e of

org

anis

atio

n/gr

owth

rate

Age of organisation

The Five Phases of Growth - Larry Greiner, HBR May-June 1998

creativity

Leadership

direction

Autonomy

delegation

Control

co-ordination Complexity?

Red tape

collaboration

Evolution: Stages of growth

Revolution: Stages of crisis

Small

Young Mature

Large

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Engagement with change client agendas – practice v  Forms groups of three - 30 mins for one segment

Ø  20-25 mins session

Ø  5-10 mins debrief

v  Coach

Ø  Hold Trifocal Vision

Ø  Working with change

v  Coachee

Ø  Explore an area in which you are going through personal change in your life

v  Observer

Ø  Also hold Trifocal Vision

Ø  Observe what happens

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Engagement with change client agendas – group debrief on learning

v What did you learn about coaching leaders in change?

v What have you learned from your own experience of change?

v How can we approach change as coaches?


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Homework

v Evolutionary Leadership Profile

v Journal keeping

v Study guide

v Peer coaching contracting

v Supervision session


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Check-out

v Experience of the weekend

v Take away from this weekend

v A goal for the next month


Completion

Post-Graduate Certificate in Psychosynthesis Leadership ...€¦ · Organisations as complex...

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