martin.silcock asked:
I am wondering whether viewers of the list could help me with a live issue
for me, which may also be a practical issue encountered by others in the
field of learning organisations. The issue is how to raise questions in a
way that does not create the feeling that we are waisting time asking
questions!
The problem I encountered was an unwillingness and uneasyness about
raising so many questions, and a desire to cut to the chase and "get to
some action". This pressure was principally led by my new boss!
I had thought that the questions I raised would help open up discussion
and allow an exploration of the issues and choices we needed to make in
developing the stategy. Instead all I got was the pressure to close down
the options. It was as if questioning was not valued?
I suppose the question I am asking is how to get peple not to just do
something but to stand there! Is there an unseen dynamic at play that one
can interrupt? e.g
I thought others may have encountered this kind of thing, since asking
questions is the key to learning. Maybe the issue is finding the best way
and mode to do so in the circumstances. Any thoughts,
guidelines,experience approaches?
**********end-of-quote********************
Martin, I've been there.
For me, part of my analysis of the group I will work with is their
readiness for the task. Are they use to dialogue or even respectful
discussion? What are the norms and values in the culture?
Once I get a sense of readiness, then I decide how much can be done to
meet the goal of the boss, or others, and help the group grow in their
capacity to be effective decison makers. Often times, I focus the work
directly on the real issue and build some sort of "tools" that support
effective decision- making. for example, I might suggest that we work on
Stephen covey's habot of "Seeking first to understand, and then be
understood." We might spend a few minutes introducing that concept and
during the work, ask folks to reflect individaually, or in pairs, how they
are doing at "Seeking first to understand, and then be understood." Might
ask them to provide an example when they seek and/or when they didn't.
At the end of the session, I would encourage reflection by the
participants on their growth during the work and the quaslity of the work.
I also would find a way for me to receive feedback on these issues from
them in a written form also.
There is more to my thinking process than I have the energy to say here,
but I hope this captures a sense of how I would approach the siutation.
Good luck,
David Wilkinson
School Improvement Specialist
Des Moines Public Schools (IA)
Davidwilk@aol.com
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