Changing on the Job by Garvey Berger Jennifer;

Author:Garvey Berger, Jennifer;
Language: eng
Format: epub
Publisher: Stanford University Press
Published: 2012-05-15T04:00:00+00:00

Self-authored forms of mind. How does this square with my own internal beliefs and ideas? Where is the room for me to edit or adapt what’s being offered in order to hold it against my own beliefs and take (and leave) what I want? How open is the facilitator to lifting up the hood on these ideas or concepts and showing me the inner workings so that I can make my own decisions? How attached is the facilitator to thinking this is the one best way (which would be fine as long as I also believe it’s the one best way but is otherwise a problem)?

Self-transforming forms of mind. How much does this program come from a view of the world that is consistent with or might add to my view of the world? Is there room here for nuance and subtlety, or do I get the sense that the facilitator has a hammer and sees all ideas as nails? What can I learn here? Is it possible for me to understand these ideas in a way that helps me see that they can be both true and not true simultaneously? How might we, as a group, generate additional ways of seeing these ideas? Will the facilitator play with me in that space or will he become defensive there?

So in the example above, the facilitator reached well into both the socialized and the self-authored spaces—as many good facilitators do. How could she have reached for those who might be seeing the world with a more self-sovereign mind? She could have come in and made really clear the connection between culture and other measurable, concrete features (e.g., productivity, attrition rates, sick leave). She could have had the group generate some specific examples of the different abstract categories, using those in the group whose forms of mind support their transferring from one context to another to generate examples across context. All of these small changes would have enlarged the space for those who were seeing the world through a self-sovereign mind, but would also have made good conversations and connections with others who had a variety of forms of mind.

Starting with the group’s experience is also a good way to create entry points for those with self-transforming ways of seeing the world. Creating spaces for people to name and get grounded in their own experience is an important technique from a wide variety of perspectives (from learner-centered theories to brain-based learning practices), but it is also helpful in a developmental sense. Getting people to name their own connection to the core concept (whether it is an abstraction like culture or a more concrete set of procedures like performance management systems) makes space for each person to enter the content in his or her way. It also helps the facilitator understand where different members of the group are coming from. It is not all effortless, however, because if she finds out at this point that the group has a wide range of developmental

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