Constructing stories a time of crisis or a time of change: helping clients to choose change'

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Constructing stories a time of crisis or a time
of change helping clients to choose change.

• Professor David Lane
• Professional Development Foundation
• International Centre for the Study of Coaching
• Middlesex University
• David.Lane_at_pdf.net
• www.pdf.net
• With thanks, for the co-development of ideas
  here, to
• Dr Sarah Corrie (Professional Development
  Foundation)
• Dr Michael Cavanagh (Sydney University)

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Are these unprecedented times?

• We are told that these are unprecedented times,
  so what does an evidence based profession such as
  psychology have to offer when there is no
  evidential precedent?
• What might the coach working with senior
  executives facing unprecedented dilemmas do that
  adds value.

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There are at least two things we can do.

• When faced with uncertainly one reaction is fear
  which in business leads to loss of confidence and
  a retreat to retrenchment. Yet fear is a
  psychological construct about which we as
  psychologists have something to say.
• The alternative to fear is to treat it as a
  challenge to find ways to promote change and
  again we have something to say about change
  processes.

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What does Coaching Psychology have to offer

• If a coach can take a three day course and apply
  tools that work, why do we need five years
  experience/training?
• What do we offer clients that justifies those
  years? (subtext and the expense of employing us
  rather than another)
• What about sports scientists, health visitors,
  management consultants, psychotherapists,
  OD/systems specialists, social workers or HR
  practitioners as coaches, what do they offer that
  we do not?

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Perhaps.........

• Perhaps what we offer, uniquely, is our
  commitment to professional practice as evidence
  based practitioners what can we draw upon?
• Perhaps it is our competence in asking effective
  questions and interest in the results of asking
  them that makes a difference to our clients
  helping them to tell and create more powerful
  stories what can we use?
• Perhaps we offer a different lens, we have tools
  to combine the pictures our clients create with
  our own and design futures for complex times
  what approaches are there?

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But what about the evidence base we use?

• We can call upon four forms of psychological
  evidence
• Scientific
• correct ways of gathering data, value free,
  setting free, although note different forms of
  scientific philosophy and consequently of enquiry
• Technical rational
• beyond setting, divested of practice knowledge,
  evidence base?
• Reflective
• practice as deliberative action based on
  reflection within specific context.
• Critical deconstruction
• to challenge existing dominant stories.
• When we do call upon the evidence we find that
  rather than the times being unprecedented there
  is evidence base upon which to draw to inform
  current circumstances.

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What do you use?

• What sort of evidence do you draw upon as a
  practitioner or might you draw upon to address
  current concerns?
• Take a minute to reflect, note it down
• Share with your neighbour
• Reflect, are you drawing on different, or a
  similar knowledge base?

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What do you use in practice?

• Scientific, when was the last time you applied a
  scientific finding to your practice?
• Technical rational when was the last time you
  followed, exactly, an evidence based manual?
• Reflective when was the last time your practice
  was deliberative and concerned with a specific
  context and client?
• Critical when was the last time you challenged
  existing powerful (dominant) stories?
• The key to choosing what to use depends upon the
  likely level of agreement on what to do and
  predictability of the outcome.

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But we can also work with the stories client tell.

• However, we also have much to say about the
  stories people tell and how those stories
  construct the future. We can help to deconstruct
  the stories our clients tell.
• As psychologists we can explore possibilities
  with clients to reconstruct more positive and
  effective responses to the stories of doom.
• As coaches we can help our clients build new
  stories that enable them to conceive of the
  possibility that the most effective response is
  not to focus on how to survive in a recession but
  on how to re-vision a business so that it
  thrives.

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Working with the stories we tell and enabling our
clients to tell their stories.

• We can work with our clients to re-vision
• Our purpose what we agree with our client as
  the purpose of the encounter between us where
  are we going and why.
• Our perspective what informs our work what
  perspectives can inform the journey we agree to
  undertake.
• Our process what happens when we work what
  different processes are most appropriate given
  our purpose and the perspectives that inform it
  in order to most effectively undertake our
  journey.

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Creating conversations that match the space we
occupy

• But- does it depend on our willingness to define
  our Purpose, Perspective and Process when faced
  with ambiguity and complexity?
• Is it possible to say something on the basis of
  evidence, what elements of our situation are
  amenable to empirical/linear conversations?
• Does it depend on our ability with client to
  create a self organised process when faced with
  complexity?
• How might we hold the anxiety when we move into
  chaos?
• How might we create quality conversations in each
  of these spaces?

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Focus on quality conversations

• The quality of the conversation determines the
  quality of the relationship
• and the quality of the relationships determines
  the quality of the system/organisation.
• So what might a coaching model be like that
  enables quality conversations and relationships
  in these different spaces?
• How might you build such a model?

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Matching Process to Contextoperating in
different spaces creating stories that fit
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Empirical, Emergent or Structured Stories

• Empirical works from an existing evidence base or
  hypothesis testing framework
• It assumes a cause/effect and linear process
• It works from the clients story but views that as
  an example of an existing stock of stories which
  can be informed by an evidence base
• Most appropriate in the rational space - agreed
  and predictable
• Emergent Story works from the ground up
• Looks for what themes emerge in the conversation
  and what we notice.
• Uses tension and anxiety creatively
• Most appropriate in the space of ambiguity on the
  edge of chaos
• Structured Story works from the top down
• Provides boundaries using predetermined lenses to
  organise the story
• Helps hold anxiety so that we can work with the
  context
• Most appropriate in chaotic contexts

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Process Empirical/linear story

• Define the area of shared concern
• Question - what do we need to address,
• Expectation - what do we expect (intention,
  outputs, results, learning journey)
• Role - what will we each play,
• Context - what makes this journey worthwhile
  (meaning, values and ethics),
• System Boundaries - what exists for the work
• Explore factors of influence from an empirical
  data gathering framework/hypothesis testing.
• What evidence basis exists that might inform the
  journey given the agree purpose,
• What hypotheses do we (each party) hold on
  factors of influence,
• How might the hypotheses be tested

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Process continued

• Formulate a new understanding reconstruct the
  narrative
• In the light of the evidence collected and
  hypotheses tested how do the parties now view the
  question, have they been able to see it
  differently and envision a way forward
• What is the story, now and therefore what can we
  now do to make a difference.
• Intervene to generate change
• What outputs, results, journey are we now going
  to plan to undertake,
• What will each party do,
• How will we know that they have done it and with
  what outcomes.
• Evaluate to assess, maintain and optimise
  change.
• What have we learned, what do we need to do to
  sustain change, what options do we now what that
  did not exist before.

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Matching Process to Contextoperating in
different spaces creating stories that fit
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Emergent story

• Conversational themes are based around analysis
  of recurring patterns within the conversations
  that unfold during coaching, by exploring these
  over time you identify a structure to the way you
  typically help the client to tell their story.
  Examples include
• Theme No. 1. Framing our conversation the
  contract
• Theme No. 2. How we understand data-gathering
  the finding out
• Theme No. 3. How we incorporate multiple voices -
  the orchestral demands of conversation
  finding meaning
• Theme No. 4. Arriving at new way of seeing
  together
• Theme No. 5. Holding the ambiguity not knowing
• Theme No. 6. Defining action in the light of the
  above
• Theme No. 7. Creating an attractive story
  in-forming the system
• Theme No. 8. Quality assurance/evaluation
  feedback and reflection.

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Identifying attractor and repellor spaces

• Some useful questions
• What do you notice - inside, outside, over time?
• What themes continually emerge in conversations?
• What conversations are repetitive?
• What conversations energise?
• What conversations are iterative?
• What can we talk about, with whom?
• What cant we talk about, with whom?
• What tensions do we notice/avoid?

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Why is a systems perspective important?

• To understand the critical importance of systemic
  perspectives we need to understand complex
  adaptive systems.

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Features of CAS

• Complex systems are non linear
• Emergence
• Behaviour
• Roles
• Processes
• Belonging
• Satisfaction

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Attractors

• Attractors are the things that shape choices.
  They are the nodes in a complex system that
  attract behaviour. They may be
• People
• Processes
• Rules
• Knowledge
• Goals and desired outcomes

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Boundaries

• Boundaries within systems are critically
  important.
• They help subsystems exist and operate
  effectively
• Boundaries must be fixed enough to hold the group
  together
• And
• Flexible enough to enable information exchange
  between groups/system levels.
• e.g. parents and siblings
• Clients and Sales Team

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Features of complex systems

• Diversity of system members is important
• diversity opens the possibility of change
• diversity brings new perspectives. and tension.
• Irreversibility
• Systems can never go back to how they were. They
  can only move forward from where they are.
• So purpose is critical.

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Implications for Leadership Two Key Points

• If we cant always stand outside the system and
  pull the levers of change with predictable
  results, what do we do?
• Help create the conditions that allow successful
  outcomes to emerge.
• The nature and quality of the conversations in
  the person/team/organisation are critical.
• Motivating people is more about listening than
  telling.
• It requires ongoing, iterative conversation
• Creating healthy conversations creates positive
  attractors and stimulate positive behaviours.

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So what do leaders do?

• Leadership in complex systems is about
  facilitating and guiding, more than controlling
  and determining
• Leaders provide
• Direction some of the key goals
• Boundaries - limits and things to avoid
• Resources to get the job done
• Space for innovation - permission to do things
  differently
• Set and maintain the real values

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Matching Process to Contextoperating in
different spaces creating stories that fit
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A Structured Story

• Setting (the client in their social/cultural
  context the circumstances in which critical
  events have occurred people involved)
• Where is the story set? Is it located in the
  individuals head (e.g. cognition), family
  relationships (systemic) biological systems
  (diagnostic or medical) or in a social or
  cultural context?  
• Who are the main characters in the story? Who
  is the principal protagonist?
• Through whose eyes does the story need to be
  told?
• Whose priorities are driving the request for a
  coaching approach?
• Whose story has determined how the Purpose is
  defined and whose Perspective counts? 
• Initiating Event (precipitating factor events
  associated with onset and any predisposing
  factors)
• What set of factors (internal and external) have
  conspired to place the client in this particular
  situation? What has led the client to seek
  support at this particular time? Are these
  initiating events proximal or distal?

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A Structured Story

• Internal Response (underlying psychological
  mechanisms, defences, safety behaviours
  reactions, emotional responses, cognitions
  resilience and coping strategies derived from the
  internal world)
• How does the client make sense of their
  dilemmas? How do they learn best? Construe their
  choices? What thoughts, feelings, perceptions and
  values do they bring (in terms of perspectives
  and coping style) that might aid or constrain
  their choices?  
• What thoughts, feelings, perceptions and values
  do I bring that might aid and constrain the
  clients choices?
• To what extent does this formulation (way of
  understanding) take account of how these factors
  impact the client sysytem?  
• Goal (client objective negotiated goals aims of
  intervention )
• What does the client want to achieve? What is
  their vision for themselves and their life? How
  does this vision map on to goals we can
  operationalise for the purpose of devising an
  intervention plan? How does it map on to the
  goals, aims, hopes and expectations of others who
  have a stake in the client changing? 

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Structured Story

• Actions (method of data-gathering hypothesis
  testing and intervention strategy)
• Given their perception of their choices and
  needs what does the client do? What actions are
  advantageous and which are not? Which actions
  move them in the direction of desired outcomes
  and which move them away from desired outcomes? 
• Given the above, what plan of action might get
  us from where we are now to where we want to be?
  What method, techniques, approaches and resources
  might be required?
• Outcome (impact of data-gathering and hypothesis
  testing)
• What would the client see as a good outcome?
  What would be a good outcome in the view of
  others involved in the story? What would I
  (practitioner) see as a good outcome for this
  client at this time, given this story.

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Structured Story

• Outcome (continued) Based on this formulation,
  what would be a good conclusion/outcome? How will
  we know when the goals have been achieved? What
  approaches to evaluating change do we need to
  employ?
• Ending (conclusion to the enquiry and whether the
  initial purpose as defined has been met)
• The manifestation of the goals achieved, as
  determined by their lived implications. How will
  achieving these goals impact upon the clients
  life and the life of others? How will the
  clients new self-told story change? What has
  happened to others stories about the client?
• What are the implications for self, others,
  choices and limitations?
•  

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Matching Process to Contextoperating in
different spaces creating stories that fit
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What makes a good story?

• They have an appeal to, or in some way resonate
  with those who seek our services, are
  thought-provoking and generate curiosity.
• They are richer in the connections they make
  between individuals and contexts.
• They challenge stereotyping or self-perpetuating
  labels.
• They assume evolution, change and progress are
  possible.
• They conceptualise individuals connected to the
  story as active, competent, responsible and
  reflexive.
• The key character in the story has a positive
  moral or ethical code (tightly or loosely
  defined) and their actions are consistent with
  this.
• 
  Adapted from Sluzkis
  (1998)

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Final Challenges (Your story as a coach)

• What stories do we tell?
• Who owns the story does it own us?
• What do our stories do?
• Does the story meet the context?
• Can we tolerate the uncertainty of emergent
  stories?
• Stories within stories
• Are some invisible even to us?
• How might we explore these?

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Being responsible for the stories we tell.

• Questions for reflection..
• Do I hold a story as a professional, and if so
  how?
• How does your story fit within emerging local,
  national and global themes?
• Is there a need for an explicit process?
• How do you gather evidence for the story?
• What implicit contracts are associated with your
  stories?
• How do you make these explicit
• What makes your story worth telling?

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Further reading

• The Case for Coaching, 2006, Jarvis, Lane and
  Fillery-Travis, CIPD - explores the evidence
  base for coaching, literature, surveys, cases
• Modern Scientist-Practitioner, a guide to
  practice in psychology, 2006, Lane and Corrie,
  Routledge explores your identity as a
  professional so you can create more effective
  stories about practice
• Constructing Stories, Telling Tales a guide to
  formulation in applied psychology (forthcoming,
  2009, Corrie and Lane, Karnac Books) - explores
  how we can understand our own and clients stories
• The Art of Inspired Living, Corrie, 2009, Karnac
  Books explores tools you and your clients can
  use in coaching from positive psychology
• Evidence-based coaching Contributions from the
  Behavioral Sciences, Cavanagh, Grant, Kemp.
  2005, Australian Academic Press explores
  approaches to coaching grounded in psychology
  related areas
• When Change is out of our Control, 2002,
  Wheatley, Available online at
• http//margaretwheatley.com. (Accessed 23
  January 2009.)
• Managing the Unknowable. Strategic Boundaries
  between Order and Chaos in Organizations. Stacey,
  1992, San Francisco, Jossey-Bass.

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Summary

• When dealing with complex times using different
  models appropriate to the spaces occupied can
  assist with telling more effective coaching
  stories
• But you need to be clear on your
• Purpose
• Perspectives
• Process
• And remember in complex times
• there are no predetermined destinations
• only journeys of discovery
• but thank you for taking this journey with me.

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