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Lewis Deep Democracy Level 1 slidedeck

September 2018 version

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Lewis Deep Democracy Level 1 slidedeck

  1. 1. Pru Gell “How groups make decisions, & have discussions, shapes the kind of culture that they have & if people don’t feel heard, or safe to talk, they resist (decisions & more)” Myrna Lewis, From Inside the No: Five Steps to Decisions That Last,, 2008.
  2. 2. main purpose of Deep Democracy tools = safe(r) to say what needs to be said can be uncomfortable but harder to deal with consequences of not
  3. 3. Checklist Tools Teaching & Theory Check-in Introduction to Deep Democracy Understanding Resistance: Conscious & Unconscious (including Resistance Line) 5 Steps (4 Steps + Step 5: Debate/Argument) 4 Steps Soft Shoe Shuffle Neutrality Dance Role Theory (Group Dynamics) Climate Report Communication Vices (in notes) Argument + Edges & Cycling Check-out
  4. 4. Check-inQuestions 1.  Name & something surprising or otherwise about your morning 2. a) How did you hear about the program/what gossip had you heard & 2. b) Why you came to the program/what would make this workshop valuable to you? 3. Knowing that you were going to attend the program this morning how are you feeling &: a) Do you want to be here? b) If there’s even a little part of you that doesn’t what part of you is that? c) What would it take that part of you to come along? 4. Bit about yourself 5. Anything else that I/we should know so that you can feel comfortable/ participate in the program?
  5. 5. Lewis Method of Deep Democracy society à rapid change à complex challenges in broader society mirrored in organisations ?
  6. 6. Cover: 1. Conscious & unconscious (basic theoretical assumption of Lewis Deep Democracy ) 2. How decision-making shapes what’s in the conscious/ unconscious of a group 3. Resistance Line 4. Majority democracy Module: Understanding resistance (Conscious & Unconscious)
  7. 7. CONSCIOUS UNCONSCIOUS What some people in the group are aware of but others are not What everyone in the group are aware of Group’s Wisdom & Potential (so lower the water line) Irrational/ emotional Rational/ logical Key concept 1 Part 1. Conscious & Unconscious
  8. 8. How Lewis Deep Democracy differs from some other facilitation approaches Majority of issues come from emotional/irrational place, not resolved à consequences Therefore rational/logical approaches don’t work Lewis Deep Democracy tools factor this in
  9. 9. Wisdom & potential rests/ waits in unconscious. Lower waterline to pull up some of the group’s potential & wisdom into their conscious(ness) (at a pace that’s ok with the group). Lot happening in unconscious of any group that affects conscious of group
  10. 10. Step 1. Discuss: a. What are some things that are in the group’s conscious? b. What are some things that are in the group’s unconscious? Step 2. Plot these on an iceberg
  11. 11. Part 2. How making shapes the conscious/unconscious of a group
  12. 12. CONSCIOUS UNCONSCIOUS Group’s Wisdom & Potential Not everyone aware Irrational/ emotional Everyone aware Rational/ logical Decision- making style shapes what’s in a groups conscious or unconscious Key concept 2
  13. 13. CONSCIOUS UNCONSCIOUS Decision-making (& discussion) style shapes what’s in a groups conscious or unconscious Key concept 3 + How likely people are to go along with decision or onto Resistance Line. Feel safe to talk & heard in discussions & decisions ê levels of resistance. + Shapes if potential growth & informed decisions/outcomes achieved. Key concept 2
  14. 14. Conscious Unconscious Water line = very high A person’s or very few people’s wisdom in group’s conscious Collective wisdom & potential lies dormant in unconscious Autocrat/top down/ imposed (aka not participative) decision
  15. 15. May ask for views but not actually be safe to respond or maybe safe for only some things to be said Waterline goes down, just a bit Lot remains in unconscious Trying be participative without tools to make it safe
  16. 16. Leader/autocrat leaves or meeting finishes à true sentiments voiced Feelings stay in unconscious à build up, manifesting as resistance activities Resistance = actions that sabotage status quo/go against a decision Actions initially covert à eventually become overt Concept called Resistance Line Consequences
  17. 17. Reflect on and discuss: 1. Who is autocratic in your life and what happens to you when you experience autocratic rule. 2. When you have been autocratic and what people’s responses have been to you?
  18. 18. Inefficient and Ineffective Part 3. Resistance Line Sarcastic jokes Excuses Gossip/ Lobbying Poor communication/ breakdown Disruption Go slow Strike War/ withdrawal Covert Overt
  19. 19. The Resistance Line Continuum, not necessarily in order. Resistance isn’t ‘bad’ = very understandable response not feeling heard over time.Being on it = indicator not with popular view nor saying openly what needs to be said è to conflict. Longer views (that need to be said) not heard & issues/ tensions not resolved they get bigger. Won’t go away. Key concept 4
  20. 20. Excuses Excuse is piggy backing off a deeper issue. Issues need not be what the excuse is about, often more complex. Coming up as unheard/excluded minority has one excuse after another for not supporting the majority decision. Try to recognise that these excuses suggest unresolved emotional issues. Key concept 5
  21. 21. Inefficient and Ineffective Sarcastic jokes Excuses Gossip/ Lobbying Poor communication/ breakdown Disruption Go slow Strike War/ withdrawal Covert Overt Reflect on a time when you’ve been on the Resistance Line: 1.  What stage of the were you at and how did they get there? 2.  What had you tried to do before and what were you hoping for? 3.  Next steps parallel with Resistance Line or not?
  22. 22. CEO Reflect on experiences of losing the ‘vote’, being in the minority, what do you tend to do? Part 4: Majority Democracy
  23. 23. Without using tools to make it safe(r) to say what needs to be said (unconscious into conscious aka lower the waterline) may feel resistance or lack of buy-in, but can’t label it or identify how or why it’s happening. Using tools to create participation, collaboration rather than just saying it can be empowering & enables: •  Buy-in & Resistance Line kept at bay through minority being brought on board with the majority decision •  Wisdom of the group tapped Revisiting how decision-making impacts on group dynamics
  24. 24. Irrational/Emotional Step 5: The Argument (has its own 4 steps) Way/etiquette for holding, meetings & discussions Rational/Logical Step 1. Gain all of the views Step 2. Make it safe to say ‘no’/alternative view Step 3. Spread the say ‘no’/alternative view Step 4: Summarise views, take a vote and ask ‘what will it take you to come along’ Steps 1-3 are for discussions Steps 4 & 5 are for decisions WWW War stories or personal experiences – give your own views. TTT TEACH Metaskills Present&the&Video&or&PowerPoint,&or&add&to&Diagram&&  There are five Steps to DD; the first four are above the water line. What are the 5 Steps For working above (Steps 1 - 4) & below (Step 5) the waterline
  25. 25. •  Gain greater participation & buy in (stay on the bus) •  Involve & empower people •  Make sounder, wiser, better decisions •  Helps facilitators be less autocratic •  Minimise ineffective & inefficient decision- making that results from people being on the Resistance Line Why we use the 5 Steps
  26. 26. •  Package, bits and pieces •  Solo, 1-on-1, small è large group •  Meetings needing: -  Discussion -  Brainstorming -  Collaboration -  Decision-making •  General conversation •  Simple à Difficult decisions/discussion •  Want to surface all the views •  Trying to involve & empower others r personal experiences – give your own views. s e&Video&or&PowerPoint,&or&add&to&Diagram&& ve Steps to DD; the first four are above the water line. When to use the 5 Steps
  27. 27. All steps under umbrella of Metaskills Metaskills = Attitude applied to the tools Ability be use Deep Democracy toolkit based on ability to use Metaskills Neutrality = main Metaskill Neutrality = suspend viewpoint and attachment to outcome Metaskills
  28. 28. Why we do it •  Feel valued & heard •  More information •  Reduces/prevents time on the Resistance Line Step 1. Gain all of the views
  29. 29. How •  With what you say •  Don’t summarise •  Model talking from ‘I’: •  2nd/3rd person generalities slow & no real decision made •  Accountability through ‘I’ •  Metaskill of neutrality •  Address Communication Vices •  (Can do it via the Soft Shoe Shuffle) Step 1. Gain all of the views
  30. 30. Why we do it •  Inevitably different opinions. Often look for agreement/unity o  Different views ignored, glossed over, dealt with politely à Feel unsafe. So striving allow space for ‘no’ •  Varied opinions = ‘rub’ of diversity, innovative solutions arise •  Being open to ‘no’ à reduces time on the Resistance Line Step 2. Make it safe to say ‘no’/ alternative view
  31. 31. How •  Be aware of tone & ensure address all sides equally •  Actively search for & encourage the various, minority and/alternative views (not people) to be voiced ‘other views’, ‘any views we haven’t heard yet’, ‘new views’ •  If need separate the issue in time & space •  Be aware of ‘the stare’ Step 2. Make it safe to say ‘no’/alternative view
  32. 32. v Step 3. Spread the say ‘no’/ alternative view One brave soul will say ‘no’/alternative view (for other people who are silent in the room) We’ll know it’s a ‘no’, because it often sounds/feels different, ‘la, la, li’ Why we do it •  Recognise person with ‘no’ = spokesperson •  Avoid scapegoating (seeing people as ‘difficult’) Reflect and identify a time when you’ve felt and/or said a ‘no’/ alternative view in a meeting. How did it feel? What did you do? Key Concept 6
  33. 33. Be aware that there are other ‘no’s’ or differing views Funny thing is, if different opinion has space to be heard That opinion, no matter how unpopular it is, is alive & well in the minds of others too Perhaps the others find it hard to accept that deep down they see the truth/reality of this opinion and/or don’t feel comfortable voicing it
  34. 34. So prevent scape goating by Encouraging those who have a similar opinion to speak out even if it doesn’t sound exactly the same
  35. 35. v Step 3. Spread the say ‘no’/ alternative view Why we do it (continued) •  Encourage participation, make it feel safe(r) to •  Creates climate for others to disagree •  More share naysayer role, prevents role being personalised (and scapegoating) •  Supports resistance line kept at bay
  36. 36. v Step 3. Spread the say ‘no’/ alternative view How When you hear a ‘no’ Simply ask “does anyone else feel a bit like this?” or “does anyone else have another point of view?”
  37. 37. Why we do it •  After a vote minority view becomes part of unconscious. Therefore can act as doorway to the deeper wisdom Remember: o  Doesn’t mean their view wiser … but note position of minority … under waterline = closer to the wisdom. Not tangled in majority o  All ideas relevant o  Minority view &/or what they needs to come with, has wisdom to add (value) to the majority view Step 4. Summarise views, take a vote & ask ‘what will it take you to come along’
  38. 38. Why we do it •  By not expecting minority to cede & go along with majority & asking them ‘the question’ o  They’ll add wisdom o  Ensure buy-in o  Reduce resistance Step 4. Summarise views, take a vote & ask ‘what will it take you to come along’
  39. 39. •  Summarise key options •  Take a hands up vote (1 person, 1 vote) •  Note if there’s a clear majority •  Ask the minority (1 person at a time) what would they need to go along with the decision: “I’m sorry that you lost the vote. However the majority will tend to have its way. That’s gravity! However, you might have some insight/wisdom to add, and to ensure that you will come along, with more ease than being pressured or ignored, what will you need?” -  Add wisdom back to original decision -  Vote again on modified decision How
  40. 40. Find the wisdom that the ‘no’ represents Minority have insight that the majoring are not seeing Insights from the minority will add value to the majority decision
  41. 41. Neutrality Dance
  42. 42. How •  Ensure transparency •  When have strong view move move physically into new position then return to neutral position •  Don’t use neutrality as a manipulative tool
  43. 43. Why we do it •  Metaskill of neutrality can jar with expectations •  Not suggesting need to give up your opinion/desire for an outcome •  Potentially reduce activating Resistance Line •  Builds climate trust & safety to say difficult to say & hard to hear
  44. 44. Covers: •  When to use •  How to do it •  Things to watch out for •  When to stop Module: Soft Shoe Shuffle Conversation on our feet that allows everyone to be involved
  45. 45. When to use it With large groups When you want to get rid of rank in the room Enables everyone to have a ‘voice’ even if they say nothing, ‘share’ views by moving in agreement or disagreement When you want to build a safe & empowering environment As an icebreaker It is fun & enjoyable For a Check-in or Check-out
  46. 46. Things to watch out for 1. Not Shuffling People often forget to move. Remind them & encourage them as much as possible to move. Don’t insist on shuffling, encourage & facilitate it. 2. Not speaking from the ‘I’ 3. Questions 4. Long statements
  47. 47. Group seems on the point of making a decision & there is a clear majority Move into a decision & ask the people in the minority what they need to go with? You are now in Step 4. When there is a change in energy and people are very engaged When the conversation is flowing and people tend to stop shuffling & continue the conversation sitting. When there is a clear polarity The ongoing cycling or edge suggests that there is a clear polarity which now needs to be resolved through the argument. When to stop
  48. 48. What Way to connect at the start of a meeting (anytime two or more people get together) Check-in
  49. 49. How •  Introduce it (call it what you like!) & why it’s done •  Set & respond to 1-3 questions (model length & depth) •  Go popcorn style •  Be very present & be neutral (respond to people the same) •  Invite everyone but not force it •  Let everyone be heard (no interruptions or conversation) •  To close summarise (key objectives &/or themes) don’t attribute to people Check-in
  50. 50. Why §  Humans not cogs §  Insights §  Dynamic relevant agenda §  Build Psychological Safety §  Normalises sharing §  Otherwise pre-frontal cortex not available Check-in
  51. 51. Module: Edges & Cycling Edge behaviours Bored Frustrated Irritated Low energy/sleepy Physical symptoms Wanting to gossip Mind wandered
  52. 52. Edge behaviour •  Sudden •  Occurs when group ‘at an edge’ •  Symptom something from below waterline (in groups’ unconscious) trying to emerge •  Linked to topic but no one comfortable to talk about •  Call this issue a fish as it’s below waterline; sardine à whale
  53. 53. Edges & Cycling go together Meetings with edge behavior, often things getting repeated Issue/pattern/dynamic/behavior continue to present itself 3 times à suggests no longer rational/ logical Repetition called cycling
  54. 54. Edges & Cycling go together Cycling flags a critical/difficult issue connected to emotional from below waterline Far deeper issue, surface topic = easier No resolution because not addressing the real, deeper issue
  55. 55. Edges & Cycling are diagnostic tools Begin to recognise & count issue/pattern/ dynamic/behavior cycling Each time cycling happens: •  Issue gains weight and more energy. •  Adds to tension & makes it more difficult to resolve. Therefore better deal with issue sooner than later. Can’t address underlying unconscious issues (below waterline emotional/irrational) with rational tools, they do not respond to logic. Different tools needed to uncover & resolve the deeper issues à Step 5
  56. 56. 1. Set the safety rules Lewis Deep Democracy standard: Nobody has monopoly on the truth Step 5 2. Throw all the arrows 3. Own the grain of truth 4. Operationalise the insights/grains à Vote on them Argument
  57. 57. Why use Step 5 There will always be different opinions.
  58. 58. Why use Step 5 Different opinions can coexist until one person (clearly-ish) says that are right & implies that the other person/view is wrong. Then conflict will emerge.
  59. 59. Why use Step 5 It’s difficult for people to sit on the fence.
  60. 60. Why use Step 5 A lot of conflict resolution encourages people to empathise (try to see the other side). Deep Democracy is different. 1. Encourages you to initially hold your own view strongly. 2. Sees conflict is an opportunity to learn by becoming aware of the parts we unknowingly project onto the other.
  61. 61. Why use Step 5 Help group find and resolve issue/s (fish/es) blocking progress. Issue/fish: •  Exists for the group & continue attach itself to anything group is doing until it’s resolved. •  Can’t be identified or labelled so Step 5 helps group ‘go fishing’ & resolve most relevant issue at that time (does not resolve every fish or issue). •  Resides within the unsaid & the lack of clarity. •  Already there. Longer left unresolved, bigger it grows. •  Indicates an active Resistance Line.
  62. 62. Why use Step 5? Therefore: •  Step 5 aims get fish asap, so emphasis helping people ‘say what needs to be said’. •  In effect, surfacing issue/fish, you’re bringing in ‘conflict issue’ earlier than later. •  Therefore introduce issue at more manageable stage than at end of the Resistance Line. By surfacing the issue or fish you lower the water line.
  63. 63. When to use Step 5 •  When a group is having difficulty with an issue & is unable to decide. •  When there are two different views. •  When wanting creative & innovative solutions.
  64. 64. Suggest that the conversation takes place in a different manner. Spatially separate the different views. Argument is done in roles as opposed to people. How to do Step 5: The Argument (& the 4 Steps within)
  65. 65. 1. Set the safety rules: •  Nobody has monopoly on the truth •  Intention = stay in relationship •  Going to grow 2. Throw all the arrows (from sides) 3. Own the grain of truth/insight that hit home (and what it is saying about you) 4. Operationalise the insights/grains à Vote on them How to do Step 5: The Argument (& the 4 Steps within)
  66. 66. The Argument: Step 1. Safety rules •  Overview the steps first so people know what they are agreeing or disagreeing to •  Slow the process down further •  Share the Deep Democracy premise ‘ •  Vote on it (same process as you did for step 4) •  Ask if there are any other safety rules •  Vote on each •  Summarise the list of agreed on safety rules
  67. 67. The Argument: Step 2. Say it all/ Throw all the arrows (from sides) •  State what the sides are •  Do it in roles •  Speak all arrows on one side, then swap •  Exhaust views, throw all of the arrows •  Brief, to the point •  Speak only what is true for you •  Use ‘I’ statements •  People encouraged to move side to side •  Go to each side at least twice
  68. 68. The Argument: Step 3. Own the grain of truth/insight that hit home Invite people to: •  Take a moment to identify an insight that hit home •  Share via an ‘I’ statement a)  what it was and b)  what it is saying about you Make it clear you’d like everyone to own an insight Share the list of insights back to the group
  69. 69. The Argument: Step 4 Operationalise the insights/grains à Vote on them Facilitate taking the grains of truth back to the original issue that led to the argument in the first place. •  Ask the group if they’d like to make any decisions based on the grains/insights that they just had •  After people share a idea for a decision take a vote •  Summarise list of decisions
  70. 70. Module: Group Dynamics (Role Theory)
  71. 71. Covers: 1.  Energy fields 2.  Fractal patterns 3.  How fractals relate to groups 4.  Role exists beyond/greater than the individual (& projection) 5.  The individual is greater than the role 6.  Role fluidity Group Dynamics: Role Theory
  72. 72. Introduction •  Based on Arnold Mindell’s Process Orientated Psychology & his version or evolution of Role Theory •  Paradigm shift à Moved psychology away from focusing on the individuals to: -  Focusing on the collective -  Field & energy theory – based on new physics •  A change from Newtonian to Quantum Physics
  73. 73. 1. Energy fields How do we feel in different energy fields?
  74. 74. All living things are energy & that we are energy. Everything exists in the energy field, all of the time, but almost all of it at an unconscious level, because we are unaware of it, or not focused on it. We can access it if we develop the conscious awareness. Everything exists in the unconscious
  75. 75. All connected & part of a bigger whole, live in a field of energy Our conscious creates the boundaries, but it is an illusion. Example: If I identify with being anything a ie red circle, carer, victim, difficult, excited, although it may look like it is with me only, it’s part of the energetic field. It is alive & well in the room.
  76. 76. •  Independent variables •  Billiard Ball theory, cause à effect •  Linear growth path/ progression •  Predictable NEWTON QUANTUM •  We are part of an energy field •  Don’t know what causes what •  Chaos & transformation linked •  Pure potential & possibilities
  77. 77. Part 2. Fractal patterns Fractal is a pattern within a pattern. Fractal isn’t an exact copy but the pattern is similar.
  78. 78. Like each cell in body: •  Contains image (through the DNA) of the whole body. •  DNA is a “self-replicating material which is present in nearly all living organisms as the main constituent of chromosomes. It is the carrier of genetic information”. •  DNA in the cell does not look like the rest of the body, but within it the key/code for the foundation for the rest of the body. •  Is a fractal pattern of the whole of us. •  Has the elements, the ‘themes’, of the whole of us.
  79. 79. It’s about the general themes & patterns So too, you part of the world & at an unconscious level have all the parts in you. Like DNA in the cell you have major themes that are common to humanity in you. Martians trying to understand humanity, only you to observe, would get a pretty good idea of the basic themes, or make-up, of human kind on earth. You are also a fractal pattern of this group. Friend asked you what took place in this group, your description of what took place won’t be exact as it is your own perception, but your friend could gain some insight into the general themes of the group.
  80. 80. Another way to look at fractal patterns is to look at the following diagrams If we take a holographic picture & cut off a piece, because it is a hologram, the picture will be a fractal pattern of the whole. This part will have the same texture of the whole picture. It is dotted showing that it is not exact, but the blueprint / texture/ theme of the person is being represented. This is a fractal of the whole & an Einsteinium view.
  81. 81. 3. How do these concepts (energy fields & fractals patterns) relate to groups? (have a very important influence on groups & help us understand groups from a different perspective) Can think of a fractal as a role Roles happening now in the room ie teacher & learners. Tend describe people in relation to their roles in sociological terms Many learners in room, so say there is a ‘role of learner’ rather than an individual or ‘X is a learner’ Role of learner = A fractal of learner Learner is in an energy field, therefore so too is the learner in me (teacher) ‘Role of teacher’ Like fractal pattern, not exactly same, but a texture of the role Talk about role as ‘existing in the group’ Say ‘there is a role of teacher’ as opposed to saying ‘Pru is in the teacher role’ In groups = many different sociological roles, also known as archetypal roles Archetypes = pattern of behaviour that exist across cultures.
  82. 82. Example: Teacher & learner
  83. 83. Mindell extends the definition of a role in role theory to include … An opinion/view/thought: •  “We should have a break” •  “These tools take too long” •  “I want to talk about x” •  “We need to set a deadline” Feelings: •  Frustrated •  Happy •  Unsure Symptoms •  Sore back •  Headache Refer to role as if it was energy & a fractal pattern in the room. Therefore begin to see that the role is not linked to the individual. Let’s think of examples from our time together (each cluster at a time)
  84. 84. Discussion In small groups of 4 -5 people have a discussion: 1.  On what roles you take on at work & in your families or 2. a.  About the roles they have been having in the room with one another. b.  Do you think that other people may be sharing your view, feeling or opinion but may not be expressing it. c.  Have you adopted a dominant role, & what is/are the dominant role/s expressed by others?
  85. 85. 4. Role exists beyond/greater than the individual Think of a person who is a disruptor, disagreeable. Blue square represents the ‘difficult role’ (Fred) based on the fractal pattern. We are in an energy sea. What is in Fred is also in us and what is in us is also in Fred. Although we may not want to disagree as much as Fred, may be a little disagreeable, or we may have had a disagreement in the past, or we do have other views that we have not mentioned etc.
  86. 86. Colour below the surface of the water is projected onto the ‘blue square’ (in this scenario ‘disturber’). Part of us that we don’t become conscious of, we project onto Fred. Fred then begins to hold, their bit of blue, & all our little bits of blue. His blue becomes bigger. Fred/disturber becomes larger than life & begins to get stuck in his viewpoint. He is at this point carrying the energy/role for others.
  87. 87. We know what its like to be in the Fred/disturber role when you find yourself arguing your point stronger and with more energy than you originally felt.
  88. 88. If the ‘difficult’ leave, what happens? Same pattern will emerge. Maybe not be in exactly the same way. When disturber role Fred leaves, energy then projected onto the next person as the energy needs to go somewhere and the ‘disturber or difficult role’ is in each one of us, and won’t go away. If ‘blue square’/Fred gets sick ‘his’ ‘view’/role does not suddenly go away because his view is in all of us. Rather someone in the group who is a little like Fred will take on the role or energy. That person will now have the projected energy.
  89. 89. Example: Leaders & followers Not owning our power we set the leader (or any role) up to be more than they are by giving them our power.
  90. 90. 5. The individual is greater than the role Leader also: Partner, lover, parent, community minded person, child, sibling, gardener, cook, …. a follower at times
  91. 91. 6. Role fluidity People tend to get stuck in roles. Greater roles become stuck = é  projection takes place é the group gets polarised & conflicted, ê  health, ê  group grows True change does not take place.
  92. 92. Making safe to say what needs to be said à water line drops, é role fluidity and can start dealing with i.e. role of leader & follower (or any roles that are stuck) through ‘owning’ our projections.
  93. 93. Spreading the ‘no’/alternative views à ‘resolve the roles’ (do something to shift/transform/get new insights on) ie of leader Soft Shoe Shuffle Argument Step 3 ‘own your insights’ As a leader: Being neutral (via neutrality dance) encourages others to take up power + Debate Step 2 With fluidity true transformation, real change, can then take place. Goal of Deep Democracy. How to create role fluidity?
  94. 94. When a role becomes conscious A role exists all the time in the unconscious but it becomes conscious when we give it airtime. Air Time is when it is listened to and heard. Then the role is present in the room. (People may not have liked what is said and/or may react negatively, but they have still listened.) We have all been in situations when we have said something and the group or person we are speaking to have not responded. It’s been as if they have not heard us at all. This is when the group is not giving ‘Air time’ i.e. it seems that people have not even heard it as if the comment is like water off a ducks back. Why is that? The timing is out & the comment maybe something the gp isn’t ready for or not relevant at that moment. Often the statement/suggestion that you have just made is made a little while later or maybe by a person who has more credibility in the group and then it is listened to or given airtime. You may feel “What the hell!” as you have just said the same thing a little earlier. Know that this response is not due to your not being important but that you are possibly too early with your view. The person with the ‘right timing’ often has the knack of making the statement at the right time i.e. when the group is ready to
  95. 95. Purpose of Deep Democracy? Make it safe to say what needs to be said. Through this: •  Hear all the views •  Lower the waterline (what was in unconscious moves into conscious) •  Transformation through role Buy-in to decisions & reduce (the need for) resistance
  96. 96. Module: Check-out Covers: •  Check-out •  De-roleing
  97. 97. Check-out: What it is & how to do it •  A check-out is useful to carry out at the end of a gathering •  Follows the same approach as the Check-in •  Pop Corn Style: People speak when they feel ready •  Each person has their say without comment or questions •  Each statement is deposited and left in the room.
  98. 98. Check Out & De-Roleing •  People may hold onto roles on behalf of others or the group. •  Checking-out by using De-Roleing helps them to understand which part of the role they own and take with them and which part they should leave behind. •  Ask: How you are feeling right now? 1.  What do you need to own? 2.  What do you want/need to leave behind in the room? 3.  If you still feel caught in a role, please stay behind to chat.
  99. 99. Module: Communication Vices Covers: The practice of watching for & correcting six Communication Vices.
  100. 100. 1. Not being Present This is when your body is present but your mind has left the room. Antidote: Try to get everyone to participate and stay in the room. One of the ways to gain their presence is through the voting process. 2. Interruptions Missing the point by cutting off the last part of a statement. Note, it often carries the significant message. Antidote: 1.  Make people conscious that they are interrupting. 2.  Ask the group to decide whether interrupting one another is acceptable or not. 3.  Request people to keep their comments brief (if appropriate).
  101. 101. 3. Radio Broadcasting Sometimes people express their views without relating to what anyone else, or the person before them is saying. Antidote: 1.  Try to encourage people to connect to what others are saying and not just leave the various threads hanging in space. 2.  Ask people outright for their views, specifically in relation to the last comment.
  102. 102. 4. Indirect Speaking We use vague references instead of being direct. There are 3 common ways of being indirect. 4.1 Not speaking from the ‘I’, speaking in the 3rd person People tend to speak in the third person, and say: “One should”. They are not saying: “I want to …” Antidote: Encourage people to talk from the ‘I’. 4.2 Speaking generally or not addressing the person directly This refers to people speaking in general terms, rather than expressing something directly. Antidote: Encourage people to address one another directly in the first person. 4.3 Angel-winging This refers to a person speaking on behalf of someone else. Antidote: Make sure people speak for themselves.
  103. 103. 5. Sliding rather than Deciding Often conversations slides into different topics or change without people consciously agreeing on the direction. Antidote: Make the group conscious that they may be/are sliding off the topic suggest they decide the direction i.e. “decide not slide”. 6. Questioning We often use questions - especially in group settings - as a way of making a statement in a soft or cushioned way. Antidote: Gently challenge a question that doesn’t seem to reflect a genuine request for information: “Are you making a statement or do you genuinely not know?”
  104. 104. 1.  é people feeling heard & engagement ∴ ê resistant behaviours (that when present really slows down effective and efficient operations) 2.  Make well informed decisions that people buy-in to (& therefore less likely to waste time revisiting discussions & decisions made) 3.  Resolve/transform moment to moment tension (rather than solely deal when tensions have progressed/become stuck) … until the next one comes along J Why? Roadmap to make it safe(r) to say what needs to be said Benefits
  105. 105. Same, same, but different – Lewis Deep Democracy & CoResolve •  Lewis Deep Democracy began early 1990’s; CoResolve just a few years ago •  Share the exact same underpinning theory – Lewis Deep Democracy •  Tools used = almost identical but how you use them differs significantly •  Lewis Deep Democracy designed for neutral facilitators •  People and leaders wanted use the toolkit but couldn’t be neutral •  Created new ways (branded as CoResolve) to use the Lewis Deep Democracy tools as a leader (and in ‘business’ settings) •  CoResolve focus = how to be a participative leader •  In CoResolve leader = someone expected to have opinion, drive process

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  • MariaAngelLynUy

    Oct. 20, 2018

September 2018 version


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