The Hermenuetics of Gratitude

December 1st, 2010

Earlier this fall I had the wonderful opportunity to spend an extravagant afternoon drinking tea with Jeremy Shapiro. Dr. Shapiro served as the chair of my dissertation committee and continues to be a mentor, role model and dear friend. Though he is a gifted scholar, well-regarded philosopher and early English language translator of Jürgen Habermas’ work, I was drawn to work with him because of his humility, endless curiosity and delightful sense of humor. I sought him out during my doctoral program orientation when, after a long line of faculty had introduced themselves by reciting their long (and somewhat intimidating) list of research interests and scholarly accomplishments, Jeremy stepped up to the microphone, and introduced himself very differently by saying, “Students tell me that I am useful to them in the following ways . . .“ At that moment I knew this was the person I wanted to work with. Many educators talk about and aspire to be student-centered; Jeremy achieves it in all of the ways he has shown up to now hundreds of graduate students over his career.

The Hermeneutics of GratitudeHermes

During our rare, uninterrupted tea together I couldn’t help but tell him again how much he had impacted and influenced my own work—how I can only aspire to his level of generosity and presence with students. He was characteristically humble, and was ready to change the topic, reminding me that I had more than once expressed my gratitude in the past. I acknowledged that I had, and also realized out loud that I had a need to practice something that on the spot I termed  “the hermeneutics of gratitude.”

Rooted in the early scholarly study of religious texts, the word “hermeneutic” is derived from the winged messenger Hermes, of Greek mythology, who carried (and interpreted) the decisions of the gods to other gods and humans. It is to this that the Greek hermeneuenin (to interpret) refers. The purpose of original interpretation of religious texts was intended “to establish normative religious and legal practices” (Slattery, 1996, p. 7). The practice of hermeneutics evolved and was extended by Martin Heidegger, the first to develop and name a philosophy of hermeneutic phenomenology, believed that all human experience is intrinsically interpretive.

Hereneutics also holds that the interpretation of a text or experience is highly situational, and may evolve over time based on the context of the interpreter. I realized that this is the reason I am so compelled to cycle back to my gratitude for Jeremy, and for many others who have impacted and influenced my life; from new vantage points I have new appreciation for the gifts of the experience. This is true for me of Jeremy and the space he created for me during my doctoral adventure. I am still learning from the ways he showed up and created space for me.

In this season of giving and receiving, I invite you to practice your own version of the hermeneutics of gratitude and revisit the people and experiences that have helped you become your best self. You may discover even more gifts as your reflect from today’s vantage point, which also gives you a wonderful excuse to express your gratitude and keep the cycle of giving flowing.

Slattery, P. (1996). Hermeneutics: A phenomenological aesthetic reflection. Paper presented at the Annual Meeting of the American Educational Research Association.

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The Positive Principle: Building Your Capacity for Improvisation and Appreciative Inquiry

October 28th, 2010

In the midst of teaching a graduate course on personal and organizational change where we are exploring the value of developing individual and systems’ capacity for change, I pulled up an excerpt from a longer article on the symbiotic relationship between improvisation and appreciative inquiry (the full article is available at the link below). Hope you enjoy it!

The Positive Principle (D. L. Cooperrider, Sorensen, Whitney, & Yaeger, 2000: 20) is a central and guiding principle of Appreciative Inquiry (AI), as well as its theoretical foundation  [NOTE: For fuller introduction, download Organizational Improvisation & Appreciative Inquiry:] Not based in deficit thinking, rabid searches for “problems” or organizational challenges, AI looks for “that which gives life to the organization.” For legions of executives and MBA graduates this is indeed a radical, even heretical concept. Many business people build their credibility and careers on their ability to identify and solve problems. Even I, as I was starting my consulting practice, was counseled to identify “the problem to which I was the answer.”

My experience bears out this ingrained “problem focus.” Working with clients and students using the AI process, I have noticed how often they are tempted to shift into “problem-solving” mode, or to ask deficit-focused questions once the appreciative inquiry is underway. Here, additional competence in the practice of principles of improvisation can help AI participants leverage the positive, forward movement of the inquiry toward its positive potential.

AI involves, in a central way, the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential (Cooperrider, Sorensen et al. 2000: 5).

Improvisation, like AI, is founded on a positive principle—the principle of Say, “Yes, and . . .” (Meyer, 2000: 63). Improvisers must accept (or say, “yes”) to anything they discover on stage, receive from another player or the audience. They cannot stop at acceptance, however, they must move the action forward by adding their own discoveries (saying, “and . . .”). This positive orientation is the foundation for improvisation success, as it is for all creative collaborations in business and life.

The conceptual framework of AI is most often translated into practice as the 4-D process (D. Cooperrider & Whitney, 2000; Hammond, 1998; Watkins & Mohr, 2001). AI, not only supports positive organizational change, but helps individuals build some of the skills necessary for successful improvisation in the workplace. The practice of AI also contributes to organizational memory via storytelling and while giving individuals opportunities to cultivate their improvisation competencies and foster a culture where improvisation is more likely to be successful. Additionally, the inquiry process is grounded in the lived experiences of organizational participants. To discover the positive core of these experiences, AI participants must listen closely and without judgment—essential competencies for improvisation.

At the center of the “4-D Process” of AI is inquiry into personal positive experiences related to the topic. Concert pianist and consultant, Michael Jones writes

Creativity involves living in the question—Improvising involves a living inquiry into what is. When our conditioned knowledge and theories no longer serve us, we need to inquire more deeply into things as they are. This creates a space for more subtle insights to emerge (1997: 60).

An inquiry of quality and depth, grounded in individual experience also promotes organizational learning as framed by Crossan, Lane and White (1996) as including intuition, as well as interpreting, integrating and institutionalizing new discoveries. Individual learning, within this framework, includes changes in cognition and/or behavior. Integrated learning represents a change in both cognition and behavior. An inquiry that invites participants to share their experiences and make (sometimes new) meaning of them, then, may enhance this integration process while building individual experience, comfort and capacity to  “live in the question” and improvise.

Cooperrider, D., & Whitney, D. (2000). A positive revolution in change: Appreciative inquiry. In D. L. S. Cooperrider, Jr., Peter F.; Whitney, Diana; Yaeger, Therese (Ed.), Appreciative inquiry (pp. 3-27). Champaigne, IL: Stipes.

Cooperrider, D. L., Sorensen, J., Peter F., Whitney, D., & Yaeger, T. (Eds.). (2000). Appreciative Inquiry: Rethinking human organization toward a positive theory of change. Champaign, IL: Stipes.

Crossan, M., Lane, H. W., & White, R. E. (1996). Organizational learning: Toward a unifying framework.Unpublished manuscript, London, Ontario.

Hammond, S. A. (1998). The thin book of appreciative inquiry (2nd ed.). Plano, TX: Thin Book Publishing.

Jones, M. (1997). Getting creativity back into corporate decision making. Journal for Quality & Participation, 20(1), 58-62.

Meyer, P. (2000). Quantum Creativity: Nine principles to transform the way you work. Chicago: Contemporary Books.

Watkins, J. M., & Mohr, B. J. (2001). Appreciative inquiry: Change at the speed of imagination. San Francisco: Jossey-Bass/Pfeiffer.

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Posted in Best Practices, Generative Space | 6 Comments »

Creating Playspace for a New Job

October 21st, 2010

In From Workplace to Playspace: Innovating, Learning and Changing Through Dynamic Engagement I share many examples of how organizations across industries create playspace each day and, in doing so, improve employee engagement, productivity and profits. This is not, however, the only place we can create playspace. You don’t have to work in an organization to enjoy it; in fact, you don’t even need a job to bring it to life!

I recently received an email from a former student, Tim Odom, from my creativity class at DePaul University in Chicago. He shared his success creating playspace for himself during the job search process and gave me permission to share it with you here:

I am actually somewhat of an introvert and it takes some time for me to become comfortable in speaking about myself in front of others. An interview does not afford me this luxury but I have found that by creating my playspace in the office as I wait to be called in eases my stress and starts to focus me on the task at hand. My nerves abate as I continue to explore this new space, and by the time I go into the meeting, I am primed to look for the gifts from the interviewer. It is no longer either an adversarial relationship or a sales pitch. Since I am now in a partnership with my interviewer and am actively engaged in receiving gifts, gifting, and re-gifting, I am able to clearly understand the questions asked of me, give back and most of the build on the conversation. My self-consciousness disappears!

While this is not the only facet of interview preparation, it was certainly the key to me both enduring the interview cycle for six different companies, and landing my current position that started last Wednesday!

Tim’s story shows that we can create playspace for new possibilities to emerge in the most stressful, and personally challenging situations. As much as what we do, playspace is about how we show up, and by showing up with awareness and openness, we can create space for new and exciting possibilities to emerge. Congratulations, Tim!

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From Workplace to Playspace in High-Pressure Organizations

September 20th, 2010

How do we create playspace in very serious, high-pressure, high-stakes environments? I have written about some notable examples of playspace in banking describing the high-engagement experience that Umpqua Bank co-creates each day in From Workplace to Playspace. But what about other high-stakes environments? What about in health care?

How do we make room for engagement, fresh ideas, and open communication when the stakes are literally life and death and there are never enough hours in the day?


Recently, an old friend from high school contacted me to let me know that he was in town for a medical conference. Before reaching out, my friend Dr. John Lanaghan, had poked around my website and without being asked, offered a beautiful answer to this question via email:

I got to watch one of your recent interviews. Interesting. But I thought that wouldn’t work in a medical workplace–no time for play. Then I kept reflecting on it and realized (long story) how I noticed that it did. I had been at one office for 5 yrs and made an effort to enjoy my time with my co-workers by chatting, celebrating birthdays, kid activities, and playing when possible. Then 5 months ago I started splitting my time between two sites. Suddenly my old site was a bummer and the new location was a pleasure. After your video I realized that I had stopped doing the fun things with the old group, while the new job involved hospital rounds where there was lots of walking and talking and joking. Now I have made an effort to make it to lunch at the same time as my coworkers at the old place and some of the enjoyment of the job is returning.

When we met for dinner the next night, John shared more about his work. He has spent much of his career in family medicine at the V.A. Medical Center in Iowa City, and had recently begun splitting his time providing palliative care, also in the V.A. system. He acknowledged the challenge of negotiating around large egos and the medical system itself. These were not insurmountable, however, as his own experience and efforts attest. John’s reflections show a deep and intuitive understanding of the ways we can create the space for the play of new ideas and connections in our everyday conversations and interactions. Playspace is not always (or even often) about our traditional conception of play—it is about the space that enables us to engage as whole human beings.

Thank you, John Lanaghan, M.D., for sharing your reflections and to all who co-create playspace doing extra-ordinary work in often challenging circumstances each day!

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Posted in Best Practices, Engagement, Playspace Dynamics | 2 Comments »

Outing Other People’s Humanity

August 18th, 2010

At this year’s Academy of Management conference in Montreal, artist and scholar, Nancy Adler shared that she sees her role as “outing other people’s humanity” while speaking at one of several events in her honor. As she reflected on a few colleagues who were closet musicians, visual artists, and/or participated in their community in other generative ways, she challenged us by asking us why we, in business and scholarship, haven’t begun to think about the beautiful?

Nancy Adler Speaking at Academy of Management Dinner in Montreal

Adler followed this with three more provocative questions about beauty and leadership.

  1. Can we reclaim our ability to see the beauty that’s there?
  2. Can we reclaim our ability to imagine what’s beautiful?
  3. Can we reclaim our role as leaders and human beings to make the world a more beautiful place?

If we truly take up Adler’s challenge and surrender to living these particular questions, I believe we cannot help but out our own and each others’ humanity. For as we reclaim our ability to see, imagine and create the beautiful, the artificial barriers that separate our playful self from our serious work self will fall away, as will barriers separating our goal-oriented self, from our process self; our indoor self from our outdoor self, our artist self from our management self, and all of our other dualistic selves.

As a gay person, I have long held the position that to “out someone” is a violation that could potentially put the outed person in serious harm’s way—emotionally, socially, and even physically—depending on the context. In this case, outing should, except in cases of extreme hypocrisy (a vocally anti-gay public figure) be the sole business of the individual.

Adler has gotten me thinking, though. Just as more people take the risk of coming out about their sexual orientation makes the climate safer and more accepting for all (research shows that people who have a close acquaintance or family member who is gay are far more likely to be accepting), should we not be encouraging others to come out around other aspects of their humanity? Will this not make it safer and more acceptable to be human—to bring our whole selves to work, and into all aspects of our lives?

What, then, is our role as leaders, facilitators, and participants in co-creating the space in which it is safe enough to come out?

What beauty might we discover and co-create together when we reclaim this responsibility?

Posted in Acceptance, Permission-Giving, Playspace Dimensions, Safet Space, Uncategorized | 7 Comments »

Five Ways to Make Space for People to Play with New Ideas and Perspectives

June 30th, 2010

As often as I balk at prescriptive approaches to creating playspace, I am asked for examples of how others are doing it in their organizations. Below is a short list of innovative approaches from a wide range of organizations. Some are from “From Workplace to Playspace,” others I have heard from workshop participants and readers around the country. I hope that you will be inspired and “get permission” from them to experiment with approaches that fit for your organization.

1)    Warm-up Your Day. Umpqua Bank, a thriving regional community bank, featured in the book, begins every day across its more than 175 locations with something CEO, Ray Davis calls a “Motivational Moment.” Every single employee gathers in the lobby at each location to join in a group activity to boost their energy and enthusiasm for the day. Anyone can lead the session, and the only guidelines are that it cannot be political or religious in nature. This means that Umpqua associates start their day singing, dancing, improvising, playing games such as Marshmallow Dodge Ball and generally building the camaraderie, good will and focus that has landed them on Fortune’s 100 Best Companies to Work For list the last four years in a row.

2)    Warm-up Your Meeting. Research shows that people are more creative if they engage in some sort of light-hearted creative activity before they take on a new challenge (Conti, Amabile, & Pollack, 1995). Anything from 60 seconds of Be. Here. Now. time (see demonstration video) to engaging in a brainstorm about how to solve some seemingly impossible challenge (e.g. How can we eliminate world hunger? How can we become a totally paperless office? How can we use migrating birds to deliver our communications?), the more outlandish, silly and/or impossible the challenge, the better.

3)    Argue a Different Point of View. Skilled debate teams regularly switch sides to become more adept at their craft. You can build your team’s critical thinking skills in a similar way. If you see a passionate debate come to a deadlock, ask the key proponents from each side to argue for another option. Ask others to list the pros and cons as they emerge. This is also an effective strategy if everyone seems to be getting cozy with one point of view. Step back and ask people to argue for the opposite view, or for a point of view that is not represented in the room (e.g. Play the role of the front-line worker, customer, student, child, non-English-speaking immigrant, senior citizen). What new possibilities emerge when you consider the other side? Are there ways to take these concerns into consideration?

4)    Play. There are endless lists of games and contests that can bring more play (as in flexibility) in the system, levity, build relationships and open up more space for possibilities. Some of my favorites include Google’s “Pimp My Cubicle” Contest, and various guessing contests, such as those inviting employees to match baby pictures, hobbies, or pet photos with their owners. These have significant value in getting people to connect outside of their formal roles and responsibilities, which goes a long way in building relationships and social capital—that enhance collaboration and resource sharing.

5)    Say, “Yes, and . . .” Anyone who has taken a basic improv class (or attended one of my playspace sessions) knows that “Yes, and . . .” is the secret to successful collaboration and idea generation. It is also key to making space for more possibilities. It simply means that we replace the word “but” with the word “and” and look for every opportunity to build on our colleagues’ ideas. Saying “yes” does not mean we are going to implement every idea, simply that we are willing to explore its possibilities. Most innovative solutions began as crazy impractical ideas that benefited from some generous “yes, and-ing.” Take it for a test drive and let me know how it worked for you!

This list is just a start. Please post your ideas for making more space for the play of new ideas and perspectives in the comment section below!

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Conti, R., Amabile, T. M., & Pollack, S. (1995). The positive impact of creative activity: Effects of creative task engagement and motivational focus on college students’ learning. Personality and Social Psychology Bulletin, 21, 1107–1116.

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Posted in Best Practices, Engagement, Warm-up Exercises and Ideas | 3 Comments »

Do We Make a Difference?

June 3rd, 2010

When I am struggling in the in-between spaces of my work, between client projects, speaking engagements and in the necessarily self-propelled spaces of my fragmented life as a writer, speaker, educator and consultant, I seem to return to the same question as many: “Do I make a difference?”

In this most recent round of reflection, the memory of my mother’s oncology nurse, Phyllis floated up. Phyllis had worked on the unit for nine years during which time she had shepherded countless families through their journey with cancer—some to happy endings, many through the painful final days. Phyllis also had a deeply personal relationship to cancer, having lost her own husband to the disease only a year before.

In the months my mom was in and out of the oncology unit at Baptist East Hospital in Louisville, Kentucky, Phyllis became a touchstone. She seemed to be the one on duty when we received both promising news, and major setbacks. Through it all, she was present, compassionate, and encouraging. She treated me and my brother, and our partners, with kindness and as people with whole lives, which until only recently had nothing to do with cancer, hospitals, surgeons and doctors.

My Mom & Me

For four months I remained fiercely hopeful for my mother’s recovery. In the fifth month, in a tearful consult with her oncologist and surgeon it was clear that there was no more to be done, nothing more to do but be present and lovingly care-full to my mom during her final days. I spent most of those days quietly sitting by her bedside, listening to the click click click of the machines, watching the drip   drip    drip of the IV and starring at my mothers face, hands and feet studying every freckle and vein—trying to memorize her so I would never forget even a strand of hair in her all-too-soon absence.

On one of these days, as I sat starring, studying and listening in the dim room Phyllis walked into the room to change my mother’s IV bag. I looked up and was struck by her consistent grace. For a moment, I set my grief aside and asked her how she did it. How did she, with all she had seen, day in and day out, the pain, the loss, the loss of her own husband, and the too few and far between miracles—how did she do it? How did she show up, day after day and still maintain her presence and good cheer?

Phyllis responded to me with a simple wisdom, that I call up to this day–in times of frustration, and in the completely non-life-threatening in-between spaces of my life. She stopped, in mid-hanging of the IV bag and said, “You know, honey, I think all of us here would tell you the same thing. And we don’t even have to talk about it—we all know that we can’t control this disease, or necessarily impact the final outcome, but each and every one of us on the floor knows that we make a difference.” And with that, she finished hanging the IV bag and slipped out.

A few days later, an hour before Mother’s Day, my mom slipped away. With me, my partner, my brother and his wife all by her side. And while this was not the outcome any of us hoped, prayed, and pleaded for—while her death sent us tumbling into our grief—to this day, each and every one of us knows that we, too, made a difference. We made a difference to my mom and each other by our presence, love and care. We couldn’t save her from the disease, and we still made a difference.

This is the lesson I learn and re-learn in the spaces in-between, when I can be prone to morbid self-reflection: that there are very few things we have ultimate control over: whether clients follow through on our guidance, or their commitments, whether people buy (and, then actually read) our books, whether the new leadership builds on the progress of their predecessors, or a thousand other uncontrollable twists and turns of the human and natural systems in which we work.  AND, each of us, if we show up with presence, integrity, and care, living and working at the top of our capacity, can rest assured that, just as Phyllis does, each day we, too, make a difference.

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Four Learning Trends & Reflections from ASTD 2010

May 26th, 2010

One week after this year’s ASTD International Conference & Exhibition  I thought I would take a moment for a little reflective learning and lessons learned.

Importance of Pace and Energy Conservation

From years of conference attendance and presenting, I have learned how important it is to pace myself and monitor my own energy. As a participant, this means not trying to go to every single session, meet every possible contact, and visit every exhibition booth. Early on, I learned that with this strategy I soon met with diminishing returns. Much better to attend a few sessions that are right on target for my current interests and practice issues, take some breathing room after to make notes and think about application than to scurry off to the next session.

Similarly, I find it much more useful to have quality interactions with people, than work on quantity. I found some wonderful connecting places and opportunities to share resources with the folks who I made the time to get to know.

Whole Person Learning in Action

Pace & Energy in Facilitated Learning

Attuning to pace and energy in the learning sessions is especially paramount on long conference days. No matter how ground-breaking your content, if you haven’t engaged participants energy and ability to make meaning of your content you are dead in the water in the first five minutes. The sessions I attended that were most effective respected the basic human need for whole person engagement, without reducing the experiential learning to a “dog and pony show.” In other words, the learning experiences need to be relevant. This is not new news, and from the sessions I participated in it is clear that even at this stage in our practice and understanding we all need to be reminded of it.

Emerging Technology & Learning

Perhaps the biggest trend at the conference was the power of social media to help us connect, keep us connected and share key learning. Throughout the conference many participants tweeted from sessions, giving people who could not attend the specific session (or the conference at all) a chance to “get the high points.” People were tweeting across session rooms, as well, commenting about what they loved (and didn’t love) about their experience. Twitter also served as the bulletin board for spontaneous gatherings (Tweet-ups), Exhibitor give-aways, and program updates. The blessing of this is engagement; the potential “curse” is that rich content and experiential learning cannot always be reduce to a140 character limit.

I highly recommend checking out the #astd10 twitter stream to get a taste of the content, as well as some great tips on Chicago pizza and sights seeing!

Relational and Social Learning

Walking the Exhibition Hall, I was also excited to see all of the new platforms available using technology to enhance learning. The biggest trend I see is the use of multiple platforms to support informal, incremental and just-in-time learning. Many, such as bloomfire.com have designed programs that are embedded in, or facilitate the creation of communities of practice. I am heartened to see this combination of relational and social learning, with content, and skill development.

The future of training and learning looks bright. It is social, interactive, engaging, improvisational and sometimes even playful!

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Improvisation Capacity & Playspace

May 12th, 2010

The dynamics of playspace come to life as they are enacted each day in the real-time spaces we create. I first discovered the power of playspace through the detailed descriptions of people who were developing their capacities for innovating, learning, and changing as they learned improvisation.

As I analyzed their experiences, I saw two important interconnected phenomena. First, the individual capacities emerged as people developed increasing awareness, acceptance, and appreciation of themselves, their colleagues, and their context in action. Second, people’s individual experience came to life through dynamic engagement in the playspace the co-created. The more playspace people experienced, the more improvisation capacity they developed and the more improvisation capacity they developed, the more playspace they experienced.

From: From Workplace to Playspace: Innovating, Learning and Changing Through Dynamic Engagement (Jossey-Bass, 2010)

In this short video I describe and demonstrate the relationship between playspace and improvisation capacity:

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Making The Business Case for Playspace

April 13th, 2010

The most common challenge I hear from organizational stakeholders is that they need to be able to make the business case for the so-called soft strategies before they can get buy-in from their colleagues. The idea that strategies that engage the whole person are soft, while those that target operational aspects of organizational life are worthwhile, overlooks the very core of organizational success—the living, breathing people who must fulfill its mission each day. Without engagement, without playspace for innovating, learning, and changing, the best that
organizations can hope for is compliance. Unfortunately compliance is not enough to ensure organizational success. People do not challenge each other’s ideas, explore alternative scenarios, or persevere through complex issues and obstacles out of compliance; they do so out of commitment (Senge, Roberts, Boss, Smith, & Kleiner, 1994).

Commitment is fostered by engagement, and engagement
is fostered in playspace. A study conducted by Patrick Kulesa (2006), global research director at Towers Perrin, of 664,000 employees from around the world showed a significant difference in the business success of companies in which workers were highly engaged and those with low engagement scores. Their research showed a 52 percent gap in operating income between high- and low-engagement companies, a 13 percent growth in net income for high-engagement companies versus a 3.8 percent decline in low-engagement companies, and a 27.8 percent growth in earnings per share for high-engagement companies versus an 11.2 percent decline for low-engagement companies. There is a direct link between spaces that inspire high engagement and profitability.

From: Meyer, Pamela. From Workplace to Playspace: Innovating, Learning and Changing Through Dynamic Engagement (Jossey-Bass, 2010)

References
Kulesa, P. (2006). Engaged employees help boost the bottom line [Electronic Version]. HR.com, 2. Retrieved April 15, 2009 from http://tinyurl.com/qyw45x.

Senge, P. M., Roberts, C., Boss, R. B., Smith, B. J., & Kleiner, A. (1994). The fifth discipline field book: The art and practice of the learning organization. New York: Doubleday.

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