Transcript Agile Communications™ “Effectiveness – Anytime, Anyplace

Psychosynthesis
The Realization of the Self
Your aspirations-our passion.
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© 2002 Stonefield Learning Group
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Systems Thinking - Expanding the Focus of the Observer
How are living systems organized?
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Drive to survive, thrive, develop, perfect or actualize.
Modularity/Cellular-collection of nested subsystems.
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Emergence-Self-organizes adaptive specializations or success strategies.
The whole is more than sum of parts.
The whole defines the nature of the parts.
The parts cannot be understood by just studying the whole.
The parts are dynamically interrelated or interdependent.
Flexible self-regulation or management.
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Self-correcting, Self-sustaining properties through balancing feedback.
Evolution of consciousness, worldview or identity.
There is a drive in all living matter to perfect itself. Albert Szent-Gyoergyi
Law of Requisite Variety: In any system of humans or machines , the element in the system
with the greatest variability in it’s behavior will control the system. Ross Ashby
© 2002 Stonefield Learning Group
CAS - Complex Adaptive Systems
Changing
Environment
Changing
Environment
Changing
Environment
© 2002 Stonefield Learning Group
Emergence
Self-organized
Subsystems
Negative Feedback
Positive Feedback
Complex Adaptive
Behavior
Changing
Environment
Changing Business Environment
Space / Time
Product Lifecycles
Knowledge Lifecycles
Relationship Stability
Survive and Thrive?
Optimal Response
Globalization / Competition
Technological Convergence / Synthesis
Innovation / New Knowledge
Organizational Convergence / Synthesis / Virtualization
Activity Across Blurred Boundaries
Matrices / Dotted Lines / Boards / Committees / Social Networks
Unclear Responsibilities / Authority
Different Cultures / Mindsets / Generations
?
Complexity-Social and Technological
Disruptive Change
Resistance / Conflict / Churn / Chaos / Stress - “Commanders” / “Hiders”
Unproductive Conversations
© 2002 Stonefield Learning Group
80% of problems are related to human relationships.
How Toxic Colleagues Corrode Performance
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48% decreased their work effort,
47% decreased their time at work,
38% decreased their work quality,
66% said their performance declined,
80% lost work time worrying about the incident,
63% lost time avoiding the offender,
78% said their commitment to the organization declined.
Harvard Business Review 5/2009
© 2002 Stonefield Learning Group
Self-management Problems
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How often do people get emotionally upset, frustrated, defensive, angry?
How often do people get very critical or judgmental of self or others?
How often do people get into unproductive conflict?
How often do people get anxious or fearful?
How often do old habits or “Success Strategies” limit effectiveness?
How often do people have difficulty sustaining motivation when faced with the less
enjoyable aspects of their job?
 How often people set goals and not follow through?
 How resilient or adaptive are people when faced with change?
 Do you believe there are skills, behaviors, or attitudes, that would cause people to
be much more effective?
 What prevents them from acquiring them?
© 2002 Stonefield Learning Group
Peter’s Universal Law of Success- All Living Systems
Sense and Response Agility
Accurate Sensing
Independence
Survive, Thrive, Evolve
Nutrients
Environment
Situation
Context
Opportunity
Potential
Threats
Effective Responses
Effect Change
Affiliation/Fit
Enhance Fit
Agility
Innovate
Adapt
Execute / Align / Fit
Evolve
Create / Self-manage
Multiple Adaptive Specializations
or
Subsystems
Law of Requisite Variety: In any system of humans or machines , the element in the system
with the greatest variability in it’s behavior will control the system. Ross Ashby
© 2002 Stonefield Learning Group
Organizational
It’s an AND world.
Sense and Response Agility
Adapt
“Catch Waves”
Robust Viability
AND
AND
Multiple Collaborative Subsystems
2.0 Knowledge Sharing Enabling Technologies
Innovate
“Create Waves”
Preemptive Leadership
Distributed Agile Leadership
We
Perform
“Ride Waves”
Synergistic
Quality Execution
Want
AND
Me
Me
AND
Change / Evolve / Learn
“Be and ‘let go’ of Waves”
Adaptive Capacity / Changeability
Law of Requisite Variety: In any system of humans or machines , the element in the
system with the greatest variability in it’s behavior will control the system. Ross Ashby
© 2002 Stonefield Learning Group
Individual Sense and Response Agility - Agile Leadership
Self-organize and manage many subsystems with different mindsets.
Specialist AND Generalist AND Strategist
Technical AND Business AND People Savvy
Systems AND Process AND Results Oriented
“Primary Role” AND “Systems Thinker” AND
Situation
Context
Pressure
Opportunity
Threat
“Collaborative Leader” AND “Doer” AND
“Inquirer” AND “Advocate” AND “Negotiator” AND
Situational Effectiveness
Own Domain AND At Interface
ME to WE Worldview
“Delegator” AND “Coach” AND “Creator” AND
We
Want
“Conflict Manager” AND “Change Manager” AND
Me
Me
“Director” AND “PM” AND “Thought Leader” AND
“Diplomat” AND, AND, AND,
It’s an AND world.
Law of Requisite Variety: In any system of humans or machines, the element in the system
with the greatest variability in it’s behavior will control the system. Ross Ashby
© 2002 Stonefield Learning Group
Key Individual Challenges Psychosynthesis Addresses
80% of problems are related to human relationships.
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How do we self-organize Me to WE worldview ?
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Evolve level or stage of personality development?
We
Want
Me
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Me
How do we as individuals become agile leaders?
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Self-management – manage thinking, habits and emotions.
Self-organize many new subsystems or roles with different mindsets?
Overcome reluctance to personal change?
Build adaptive capacity and accelerate learning?
Understand why people behave as they do and appreciate uniqueness?
© 2002 Stonefield Learning Group
Organizational Challenges Psychosynthesis Addresses
80% of problems are related to human relationships.
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How do we as a group Build ME to WE cultural values,
consciousness or worldview?
We
 Be like me to appreciate uniqueness?
Want
Me
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Me
How do we as a group become agile?
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Reduce reluctance to change?
Manage conflict?
Build adaptive capacity or changeability?
Co-evolve business strategies and leadership styles?
Enhance synergistic execution – get everyone on the same page with
aligned intentions and wills?
© 2002 Stonefield Learning Group
Stages of Development Descriptors-Adults
Jane Loevinger, Bill Torbert, Robert Kegan
Consciousness YOU to ME to WE
Agility-Behavioral Variety
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Autonomist – Magician / Alchemist.
 Autonomy of self and others - true interdependent relationships spontaneity, generosity, creativity, uniqueness and diversity - synthesizes
opposites and provides transformative events for others. Sense of purpose.
Inter-individualistic - Strategist. WE Worldview
 Shift towards concern for interpersonal relations and strategic systemic
thinking. Growing self knowledge leads to less projection and greater
mutuality. Shift from personal goals to shared goals.
Conscientious - Achiever. ME Worldview
 Independence, strong intention to succeed, be the best. Identify as role or
goal. Respects differences, low mutuality- projects problems onto others.
Conscientious-conformist – Expert / Technician. ME Worldview
 Self-discipline, self-control and reliance on own experience and judgment.
Eager problem solvers that base decision-making on analysis and merit.
Interpersonally, they can be perfectionistic and critical.
Conformist - Diplomat. You Worldview
 Strong need to fit in and get along. Need for inclusion, affiliation. Tend to
conform with or rely on decisions of others.
© 2002 Stonefield Learning Group
Stages of Development
Studies
Adults
Managers
Engineers/Mgrs.
Loevinger
Torbert
Bushe and Gibbs
Diplomat
6.8 %
10.4%
3.1
Expert
26.1
47.5
35.9
Achiever
40.9
34.3
43.7
Sub-Total
79.7
95.4
82.8
Strategist
14.1
4.6
15.6
Magician
6.2
0
1.6
© 2002 Stonefield Learning Group
You
Me
WE
What is Psychosynthesis?
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Roberto Assagioli, MD (1888-1974)
Psychosynthesis is a psychological model and set of meta-cognitive
techniques for facilitating the harmonious integration of psychological
parts or subsystems around a unifying center, purpose or Self .
 Synthesis of Freudian and Jungian analysis with eastern
philosophical thought.
 Resolves psychological traumas. Freud / Jung
 Expands the field of consciousness to better understand the various
aspects of the sub-conscious and how they affect us.
 Facilitates the realization of the Self – highest potential, purpose
through the evolution of consciousness, worldview or identity.
Precursor to Third Force In Psychology- Humanistic and Transpersonal
Psychology.
Evolving open system.
© 2002 Stonefield Learning Group
Pragmatic Psychosynthesis - Key Elements
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The Egg. Map of the whole.
Polarities-balancing and synthesis of opposites.
Subpersonalities - nested subsystems and their interactions.
 Reflexive identification.
The “I” or personal self.
 Awareness
 Will - Disidentification. - Act of Will. – Skillful Will.
Principle methods.
 Awareness / knowledge of personality, thinking and emotions.
 Inquiry, receptive thinking, purposeful imagination , guided imagery.
 Inner dialogue between psychological elements or subsystems.
 Training of the will.
 Training, coaching, meditation, interpersonal and group work.
© 2002 Stonefield Learning Group
The Psychosynthesis Egg
1
7
6
2
3 “I”
5
7
© 2002 Stonefield Learning Group
1. SELF-Transpersonal
 Essence / Life Purpose / Wisdom
7
 Love and Will
Future
Potential 2. “I” or Personal Self
 Center of Awareness / Will
3. Field of Consciousness
 Content of Awareness
4
4. Middle Unconscious
 Learning / Subpersonalities
Present
5. Lower Unconscious / Freud
 Pleasure-Pain Principle
6. Higher Unconscious-Superconscious
 Meta-motivation / Search for Meaning
 Meta–mind / Abstract / Intuitive
7 Past
 Transcendent Experiences / Qualities
7. Collective Unconscious
 Carl Jung / Archetypes / Mythologies
Polarities
Synthesis
Evolution / Wisdom
There is no final solution.
Balancing Complementarities
Thesis
Order
Change
Innovation
Private Interest
Antithesis
Freedom
Stability
Tradition
Public Interest
 Psychosynthesis is the balancing and synthesis of psychological elements.
© 2002 Stonefield Learning Group
The Psychosynthesis Egg
1. SELF-Transpersonal
 Transpersonal Love and Will
Love
Will
 Essence / Life Purpose / Wisdom
Future
7
7
6
Potential 2. “I” or Personal Self
 Center of Awareness / Will
3. Field of Consciousness
 Content of Awareness
4
4. Middle Unconscious
2
 Learning / Subpersonalities
Present
“I”
3
5. Lower Unconscious / Freud
 Pleasure-Pain Principle
6. Higher Unconscious-Superconscious
 Meta-motivation / Search for Meaning
 Meta–mind / Abstract / Intuitive
5
Past
7
 Transcendent Qualities / Wisdom
7
7. Collective Unconscious
Need Independence
Need Affiliation/Fit
 Carl Jung / Archetypes / Mythologies
1
© 2002 Stonefield Learning Group
Developmental Stages
Maslow
Psychosynthesis
Truth - Goodness - Beauty
Unity - Perfection -Love
Simplicity - Creativity
Uniqueness
MetaMotivation
Higher Unconscious
Purpose
Meaning
Self-actualization
WE
Basic
Motivation
selfactualization
Self Realization
Self Esteem Needs
Me
(personal growth needs)
insatiable
esteem
Love and Belonging
Safety Needs
Physiological Needs
You
social
(deficiency needs)
satiable
safety
Lower Unconscious
physiological
Need Independence
Need Affiliation/Fit
© 2002 Stonefield Learning Group
Need Independence
Need Affiliation/Fit
Integrated View
Phases of Development
Psychosynthesis / Maslow
Wilber-Lines and Tiers / Levels
Loevinger, Torbert , Kegan Levels
Cognitive Affective
Self
Interpersonal
Autonomous Magician
Moral
Tier 2 Level
Selfactualization
Me to We
Strategist
Me
Achiever
Tier 1 Level
Esteem
Expert
Love / AcceptanceDiplomat
You
Security
Independence
 Effect Change
 I want
© 2002 Stonefield Learning Group
Physiological
Affiliation
 Enhance Fit
 You want
Sub-personalities - Adaptive Specializations
Self-organized Self-defining Sense and Response Sub-systems
Body/Sub-systems
Organizational Self –defining
Functions
Individual Self –defining
Sub-personalities/Roles
Heart
HR
“Hero”
Brain
Engineering
“Problem
Solver/Firefighter”
Hands
Manufacturing
“Doer”
Autonomic Nervous
System
Cultural “Success Strategies”
“Diplomat”
Ears
Sales
“Thought Leader”
Reproductive System
Services
“Systems Thinker”
Endocrine System
QC
“Co-creator-Collaborator”
Digestive System
R&D
“Subordinate”
Lungs
Marketing
“Mother / Father”
© 2002 Stonefield Learning Group
Who am I?
Collection of “Success Strategies”- Roles / Habits / Adaptive Specializations
Context / Need Satisfiers
Challenges.
“Engineer” / “Techy”
Opportunities.
“Manager”
Big tasks.
“Subordinate”
Want to get it done.
“Commander”
“The Greatest”
“Doer”
“Achiever”
“Diplomat”
“Doubter”
“i”
“Joker”
“Perfectionist”
“Father”-”Mother”
“Golfer”
“Traveler”
Defensive Strategies
“Judge” / “Victim” / “Fighter”
“Justifier”
Current Portfolio
“i”
We tend to reflexively identify with whatever “success strategy” is associated
with the context. We, in effect, “switch heads” with out thinking about it.
© 2002 Stonefield Learning Group
“i”
“Diplomat” – Subpersonality - Adaptive Specialization
Selective Sensing / Limited Response
Context
OpportunitiesAffiliate
Partner, Team Up
Fit In
Independence
Strive for Nutrients
“i”
Affiliation
Threat
Radar
ThreatsConflict, Loss
“i”
Plusses
Minuses
Unintended Consequences
Affiliator.
Low assertiveness.
Over commits themselves.
* Avoid conflict.
Acquiesces quickly.
Won’t challenge the status quo.
Problems not confronted.
Little innovation.
Nothing changes.
* Gets along .
Builds harmony.
Understanding.
Receptive listener.
Trustworthy.
* Dependable.
Self-sacrificing.
Hard working.
Loyal.
* Team Player.
© 2002 Stonefield Learning Group
* *Core beliefs.
Sub-personality - Adaptive Specialization
Self-organization “Diplomat”
Rebel
Be
Aggressive
Control
Context
Qualities
Sensitive
Responsiveness
Cheerfulness
Be
Esteemed
Independence
.
Strive for Nutrients
Affiliation
Be
Helpless
Curiosity
Learning
“I”
Be
Helpful
Be
Accepted
Loved
“i”
Behavior
Smiling, Helping,
Striving
Characteristics
Diplomatic
“I”
Catalytic Image /
Idea
Urge to
Get Along
Fit In
Partial
Identity
“Diplomat”
Getting along
brings harmony.
Without it I feel
bad or threatened.
Info Out
 Screens, sorts, selects and organizes incoming information.
 Self-stabilizes its world view.
© 2002 Stonefield Learning Group
Everything organizes around identity.
The “Commander” – Subpersonality - Adaptive Specialization
Selective Sensing and Limited Response
Control Mindset / Purpose
Context:
Opportunities, challenges in chaos.
Need for control.
Independence
Strive for Nutrients
Affiliation
“i”
Threat
Radar
Threats:
Limits
Loss of Control
Plusses
Minuses
*Takes charge.
Authoritative.
Intelligent.
Confident.
Pushes self/others.
*Sets high expectations.
Dependable.
Takes bold initiatives.
Persistence.
Decisive.
* Limits are threats.
* People are flawed.
* Fear-punishment works.
Over-controlling.
* Power must be sustained.
Impatient, easily frustrated
Coercive-abrasively pushy.
Publicly blames/attacks.
Resistance to feedback.
*“Gets it Done”.
© 2002 Stonefield Learning Group
“i”
Unintended Consequences
“Hiders”.
Relationship troubles.
Live with it!!!-“Pebbles”.
Turbulence/churning.
Few want to work with them.
Loss of trust and morale.
* *Core beliefs.
Subpersonality - Adaptive Specialization
Self-organization “Commander”
Context
Qualities
Authoritative
Decisive
Rebel
Be
Aggressive
Control
Be
Esteemed
Independence
.
Strive for Nutrients
Affiliation
Be
Helpless
Curiosity
Learning
“I”
Be
Helpful
Be
Accepted
Loved
“i”
Behavior
Sets high
expectations.
Punishes.
Characteristics
Controlling
“I”
Catalytic Image /
Idea
Urge to Control
Be Esteemed
Be Loved
Partial Identity
“Commander”
Controlling
gets things
done. Chaos
makes me feel
angry/anxious.
Info Out
 Screens, sorts, selects and organizes incoming information.
 Self-stabilizes its world view.
© 2002 Stonefield Learning Group
Everything organizes around identity.
Balancing Subpersonalities
Qualities
Qualities
Characteristics
Catalyst
Urge
Motive
Function
Partial
Identities
Need Affiliation
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Characteristics
Behavior
Balancing
__
Values
Beliefs
Worldview
Catalyst
Behavior
Urge
Motive
Function
Values
Beliefs
Worldview
Partial
Identities
Need Independence
Balancing feedback loops restrain the expression of either extreme.
© 2002 Stonefield Learning Group
Everything organizes around identity.
Subpersonalities – Polarities
Common Distortions Found in Subpersonalities –Martha Crampton
Love
Feelings
Receptivity
Sensitivity
Contemplation/ Being
Awareness / Vision
Flow/Non-structure
Spontaneity
Expression
Blending with Others
Group consciousness
Cooperation / Mutuality
Self-Acceptance
Compassion / Nonjudging-Forgiveness
Humility
Detachment
Surrender to higher
organizing principle
Common Distortions
Possessiveness
Excessive emotions
Will
Passivity
Generativity
Productivity
Doing
Goals / Pragmatism
Structure/Form
Control/Discipline
Efficiency
Autonomy/Self-assertion
Self-direction
Solitude
Aspiration
Awareness is
everything.
Chaos
Impulsive
No direction
Other-directedness
Dependency
Need to please
Complacency
Indolence
Gullibility
False humility
Inferiority
Discouragement
Lack of commitment
Submission
Passivity
© 2002 Stonefield Learning Group
Mind
Common Distortions
Controlling
Intellectualization / Rationalize
Over-extending oneself
“Just do it.”
Discernment
Clarity / Discrimination
Rigidity
Tightness / Over-control
Doubting
Over-aggression / Rebellion
Pseudo-self-sufficiency
Low mutuality
Driving perfectionist
Self-condemnation / Straining
Judgmentalness
Condemnation
Dignity
Self-esteem
Perseverance
Determination
Potency /Goal attainment
Executive power
Excessive pride
Superiority
Stubbornness, rigidity
Attachment / Holding on
Domination
Authoritarian imposition
Who am I?
Some of my current Subpersonalities
Sub
personality
Context
Trigger
© 2002 Stonefield Learning Group
Mindset/Purpose,
Beliefs
Qualities /
Competencies
Limitations
Interpersonal Situations
Situation-Perceived
as symbolic threat.
Stress Response Earliest “Defensive Strategies”
tension/feelings/thoughts.
Someone says, “this
sucks!”
Ugh. Deflated.
Disappointment.
“Judge” agrees, “it is bad.” / “Victim” “Why
am I so stupid” Hurt, pain. “Pleaser” “Oh my
God, I better make it up somehow.”
Someone says, “you
gotta be kidding me!
This is ………”
Stress. Tightening of upper
back. Shortness of breath.
“Judge” “He doesn’t know didilly.” “Fighter”
Anger-“What the hell do you know?” You’re
wrong…I know what I’m talking about.”
“Justifier” He is so…Rationalizes anger.
Someone says, “did you Contraction in stomach.
not hear me? Were you Anxiety, fear. Thought “I
not at the meeting?”
blew it” Felt a loss, sad.
“Gossiper” Talks about the person behind
their back. Spreads rumors. “Justifier”
Rationalizes gossiping. ‘pebble.’
Someone states a
different POV.
Felt misunderstood and
criticized.
Moody.
Manager finds out
something won’t be
done right or on time.
Anxiety. “Things are out of
control.” Anger, clenched
jaw, knot in the stomach.
“Judge” “He deliberately misrepresented
what I was trying to say. I have to straighten
him out.” “Fighter” “Why did you
misrepresent?” “Judge” “What a
deceptive….!” ‘pebble.’
Manager’s “Judge” “You screwed up. I will
not tolerate…! The next time this…..!”
“Justifier” Fear and punishment work.
© 2002 Stonefield Learning Group
Identification
Reactive Perceptions and Emotional Escalations in Conflict
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People tend to identify with defensive strategies “Fighter”- “Judge” - “Justifier”
in conflicts and search for causes of their own and others’ behavior.
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The “Justifier” attributes the cause of their errant behavior to the
context of the situation.
“I walked out because you provoked me”.
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The “Judge” attributes the cause of the other party’s behavior to a
flaw in personality.
“You were late for the meeting because you’re irresponsible”.
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We tend to project out responsibility and personalize the problem.
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This is a major cause of “pebbles” and sustained conflict.
“i”
© 2002 Stonefield Learning Group
Why People Resist Change.
I don't think it's possible or know how...
Self-doubt
Never
Taught
Old
Paradigm
Comfort
Zone
Interesting
Too
Old
Told We
Can't
Conflicted
Maybe?
Curiosity
Possibilities
I
Tried
Too
Lazy
Change
Why people are
reluctant to
change.
Fear of Feeling Inadequate
No Need
I'm Not I Won't Past
Broken Defiant Success
Denial
I’m unsure….
Excess
Pride
Lack of
Self-acceptance
Fear
Failure
Unknown
Responsibility
Resentment/Disappointment
Nothings
"Pebbles" Loss Coerced
It Won't It Won't
Going to
Hurt
Effect Me Work
Change
I Don't
want
I don't
wantto...
to... (disconfirm something I am identified with).
© 2002 Stonefield Learning Group
“i”
Key principles of Subpersonalities
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Self-organized around certain needs, wants or inner promptings in a
particular context or environmental pressure.
They develop beliefs, mindsets, mental models, feelings, qualities and
behaviors to satisfy those needs and wants.
We tend to reflexively identify with whatever subpersonality is associated
with the context or has the greatest pull on our “I”.
Some sub-personalities, while well-intentioned, have behaviors that are
less appropriate in today’s world. Some are defensive strategies.
When we over identify with one of those roles, we are cut off from the
qualities, traits and attributes of all the others, thus limiting our ability to
accurately sense and effectively respond.
The key is evolving them, synthesizing new ones and self-management.
© 2002 Stonefield Learning Group
THE EVENING REVIEW – Subpersonalities
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This exercise is best done as the last thing in the day. 15 minutes
Pick a subpersonality or two that you consider most active or most important at
this time in your life. Review your day, playing it back like a movie, focusing on
when the subpersonality was active.
Assume the attitude of a detached objective observer or fair witness. Calmly and
clearly register what happened without excitement, elation at a success or
depressed or unhappy about a failure. Just a calm registering in consciousness of
the meaning and patterns involved.
 What were the valuable qualities and the limitations of each?
 How did each help me or get in my way?
 Were there any conflicts between them?
 What part did I take in harmonizing and directing them?
Take notes. Pay particular attention to insights you have. By reviewing the written
notes over a period of time, you may observe patterns and trends not otherwise
apparent.
© 2002 Stonefield Learning Group
Reflexive Identification Dilemma
“i”
+ and –
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Focuses attention / interest.
Seeks and organizes knowledge/skills.
Filters distractions.
Limits Sensing.
Limits Response.
Blocks other competencies.
Creates attachments.
Resists change.
Choices Dis-identified
Choices Over-identified
© 2002 Stonefield Learning Group
The “I”
Awareness and Will
 Awareness. We don’t have a choice until we see a choice.
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Early warning signs of stress responses and defensive strategies.
Over identification with any “Success Strategy” or habit.
 Hidden assumptions / beliefs.
Our purpose or intention in the situation.
Will. We can’t choose without the will power to overcome
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Learn how to dis-identify and identify.
Understand / apply stages of the act of will.
Leverage skillful will.
© 2002 Stonefield Learning Group
momentum.
The “I”
Habits
“Success
Strategies”
Awareness
Will
“I”
“Defensive
Strategies”
Thinking/
Feelings
“I”
Habits
“Success
Strategies”
Thinking/
Feelings
“Defensive
Strategies”
We are dominated by everything we become identified with. We can master, direct, and utilize
everything from which we dis-identify ourselves. Roberto Assagioli, MD, Psychosynthesis
One of the purposes of all meditative techniques is to give you that ¼ inch of space between you
and your Sub-personalities, thoughts and emotions.
Marriage counselors and mediators spend 80% of their time getting the participants to step
back or dis-identify from a point of view.
© 2002 Stonefield Learning Group
Personality as Complex Adaptive System
Changing
Environment
Changing
Environment
Changing
Environment
Emergence
“I”
Self-organized
Subsystems
Negative Feedback
Positive Feedback
Complex Adaptive
Behavior
Changing
Environment
A system that can see itself and act on what it sees is inherently more effective and agile.
© 2002 Stonefield Learning Group
Leverage Points to Intervene in a System
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The strength of negative feedback loops, relative to the effect they
are trying to correct against.
The gain around driving positive feedback loops.
The structure of information flow (who does and does not have
access to what kinds of information).
The rules of the system (such as incentives, punishment, constraints).
The power to add, change, evolve or self-organize system structure.
The goal or purpose of the system.
The mindset, purpose, culture or paradigm that the system — its
goals, structure, rules, delays, parameters — arises out of.
The power to transcend paradigms.
© 2002 Stonefield Learning Group
Awareness – Accurate Sensing
“I”
 Peripheral Sensing
 EWS
 Subpersonalities
 Thinking
 Assumptions
 Beliefs
 Level of Consciousness
 Context - Needs / Purposes in Play
© 2002 Stonefield Learning Group
Will - Effective Response
The inner power to make choices independent of identification,
impulse, thought, feeling or desire.
 Dis-identification
 Overcome the momentum of habits, dis-identify and choose.
 Does not mean ‘getting rid of.’
 Manage or change feelings, thoughts, “Defensive Strategies” and Subpersonalities.
 Manage stress and distractions.
 Control or reject unnecessary or harmful impulses.
 Choose the behavior most appropriate to the purpose of the situation .
 Understand and apply stages of the Act of Will.
 Increases motivation and energy.
 Overcomes laziness and procrastination.
 Accelerates change and the learning of new Subpersonalities.
The saying, "We are what we will be," expresses the intimate relationship of the will to
the core of human existence.
© 2002 Stonefield Learning Group
iPower™ CD
“i”
iDiscover Best Practice
Discovering a deeper I
Peripheral Sensing / Awareness
iDirect Best Practice
Peripheral Sensing/Will
Dis-identification/Identification
Cut and Paste Best Practices
Managing
Frustration/Anger
Anxiety/Fear
Agile Evolutionary Learning-What’s Next?
Magnetic Learning Best Practice
Creative Identification
Catalyze Self-organization
Accelerate Learning
© 2002 Stonefield Learning Group

IQ Boosting Music
R. Assagioli’s The Stages of the Act of Will
FROM INTENTION TO REALIZATION
1)
2)
3)
4)
5)
6)
The Purpose, Aim or Goal.
Deliberation.
Choice and Decision.
Affirmation: the Command, or "Fiat," of the Will.
Planning and Working Out a Program.
Direction of the Execution.
 Will-Self Leadership Process *
Purpose
Vision
© 2002 Stonefield Learning Group
Commit
Plan
Act
Learn
*adapted from R. Assagioli’s Act of Will
Skillful Will
R. Assagioli’s Psychological Laws

Law 1. Images or mental pictures and ideas tend to produce the physical conditions and
the external acts that correspond to them.

Law 2. Attitudes, movements, actions tend to evoke corresponding images and ideas;
these, in turn (according to the next law) evoke or intensify corresponding emotions and
feelings.

Law 3. Ideas and images tend to awaken emotions and feelings that correspond to them.

Law 4. Emotions and impressions tend to awaken and intensify ideas and images that
correspond to or are associated with them.

Law 5. Needs, urges, drives and desires tend to arouse corresponding images, ideas, and
emotions.
© 2002 Stonefield Learning Group
Skillful Will
R. Assagioli’s Psychological Laws

Law 6. Attention, interest, affirmations, and repetitions reinforce the ideas, images, and
psychological formations on which they are centered.

Law 7. Repetition of actions intensifies the urge to further reiteration and renders their
execution easier and better, until they come to be performed unconsciously. In this way
habits are formed.

Law 8. All the various functions, and their manifold combinations in complexes and
subpersonalities, adopt means of achieving their aims without our awareness, and
independently of, and even against, our conscious will.

Law 9. Urges, drives, desires, and emotions tend and demand to be expressed. Drives
and desires constitute the active, dynamic aspect of our psychological life. They are the
springs behind every human action.

Law 10. Psychological energies can find expression: 1.Directly (discharge-catharsis)
2.Indirectly, through symbolic action. 3.Through a process of transmutation.
© 2002 Stonefield Learning Group
Process of Personal Development
Agile-Evolutionary Learning
“There is something called learning at a rather small level of organization. At a
much higher gestalt level, learning is called evolution.”
Gregory Bateson
“The mainspring of creativity appears to be man's tendency to actualize
potentialities as the organism forms new relationships to the environment. This
tendency may become deeply buried and awaits only the proper conditions to be
released and expressed.” Carl Rogers
“Not much can happen until and unless management changes it’s self-image.”
W.E. Deming
“You never change things by fighting the existing reality. To change something,
build a new model that complements or makes the existing model obsolete.”
R. Buckminster Fuller, Critical Path
© 2002 Stonefield Learning Group
Everything organizes around identity.
Stages of Development
Studies
Adults
Managers
Engineers/Mgrs.
Loevinger
Torbert
Bushe and Gibbs
Diplomat
6.8 %
10.4%
3.1
Expert
26.1
47.5
35.9
Achiever
40.9
34.3
43.7
Sub-Total
79.7
95.4
82.8
Strategist
14.1
4.6
15.6
Magician
6.2
0
1.6
Disidentification
© 2002 Stonefield Learning Group
You
Me
WE
Why People Resist Change.
I don't think it's possible or know how...
Self-doubt
Never
Taught
Old
Paradigm
Comfort
Zone
Interesting
Too
Old
Told We
Can't
Conflicted
Maybe?
Curiosity
Possibilities
I
Tried
Too
Lazy
Change
Why people are
reluctant to
change.
Fear of Feeling Inadequate
No Need
I'm Not I Won't Past
Broken Defiant Success
Denial
I’m unsure….
Excess
Pride
Lack of
Self-acceptance
Fear
Failure
Unknown
Responsibility
Resentment/Disappointment
Nothings
"Pebbles" Loss Coerced
It Won't It Won't
Going to
Hurt
Effect Me Work
Change
I Don't
want
I don't
wantto...
to... (disconfirm something I am identified with).
© 2002 Stonefield Learning Group
“i”
Agile Evolutionary Learning- Create new “Subpersonality”
“I”
iPower™
New Role
“Inquirer”
“Success
Strategies”
Thinking/
Feelings
“Defensive
Strategies”
Thought
Feeling
Everything organizes around identity.
Energy follows attention, thought and identification.
+
Physical
Attitude
© 2002 Stonefield Learning Group
Creative Process-Self-discover Emergent “Subpersonality”
iPower™
Current Over Used
“Subpersonality”
“T-REX”
“Diplomat”
New Complementary
“Subpersonality”
“Sensor”
“Director”
“Superman”
“Seed Man”
“Tough
Decision Maker”
“Collaborative
Leader”
© 2002 Stonefield Learning Group
Direction
“Collaborative Leader”
Interdependence
“Achiever”
Independence
“Catalyst Strategist”
Interdependence
“Strategist”
Interdependence
Evolutionary Learning
iPower™
“Collaborative Leader”
Partner/Shared Vision
Soft Power
The Evolution of Leadership.
VP
“Architect”
“Negotiator”
Interests?/Options?
“We want…”
Performance
Process/System
Perspective
“Inquirer”
Understanding
Current
Over Used
Stressed
“Commander”
Hard Power
“I want..”
Get it done!
© 2002 Stonefield Learning Group
Leveraged
“Golfer”
Relaxed
Under Pressure
Natural Evolution - balancing and synthesis of opposites.
Complementary “Subpersonalities” ANDs
“Collaborative Leader”
Complementary Roles
“Commander” ----Effect Change
Independent \ Competitive
Authoritative / Pushy
Challenges the status quo.
Presents ideas forcefully.
Generates conflict/resentment.
© 2002 Stonefield Learning Group
Enhance Fit ----- “Diplomat / Inquirer”
Seeks understanding.
Establishes rapport and trust quickly.
Listens and explores other’s POV.
Withholds POV.
Compromises / accommodates.
Natural Leadership
for Peter Stonefield
dazzle of ideas folding
themselves together in mind tissue
I follow your voice into meditation
I see a woman’s face shining
in sunlight through a crystal bowl
I follow her image through offices
of the gas company now filled with music
and colors her clean dark hair
her smooth walk draw me onward
she is my natural way of leadership
arranging my pieces to her field of energy
you are a man of rainbow energy who leads
seminars of possibilities
you teach business people to juggle yellow tennis balls
toss them up up up your mind opening always
for new ways to assist
the perfection of energy
our natural leaning toward wholeness
I remember your red tie and white shirt
--Len Edgerly
the way you walk
Vice President and General Manager
effortlessly into tomorrow
Northern Gas of Wyoming
© 2002 Stonefield Learning Group
Subpersonality - Adaptive Specialization
Self-organization “Inquirer”
Purpose
Vision
Commit
Plan
Act
Learn
iPower™
Awareness
Will
Context
Qualities
Empathic
Understanding
Mindset
Seek to
Understand
Characteristics
Inquisitive
Catalytic Image /
Idea
Vision
“I”
Purpose
To Understand
Partial
Identity
“Inquirer”
© 2002 Stonefield Learning Group
Communication
Architecture
Language Building
Blocks
Role Play
Info Out
Everything organizes around identity.
Inquirer - Mindset / Skills
iPower
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Create Shared
Forge Shared
Design Shared
Lead Synergistic
Learn From
Purpose
Vision
Commitments
Plan
Action
Outcomes
Purpose:


Define Shared
To: accurately Sense or understand the mindsets, problems, needs, opportunities, threats,
purposes and complexities in play.
INWT: is supportive, clarifying and when appropriate challenging.
So That: everyone learns, is on the same page, aligned, motivated responsible and can Respond
effectively.
Deploys Leadership Process.
Presence- Establishes Rapport.
 Relaxed, Focused and Fully Present in the Moment.
 Reads Body Language. Attentive Listening and Curiosity.
Clarifying Interpretations and Understandings.
Understanding a Problem.
Clarifying / Exploring Other’s Thinking / Reasoning .
Positive Re-framing - Addressing Negative Inferences / Toxic Statements.
Addressing Snap-judgments - Facilitating Dis-identification.
Confirming Understanding of Agreements.
Calming Defensive Behavior in Others.
Clearing “Pebbles”.
© 2002 Stonefield Learning Group
Leadership Architecture
Communications
Define Shared
Create Shared
Forge Shared
Design Shared
Lead Synergistic
Learn From
Purpose
Vision
Commitments
Plan
Action
Outcomes
 Universal and Scalable
We
 Builds Alignment
 Contextualizes I want/You want dilemma.
 Balances shared interests with self-interest.
 Establishes communications protocols.
 Gets everyone on same page.
 Motivational
 Evokes shared will / meaning and purpose.
 Builds Learning Environment
© 2002 Stonefield Learning Group
Want
I
You
Agile Leadership
Vision -Personality as Instrument.
Adaptive Specializations
Leadership Cluster

iPower
™
“Creator”

“Inquirer”

“Advocate”
“Negotiator”
“Delegator”
“Coach”
“Conflict Manager”
“Change Manager”
“Talent Scout”
“Thought Leader”
“Knowledge Manager”
“Collaborative Leader”
“Strategist”

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Situation
Environment
Context
Pressure
Need Satisfiers
Threats
Law of Requisite Behavior : Cells that organize themselves with the greatest range of effective behavioral
responses will not only have the greatest chance of survival but will lead the other cells.
© 2002 Stonefield Learning Group
Agility- Co-evolution of Identity
Group Identity Shift
New Strategy
Cultural Values
New Ideas / Roles
Agility Effectiveness
Self-Reinforcing
Feedback Loop
Individual Identity
Shift
© 2002 Stonefield Learning Group
Creates
Opportunity
Pressure
Self-organizing Inquiry- VP Engineering Team
Current organizational “success strategy”. “Get the deal no matter what. Depend on
Eng. / Mfg. to make it at a profit.”
Insights-Past
Leadership Style
© 2002 Stonefield Learning Group
Adaptive Insight
Future
New “success strategy”.
Adaptive design, manufacturing and
sales platform. Get the deal no
matter what (as long as it conforms to
the platform).
Decentralized, creative, synchronistic,
and collaborative.
Leadership Style
© 2002 Stonefield Learning Group
Diagnostic Engineering
Future
Diagnostic community
produces jewels for
customers
returning treasure to Sun.
Co-evolution of Identity
Shared Vision
A clear purpose, vision and
strategy aligns power for lift
off.
Present
Symbiotic learning creates autonomous interdependent knowledge leveraging relationships
across business units and geography.
Past
Diagnostic engineers self-organize a
knowledge sharing and information
methodology and network.
New business units probe different
environments, dispersing knowledge
in the process.
Decomposition and breakdown of
old structures and relationships.
© 2002 Stonefield Learning Group
Psychosynthesis -The Ideal Model Technique
1.
2.
3.
4.
Image or model of myself which is worse than I really am.
Image or model of myself which is better than I really am.
Image or model of myself as I would like to appear to others.
Images or models of how other people see me, both images I like and images I
resent.
5. Finally, image of how other people would like me to be.
6. Get in touch with the weight of these images... SHAKE THEM AWAY!
7.
Think through what you really and realistically would like to be. Let an image of
yourself as this model come from within you. Take time to do this. Examine this
image, get to know it as well as you can. See yourself that way. Then add to it
any other aspect that you decide is appropriate, and drop anything that doesn't
seem right or useful. Open your eyes and draw an image or symbol of it. And
then write any thoughts or feelings you have about it.
8.
Visualize yourself as being that model; see your face, your eyes, your posture,
your expression, all embodying the qualities of that model ... spend all the time
you need to do this. Then BECOME that model feel what it is like to be it.
Visualize yourself dynamically in a number of everyday situations in your own
life,
© 2002 Stonefield Learning Group
Eric Jantsch, Astrophysicist
Self-organizing Universe
© 2002 Stonefield Learning Group
Articles http://www.slgllc.com/Articles.htm
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Leadership as a Stage Play
Knowledge Bullies
How much are they costing you and what to do about it.
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Adapt or Die-It's an AND World
Natural Leadership
© 2002 Stonefield Learning Group