Key Skills

1) Listening For Value

Background of Understanding:

One of the key skills all process leadership need to develop is a new concept of listening. It is called "connective listening" or listening for value. In the past, listening was at best a sometime quality that a limited number of people developed as a result of growing and maturing. Usually, there was little to no true listening. Most times people would interrupt and make a statement of theirs that they thought important or just to hear themselves talk because of some unknown and subconscious insecurity. During the '90s, "proactive" listening became a part
of team building in order to increase economic efficiency. In the 21st century, developing the skill of "connective listening" will determine whether someone is able to be an effective leader or not because of the following needs:

a) The need to nurture and show authentic interest in people to include learning how to ask appropriate questions.
b) The need to enhance an environment of continuous innovation.
c) The need to build deeper relationships with diverse people and design and implement effective networks.
d) The ability to develop "capacities for transformation" in organizations and communities.

Building the Skill:

a) Self-organize into groups no larger than four.

b) Decide on a dialogue within the framework of one of the following:

1) Getting to know each other at a deeper level.
2) Introducing an idea about which one has read.
3) Dealing with an existing community issue.
4) Developing an innovation or new concept.

c) Utilize the following underlying principles of "connective listening:"

1) Listen for the obvious to make sure you understand the focus of what the person is saying.
2) Listen for something that connects with another idea or factor with which you see a connection.
3) Look beneath the surface and listen for what is not being said that you think important to help the person or group better see or understand the need
for personal, institutional or community transformation.
4) Listen to be able to ask an appropriate question.
5) Listen to make a connection for some innovative thought or idea….be sure to let the person know that they were the reason you thought of the concept ( why?).

2) Concepts of Risk Taking

Background of Understanding:

Any process/transformative leader is always faced with new different types and levels of risk compared to what traditionally has been identified with the idea of taking risks. Some are the same such as speaking out when others are silent or moving faster or slower than others are willing to go. Within the context of community transformation, a new family of types of risk is emerging, that when readily understood, usually stop individuals from being willing to provide the kind of leadership that will be needed to help individuals, organizations and communities develop the capacities to transform themselves. All process/transformative leaders need to identify and understand how to respond to the following types of risks:

a) The risk of "deep openness."
b) The risk of being perceived at the "lunatic fringe."
c) The risk of "inferred arrogance."
d) The risk of "mistaken caring."
e) The risk of "appropriate challenging."
f) The risk of "standing alone."
g) The risk of "inciting anger."
h) The risk of "obvious knowledge gaps."
i) The risk of "fuzziness, obliqueness, and directness."
j) The risk of "telling why without understanding."
k) The risk of "internal cleansing."
l) The risk of "reaching too far."
m) The risk of "huh?"
n) The risk of "creating mental, emotional struggle pits."
o) The risk of "too much risk."
p) Other

Building the Skill(s):

a) There are generic aspects that apply to any type of "transformational leadership risks" that are common to all as well as overlapping to traditional risks:

i) Am I willing to remain focused on the situation and not attack back if attacked verbally or behind the scenes?
ii) Am I able to keep calm without getting angry? ( sometimes the needs of traditional leadership require righteous anger; when "building capacities for transformation, one must maintain a calm demeanor, especially when being direct).
iii) Can I risk myself for the good of the group or community?
iv) Am I willing to appear different from others?
v) Other

For one to build these basic, human leadership skills it is important to develop relationships with others to help nurture each other as a team.

2) The following are only limited suggestions to consider when developing the capacities to take various risks important to strategic capacity building for individual, organizational and community transformation:

a) Deep Openness:

Step One: Get with someone you trust and create a deeper bond.
Step Two: Get with someone you know slightly and create a deeper bond.
Step Three: Open up to a stranger for their sake, not yours.
Step Four: Open up to a group in which you are the facilitator.

b) Lunatic Fringe

Step One:
Step Two:
Step Three:

c) Inferred Arrogance

Step One:
Step Two:
Step Three:

d) Mistaken Caring

Step One:
Step Two:
Step Three:

e) Appropriate Challenging

Step One:
Step Two:
Step Three:

f) Standing Alone

Step One:
Step Two:
Step Three:

g) Inciting Anger

Step One:
Step Two:
Step Three:

h) Obvious Knowledge Gaps

Step One:
Step Two:
Step Three:

i) Fuzziness, Obliqueness & Directness

Step One:
Step Two:
Step Three:

j) Telling Why Without Understanding

Step One:
Step Two:
Step Three:

k) Internal Cleansing

Step One:
Step Two:
Step Three:

l) Reaching Too Far

Step One:
Step Two:
Step Three:

m) Huh?

Step One:
Step Two:
Step Three:

n) Creating Mental and Emotional Struggle Pits

Step One:
Step Two:
Step Three:

o) Too Much Risk

Step One:
Step Two:
Step Three:

3) Asking Appropriate Questions

Background and Understanding

One of the objectives of "Listening for Value" is to be able to ask appropriate questions. This is a skill which is often missing in our culture that prizes and rewards those who are able to give direction, establish vision and tell people what to do. Even those who are adept at asking questions can use the inquiry as a form of manipulation. Within the framework of Transformational Learning and "community transformation," the art of asking appropriate questions provides the basis for the following:

a) Getting to know other individuals at a deeper level.
b) Introducing a new idea in an indirect way.
c) Helping others get to the hmmmm stage of change.
d) Building strategic processes of transformation.
e) Building an effective "futures generative dialogue."
f) Developing a new idea.
g) Creating an environment for continuous innovation.
h) Other

As a process/transformative leader, there will be many tools in the COTF Toolkit such as 1) thinking within a futures context, 2) knowing how to take risk at a higher level, and 3) seeing connections and patterns not easily discernable. No skill will be more important than to be able to ask appropriate questions. This method of communication will replace the "statement" at the core of a leader's methodology.

Building the Skill(s)

There are three key categories of competence that need to be developed for process/transformative leaders to utilize the art of asking appropriate questions effectively: 1) understanding the situation and the objective of the question, 2) the type of question that is appropriate, and 3) the timing, focus and other subtleties.

a) Getting to know other individuals at a deeper level.

1) Understanding the situation and objective of the question:

a) Is this the first time you have met the person?
b) Will you see this person again?
c) Does this person know you, and, if so, is he/she giving some sign of their opinion of you?
d) Other

2) Type of question that is appropriate.

a) Open ended question: What are your interests?
b) More directed question: Did you see the article _____?
c) Other

3) The timing, focus and other subtleties of asking questions.

a) A question that shows immediate interest: I have always wondered about that. Would you mind telling me more of why you think that?
b) A question that causes the other person to think outside his/her box: Do you think it is possible that _______?
c) Other

b) Introducing a new idea in an indirect way.

1) Understanding the situation and the objective of the question.

a) Is it a personal conversation?
b) Are you facilitating a group?
c) Are you keynoting a conference?
d) Are you introducing an idea at a community meeting?
e) Other

2) The type of question that is appropriate.

a) If you are facilitating a group and notice that someone is very strong in an opinion and really doesn't know what he/she is taking about..look at the other side of the room, quote someone of national or international authority that can introduce an idea without being offensive, and ask the group what they think about the comment. This question is asked, not to put down the person with the strong opinion, just to get him or her to listen to another idea without getting into a debate while defending the position.

b) Ask a question that requires the person to connect something that relates the issue at hand with an idea or article that was introduced at another time?

1) Do you remember ________?
2) What idea or new project comes into your mind as a result of these three disparate factors?
3) Other.

3) the timing, focus and other subtleties.

a) Sense the mood of the person or group and ask a question that forces them to think beyond their comfort zone.
b) Other

c) Helping others get to the hmmmm stage of change.

1) Understanding the situation and the objective of the question.

a) Is the person comfortable with himself/herself?
b) What is the purpose of the meeting?
c) Is this the first of five capacity building sessions?
d) Other

2) The type of question that is appropriate.

a) Is the question to create a positive tension?
b) Is the question to make connections with other ideas?
c) Is the question to have a person rethink their values"
d) Other

3) The timing, focus and other subtleties.

a) Do you have time for open-ended questions?
b) Do you need to take time for open-ended questions whatever the situation because of "group resistititus?"
c) Do you need to address a question to someone who knows the answer or is less strong in his/her opinion so someone else can hear the dialogue without feeling threatened?
d) Other

d) Building strategic processes of transformation.

1) Understanding the situation and the objective of the question.

a) Is the group meeting for the first time and are they interested in the concept of community transformation?
b) Are those involved comfortable with the concept of self-organizing processes?
c) Are capacity builders for small community networks to be coached in the methods and techniques of personal and organizational transformation?

2) The type of question that is appropriate.

a) Ask any new group "what is the difference between strategic planning and ecological planning?"
b) Ask questions that will help those involved understand the importance of taking time to let transformative capacities emerge.
c) Other

3) The timing, focus and other subtleties.

a) Develop a core group and ask them:

1)
2)

b) Ask "what are the factors we need to consider to develop a framework for stablishing the idea of community transformation?

c) Feed back information from the small group network that self-organize and ask:

1) How does this feedback help us in evolving these processes of transformation?
2) What is this feedback saying?
3) Is it important to meet the needs of the groups at this time, or do we continue to help them grow through positive tension?

e) Building an effective "futures generative dialogue."

1) Understanding the situation and the objective of the question.

a) Is the "fgd" just beginning or have there been other sessions.
b) Is there to be an outcome in the near future or is continued brainstorming appropriate?
c) Other

2) The type of question that is appropriate.

a) A starter question: What do we need to consider?
b) A question with intent: What did you think of the president's comment at the news conference yesterday?
c) Other

3) The timing, focus and other subtleties.

a) Did anyone see this month's Business Week?
b) Ask a question that is not clear on purpose to see:

1) Is someone willing to respond.
2) What is initially seen as important.
3) The level of frustration that an individual or group is willing to go.
4) Other

f) Developing a new idea for continuous innovation.

1) Understanding the situation and the objective of the question.

a) Determine the interest level of any group.
b) Do the individuals have the capacities such as and/both thinking?
c) How do you introduce disparate ideas that will create an environment for innovative thinking without telling the group what you are doing?
d) Other

2) The type of question that is appropriate.

a) Ask indirect questions to get ideas on the table.
b) Ask questions that will create an environment of comfort so that no one feels threatened to introduce any idea or ask what, in the past, would have been perceived as a "dumb" question.
c) Other

3) The timing, focus and other subtleties.

a) Start any session for innovation with a story about yourself that illustrates a point you want to be made which will establish a positive, comfortable environment.
b) Then ask, "what did I do wrong."
c) Point out that you didn't realize for some time that you had not done the right thing.
d) Other

4) Futures Generative Dialogue

Background of Understanding

One of the most important COTF skills for community transformation is the ability to create an environment for "futures generative dialogue" and to be able to facilitate it. To this end, it is important that a process/transformative leader
understand the differences between debate, dialogue, generative dialogue and "futures generative dialogue. Debate is connected to the traditional idea that there is one truth for any issue. Dialogue creates differences as a result of diverse
people listening to each other. Generative dialogue sets a goal to develop innovation and new ideas. Futures generative dialogue adds the element of "dialogue within a futures context" that ensures that new ideas and innovations are transformative and not just rearranging or updating old approaches.

"Futures generative dialogue" will become increasingly important for our communities and our economy as the need for continuous innovation evolves. Until individuals and organizations in our communities become familiar with future
trends and their potential impact, many ideas thought appropriate actually will be increasingly obsolete.

The following elements are important to the needs of "futures generative dialogue:"

Direct Elements:

a) Is the dialogue with an individual or group?
b) If a group, what is the size of the group?
c) Is an outcome required? If so within what timeframe?
d) Are you familiar and competent with the methods and techniques of "futures generative dialogue?"

Indirect Elements:

a) The need for a large knowledge base and passion for learning.
b) The need to adjust to a changing situation?
c) Has the context of the "fgd" changed?
d) How to take advantage of outcomes of "fgd."

Building the Skill(s)

1) Direct Elements:

a) Is the dialogue with an individual or group?

1) Individual:

a) First, build a relationship with the individual.
b) Find something both of you enjoy or about which both are concerned.
c) Wait until you determine if the conversation can become a dialogue.
d) Introduce an idea about which you recently read, and see what dialogue emerges.
e) Other

2) Group

a) Determine if the group needs to have capacities for dialogue developed or if they can start dialoguing from the initial point.
b) What is the purpose of the group?
c) What is the makeup of the group?
d) Other

b) If a group, what is the size of the group?

a) It is easier to develop an environment for a "fgd"
in a small group that one that is larger.
b) If possible, limit the size of any "fgd" group to 12.
c) If the group is 20 or over, utilize methods and material for groups of ten….break down groups when appropriate.
d) Other

c) Is an outcome required? If so within what timeframe?

A "generative dialogue" is appropriate for a short-term outcome. A "futures generative dialogue" is appropriate for longer-term capacity building and transformative continuous innovation.

d) Are you familiar and competent with the methods and techniques of "futures generative dialogue?"

1) Introducing future trends using:

a) PowerPoint presentations
b) Future trends impact sheets
c) Short articles
d) Quotes from authorities
e) Other

2) Use of indirect methods:

a) Indirect questions to lay seeds of new thinking.
b) Attendance at seminars, retreats and presentations.
c) Bring in knowledgeable people for question and answer sessions.
d) Provide a list of web sites, books and articles and ask a "generic" question.
e) Establish processes of reciprocal learning.

3) Introduce concepts of transformation to include:

a) And/both, non-linear thinking.
b) See value in what other say.
c) Look for connections among disparate factors and ideas.
d) Other

4) Other

2) Indirect Elements:

a) The need for a large knowledge base and passion for
learning.

All competent facilitators of "fgd" need to be committed to openness and a sustained development of as broad and deep a base of knowledge as possible. This is not to show one's individual knowledge in a traditional way, but to utilize the knowledge to be able to 1) ask appropriate questions, 2) broaden any "fgd" process, and 3) help others get outside their boxes of truth.

b) The need to adjust to a changing situation.

One of the greatest skills that any facilitator of "fgd" needs to have is to be able to 1) determine when a process needs to be enhanced, slowed down or speeded up; 2) to find a way to show how the issue or process concern at hand is a part of the background of the facilitator….specifically to show when there is a need for someone to change. A key idea of "fgd" is for the facilitator to show how he/she has changed to allow others to understand why one key aspect of a process leader is to help others to "see the need for personal transformation."

c) Has the context of the "fgd" changed?

It is important for any facilitator of "fgd" to judge the tone and support for what is occurring. This is true whether the context of any one session is improving or getting more contentious. The ideal context is for those involved to 1) understand the need to take time for real dialogue, and 2) interact with others and build, "hitch hike" on their ideas so that the environment is always positive.

d) How to take advantage of outcomes of "fgd."

There are multiple phrases in any "fgd" process. A facilitator needs to understand the "outcomes" that are emerging whether in a particular session or as a new idea that emerges:

1) In session

a) Can you see hmmmm and aha! moments appearing in the group?

b) Is there a time when the group become self-directing? If so, sit down and only say something if a "transformation leap point" appears. Take a risk unless the group has just started.

c) If the facilitator sees a connection on an important issue that others are not seeing, ask an indirect question to allow someone else to bring anything close to what you see to the table.

2) New Ideas

One key difference between "fgd" and traditional decision making processes is that there will be spin-offs of many kinds as a result of various types of ideas that emerge:

a) Individual connections
b) Small networks for capacity building
c) Process projects
d) Presentations for new ideas and concepts
e) Other

5) Connective Thinking

Background of Understanding

Connective thinking is required for every aspect of COTF community transformation(CT). CT is the capacity to see relationships in anything, whether ideas, people, processes or situations. To be a good connective thinker,
an individual needs to learn to use real time opportunities within different scales, different rates and employing diverse factors. Connective thinking is consistent with learning how to thinking within a "moving matrix."

The following approaches are important when learning to become a connective thinker:

1) Learn to see patterns that can be shifted from one arena of reality to another. For example there are commonalties among a wetland, the development of a cell and community transformation. When one first thinks about these diverse examples of reality, one sees them in an either/or context and misses connections. When one gets a deeper knowledge of all three arenas, one begins to see common principles such as the fact that a process leader often works in community transformation in the same way that a RNA codes for a protein.

2) When one is given multiple books, web sites, articles and quotes, any appropriately phrased question will elicit different connections that diverse people will find. This is a good way to create an environment for "fgd" or helping people
begin to understand the more subtle aspects of transformation.

3) Use of connective thinking methodologies;

a) Tri-vector innovation

b) Connect the dots

Have different individuals introduce diverse ideas and then ask groups of two or three to select one or two ideas from each category and develop a new ideas or tell a story.

c) Tell story of asking individuals to give the one thing that would resolve an issue in question. Let this occur. Then ask the group what are factors that prevent connective thinking:

This will include:

1) Each person will come from a different background.
2) Each person will have different interests.
3) Each person will have a different worldview and way of seeing reality.

d) Have a dialogue about the concept of:

1) One best answer.
2) My truth relative to "the truth."
3) The silver bullet approach to new ideas as well as decisions.
4) Other

Building the Skill(s)

For an individual:

1) Develop as much knowledge in different knowledge areas as possible.

2) Select an area of interest. Research history, science etc and look forward new ideas that could provide for a need in the area of interest or that would open new
categories of thinking.

3) Ask associates to suggest some idea on which they are working and look to connect it with your knowledge base. Always look to develop ideas within a futures context.

For a group:

1) Use the bubble diagram approach to develop a graphical systemic "big idea."
2) Have each person in the group become an expert in a key area of interest.
3) Building processes and networks so that various individuals in the group can be involved in multiple network nodes to expand knowledge and increase potential for number of connections.

6) Parallel Processes

Background of Understanding

All complex adaptive systems that transform over time need to be seen as parallel processes at work, sometimes interacting, always shifting and changing.
One of the key needs of a process/transformative leader is to have various skills associated with the design and facilitation of systemic parallel processes. The following elements are always inherent in a dynamic system of community transformation:

1) Types of parallel processes
2) Design of parallel processes
3) Facilitating parallel processes

Building the Skill(s)

1) Types of parallel processes

a) Parallel Processes for individuals

When developing capacities for transformation within individuals, it is important to work simultaneously with the following component parts:

a) Knowledge component
b) Emotional component
c) Values component
d) Relationship component
e) Other

b) Parallel Processes for groups

Different groups ( type of objective ) require different parallel processes:

1) Learning groups

Homogenous by area of interest balanced with diversity of application. Build local networks with larger area groups to cross-pollinate ideas and people.

2) Futures Generative Dialogue

a) For a specific purpose
b) For building longer-term capacities for transformation and ideas for continuous innovation

c) Parallel Processes for Community Transformation

1) Short-term needs
2) Longer-term needs
3) Relationship needs
4) Transformative capacity building needs
5) Other

2) Design of parallel processes

a) Parallel Processes for individuals

1) Reciprocal learning process
2) Small networks in local area
3) Larger networks regionally
4) Virtual networks
5) Other

b) Parallel Processes for groups

1) Create multiple learning experiences
2) Integrate diverse personality types
3) Introduce transformative values, concepts, behaviors, strategies and capacities
4) Multiple process projects
5) Other

c) Parallel Processes for communities

1) Networks for different neighborhoods.
2) Core groups for "master transformative capacity builders."
3) Create systemic "big idea" around some overall concept such as economic development or education.
4) Establish self-organizing networks/webs.
5) Other
6)

3) Facilitating parallel processes

a) For individuals

1) Learn personality profile methods.
2) Learn how to read body language.
3) Utilize questions in combination with observations and statement to lay seeds for individual transformation.
4) Integrate individuals within various types of processes.
5) Other

b) For groups

1) Build processes that lay seeds for new ways of thinking as well as creating process projects.
2) Have groups self-organize into smaller networks to work on any issue or capacity building exercise.
3) Introduce multiple trend impact and transformational capacity building methods.
4) Other

c) For communities

1) Develop core group capable of a) designing parallel processes and b) making connections when the opportunity for them appears.
2) Follow up with key people in various parallel networks to see if they have questions.
3) Insure multiple spin-off of new ideas that both reinforce the existing processes, establish new opportunities for citizen involvement and feed back improvements and suggestions.
4) Other

Epilogue

The concept of building skills for community transformation is both different from traditional concepts and methods as well as more intricate and complex because of the need for 1) teams of leaders, 2) simultaneous ongoing processes, and 3) multiple networks for creating opportune environments for building capacities for transformation.

It needs to be understood that the concepts, methods and techniques of community transformation are emerging and, therefore, there is no one model or one way to do anything. As a part of an overall system of research and development, COTF skills are a key part of the work of process/transformative leaders and require a combination of broad and deep knowledge, constantly changing within a futures context; multiple processes that allow interaction and development of individuals, groups and communities simultaneous; and personal transformation.

Without a continued effort and feedback to find out what works and what needs to be transformed, any local area will not be able to be vital and sustainable in a constantly changing, interconnected and increasingly complex society.

© Copyright 2006, Communities of the Future