If we seem to know we do better when we aren’t just being told what to do, why do we keep telling each other what to do? Wouldn’t a supportive atmosphere be a more effective way of getting things done? Many of us have seen this work in learning environments, why not learn from it in working environments?
A few years ago I was running community training courses fairly regularly. At some stage, I had a realisation that many before me had also had: that people seemed to learn the best when they were doing stuff, not me.
Thus, I began to embrace the art of facilitation: how much can you help a group of people walk down a path they’ve never been, without giving them the directions? What combinations of well-timed, targeted questions, suggestions and anecdotes, will enable people to learn what you (broadly) want them to learn, in the way that they want to learn it (and ideally remember it)?
The same debate I was having with myself had been had many times previously and had led to some fairly significant shifts in non-classroom-based learning, as well as numerous alternative school movements. The move was away from the concept of a single expert, putting lots of information into the heads of their less-qualified pupils, towards one where everyone played a part – not only because we all remember better when we do, but also from a firm belief that we all have something to contribute, given our unique experiences.
Like so many things, some old Chinese folks seemed to have figured this out many centuries before myself, or the countless ‘radicals’ who gradually started to see the problems with traditional training/teaching in the 1960s and ‘70s:
“Tell me and I’ll forget; show me and I may remember; involve me and I’ll understand.”
Several hundred years later, some of us in the West realised they were probably right. Sadly, many of our learning institutions are still clinging to a perceived supremacy of the old ways…
Yesterday I was reading about some ‘radical’ management ideas… many of which seemed to echo this thinking from the world of education, namely, that people do things better when they are given the chance to do them themselves and that people from all ‘levels’ of an organisation have contributions to make at all levels of that organisation… (if ‘levels’ are even an appropriate form of organisation in their own right…)
“We have this obsession with ‘leadership’. It’s maybe intended to empower people, but its effect is to disempower them. By focusing on the individual, even in the context of others, leadership can undermine a service of community… When [former IBM CEO Gerstner] heard of the initiative [to get the company into E-business, from a programmer], he encouraged it. That’s all. Instead of setting the direction, he supported the direction setting of others… What should be gone is this magic bullet of the individual as the solution to the world’s problems. We are the solution to the world’s problems, you and me, all of us, working in concert.” [Leadership and Communityship, Henry Mintzberg, Financial Times, October 23 2006]
“When social innovations take flight… the innovators are influencing their context while their context is influencing them in an endless to and fro. Decisions are made, actions are taken but it is not always clear how they came about. There is a wonderful sense of collective ownership: all who are involved feel this is their project, their cause, their time to change the world. [Getting to maybe: How the world is changed, Frances Westley et al, Vintage Canada, 2006]
“Most of our programmes are based on the notion of giving employees control over their own lives. In a word, we hire adults, and then we treat them like adults… Outside the factory, workers are men and women who elect governments, serve in the army, lead community projects, raise and educate families… but the moment they walk into the factory, the company transforms them into adolescents. They have to wear badges and name tags, arrive at a certain time, stand in line to punch the clock…” [Managing without Managers, Ricardo Semler, Harvard Business Review, September-October 1989]
‘Is facilitation the new management?’
Trendy buzzword headlines aside, I can’t help but notice an emerging pattern here towards a more facilitatory approach…
What if, instead of managing organisations, we facilitated them?
While, as others suggested when I put this idea on Twitter yesterday, I’m not keen to create new jargon, I do think ‘facilitation’ provides an understanding of getting things done in group dynamics that is fundamentally different from most of that which we have dubbed ‘management’ in recent centuries.
But rather than provide more quotes from my endless reading into the geeky world that is management philosophy, in the spirit of this post, I’d be keen to hear yours;
Is the facilitation/management distinction a useful or counterproductive one?
- Have you been involved in something you might describe as facilitation in a workplace?
- Did you feel there was practical value in this approach?
- Did it create unexpected problems for anyone involved in the process?
- How would you aim to convince someone who practiced ‘traditional management’, that there was a better alternative in facilitation (whether calling it that or not)?
- Anything else you might have thought of while reading this?