Barriers and Blockages

1. Barriers and Blockages Problems in implementing successful coaching practices in organizations Paul Kerr, Senior Learning Consultant Wilfred Verweij, Senior Learning Consultant Executive Education & Development Dept.

2. Ongoing Research Suggests Four Recurring Barriers 2

3. Theories of Change • We all distil our life experience in a certain way and draw conclusions from our experience about how the world works and how, as a result of that, it would be best to go about things and which would be the best structure to work in. Most of the time we unconsciously assume that what we are most used to or what is most comfortable for ourselves must be the best way of operating for everybody. Based on how we see the world and what we want to change or achieve (theory of the thing) we develop our theory of change. • Depending on where we have chosen to find our mental “home”, depending on the stakeholder group we operate in, our theories of change may differ enormously. This, not surprisingly, is a serious obstacle in multi-stakeholder dialogues that are designed to lead to concrete change. Understanding one’s own theories of change therefore helps to notice the different paradigms among stakeholders and address them accordingly as facilitator. • As a facilitator, you may also consider engaging people in a piece of reflection and meta-communication that focuses on their respective theories of change. 3

4. Four Dimensions of Broad, Sustainable Change • The table captures the framework developed by Philip Thomas for a Workshop on Democratic Dialogue (Manila, 2007). It represents an integration of two important streams of work: the literature on social conflict and conflict transformation, which identifies four dimensions in which conflict creates change and where change must occur for conflict to be transformed to lasting peace (see Lederach, J. P., R. Neufeldt, et al. (2007). Reflective Peacebuilding: A Planning, Monitoring, and Learning Toolkit. The Joan B. Kroc Institute for International Peace Studies, University of Notre Dame); and the four quadrants of Ken Wilber’s Integral Theory (see Wilber, K. (2003). Introduction to Integral Theory and Practice: IOS Basic and the AQAL Map.) • Each quadrant represents a distinct approach to change, focusing on changing individuals, relationships, structures, or culture. 4

5. Four Dimensions of Broad, Sustainable Change: Intervention Possibilities? • Individual • Personal transformation • Help individuals grow and develop greater self-awareness • Education to broaden knowledge base • Training to broaden skills base • Attention to spiritual and mental health and growth • Make explicit and examine assumptions, mindsets and mental models • Relationships • Transforming relationships • Reconciliation / Conflict transformation • Building trust • Promoting respect and recognition • Increasing knowledge and awareness of interdependence • Changing patterns of dysfunctional relations • Culture • Transforming collective patterns of thinking and acting • Changing the ‘rules’ and values that sustain patterns of exclusion • Exploring and transforming taken-for-granted collective habits of thinking and doing • Promoting more inclusive, participatory culture of ‘civic engagement’ • Transforming simplistic and distorted discourse • Structures / Systems • Transforming structures, processes, mechanisms • Lobbying for more just policies, greater transparancy and accountability, and institutional rearrangements • Promoting just and equitable allocation of resources and services • Reforming processes 5

6. Contact • Wilfred Verweij: wverweij@rsm.nl • Paul Kerr: pkerr@rsm.nl 6