Understanding Human Psychology

In my previous blog, I discussed the Telling stage of shared vision development. Today, I want to explore the Selling stage, where leaders actively promote the vision and seek to persuade others of its merits. The Selling stage is a more interactive approach than the Telling stage, as it involves engaging with stakeholders and addressing their concerns. However, it can still be somewhat top-down, as the ultimate decision-making authority rests with the leader. I've witnessed the Selling stage firsthand in various organizations. One example that comes to mind is when a senior manager proposed a new project to the team. Rather than simply announcing the project, the manager took the time to explain the rationale behind it, highlight the potential benefits, and address any concerns or questions. I remember the team being quite fond of the leadership style of involving them, as previously they were always facing telling by the leader. Another instance occurred when a team leader was tr

  Picture yourself in a meeting where you are talking a download of the vision of your organization from the top management and you are tasked to translate it to the teams to get the work done. I am sure it's not difficult to picture this as we all have been there and done that. In my previous blog, I discussed the 5 stages of shared vision as pointed out by Senge in his book Schools that Learn. I will like to share my experiences of each stage in the coming blogs.  The Telling stage of shared vision development: Today, I want to explore the challenges I faced as an HR manager when implementing a top-down vision. While the Telling stage can be effective in providing clear direction, it can also present challenges for those tasked with translating the vision into actionable steps. In my experience, one of the biggest hurdles was ensuring that I fully understood and internalized the vision before communicating it to my team. When the top management outlined the company's strategi

 Image taken from book Schools that Learn by PETER SENGE, NELDA CAMBRON-McCABE, TIMOTHY LUCAS, BRYAN SMITH, JANIS DUTTON, ART KLEINER Peter Senge's groundbreaking book, *The Fifth Discipline*, introduced the concept of a Learning Organization. Central to this concept is the idea of a shared vision, a process of aligning individuals and teams towards a common goal. Senge outlines five stages of shared vision development: Telling, Selling, Testing, Consulting, and Co-Creating. Over the years, I've witnessed these stages firsthand in various organizations. In my early career, I experienced the "Telling" phase more often. Leaders dictated the vision, leaving little room for discussion or input. This approach, while efficient, often led to resistance and a lack of commitment. As I progressed, I encountered the "Selling" stage. Leaders presented the vision persuasively, emphasizing its benefits and addressing concerns. This approach was more engaging,

  Peter Senge, in his influential book "Schools That Learn," introduced the concept of the assembly line in education. This concept, borrowed from the industrial age, where assembly lines led to mass production, standardization and quality management. This suggests a sequential approach to learning, where one thing follows another, one process finishes before another starts. Linearity started making way in all aspects of our life, even education. While this model has been effective in certain respects, it can also limit our ability to think critically and holistically about life. The assembly line model in education is characterized by standardized curricula, a focus on grades and exams, and a linear progression through academic levels. While these elements can provide structure and efficiency, they can also stifle creativity and critical thinking. By emphasizing rote learning, focussing on grades and individual components, the assembly line model can overlook the interconnec

  As I turn a year older, I find myself reflecting on my journey as a coach. What started as a role to facilitate growth and progress for others, has become a catalyst for my own growth. Through conversations with myself, I've come to realize that coaching is not just about helping others achieve their goals, but also about working on myself. As I progress in this role, I've learned that self-awareness is key. I've had to confront my own biases, limitations, and areas for improvement. It's been a humbling experience, but also a liberating one. With each conversation, I've gained new insights and perspectives, allowing me to become a better coach and person. My growth has been progressive, with each success and setback teaching me valuable lessons. I've set goals, achieved some, and adjusted others. Through it all, I've come to understand that coaching is not a destination, but a journey of continuous learning and self-improvement. As I look ahead, I'm ex