It’s an old saw with me, but Dave Snowdon puts it very nicely and succinctly:
Numbers are good, but they are never the whole picture. Its easy to focus on them, they give the comfort of apparent objectivity and used to support human judgement they have high utility. The problem is when they replace judgement rather than supporting it. Of course in the ordered aspects of any enterprise statistics and numbers can do a lot of the work for you, but in a complex situation they can be dangerous. Applied to ordered aspects (boundary conditions, probes and the like) they have utility, but for the system as a whole they are more problematic.
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All the best stuff I have learned about mentoring has been in the context of traditional culture, whether with indigenous Elders from Canada or in the traditional Irish music community. Traditional Irish music is played and kept alive in a structure called a “sessiun.” There is a repertoire of thousands of tunes, but most musicians who have played for a while will have a hundred or more in common, and that can easily make for a long evening of playing together. Sessiuns are hosted by the most experienced musicians (traditionally a Fir a Ti, or Ban a Ti; the man or woman of the house). These guys are responsible for inviting people in, inviting tunes, keeping a tempo that everyone can play with, resolving any conflicts”in short they are the hosts.
But the best ones are also the teachers and the mentors and they dispense wisdom, lessons, encouragement and direction during and between tune sets. If you are smart and you are learning you try to sit near them in the circle to pick up teachings.
With Irish music, the best mentors I ever had always did a few things well:
- They were better musicians themselves than I could ever imagine myself to be
- They created space for me to play with them and gave me increasingly more responsibility from starting tune sets to perhaps playing a solo air to eventually sitting in for them if they couldn’t make it out to host a sessiun. But they didn’t invite me to lead the session when I was just beginning.
- When they knew I had a set of tunes down they invited me to lead that set. If I had a slow air they knew I could play, they would invite me to play a solo.
- They pointed out things that I could DO, rather than things not to do, and if they played flute (my instrument) they showed me on their instrument what they meant. There was never any abstract conversations about the music or technique. If I was doing something wrong, they would suggest an alternative (indigenous Elders, and especially Anichinaabe elders are very good at this. There is something peculiar to traditional Anishinaabe culture that makes it very hard for an Elder to tell you NOT to do something. They always point to doing something else.)
- They protected me from “hot shots” who like to show off by playing tunes too fast for you to play with them.
- And when I was ready I got invited into more and more responsibility with the sessions and was eventually invited to perform with them. The day of becoming a colleague is a big deal, and I still feel that I can’t hold a candle to my teachers, even though they insist that we have moved into a co-mentoring relationship.
What was beautiful about all that was that, even when i became colleagues with my mentors I never lost the sense of gratitude of being able to play with them. Even today 20 years later, it is a treat for me to play with those who taught me.
Mentoring in the art of hosting, of leadership of working with groups is the same. It is a traditional practice.
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There is no way you can learn the art of facilitation, the art of hosting, by simply coming to a workshop. It happens from time to time that people show up for a three day workshop and expect that at the end they will be competent hosts of groups process in any situation. To get good at arts you have to practice.
Last week in Montreal, I saw 120 people come to an Art of Hosting with an overwhelming desire to practice. The invitation to them was to attend if they were wanting to develop and improve their practice. It made for an incredible experience. When people are invited to come to learn because they are ready to host, they are open wide to what is offered, not only by us as teachers, but more importantly by the group itself. This is an excellent ground from which to develop a practice of hosting, and the relationships that are formed are the critical supports for competency in that practice to unfold.
Somehow, the view of learning in the world has been confused with the kinds of quality control that is attached to manufacturing. We imagine that a learning experience will have specific achievable outcomes and that upon completing a course, we can be certified in the competency in which we have been trained. While this can be true for technical training, such as how to operate equipment, with things like art and strategy and leadership and communications and other practice based arts, the opposite is actually true. When I leave practice based learning events I recognize that I am a baby, just starting out, and with a lifetime of practice ahead of me. I can’t be certified to be competent, because there is no way to guarantee that I will be perfect. When we first begin to practice, we always make mistakes. Over a lifetime we develop our own styles and we get better at it.
Hosting is practice. The willingness to embrace it this way is the biggest indicator to me as to whether someone will eventually develop a competency in this art. Expertise is developed, not given or bought.
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Just thought I would share this piece of communication from my son’s school. he attends a middle school that has a unique focus on its approach to learning and character development and there is a lot I like about it. I especially like the way there are certain traditions that flow, giving a time for mentorship and responsibility. Check this out:
November 1st Late Start
It has been a tradition for the grade six class to try and formulate a valid argument (i.e. in the Practical Reasoning class) as to why students should be allowed to come late to school (i.e. 10:30) on November 1st (the day after Halloween). Given that the older students often tutor the younger students with the best arguments over the years, it is a fair bet that the students will win their argument. Just a heads-up, then, that it is almost certainly the case that there will be a 10:30 start on Thursday, November 1st. Off-island students can therefore board the 10:00 ferry, if they choose. Note that the school will be open at 8:30 am as usual for those students who need to come in early, in any case.
As a life learner, my son has chosen to attend this school as part of his learning in life. It’s stuff like this that confirms my insticnts about his ability to choose his mentors and his learning opportunities to balance wisdom and fun.
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In this article, stringing together some obersvations about Louis CK and Mary Halvorson, Seth Colter Walls touches on the wellspring of collaboration.
He writes a little of the play that replaces rehearsal for true improvisers, of finding outlets of artistic practice where
“no one person is responsible for all the tunes–if tunes are even the order of the day. Such groups aren’t the ones that players use as reputational tent-poles; they’re the ones that successful artists keep going in order to keep the channel for new sounds open. It’s the jazz-world equivalent of Zach Galifianakis’s avant-chat Web-show “Between Two Ferns,” the sort of thing that happens in the background of an otherwise thriving career.”
Facilitation or Hosting practice is improvisation too. Every time I work with a group I go in as a jazz musician, with a set list of “tunes” to play, which in group work as in music is simply a way to divide time into portions that carry and enable a narrative to unfold. Sometimes the unfolding narrative necessitates that we completely change the tunes we were planning on playing. Just last week for example, the group we were working with had come through some hard work rather earlier than we imagined, causing us to jettison our entire design for something that could take them onward from this new place.
So where do you learn how to do this? When I wrote recently on disruption, I talked about how learning how to deal with that is a capacity that serves marvelously in the world. In some ways for those of us who work with groups for a living, we are lucky to have a world that goes according to its own plan. You don’t need to work hard to seek out places where things change faster than you can account for them. It may be driving in traffic, walking in a busy street, participating in sports or music or dancing, socializing and playing in groups. All of these are training grounds where you can practice sensing and changing the plan, where you can try new ways of unleashing groups intelligence as a leaders, as a follower, as a bystander, as a participant. You can try and fail without any dire consequences affecting your bottom line.
In short, see your social life as practice, and your capacity to work with groups will be richer.