Index
Page numbers in italics denote illustrative material.
A
abdication and coldness, 47, 125, 160
absencing, 53
acceptance, 138
accompanying. See directing and accompanying
action research, xi
failing at, cautionary tale of, 110–111
as an inner shift, 161
need for, looking ahead at, 105. See also mapping and discovering
adapting (fallback option), 18, 20, 101, 118, 141, 143. See also status quo
adaptive leadership, xi
advancing. See concluding and advancing
advocating and inquiring: ability to cycle between, inner shift required for, 50, 60, 81, 82, 162
benefits of cycling between, 60, 109, 159, 162
capacity for making moves between, building up, 70–74
and the choice required of facilitators, 60
enabling cycling between, 81–82
and facilitators opening up, 66–69
and groups opening up, 60–66
key to combining, 69–70
managing, 130
and opening up talking and listening, 74–77
process of cycling between, 43–44
as a set of countervailing moves, 45, 160, 161
and three shifts in opening up, 77–81
upsides and downsides of each move, 59–60
African National Congress (ANC), 61, 62, 63
Ahmed, Abiy, 119–120
Anderson, Marcia, 131
appreciative inquiry, 11
Arenas, Clara, 149–150, 152–153, 156
Atnikov, Brenna, 138
attending: and equity, 29
as essential, 32
as an inner shift, 161. See also emphasizing unity and plurality
attentional shifts. See adapting; discerning; opening; partnering; serving
attentiveness: capacity for, obstacle to, 52
as a core skill, 54
and dealing with distractions, 51–53, 58
increased competence from, 74
larger possibility of, 156
learning, by practicing, 53–55
and power, love, and justice, 146, 156
quality of, that is required, 53
sailboat analogy and, 53–54
and specific ways of shifting, need for, 50–51
authority and alignment, 113, 114–115, 160
authority and expertise, relying on, 24, 25, 26, 34
autonomy and variety, 24, 27, 29, 30, 32, 33, 34, 161
B
balancing, 50, 72, 146, 151, 152
Baskin, Jeremy, 153
beginner’s mind, 68
Beteta, Hugo, 137
Boesak, Dorothy, 66, 69, 77, 140, 149
bottom up, pushing from the, 24, 28, 34. See also horizontal facilitation
breakthrough: approach enabling, ix, xiii, xiv, 1, 141, 142
greater potential for, 19. See also transformative facilitation
Bushe, Gervase, xi
business schools, method of teaching at, 110
C
cacophony and indecision, 44, 60, 161, 162
Canada project. See First Nations project
Carvajal, Manuel José, 2, 87–88
carving/crafting, 107, 108, 110
change: beyond organizations, enabling, 37–40
creating, focus on, 6
desire for, as a condition for facilitation, 15, 16, 17, 18, 19, 21
limited, approaches creating, 31, 33
within organizations, enabling, 36–37
planned, successful, 34–35
social, x–xi
structural, 35
transformative, 33
Chauvin, Derek, 154
Chrislip, David, 109
clicks, as key, 135
cohesion and coordination, 24, 27, 30, 32, 33, 34, 36, 160
coldness and abdication, 47, 125, 160
Collaborating with the Enemy (Kahane), 11
collaboration: creative processes in, three-stage model of, 93–94
desire for, as a condition for facilitation, 15, 16–17, 18, 19, 21
many forms of, 18
potential of, constraints on, 31
reason for, 5
required ingredients for, 5, 6, 7
as a series of choices, 101. See also connection; contribution; equity
collaboration, facilitating. See facilitation; horizontal facilitation; transformative facilitation; vertical facilitation
collaboration questions: described, 41–42
needing to work through, 42, 57, 58, 59, 83, 97, 113, 125
overall, typical answers to, 159, 160, 161
responding to, by cycling between two poles, 43–48, 60, 84, 98, 113, 126
specific, typical answers to, 42–43, 44, 45, 46, 47, 48, 59, 69, 70, 75, 83, 97, 99, 102, 110, 113, 115, 125, 129, 134, 159, 160, 161
Colombia project, 1–7, 20, 29, 36, 38–40, 81, 87, 110, 139, 157. See also Destiny Colombia project
Colombian Center for Leadership and Management, 90–91
complex challenges: ability to address, approach with, ix
basic characteristics of, 70, 89–90
common response to, 146
finding “adaptive moves” in response to, 71
increasing, uncommon approach needed for facing, xiii
of larger social systems, 37–38
concluding and advancing: ability to cycle between, inner shift required for, 51, 84, 94, 95
benefits of cycling between, 84, 109
and the choice required of facilitators, 84
enabling cycling between, 93–95
and groups choosing not to agree, 84–86
and groups choosing to agree, 86–87
groups moving forward by cycling between, 87–93
managing, 130
moving forward by cycling between, 87–93
process of cycling between, 44, 46
as a set of countervailing moves, 45, 160, 161
upsides and downsides of each move, 83–84
conflicts: basic characteristics of, 70, 89–90
engaging with, versus avoiding, 70, 105–106
marital, 90
primary issues leading to, approach confronting, xii
connection: adequate, ensuring, 36
approach that harnesses, 15
aspects constraining, 26, 27, 29, 30, 38, 52, 79, 144, 145, 150, 155
drive fundamental to manifesting, 11
enabling, 6, 37, 38, 39, 69, 79–80, 144, 145, 152
forming, importance of, 92
issue of, facing, examples of, 63
new, creating, 68
push for, 28
removing obstacles to, 6, 7, 35, 36, 40, 69, 80, 127, 131, 144
as required, 79
space for, creating, 60
content, responsibility for, 10
contribution: adequate, ensuring, 36
approach that harnesses, 15
aspects constraining, 26, 27, 29, 30, 52, 79, 144, 145, 155
drive fundamental to manifesting, 11
enabling, 37, 70, 144, 145, 152
issue of, facing, examples of, 63
new, creating, 68
push for, 28
removing obstacles to, 5–6, 7, 35, 36, 40, 60, 69, 80, 127, 131, 144
space for, creating, 60
control, decreasing, approach needed for facing, xiii
conventional facilitation. See horizontal facilitation; vertical facilitation
coordination and cohesion, 24, 27, 30, 32, 33, 34, 36, 160
Courchene, David J., 127, 128, 129, 130
crafting/carving, 107, 108, 110
cross-organizational facilitation: enabling change in, 13, 37–40, 142
need for, 19–21
Csikszentmihalyi, Mihaly, 53
D
de Klerk, F. W., 63
de Roux, Francisco, 2, 3, 4, 5, 81, 82, 110, 139, 146, 157
dead ends and over a cliff, 70, 97, 160
debating: described, 76
moving from, 79
moving to, 77
practicing, examples of, 77
decisiveness and expertise, 59, 60, 160
delta question, 104–105
Destiny Colombia project, 87–90
Destiny Ethiopia project, 119–123
dialogic organization development, xi
dialogue interviews, 74–75
dialoguing: described, 76
moving from, 80
moving to, 79
practicing, example of, 77
directing and accompanying: ability to cycle between, inner shift required for, 51, 114, 117
benefits of cycling between, 114
and the choice required of facilitators, 114
key to combining, 117–123
managing, 131
process of cycling between, 47
as a set of countervailing moves, 45, 160, 161
as two ways to get things done, 114–117
upsides and downsides of each move, 113
as an inner shift, 161
as key, 86
three stages in, 93–95. See also concluding and advancing
discovering. See mapping and discovering
disorganization and divergence, 98, 161
dispersion and insubstantiality, 84, 161
distractions: dealing with, 51–53, 58, 79
listening and, 75
divergence and disorganization, 98, 161
diversity and inclusion, 6, 59, 60, 161
domination and rigidity, 24, 27, 32, 33, 34, 44, 90, 107, 110, 120, 141, 160
do-overs, limited opportunity for, response to, 105
downloading: described, 75–76, 79
opposite of, 107
E
Education Lab project, 100–103, 106, 110–111
Eisenhower, Dwight, 102
emerging, 4, 53, 69, 93–94, 95, 107
emotions, revealing, 149
emphasizing unity and plurality: process of cycling between, 32, 33, 44
as a set of countervailing moves, 45, 160, 161
equity: adequate, ensuring, 36
approach that harnesses, 15
aspects constraining, 26, 27, 29, 30, 52, 79, 144, 145
and attending, 29
drive fundamental to manifesting, 11
issue of, facing, 63
push for, 28
removing obstacles to, 6–7, 35, 36, 40, 69, 80, 127, 131, 144
space for, creating, 60
Ethiopia project. See Destiny Ethiopia project
exiting (fallback option), 18, 20, 101, 118, 129, 141, 143
experiential learning philosophy, x–xi
experimenting: adapting and, 102–104, 105, 110
and pivoting, 104–106
space for, creating, 108–109
expertise and authority, relying on, 24, 25, 26, 34
expertise and decisiveness, 59, 60, 160
expert’s mind, 68
F
facilitation: beyond organizations, need for, 19–21
common approaches to, limitations of, xiii, xiv, 14, 23, 31
core tension underlying, 23
defining, and benefits of, xiii, 15
different forms of, common aspect among, ix
many forms of collaboration in, 18
need for, conditions meeting, 15–17, 19, 21
within organizations, need for, 17–19. See also horizontal facilitation; transformative facilitation; vertical facilitation
facilitators: approaches taken by, conventional versus unconventional, 31
broadly defining, xiv
capacity of, for making moves, building up, 70–74
choice required of, about moves to make, 32, 60, 84, 98, 114, 126
common approach of, for dealing with tension, 23
core skill required of, 54
forward movement enabled by, 49–50
in horizontal facilitation, role of, described, 29
master/experienced, 50
practice of, focusing on, purpose of, 11
quality of attention required for, 53
in transformative facilitation, role of, described, 9–10, 15, 18, 32, 118
in vertical facilitation, role of, described, 26–27
and who can play the role, 10. See also facilitation; inner shifts; outer moves
failing: to adapt, cautionary tale on, 110–111
progress involves, 98–102, 104
and stuckness, 103
fallback options. See adapting; exiting; forcing
FARC (Revolutionary Armed Forces of Colombia), 2, 88, 89
Faubert, Jean Paul, 142
FBI project, 107–108
fear, 4, 26, 52, 65, 70, 75, 106, 107, 108, 110, 120, 128, 135
feedback, 73, 78–79, 98, 103, 104, 105, 106, 108, 130
Fifth Discipline, The (Senge), 72
fifth question, working with. See standing outside and inside
First Nations project, 126–132, 135–136, 138
first question, working with. See advocating and inquiring
Fisher, Roger, 123
flow: attentiveness and, 53, 91
enabling, 5, 35, 53, 69, 78, 82, 84, 114, 120, 123, 138, 141, 142, 143–144, 159
in practice, examples of, 39, 91
and process of learning, 110
Flowers, Betty Sue, 69–70, 118
Floyd, George, 154–155
fluidity. See flow
flux, degree of, 107
Food Lab project, 84–86, 88, 92, 94
forcing (fallback option), 14, 15, 16, 18, 20, 27, 34, 72, 101, 107, 113, 118, 141, 143, 156
Fortune 50 company project, 36–37
forward, defined, 141
fourth question, working with. See directing and accompanying
fragmentation and gridlock, 24, 30, 32, 33, 34, 141, 161
Freeth, Rebecca, 155
Future Search, 11
G
Gabriels, Howard, 65, 68, 79, 81, 118
Gallwey, Tim, 50
Getting to Yes (Fisher), 123
Gottman, John, 90
gridlock and fragmentation, 24, 30, 32, 33, 34, 141, 161
group, as a noun, 23
grouping ideas, 145
groups: choosing not to agree, 84–86
choosing to agree, 86–87
dynamics of, research on, learning from, xi
each part of, as the focus, 24, 27–28, 34
opening up, 60–66
rules for, suggesting/negotiating, 36, 79
as a singular whole, focusing on, 24, 34
as a system of wholes and parts, focus on, 34
tension and, 23. See also facilitation; inner shifts; outer moves
groupthink and repudiation, 59, 159, 160
Guatemala project, 136–137, 147–148, 149, 155
H
Haiti project, 116–117, 142, 155
Hamilton, Hal, 85
Heraclitus, 107
hierarchical systems, 25
hierarchy: absolute, 24, 34, 37
Hillel story, 54–55
horizontal and vertical moves. See outer moves
horizontal facilitation: in context, 29
conventional, described, 27–30
cycling between vertical and, xiii–xiv, 31–33, 34, 39–40, 41, 45, 146
defaulting to, reasons for, 29
definition of, 27–28
and degenerative power, 150
downsides of, 24, 30, 32, 33, 34, 45, 159, 161
examples of, 28
limitations of, xiii, xiv, 14, 23, 29, 30, 31, 33
mitigating downsides of, 31, 69
organizing principle of, 24, 28, 34
primary focus in, 24, 27–28, 33, 34, 45, 161
in relation to vertical facilitation, 31
results of, 30
role of facilitators in, 29
strategy for moving forward in, 24, 28, 34
summary of characteristics, 24, 161
typical answers to collaboration questions in, 43, 44, 45, 46, 47, 48, 59, 69, 70, 75, 83, 97, 99, 113, 125, 134, 161
upsides of, 24, 30, 32, 33, 34, 45, 159, 161. See also transformative facilitation
horizontal systems, 29
how-to questions. See collaboration questions
Human Relations Labs (Maine), x
humility, 44, 67, 68, 74, 118, 123, 130, 134
I
inclusion and diversity, 6, 59, 60, 161
indecision and cacophony, 44, 60, 161, 162
India project, 134–135
inner shifts: described, 50–51
making, as and when needed, 57, 58, 74, 146, 159
summarized, 159, 161, 162. See also adapting; attending; discerning; opening; partnering; serving
inquiring. See advocating and inquiring
inquiry, spirit of, xi
inside and outside, standing. See standing outside and inside
insubstantiality and dispersion, 84, 161
insufficiency and unachievability, 83, 160
interests, individual: asserting and defending, 150
discovering, need for, 106
vertical facilitation and, 26–27
interventions, learning from, xi–xii
interviewing, 74–75
J
Johnson, Robert, 139–140
justice: asserting, at two levels, 154
engaging, 146
as a fundamental drive, 11
issue of, facing, examples of, 63
larger patterns of, paying attention to, 156
and the occurrence of injustice, 154–155
removing obstacles to, xiii, 157
sense of, approach confronting, xii
as the structure enabling love and power, 11, 152–156
as a universal drive, 154
working with, 157. See also equity
K
Kahane, Adam: evolution as a facilitator, 152
formative experiences of, 25
learning experienced by, 12, 71, 72–73, 73–74
marriage of, 69
seminal experience of, 61
turning point for, 66–67
Keats, John, 94
King, Martin Luther, Jr., 151–152, 153, 156
L
learning: from evolution of interventions, xi–xii
experienced by Kahane, 12, 71, 72–73, 73–74
from interventions, xi
from mistakes, 104–105
by practicing, 53–55
process of, flow and, 110
“Learning Like a Dolphin” game, 103
learning organization, xi
letting go, 80–81
Liebenberg, Johann, 64, 65–66, 68, 71, 79
Linsky, Marty, 132–133
listening: and attentiveness, 51, 76
and distractions, 75
empathetic, 39, 70, 74, 76, 77, 79, 80. See also feedback; talking and listening
Lorde, Audre, 131
degenerative, 150–151
as the drive to unite the separated, 11, 147–149
engaging, 146
as a fundamental drive, 11
issue of, facing, 63
larger patterns of, paying attention to, 156
motive of, approach confronting, xii
power and, exercised together, need for, 151–152
removing obstacles to, xiii, 148, 157
structure enabling power and, 152–156
as a universal drive, 148
working with, 157. See also connection
Love, Power, and Justice (Tillich), 153
Lux de Coti, Otilia, 137
M
Machado, Antonio, 100
MacKinnon, Melanie, 126, 127, 129, 131, 135
Maira, Arun, 134–135
Malatsi, Mosebyane, 62, 65, 71, 78, 81
mandorla analogy, 140
Manuel, Trevor, 61–62, 65, 78, 106–107
Maphai, Vincent, 66
mapping and discovering: ability to cycle between, inner shift required for, 51, 98, 110
benefits of cycling between, 98, 109
and the choice required of facilitators, 98
and experimenting requires pivoting, 104–106
key to cycling between, 102–104, 110
managing, 130
and pivoting requires fluidity, 106–110
process of cycling between, 46–47
and progress involves failing, 98–102, 104, 110–111
as a set of countervailing moves, 45, 160, 161
upsides and downsides of each move, 97–98
marital conflict, 90
Marshak, Robert, xi
Mexico project. See Possible Mexicos project
Michael, Don, x
Milton, John, 107
Mintzberg, Henry, 110
mirroring unfairness, 145
misalignment and separateness, 113, 161
mistakes, learning from, 104–105
MIT Sloan School of Management, 71, 75
Mont Fleur project, 19, 60–69, 70, 71, 79–80, 81, 88, 106, 118, 132, 149, 153
Moreno, Joaquin, 89
move, defined, 141
moves. See outer moves
Mueller, Robert, 108
Muñoz, Manuel Ramiro, 2
Muswaggon, George, 128, 129, 130, 132, 135
mystery, expression of, 4, 5, 39, 94, 104, 139, 146, 157
Mystery of Picasso, The (film), 104
N
needs, personal: discovering, need for, 106
expressing and meeting, 150
respecting, 122
vertical facilitation and, 27
negative capability, 94
Negusu Aklilu, 121–123
Netherlands project. See Food Lab project
noticing. See attentiveness
O
OAS (Organization of American States) project, 90–92
objectivity, 125, 126, 132–133, 134, 160
obstacles: ability to address, approach with, x
pushing through, as a strategy, 24, 25, 28, 33, 34
removing, x, xiii, xiv, 4–7, 14, 33–36, 37–40, 60, 68, 69, 80, 127, 131, 144, 146, 148, 150, 155, 157
Open Space Technology, 11, 145
open systems emphasis, xi
open-ended questions, asking, 38, 67, 71, 74, 105
of groups, 60–66
as an inner shift, 161
and love, 149
new possibilities created by, 81–82
of talking and listening by facilitators, 74–77, 82
three shifts in, 77–81. See also advocating and inquiring
Organization of American States (OAS) project, 90–92
organizations: enabling change beyond, 13, 37–40, 142
enabling change within, 13, 36–37, 142
injustice in, manifestation of, 154–155
need for facilitation beyond, 19–21
need for facilitation within, 17–19. See also specific facilitation projects
outer moves: countervailing, purpose of, 35, 41, 45, 159, 162
focus on, 72
making, as and when needed, 49, 57, 58, 74, 146, 159
as required, 11
as a series of choices, 32
shifts needed for making, 50–51
summarized, 159, 160, 161, 162
that are adaptive, 71
weight given to, when cycling among moves, 49–50. See also advocating and inquiring; concluding and advancing; directing and accompanying; emphasizing unity and plurality; mapping and discovering; standing outside and inside
outside and inside, standing. See standing outside and inside
P
Pacific Gas & Electric, 25
pacing and timing, 46, 84. See also discerning
paired-walk exercise, 39, 136–138, 145
Pan-Africanist Congress (PAC), 62, 63, 71
Panama project, 91
paradox, embracing, 139–140
participants choosing, relying on, 24, 28, 34. See also diversity and inclusion; self-motivated actions
as an inner shift, 161
statement of, 129. See also standing outside and inside
paying attention. See attentiveness
peer coaching, 145
personal responsibility. See self-responsibility
Picasso, Pablo, 104
pivoting: ability to engage in, 99, 103–104, 129, 130
flow required for, 104, 106–108
plurality and unity, focusing on. See emphasizing unity and plurality
polarities, working with. See transformative facilitation
polarization and being stuck. See stuckness and polarization
Possible Mexicos project, 93, 98–100, 104, 105–106, 115–116, 138, 143–144, 155. See also Education Lab project
degenerative, 150
as the drive to self-realization, 11, 149–152
engaging, 146
as a fundamental drive, 11
issue of, facing, 63
larger patterns of, paying attention to, 156
and love, exercised together, need for, 151–152
motive of, approach confronting, xii
removing obstacles to, xiii, 150, 157
structure enabling love and, 152–156
as a universal drive, 150
working with, 157. See also contribution
Power and Love (Kahane), 11, 150, 152
practicing, learning by, 53–55
Prayut Chan-o-cha, 114–115
presencing: described, 53, 76–77
including, 128
moving to, 80
pre-sensing, 76
present, being. See attentiveness
process, responsibility for, 10
process consultation, xi, 71, 74
pushing, 5, 24, 25, 26, 27, 28, 30, 33, 34, 36, 41
Q
questions: delta, 104–105
feedback and asking, 78
open-ended, 38, 67, 71, 74, 105
self-reflective, 138
specific, 105. See also collaboration questions
quitting. See exiting
R
reconciliation, 140
redirecting, 79–80
reflection, capacity for, maintaining, 133
relationships, forming, importance of, 92, 93
reloading, 75
Reos Partners: Colombia project and, 2, 7, 20, 29, 38–40, 81
cross-organizational facilitation experience of, 20
culture of facilitation at, 91
First Nations project and, 127, 128, 129, 130, 131, 133
organizational facilitation experience of, 18–19
Possible Mexicos project and, 98–100
purpose of, xiv
suspending exercises used by, 78
worldwide experience of, 7–8
repudiation and groupthink, 59, 159, 160
resistance: ability to address, approach with, x
and vertical facilitation, 26
responsibilities, division of, 10
responsibility, personal. See self-responsibility
Restrepo, Manuela, 117
Revolutionary Armed Forces of Colombia (FARC), 2, 88, 89
rigidity and domination, 24, 27, 32, 33, 34, 44, 90, 107, 110, 120, 141, 160
Rogers, Carl, 80
S
safe spaces. See space, providing
sailboat analogy, 53–54
Santos, Juan Manuel, 2, 87–88, 88–89, 90
scenario planning methodology, 66, 69–70
Scharmer, Otto, xi, 53, 75, 77
school system project, 87
second question, working with. See concluding and advancing
self-motivated actions, 30, 113, 161
self-perception, 138
self-realization, drive to, 11, 149–152
self-reflectivity, 76, 126, 135, 138–139, 145
self-responsibility, 134, 136, 137, 138–139, 161
senses, use of, 51
separateness and misalignment, 113, 161
serving: benefits of, 114, 119
as an inner shift, 161
as key, 117–123
with love, 119, 122. See also directing and accompanying
shared goals, nature of, ability to address, ix
Shell company, 17–18, 25, 66, 67, 69, 74
shifts. See inner shifts
signs/“telltales,” watching for, 54, 58
siloed organizations, 37
social change, x–xi
social laboratories, 11
Solving Tough Problems (Kahane), 11, 147
South Africa projects: with bishops, 77
with companies, 72–73
and justice, 155. See also Mont Fleur project
South Carolina school system project, 87
space, providing, x, 3, 35, 37, 39, 59, 60, 79, 105, 108–109
specific questions, 105
spirit of inquiry, xi
standing outside and inside: ability to cycle between, inner shift required for, 51, 126
benefits of cycling between, 126
and the choice required of facilitators, 126
and the facilitator stands in two worlds, 126–132
giving weight to, example of, 49
key to combining, 139–140
managing, 131
process of cycling between, 47–48
as a set of countervailing moves, 45, 160, 161
upsides and downsides of each move, 125–126
and the value of standing inside, 133–139
and the value of standing outside, 132–133
status quo, 16, 36, 106, 141, 144, 156. See also adapting (fallback option)
stories, using, purpose of, 11–12
strategy development, 110
stuckness and polarization: ability to address, approach with, ix, x, 142
breaking through, 63, 68–69, 103, 141, 143–144, 156, 157
indicators of, 32, 45, 103, 142–143
process for addressing, 32, 33, 44, 46, 47–48
subordination and insubordination, 27, 113, 160
Sustainable Food Laboratory. See Food Lab project
Suzuki, Shunryu, 67–68
Synod of Anglican Bishops, 77
T
Talavera, Jorge, 135
talking and listening: modes of, 75–77, 128
shifting to more open modes of, practices for, 77–81
willingness to engage in, 88. See also feedback
Tavistock Clinic (UK), x
Taylor, Susan, 119
“telltales”/signs, watching for, 54, 58
tension: among love, power, and justice, 146
among polarities, 14, 86, 87, 99, 100, 102, 117, 120, 131–132, 146
core, underlying facilitation, 23
Lewin on, 34–35
Thailand project, 114–115, 153–154, 155
third parties: common need for, ix
experienced, importance of, x. See also facilitators
third question, working with. See mapping and discovering
Tillich, Paul, 148, 150, 151, 153, 154
timing and pacing, 46, 84. See also discerning
together, defined, 141
top down, pushing from the, 24, 25, 26, 34. See also vertical facilitation
Torbert, Bill, 133
transformative facilitation: before and after of, clear picture of, 142–143
beyond organizations, enabling change in, 8, 13, 37–40, 142
contexts for using, 8
core strategy of, expanded, 143–146
described, as what it is and is not, 9
development of, 71
downsides minimized in, 34, 159, 162
explaining single fundamental principle of, 55
focus and approach in, overview of, xiii–xiv, 14
foundational assumption of, 80
full potential of, realizing, requirements for, 156
key to producing, 151
map summarizing, 159, 160–161, 162
within organizations, enabling change in, 8, 13, 36–37, 142
organizing principle of, 34
outer and inner game of, 50–51
possibility offered by, 141, 156–157
primary focus in, 34
purpose of, ix, 1, 13, 59, 83, 97, 113, 125, 141, 146, 159
role of facilitators in, 9–10, 15, 18, 32, 118
starting point for, 142
strategy for moving forward in, 32–36
understanding, benefiting from, 10
uniqueness of, as an approach, x–xii, 9, 13, 14, 31, 32–33
upsides maximized in, 34, 159, 162
wide applicability of, as powerful in many settings, 7–8, 13–14, 57. See also inner shifts; outer moves
Transformative Scenario Planning (Kahane), 11
building, x, 68, 114, 120, 121, 122–123, 129–130, 132
and the desire to collaborate, 17
inadequate, x, 11, 17, 85, 120, 128–129, 131, 135
as required, 120–121
Truth Commission, 2, 81, 110, 157
Tyson, Mike, 99
U
unachievability and insufficiency, 83, 160
unconventional facilitation. See transformative facilitation
unite the separated, drive to, 11, 147–149. See also love
unity and plurality, focusing on. See emphasizing unity and plurality
University of Western Cape, 66
US criminal justice system, 154–155
US health system, 155
V
van der Heijden, Kees, 74–75
van der Merwe, Louis, 72–73, 73–74, 80
variety and autonomy, 24, 27, 29, 30, 32, 33, 34, 161
Vermont project, 119
vertical and horizontal moves. See outer moves
vertical facilitation: in context, 25–26
conventional, described, 23–27
culture of, at OAS, 91
cycling between horizontal and, xiii–xiv, 31–33, 34, 39–40, 41, 45, 146
as the default approach, 26, 36
definition of, 24
and degenerative love, 151
downsides of, 24, 27, 30, 32, 33, 34, 45, 109, 159, 160
examples of, 25
limitations of, xiii, xiv, 14, 23, 26, 27, 31, 33, 109
mitigating downsides of, 31, 69
organizing principle of, 24, 26, 34
primary focus in, 24, 33, 34, 45, 160
in relation to horizontal facilitation, 31
results of, 27
role of facilitators in, 26–27
strategy for moving forward in, 24, 25, 34
summary of characteristics, 24, 160
typical answers to collaboration questions in, 42–43, 44, 45, 46, 47, 48, 59, 69, 70, 75, 83, 97, 99, 102, 110, 113, 115, 125, 129, 134, 159, 160
upsides of, 24, 27, 30, 32, 33, 34, 45, 159, 160. See also transformative facilitation
vertical systems, 25
Z
Zoughbi, Zoughbi, 155