Symbolism and Inclusion in Supervision

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27-28 June 2013 – Trinity College, Dublin, Ireland. Florence Lamy & Michel Moral. Developing professional identity and reinforcing the group dynamic.
3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Symbolism and Inclusion in Supervision Developing professional identity and reinforcing the group dynamic

Florence Lamy & Michel Moral

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Florence Lamy, UNDICI Foundator and Senior Partner Florence Lamy, founder and senior partner of Undici, is coach, psychotherapist and relaxation therapist. She is specialized in business coaching working with individuals, teams and organisations. Her approach is based on rational and organisational collective intelligence. Her challenge : help using efficiently the talents and performance of groups and individuals respecting their balance and well being. As a coaching and psychopathology graduate of the University Paris VIII, she teaches and supervises within two different coaching degree courses at the University (teaching and supervision at Paris VIII, supervision at the University Cergy Pontoise ). She works with organisations and teams to eliminate psychosocial risks and suffering linked to business (closing down of plants, mergers and acquisitions, delocalization…). She often comes to Morocco to transmit skills related to balance, performance and relational intelligence to Moroccan coaches and executives. (Executive Coaches Course). In this context, she worked for Maroc Devenir and the Ecole Hassania des Travaux Publics of Casablanca. She is: Co-author of the working class movie « Au début il y avait l’eau », Author of the theater play « L’Iceberg en temps de crise », (will be played in June 2013) Co-author of the book « Outils du coach ». Issued in 2012, Author of “Les 9 voies du Contentement”, Hachette 2012 Author of “La Méditation” (Hachette, 2012 and 2013 reedition) Co-author of “Les Outils de l’Intelligence collective”, June 2013 www.emccconference.org

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Michel Moral 

Michel Moral has been an international executive within IBM.



He was assigned several years in the USA, in Germany and in Austria.





He is doing research on the collective aspects of performance, especially on executive team performance and on collective intelligence. He published nine books, especially : 

Le manager global : comment piloter une organisation multiculturelle, Dunod, Paris, 2004.



Coaching : outils et pratiques, Armand Colin 2006.



Coaching d’équipe : outils et pratiques, Armand Colin 2007.



Coaching d'organisation : outils et pratiques, Armand Colin, 2008.



The Routlege Companion to International Business Coaching, Routledge, 2009.



Les outils du coaching, InterEditions, 2011



Les outils de l’Intelligence Collective, InterEditions, 2013

He teaches « team coaching » at the Université Paris VIII, at the Université Cergy-Pontoise, in the CRC of HEC and in the Hassania School of Casablanca (for Maroc Devenir).



He coaches executives and executive teams. He is also a coach supervisor.



He holds a Master’s degree of engineering from the Ecole Centrale and a Ph.D. in Psychology.



He trains supervisors and is fluent in French or English.

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

« How does the card meets what you are here and now and your professional identity? »

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

HISTORY

Florence participation to several collective supervisions Observations: no use of the group’s energy No awareness in the group

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Modeling of team coaching process

Different climate when using the symbolic cards

Integration of various inclusions in the supervision journey

=> Lowering of the defense mechanisms

Use of the same set of cards with a closed group along the supervision journey

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

RESEARCH IN TWO STEPS SYMBOLISM & INCLUSION IN SUPERVISION OXFORD -> June 2012

RESEARCH Florence participation to several collective supervisions Observation s: no use of the group’s energy No awareness in the group

Modeling of team coaching process Integration of various inclusions in the supervision journey

Different climate when using the symbolic cards => Lowering of the defense mechanisms

Use of the same set of cards with a closed group along the supervision journey

Exploration of a methodology done on two groups => Hypothesis confirmed and methodology has been validated

DUBLIN -> June 2013 Research persued on two aditionnal groups and completed with the group B

7 www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

The research question LONG TERM QUESTION What reliable methods can be used by the supervisor to: - Develop the self identity and professional identity? - Create high quality of awareness and relationships within the group? WHY FOCUS on IDENTITY? Grant (2012), survey in Australia reasons for supervision: 30% “personal development and developing self-awareness”, 19% “developing coach ability”. Dini (2012),survey in Italy reasons for supervision: 27% “contribution to develop professional identity”. www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

The research question

LONG TERM ISSUE Before going into a larger scale research, set a solid methodology. CURRENT STUDY OBJECTIVE Test a methodology

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

INCLUSION History Found by Buber (1923) Further developed by Schultz (1958) : need to be accepted by others and to accept others. Inclusion in Team Coaching and Supervision Processes used to help people in a group to feel safe and comfortable Many different techniques

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

The research question Assumption Inclusion could be beneficial to the supervision process, especially if a symbolic tool is used as a ritual. Current study hypothesis How the systematic use of a same symbolic tool during a collective supervision journey participates to: - the elaboration of the professional identities of the supervisees - reinforcing the group dynamic - and establishing a high quality climate of trust and contribution?

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

CONCEPTS USED IN THE PRESENT STUDY Alliance Professional Identity

Symbolism & Archetypes

Projective

Inclusion

tools

Group dynamics Identity www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

POPULATION • 6 coaches • Supervision • Recently trained • Auto organised • Cards: Zen Osho

• 9 coaches • Supervisor’s training • Experienced (>4y) • Not organised • Cards: Feminitude

Group A

Group B

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

POPULATION • 6 coaches • Supervisor’s training • Experienced (>4y) • Not organised • Cards: Féminitude

• 8 coaches • Supervisor’s training • Experienced (>4y) • Not organised • Cards: Feminitude

Group C

Group D

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

METHODOLOGY Articulation in 2 parts: IDENTITIES Symbolic stimulus => Capture responses => Transcript analysis

GROUP DYNAMICS => 11 questions survey using Likert scales

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

PROCESS Ritualised process: -At the beginning of each collective session -Question: « How does the card meets what you are here and now and your professional identity? Do you make links whith the precedent cards ? » -One card per person on demand -Reflexion time given to the group -Each supervisee express himself during 2 to 3 minutes max -The supervisor is the last one to talk

Research process: The supervisor/researcher writes down the verbatims on a form www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

OSHO ZEN TAROT (SYMBOLIC & INITIATORY)

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

FEMINITUDES (SYMBOLIC & ARCHETYPAL)

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Inclusion With Symbolic www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference CAT’S ORACLE (NOT SYMBOLIC) 27-28 June 2013 – Trinity College, Dublin, Ireland

Attitudes and behaviours oriented www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

No Symbolic

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3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

TRANSCRIPT ANALYSIS CATEGORIES Group 1 = G1 : Hidden content of the card • Identity: self reflection, archetypal evocation and links. • Links between identity and acquired professional identity • Professional identity: reference to practice reference to professional ideals Group 2 = What is said about the manifest content of the card • Description of the cards (colors, picture, title…) • Feelings and beliefs • Considerations related to the process Analysis units = collaborative coding approach

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3rd Annual

Mentoring and Coaching Research Conference METHODOLOGY: measurements 27-28 June 2013 – Trinity College, Dublin, Ireland

Analysis of the supervisee’s verbatim G1 : Hidden content of the card Identity: self reflection, archetypal evocation and links. Expected to increase Links between identity and acquired professional identity Professional identity: reference to practice Expected to increase reference to professional ideals (Except for recent coaches *)

G2 : What is said about the manifest content of the card Description Feelings and beliefs Considerations related to the process

Expected to decrease

11 questions survey using Likert scales Q1: 6 questions related to the group experience Q2: 5 questions related to the process of inclusion (*) : professional ideals expected to decrease for young coaches www.emccconference.org

Expected for group A and B: Av.Q2 > Av.Q1 Average Q1>3 Average Q2>4

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

METHODOLOGY: measurements Transcript Analysis of the supervisee’s verbatim Expected to increase G1 : Hidden content of the card Identity: self reflection, archetypal evocation and links. Expected to increase Links between identity and acquired professional identity Professional identity: reference to practice Expected to increase reference to professional ideals (Except for recent coaches *)

G2 : What is said about the manifest content of the card Description Feelings and beliefs Considerations related to the process

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Expected to decrease

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

G1 (expected to increase) & G2 (expected to decrease) 35,0

Analysis units per session

Group A

30,0

25,0

25,0

G1

20,0

Linéaire (G1)

10,0

Group B

20,0

G2

15,0

Linéaire (G2)

G1 G2

15,0

Linéaire (G1)

10,0

5,0

Linéaire (G2)

5,0

0,0 1 35,0

Analysis units per session

30,0

2

3

4

Analysis units per session

30,0

5

0,0 1

Group C

35,0

2

3

G1

20,0

G2

15,0

Linéaire (G1)

10,0

Linéaire (G2)

5,0

5

Group D

Analysis units per session

30,0

25,0

4

25,0

G1

20,0

G2

15,0

Linéaire (G1)

10,0

0,0 1

2

3

4

5

Linéaire (G2)

5,0 0,0 1

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2

3

4

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Integrated Identity (expected to increase) 25,0 30,0

GROUP A

GROUP B

20,0

25,0

Integrated identity 15,0

20,0

Prof Identity

15,0

10,0

10,0

Linéaire (Integrated identity )

5,0

5,0 0,0

0,0 1

2

3

4

1

5

20,0

GROUP C

18,0

2

3

4

5

GROUP D

16,0

20,0

14,0

15,0

12,0 10,0

10,0

8,0 6,0

5,0

4,0

0,0 1

2

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3

4

5

2,0 0,0 1

2

3

4

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

Professional Identity (expected to increase) 25,0

25,0

Groupe A

20,0

20,0 15,0

Integrated identity Prof Identity

10,0

15,0

Integrated identity Prof Identity

10,0

Linéaire (Prof Identity)

Linéaire (Prof Identity) 5,0

5,0

0,0

0,0 20,0

Groupe B

1

2

3

18,0

4

1

5

2

3

4

5

Groupe C

16,0

20,0

14,0

18,0

12,0

Integrated identity

10,0

Prof Identity

8,0

Linéaire (Prof Identity)

6,0

Groupe D

16,0 14,0 12,0

Integrated identity

10,0

Prof Identity

8,0

4,0

Linéaire (Prof Identity)

6,0

2,0

4,0

0,0 1

2

3

4

5

2,0 0,0 1

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2

3

4

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

SURVEY’s RESULTS 11 questions survey using Likert scales Q1: 6 questions related to the group experience Q2: 5 questions related to the process of inclusion

Group A

Group B

Group C

Group D

TOTAL Groups

Average Q1

3,72

3,80

3,67

3,72

3,73

Average Q2

4,33

4,20

4,20

3,97

4,18

YES (T=15,11)

YES (T=9,75)

YES (T=4,00)

YES (69,64)

Student Test YES at 0,001 (T=17,35) (99/100) t=2,82 www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

DISCUSSION Summary of results -Hypothesis confirmed but population small

-The use of this kind of inclusion all along the supervision journey reinforces the consciousness of the personal identity and professional identity. -The collective awareness opens new group’s dynamic perspectives. Limits, bias and potential improvements -Recording of the verbatims -Definition of categories -Coding technique (possibly automatic) -Analysis of the links between the personality of the speaker and the nature of the verbatim and their recurency -Structure of the group vs the set of cards Feminitude (influence of gender’s repartition) www.emccconference.org

3rd Annual

Mentoring and Coaching Research Conference 27-28 June 2013 – Trinity College, Dublin, Ireland

CONCLUSION - This research will be continued and will focus on specific points (set of cards influency, others populations…)

-

The process is now included in our supervisor’s training and allready adopted by some of them.

-

Next step is to investigate « declusion » processes.

-

More generally, the use of tools specific to supervision’s needs is a question on which we focus now.

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