If you know the difference, the “how” will take care of itself.

Basic Principle VIII – if you know the difference, the “how” will take care of itself.

Leah Be, Productive Lives

INTRODUCTION:
How this, how that, how do you do that, how can I get that, how do you do! Lots of questions and demands regarding “how”. For good reason, we’ve been piling up ways to do things and ‘how’ knowledge for centuries; the industrial revolution turned the population loose on the mass variety of ways to increase productivity through the art of how. So how is it that ‘how’ can take care of itself just by knowing the difference to be made? Shouldn’t one have to go look it up in the library or do a search online? Call a bunch of family members and friends and find out how they’d deal with a particular problem or make a certain recipe. No, it doesn’t have to be that way. We do know how to accomplish a multitude of things that perhaps we don’t give ourselves credit for because we are not aware that we have the skill and knowledge.

THE INTENT OF THIS PAPER IS TO SHIFT READERS MORE COMPLETELY INTO THE AGE OF WHAT AND LEAVE THE AGE OF HOW.

JUST KNOWING HOW, ISN’T THAT ENOUGH?
Just think about it; we often think the issue of accomplishing our desires is knowing how, but what if that’s not the case? Suspend belief for a moment and come along with me as I tinker with the idea of dropping the requirement to know how to achieve something. Watch it, if you just thought to yourself “I wonder ‘how’ she’ll do that’, it’s your clue that your trapped in the how rut.

First an explanation, start with getting clear on what to get done or make happen. For instance, I say I will write about “if you know the difference, the “how” will take care of itself.’ I start with discerning what difference it would make to achieve this. Succinctly put, the difference is that I can practice for myself and then encourage others to cease putting effort into researching and reinventing what is already out there which I will call ‘how knowledge’. Truth is our species has been amassing knowledge on how to do things and has turned them into skills which we pass along like breathing. Suspending how and instead carving out a clear intention of what to produce leads to having time available and I can cut my effort back and get more done. That’s a big difference for me and since I’m an average person, I believe it’s a difference for others as well. The difference it has made in my life is that I don’t invest my time and effort in checking out every resource available (texts, online searches, people) and therefore my time and effort is free to focus on something else. I choose confidence that I can find my way through. This, often takes courage. Courage to do what hasn’t been the regular way of doing things. Yet, it’s not that uncommon as there is plenty of evidence that folks do exactly that.

EXAMPLES
Viktor Frankl comes to mind in his story of the ways he discovered he could survive the Nazi camps – he was focused on doing whatever he could to survive. His attention was keen as he gleaned enough to pass the knowledge on to the rest of the world. Surviving and writing about it are significant differences. Lyndon Duke, social scientist, stands as a fine example as he was determined to identify what causes misery in people’s lives and what made some people deal with it where others would succumb. From everyday miseries of detours to suicide, he cracked the codes. Working with innumerable students he developed Adversity Research and passed the material on to many. Those differences in teaching people ways to manage their symptoms of misery through use of language that would produce clear thinking and rational conduct live on in those students who vicariously pass it along to people they meet. Martha Wright knew that she wished to have an outlet where women could participate in her beloved sport, volleyball. The difference would be women who were participating in life and building on their esteem; having outlets to be physically active and healthy; and giving women opportunities to step up as leaders as she identified people take roles in governing the operation. She never stopped to ask anyone how. She simply defined what she was after and sorted through finding ways to establish a structure that is so lasting that it continues to this day after having been established in Eugene, Oregon over fifty years ago.

I offer another universal example. I am a retired ‘Bell head’ making telecommunications a good example. In 1960 the first Touch-Tone telephones were test-marketed in Findlay, Ohio. The touch-tone telephone is well understood in current times; it is nearly ubiquitous. As recently as 1970, training on how-to use the newer style of phone was being delivered in the workplace and to customers. Yet, in today’s environment, formal events do not have to occur for a caller to know ‘how’ to use the Touch-Tone phone. This passing of knowledge and skill happens pretty fast. One person watches another and they pick up on the skill; they tuck it away without realizing it. When they know they’d like to contact another person by phone, they pick up a handset and start dialing. This occurs without a great deal of thought. The person wishing to make the call knows the difference to be made by making contact is that they will connect with someone and have a conversation, or solve a problem, or some other connection that matters. Because the focus is on delivering the difference, not a lot of thought has to go into ‘how’ to get it done.

In each case we can see that it was a matter of shifting from ‘how’ to ‘what’ in action and in words. Or, even more likely, it didn’t really occur to them to ask ‘how’ from the start. These examples are of average people who chose to focus on what they intended to produce and then understood what difference that would make. Then they made it happen.

PRACTICE
We can, and do, transfer this process of getting things done with little research into how into all kinds of endeavors. And we can improve on that. Try it today: notice the frequency the word ‘how’ is used around you or by you. What is the function? Can you shift to ‘what’ must happen here and figure out what difference it makes, putting it into words? Then will you risk trusting your track record as a productive human being that has made it this far in life, and experience the how taking care of itself? As leaders, will we have confidence in and patience for another person while they discover that they have what it takes to marshal their resources and make the differences that matter?

Examples of Language – seen but not knowing why (thank you Cliff)

Examples of Language – seen but not knowing why

We have been asked to provide examples with each definition from the first posting. We thank Cliff Norman, Associates in Process Improvement – Austin, for this suggestion. Stay tuned for a future post with a case example.

1. Meaning System: An environment of language, which at its core, reveals principles, basic
values, and a world view of an individual.

a. Comment: Individual meaning systems are sometimes held deeply by individuals and the only way to discover them is to listen carefully to an individual’s language maps. Language maps are use of words which illustrate what a person is likely to produce, or not, in their lives through the repetition of their choices in thinking, talking, and writing. It may be difficult to discern a meaning system due to causes and effects which usually are separated by time and space.

b. An example of an individual meaning system might be someone at work that has a particular Christian view of the world and everything that the individual does passes through that lens (the particular sects’ principles, values and beliefs). The individual may not overtly express these views but their actions and the words around those actions can lead one to underscore their basic beliefs. This is not intended to classify a person but merely to understand their meaning system. If we can understand their meaning system then we can better work with them in a more productive and effective manner.

2. Shared Meaning System: Presence of a common way of operating or thinking amongst a group of people who interact with each other as part of a community; these folks tend to practice in a similar manner and dominantly will agree on values, use of language and world view.

a. Example: A few examples of a shared meaning system are church congregations; schools; organizations in general but departments and workplaces in specific.

3. Inflammatory Language: Any language that produces a physical reaction.

a. Example: a good example of inflammatory language is money. Think of it this way; you get a call from your son or daughter who is in college and they say: “Dad – Money.” Your heart starts to pound, your stomach tightens, and you feel yourself holding your breath. At work it might be being involved in a disagreement, a conflict or observing a conflict that seems to spiral out of control.

b. Getting back to money it might be an argument around the budget (highly inflammatory). You are told to cut your budget by 20% (everyone is asked to do the same). Or it might be around an annual appraisal. Being told that it is time for your yearly ranking can be highly inflammatory.

c. Use of generalizations is a sure set-up for a physical reaction. This includes, but is not limited to expressions like: always, never, everybody, nobody…

4. Non-Inflammatory Language: Language that does not produce physical reaction but achieves equal or better results than inflammatory language.

a. Example: Instead of an annual appraisal your employer has frequent “talks” with you and maybe once a year has a yearly “how goes it” discussion around what he can do to better help you and your department be successful. Another example around the budget is being told that the overall budget has to be reduced by 20% in order to remain competitive and allow everyone to keep their jobs. The request is then made to take a systems look at cost versus quality and to have everyone contribute to ideas to reduce the costs within the budget.

5. Exceptionality Language: any way of vertically ranking people other than the basis of skill and practice

a. Comment: Exceptionality is special and alone language.

b. Example: It may go like this: “I am a hard worker. No one understands that. I am always dependable and no one appreciates it”. The person is saying to themselves that they are special and alone. No one else works hard. When in fact there are plenty of examples to prove otherwise.

6. Average person language: explains the same things as exceptionality language but in terms of skill, practice, effort and opportunity.

a. Example: Instead of “no one understands me,” use average person language for the situation. “I know I have been working hard and I am not the only person working hard or who has worked hard and not been recognized. I can make a choice – to not work as hard and to continue to make the positive sustainable differences I can”.

Please post a response to this and our first posting. We would like to hear your ideas, insights, questions and create an on-going dialogue:
What are your examples of each of the languages we have described?
What are examples of meaning systems you have observed?

Welcome to our first posting for the Institute for Shared Meaning

Welcome to our blog for The Institute for Shared Meaning. We intend to assist in building a community of practitioners who willingly and purposefully strive towards making differences in life and to those around them by improving or changing their language environment. Our style is through discussion of the principles of Adversity Research, which the late Dr Lyndon F. Duke founded over 25 years ago in Eugene, Oregon. We will draw upon that work of tested methods along with other related aspects of Dr Duke’s philosophy to hold our discussions, explore, experiment, and learn from each other.

We begin our blog with an initial white paper on Shared Meaning; we will proceed by posting papers from time to time in order to provoke thoughtful conversation from the community. Through our exploration, we hope to:

• Define and clarify an effective Shared Meaning system amongst those participating in this community
• Find and share effective examples of viable and vibrant Shared Meaning practices already in operation upon which we may learn and expand
• Produce Shared Meaning systems where appropriate by sharing “the cold” with others outside this community

So . . . here goes. Our first posting and white paper around Shared Meaning

Shared Meaning: An Enterprise to make effective differences

 

“A good meaning system is something to be guarded. Who guards and protects our meaning systems?” ( Dr Lyndon F. Duke)

Introduction:

 

Aim: To begin an exploration of helpful shared meaning and meaning systems; proffer a dialogue on what it takes to overcome disruptive meaning systems that stifle productivity and difference making.

Overview:

We are born into a sea of language. From early childhood, we begin to understand our language and we put words and meaning into use. The language environment that we are born into has deep meanings for work, everyday living, responses to stimuli, and our development as human beings and as possible difference makers.

 

Germ theory of language: the way to look at adoption of language and language systems is similar to the way we get colds. As we enter any language system, we begin to “catch” its cold. You can catch a cold whether you know you have it or not. We begin to assimilate a system’s language maps and accept them within our own meaning system and sometimes replace our meaning system with them. This is fine as long as the new meaning system is better than the one we had. That is, the replacement makes an effective sustainable difference in one’s life or makes an effective difference to those around us. So sometimes we want to catch someone else’s cold because it will benefit us better than the cold we had. The benefit is often that the cold will get us where we really mean to go; thus, the cold serves as a map. You can observe the path the cold or language system/map takes you on.

Definitions:

 

Meaning System: An environment of language, which at its core, reveals principles, basic values, and a world view of an individual

 

Shared Meaning System: Presence of a common way of operating or thinking amongst a group of people who interact with each other as part of a community; these folks tend to practice in a similar manner and dominantly will agree on values, use of language and world view

 

Inflammatory Language: Any language that produces a physical reaction

 

Non-Inflammatory Language: Language that does not produce physical reaction but achieves equal or better results than inflammatory language

 

Exceptionality Language: any way of vertically ranking people other than the basis of skill and practice

 

Average person language: explains the same things but in terms of skill, practice, effort and opportunity

 

Content:

 

Shared Meaning strategy: Make effective sustainable differences using average person and non-inflammatory language – “It is the difference I make that matters most to me, not the difference this event makes to me. I will make the sustainable differences I can – not the differences I want”

 

In order to develop a shared meaning for this community we propose anyone interested to focus on three strategies – non-inflammatory language, average person language, and difference making – and tell us what you think, share your experiences, and wonder out loud.

 

Some examples:

 

Non-inflammatory language – This gives people a choice and invites them to cooperate. In an organization, one might have to “cut” the budget. One inflammatory method is to have an arbitrary policy of 20% reduction across the board in all departments. This does not take in a systems view of work or the installation of fear and promotion of distrust into the organizational meaning system. A different method might be to ask each department to come up with ideas of what changes to make in the organization in order to reduce budget constraints and still maintain quality operations.

 

Two quotes to show the difference:

 

You’ve got to watch out for the headhunters.
Keep your capital, and keep it dry.
We’ll act like SWAT teams.
We’re going to beat their brains out
We won’t tolerate the building of little fiefdoms.
There will be only a few survivors.

– A bank CEO

 

Jean-Louis Gassee, VP of R&D, Apple
“What we stand for is innovation . . . also hope, freedom, fun.
In our hearts, minds, guts and muscle, . . . we stand for bringing computer power to the people so they can share in the fun.
We don’t have to wear our suits in our heads.
Celebrate the human mind.

We share our love for Apple.”

 

See the difference? In the first example, the speaker uses military language for going to war. War in itself is about physical harm and military language can be useful if you are facing the possibility of being injured or worse – killed. But in the context of business? All it produces is pounding hearts, stomachaches, and lost productivity. In the second citation, it is inclusive and asks for cooperation and in fact, that is the distinction – it is an expectation.

 

Average Person Language: We submit that people are inherently good… and that they are born with a hunger for learning and take joy in learning a skill. They appreciate knowing, and being known, as competent in use of that skill. Now if we have certain abilities and are competent with applying then, then we must realize that we function within a range of our average in use of any of those skills. We have lows, mediums, and highs. We increase our average through practice.

 

Difference making: One example of difference making is to realize that to make an improvement is to make a difference; it might be big or it may be small. One way is to identify something that you prefer to get done; then identify one strategy or change you can make that you can practice for five to ten minutes a day each and every day and then do it for 30 days. Make a prediction of the outcome of doing this. At the end of that time review your prediction and see what you have learned. For instance, if you want to write a novel or an article, take ten minutes a day and just focus on writing. At the end of a month, you have practiced writing for six hours. It is not the time that is important; it is the practice that matters. With practice comes improvement in productivity.

 

We, Byron Murray and Leah Be, look forward to hearing from you and engaging with you in dialogue.