The musical transformation involves the art of “collaboration”. Collaboration refers to the interaction between musicians, for example, between pianists and the singers they play for. In the past, the term for the pianist was “accompanist”, and the singer was the “soloist”. The new term for the two individuals is “collaborating artists”.

Is this just so much artsy jargon? Indeed no. This change of words is built on a much deeper shift involving roles, relationships, reaching out and results. This shift is instructive to organizations as well.

Introducing the concept of collaboration changes the roles of the two musical parties. In the past, the pianist tended to be treated as a second class citizen. His or her job was to be in the background, to be subservient to the singer. The singer received the majority of the applause. The accompanist might hesitate in offering musical input when preparing the performance, since their role was not given equal weight. Pianists were often not treated with due respect, e.g. not being given their musical parts sufficiently in advance. In a collaborative setting, both parties are equal partners, worthy of equal respect, and equally invited to creatively invest themselves in solving musical problems

Introducing collaboration also changes the relationship between the two roles. Once the two parties are established on equal footing, each with ideas to contribute for mutual consideration, a new level of teamwork and camaraderie begins to develop. The joint contribution of the spirited two is greater than the sum of the parts.

The introduction of collaboration as a role and a relationship, for example between music students, also serves as a model for the music department where the students are being taught. If students are being coached to collaborate, why would professors not reach out over the walls of their particular specialties to make cross-disciplinary contributions? Does it not stand to reason that collaborative collegial critiques would sharpen and deepen the educational process? For example, maybe the music theory teacher has some insights for the music history teacher, and vice versa!

The result of a thorough collaborative approach is a well rounded student. Students are empowered by an increased breadth of skill and understanding. Their learning takes on enhanced relevance as they sense they are being prepared for the real world, where soft skills like collaboration can make all the difference in working with people and capitalizing on opportunities. The transformation of relationships, roles and efforts paves the way for successful endeavors.

And how does collaboration relate to organizations? An organization seeking to improve will establish true collaboration among its personnel. Regardless of rank, persons will be seen as having ownership of the organization and a vested interest in excellence. A collaborative spirit will encourage each person to give of their best, while supporting the best of others. Persons, led by the leaders, will let down the walls of their departmental silos which so easily get built up to protect individual’s sense of value, in order to create more value for the organization as a whole.

Good questions for an organization to ask might be: “Where in our organization do we have truly collaborative relationships? Where are we encouraging some people to play subsidiary roles, falsely devaluing their own contribution to make a few people into stars? How can cross fertilization help us to achieved our mission? Where do we need to create a climate of trust so that it is acceptable to reach out into the domains of others in the organization?”

A good question for a leader to ask is “Am I truly encouraging collaboration, or do I want people to be ‘yes-me’?”

Collaboration = roles, relationships, reaching out >>> results!

I recently encountered two good articles about questions. One of them, written by a pastor, suggested that a healthy organization needs to get down to brass tacks and ask the “why” questions. Another article, by a team facilitator, suggested that “why” questions close down conversation and that “what” and “how” questions are better for provoking discussion.

Both observations are true in my experience. I believe, however, that the “why” questions are the highest form of inquiry. I agree that they can be difficult and they can turn people away. Are there ways to ask “why” which are accessible to those of us who don’t consider ourselves philosophers or deep thinkers? “How” does one ask the “why” questions?

Let me suggest some practical ways to ask the “why questions”. One set of questions proceeds from the rational brain. A business or service might ask “What is our value proposition?” If a tutoring organization, for example, identifies its value proposition as providing a high quality teaching service to help students who fall through the cracks, it has identified at least part of its “why”. This definition may be further sharpened by contrasting its value propositions with those of similar organizations. For example, the tutoring service may choose to provide its services to new immigrants, as opposed to non-immigrant clients.

Another way to get at “why” rationally is to ask “What is the reason we exist?” Or, “If we weren’t a player in the field, what would the game be missing? A camp, for example, might identify that it is the only camp near a major population centre which offers an overnight campout experience. The rational approach can also lead to questioning assumptions. Is the stated purpose still relevant, sufficient, meaningful?

The rational act of clarification can also be helpful in answering the “why” question. What is not our “why”? The camp above might identify that it is not in the family camp business. Another clarification is to discern which category of human endeavour an organization is pursuing. Is the organization, for example, a social service or a business. If it is a social service, does the organization relate to families or individuals? Identifying the customer segments one serves can also cast light on the “why”. Is the local medical clinic primarily serving the needs of the local people, or the province? And it can be helpful to separate “what” and “how” from “why” we do what we do. The clinic may use the best in technology and have good collegial relations, but as a medical clinic it is still about providing for the health needs of the community.

The emotional brain also offers a unique perspective on “why”. The question “what was the passion at the beginning of our operation?” can open up a connection to the deeply held motives of the founders. A church, for example, might have been founded as a renewal effort focusing on education and outreach. The related question “what is the passion now” night lead to new discoveries. Perhaps that same church is now, in fact, passionate about worship. And moving to the non verbal side of the equation, what does the logo say about purpose? Why, for example, does the Tim Horton’s logo, which could be described as outdated, communicate so well that the purpose of the store is to provide a refreshing break for a legitimate treat?

Other emotional approaches might include examining the story of the organization. Where has it shifted direction, or run aground, or thrived? Where has it taken key decisions? These may relate to the “why” question.

Perhaps the “why” question is uncomfortable because it touches on values and idealism. But values are foundational to any enterprise. Schools, for example, must believe in helping children grow. That is not to say that we don’t need a dose of reality to make our “why’s” attainable. We may not be able to give each child all the gadgets that assist education, but we can enthuse them about learning in a loving environment.

The “why” question may shut down conversation in a setting where quick answers are needed. But it is essential for the health of an organization. What are some other ways of asking “why”?

We also lost a gem on that trip. At some point, the diamond in my wife’s wedding ring fell out. Perhaps the ring’s claws had worn down. Any vigorous activity or contact with rocks or trees could have jarred the stone loose. There was no point in searching for the diamond, as it would be impossible to find such a tiny jewel amidst the gravel and grit of the trail.

I was grieved to think of a precious stone hidden forever under the rubble of a mountain trail. This led me to think about personal accomplishments. Our achievements can also quickly and totally disappear from sight. What if my most cherished achievements don’t outlive me, or don’t even accompany me to my later years? Could they be buried by history? Could they be lost as the context changes?

I am comforted by the teachings of Jesus. Jesus taught that truly important deeds will be remembered and rewarded. Jesus said that the jewels and diamonds that will attract his attention are selfless acts such as giving drink to the thirsty and clothing to the naked. Even if we forget having done these things, perhaps undervaluing their importance, Jesus will remember that these deeds sparkled for Him. Moreover, these deeds, when done in love, will flow out of a life dedicated not to achievement, but to Jesus himself. The output of those who have chosen to devote themselves to Jesus is like diamonds sparkling in the sun. Those diamonds won’t get lost!

We all know the feeling of stress when we face a pressing, complex, emotionally laden problem. An all too familiar weight of descends when forward progress, sense of equilibrium or hope for the future are threatened. In such situations it is hard to “breathe” enough to sort out the situation.

At times like this, a new perspective brings a breath of fresh air. But where does that perspective come from? One helpful source is the mental act of “stepping up a level”. When one is able to divert one’s attention from the single case-nature of an organization’s turmoil, and to survey the landscape from a loftier vantage, a fresh, calming breeze can blow.

Where does one step up to? It can be helpful to step up to a “systemic perspective”. This systemic perspective focuses on the broad industry or group of which one’s organization is part. One looks down from above, as it were, on the particular problem at hand. This distance provides some perspective.

Let’s say, for example, that one’s organization is a charitable ministry working with children. The aim is to recruit as many children as possible into the organization’s life giving programs. Current recruiting techniques are maintaining but not increasing enrolment levels.

What can be done to reach more children? Shift to the systemic level! One might also call it the abstract level. Ask “What are the logical recruitment options for organizations in our type of ministry?” I have found this to be a question which removes the pressure to find an immediate solution and creates a bit of space for creating and considering new options.

In the children’s ministry example, one might identify a number of categories of recruitment options. These categories in turn suggest specific actions. Categories for recruitment activity could logically include: word of mouth (parents, siblings, teachers, other children); internet (websites, video, music, animations, facebook, twitter); events (parties, reunions); telephone (calling blitzes, strategic calls); media (radio, newspaper, TV); give-aways (T shirts, water bottles); signs (on buildings, roadsides), contests, endorsements, etc. , arts (drama, poetry, visual).

Having identified the categories through a mental scan, one could do google research to augment the list. Having built the list, one could proceed with a rational sequence of prioritizing recruitment methods.

The “step up” is key. I have suggested it is helpful to look at the broader context of which the organization is part. Perhaps another way to move a “step up” is to invite observations from a variety of people, ranging from passionate to dispassionate, informed to uninformed. People of religious faith can certainly pray for a sense of perspective. Or perhaps some special time needs to be set aside, either for a working retreat, or a retreat to vacation land! In any case, the move up to perspective is like hiking on a mountain. When one reaches the top and looks back, the twisted, forked trail makes more sense than it did a few hours ago, when the twists and turns represented a myriad of choices.

Have you ever used the concept of “stepping up to the next level” to solve problems? How did that work for you?

In this notebook habit I am not alone. Great minds have been known to use notebooks of one type or another. The composer Beethoven, for example, wrote musical sketches in his notebook. These sketches were the germs of magnificent symphonies. The Canadian author W.0. Mitchell used a technique similar to recording an idea in a special notebook. He taught would be authors about drawing from the “well of experience”. He encouraged writers to jot down phrases, images, ideas as they registered in the mind. These scraps become grist for the writing mill when embarking on a story or novel.

Many persons have found fruit in the practice of capturing their “aha” moments. Research has shown that the “aha” moment is in fact a specific form of intelligence. Just as Archimedes had an “aha” in the tub as he pondered the principle of measuring volume through displacement of water, so we all have flashes of insight. These insights touch our work, our relationships, our problems. We would do well to record our surges of insight in a precious notebook of some kind. Or, if we choose, we can do as one wise client does, and wait to see if the thought comes back. If so, it has passed the test of memorability, and is indeed worthy of recording and follow-up!

We are smarter than we think. We are as smart as we think! How do you capture your aha moments?

I confess that I have to make it a discipline to read through all these reports, (unless I happen to be the author of one of them!) Perhaps others feel the same. Some of these reports have a similar tone or content each year. It can be a challenge to give the respect due this important annual story of the church.

A good question to use to stimulate creativity in addressing any problem is “does it have to be that way?” Another smart question is “What if..”. Applying those questions to the situation where the significant work of the church gets short shrift from members, one could ask “Does the annual reporting process have to be dull, even plodding?” And… “What if a way were found to bring the reporting to life, to make it dance?”

Let me suggest one way to bring life to reporting. I have often heard the phrase “worship and work are one”. That can mean that our work should be one aspect of how we serve God. I think, in the case of the annual reporting process, there could be an even closer connection. What if one were to treat the Annual Report Book as a prompt to prayer and praise? What if the reporting process was to take the form of an actual worship service? Each report would be represented by a person. Each person would bring a symbol representing their report to the front of the church. The pastor might bring a Bible; the Sunday School class which is focusing on peace justice might bring a dove; the deacons might bring a shawl; the relief agency representative might bring a bag of grain, etc.

After the person has brought their symbol to the front, they would be allowed a tweet length verbal statement (or perhaps double tweet for the pastor!). After each report there would be an appropriate prayer and or worship song. The prayer might be formulaic, such as a call and response between worship leader and congregation, e.g. “Lord, for the gift of (name the item being reported on), we give you thanks and praise.” The songs could be chosen to reflect the activity described in the report. Scriptures could also be woven into the service, as well as visuals.

Various additional enrichments to the service could be conceived. Some “lesser known” parts of the work of the church might deserve the opportunity for a story to be told. I am reminded of a mysterious snippet of a story I heard one year from the trustees, who noticed that a certain task at the church was completed without being assigned. And certainly this type of worship service celebrating the work of God through the ministries of the church would go well with a potluck.

The annual meeting and report are important parts of the work of the church. Perhaps the suggestion above would be one way, and surely there are others, to make the annual report dance!

This is wise advice indeed, for several reasons. Firstly, it opens up the possibilities that key information and new ideas will flow freely in the organization, regardless of rank. Status or role need not be a barrier to the exchange of intelligent critique, comment and creativity. Secondly, it positions the organization for success. Ann emphasis on developing a smart team will result in a ROI, or return on investment. It will also result in a ROS, return on smarts!

McFerran’s advice is ever timely. Some virus seems to infect the brains of those of us who are in charge of something. That virus affects the wisdom portion of the brain, spreading the false message that we are weak when we admit we need help. Wrong!

I would suggest that the process of finding smart people can be aided by defining “smart”. Following the work of Bob Wiele (not me, though the spelling is very close), intelligence can be categorized into a number of useful descriptors. These categories are recognizable to the naked eye, as well as through scientific measurement.

The categories of “smart” are: Creativity, Understanding, Decision Making and Personal Spirit. Starting with the last category, they are defined as follows:

• Personal Spirit is the ability to view situations, people and problems in a positive light, determined to exercise whatever control is available, resulting in initiatives for positive action. This is as much a skill in thinking as is reasoning or understanding. Think of the benefits to an organization if one or two “personal spirit smarties” were allowed to infiltrate the thought streams of planning, working and implementation.
• Creativity is the thinking skill used to create new options, whether through brainstorming and problem solving, or through challenging assumptions and visioning. Even the intuitive brain gets put to work, by recognizing that an “aha!’ flash of insight is a form of creativity to be valued.
• Understanding is the skill set used to understand both information and people. In many organizations, the understanding of people lags behind the processing of information. Do you have a listener on your team, and can your team provide empathy to persons in need of it? Who among you is good at expressing feelings when conflicts cloud judgement and obscure cooperation?
• Decision making is the preferred activity of many organizations, as it leads to action. If your team members have the skills of finding the root issue, using logic and listening to experience, that is great. All the better if you have people who consult their heart and their values in the choices that are made.

To make your organization more fruitful, spend five minutes underlining the smart skills above which your organization most needs. Then check your observations with others in your group. This will be the start of admitting that you as leader will be happier, smarter and more successful in your mission if you make recruiting of smarts a priority.

Your organization is both smarter than it thinks (has unused assets) and is as smart as it thinks (will act smarter if it intentionally uses these assets)! Sometimes these assets are as easy to find as the person next to you!

I also heard frustrations from teachers about the parents who attended the concerts. I heard about the parent who sets up a video camera in an inconvenient spot, refusing to move in consideration of the convenience or sight lines of others. I have heard of parents complaining that their child’s class performed only one song, while other classes performed four items. I heard of parents leaving with their child as soon as their child’s portion of the concert was over.

It is easy to be critical of parents for these behaviours. But I gained another perspective when I heard a teacher, who is also a parent, confess that she left her Winter Concert early with her child. She said “Here I am, not having seen my child all day, sitting at the concert, and sensing that my child is not interested in the rest of it. Why would I stay?” This comment sheds light on a problem with Winter Concerts and begs the question as to their real purpose.

So what is the real purpose of these concerts? These concerts are about more than the individual child and his/her family. Schools hope that these concerts will be a community experience. There is a long tradition of Christmas concerts, especially in rural areas, where each child had a part, where the schoolhouse was packed, and where there was a strong sense of community participation. This sense of community is still desirable. How can it be achieved?

A strong sense of community begins with acknowledging community experience it as a goal. As much as one wants musical performances and parent affirmation, the goal of creating a community experience should rise to or near the top for the school. If the students have a sense of being invested in this community experience called “Winter Concert” the parents will follow. And the students will have learned something beyond their notes.

A sense of community can be built by increasing the sense of ownership that the community has in the concert. What would happen if the school consulted the community in planning the theme and content of the concert? Perhaps community members have resources to offer. A sense of community can also be built by creating experiences which involve everyone. What if, for example, the local politician took on the role of Santa Claus and handed out treats to all? What if there was a community sing along at the end of the program, for all the students and all the parents? What if there was a community exchange of inexpensive or used gifts? What if there was a collection for food bank and the results were announce at the end? These elements are more than just a trick to keep everyone to the end. They are a way to build up an expectation of a community experience which touches all. Then perhaps the teacher-parent mentioned above would see her child interested in the concert as a whole.

Once a stronger sense of purpose for the concert is established, school leaders can engage parents cooperation in this key venture. The concert can include clarification of the purpose of the concert and the expectations of parents. The result would be a smarter approach by all to this key venture, and a more positive outlook in both staff room and community.

What are your experiences with Winter concerts?

Another aspect of ownership in the camp world has to do with nicknames! My camp background skipped this tradition, but I observed peers who were using nicknames for each other and even for their elders. There is something slightly exclusive about a nickname – after all, who owns the story as to the reason for that name? On the other hand, a nickname is a testament to the love and affection felt by the people who share the secret of the name.

Other stories about ownership in the wider camp setting were in the news recently. Ownership issues caused a clash of wills and actions when a multi site camping organization was forced by financial realities to close and sell some its sites, much to the chagrin and protest of local volunteers. Passions ran high and tempers flared as ownership was questioned, threatened and even revoked.

I also observed ownership in a positive sense in recent conversations with a number of small, often remote camps. The picture that was painted for me from several different locations was of a happy, harmonious, hard working board which supported the camp mission generously with their time and effort. There have been many other times when I have observed the dedication of a group of volunteers who tie up the camp in their heartstrings, and go to great lengths to see it prosper.

One aspect of ownership in the camp setting which has often given me first a chuckle, and then a bit of heartburn, is the ownership young camp staff express. There is no more traditional person than a 17- year old camp staff who, having painstakingly learned the ways of the camp, is now presented with an innovation or change. The words “ that’s not the way we do it here” or “that will never work” sound strange at first from a young person. When one hears these words in the context of the deep ownership of that person for their treasured camp experience, they don’t sound strange anymore.

Ownership is a wonderful thing, and it is a threat as well. I think camp operators and other leaders should promote healthy ownership. This means finding passionate people to join their cause; inviting board members and stakeholders to give generously of time, effort and money; learning and honouring the story of the camp and its champions; and involving people of a broad range of ages and backgrounds in the process of generating vision for the camp. At the same time, let camp operators beware of the dangers of owning so tightly that new ideas are spurned, that new faces are given the cold shoulder, and that persons who draw healthy boundaries around their volunteer commitments are disdained.

In the end, ownership is a spiritual question. A passion to serve, whether at camp or elsewhere, is a gift from God, placed into our hands for action. We use it best when we hold it lightly, giving it back at the end of the day to the One who gave it to us.

Our mental and emotional activity in life and work can also be compared to shifting gears manually. It takes a deliberate effort to move between different types of activities. Imagine, for example, the effort required by these transitions:

• From writing a report to listening to a colleague’s problems
• From gathering data to making a decision
• From having a creative insight to structuring an action plan

Many will find at least one of these shifts distressing. (I would like to hear about your distress, or joy!)

The reticence to shift gears can be costly, even punishing. I recall hearing of an eccentric radio host who was angry with his car, so he punished it by driving it all the way across town in first gear! That meant the car whined all the way, and that his speed was limited! Similarly, we punish ourselves when we stay stuck in one gear. When we get stuck in a comfort zone, and resist shifting, we can fail to accomplish that which is ours to do. For example, a person who loves to structure and organize might avoid the decision that will create a new opportunity. The decision maker may so dislike brainstorming that her decisions are made with limited options.

How do we, then, learn to shift gears? Part of it is an energy question. Shifting into a less than favourite, but valuable, activity, is easier if there is an energy burst to go with the shift. I recently heard of a presenter at a teacher’s seminar who used the energy principle. As a choreographer, he well knew the discipline of putting energy into every motion. When he saw his group of teachers get up, slowly, to participate in the next activity in his workshop, he chided them with words to the effect of “Some of you look half dead! Put some life into your step and you will feel better!”

Shifting is aided by an energetic cheer leader, but sometimes we are on our own. Then it is valuable to identify those particular shifts which are difficult for us. We can name our difficulty and screw up our intention to the “sticking point” so that we make a successful transition. We can also tell ourselves that this shift is within our power to accomplish. We can remind ourselves of previous times we made the shift and of how this has benefited us. We can picture others who are good at the activity we are shifting into.

It is also helpful to identify the “sound” of the gear we are shifting to. Just what, exactly, do we mean by decision making, or creating ideas, or organizing? If we know the characteristics of that activity, we are more likely to engage in it.

And we should surely congratulate ourselves when we achieve a successful shift. I congratulate myself for knowing how to shift gears manually each time I hear the statistics on car theft! Fewer manual transmissions are stolen, because few thieves know how to shift gears. By learning to better shift gears, our time and energy are not hijacked, but used for the purposes we most deeply intend!