In organisations, both here in Australia and abroad, there is always a tension between, let’s say, the forces for change and progress and the forces of conservatism or the "lets keep things the same" mob. In groups that are being run for learning purposes these forces emerge in other ways.
In our group work training in Australia, we have incorporated the Whitaker and Lieberman model of the Group Focal Conflict. I am not sure if others are familiar with it. I use it a lot with organisations when the leader, CEO or senior manager is off and running in a particular direction. I use it to alert them to the natural forces in operation. When a couple decide to make changes or an individual decides to make changes in their lives this model is also illustrative of some human responses.
The idea they developed for groups, and I have found to be true for groups in organisations and organisational grouping, is that when a disturbing motive is expressed and followed it, of itself, produces a reactive fear. A disturbing motive is something like "To develop a more inclusive organisation" or to "create learning opportunities for all" in an organisation. In a group it might be "to present myself fully". These motives are called disturbing because they disturb the status quo and cause thing to begin to change or shift in one or other manner.
A reactive fear in the first organisational context might be "we could make it worse" or "what do I know about learning anyway". In the second group related example the reactive fear might be "they will kill me if I really presented myself".
Whitaker and Lieberman suggested that groups and individuals develop responses based on these often conflicting motives. They coined the term restrictive solution for solutions that took account mainly of the reactive fear. That is they stopped the group from becoming fearful or feeling unsafe. However they are restrictive because they do not take account of the disturbing motive, which has been nudged off the agenda. They coined the term enabling solution to describe solutions that take account of both the disturbing motive as well as the reactive fear.
What happens in many groups and organisations is that the leader can become isolated as they pursue their change agenda, which often follows a disturbing motive kind of pattern. They can then see reactive fears as resistance and ‘white anting’ by organisational members rather than as a direct result of their efforts to follow a disturbing motive. Whitaker and Lieberman suggest that what is required is that the leaders of the groups see the reactive fear, the resistance, as natural and normal and as something they themselves have created. They then need to admit to it being natural and normal and consider practical ways to deal with it. Ignoring the reactive fear can have a “dooming” effect on organisations. Giving in to the reactive fear and taking only the safe option leads to ongoing restrictive solutions being developed.
This pattern also occurs in individuals. When you or I consider doing something novel or new or creative that will improve or expand our lives, a disturbing motive, we at the same time will become aware of a reactive fear that suggests our inability to actually do what we are contemplating. Or that it will upset others or our cosy lives or will open us up to potential ridicule. Once again, if we look after the reactive fear mainly, then we will tend not to follow our impulse to create or develop something new. A restrictive solution to our dilemma is enacted. Once we decide not to create something new then the fear goes away….until the next time. Dammit!
If however we consider both the disturbing motive, such as “I want to study” and the reactive fear such as “Who am I kidding, I will never find the time” then I may create an enabling solution where I try a small amount of study that does not impact unduly on my larger life to see if I do actually like it. And this is what I did: finding a way to do a manageable potion of study and a very understanding supervisor in a very upbeat University.
I have written a reasonable article for teaching the model, available in the Students area which you are welcome to download and use.