Mental Models ALED 342/ALEC 609

1
Mental Models ALED 342/ALEC 609
2
Mental Models

• Images, assumptions we have of others,
  institutions, philosophies, etc.
• See through your frame of reference

3
Why Bother?Misleading Mental Models Results

• Parents believe education is schools
  responsibility
• Therefore parents not involved in school reform
• Health Administrators think hospitals are for
  seriously ill
• Therefore hospitals are not part of community
  health
• Ag. producer believes in organic practices
• Therefore will not communicate with University
  Consultants

4
5 Actions Connected to Changing Mental Models

1. Create the new mental model
2. To be effective, practice over time
3. Expect strong emotions and responses from others
4. Use frustrations as a source for inquiry
5. Use excitement as a warning of unbridled action

5
Productive Mental Models from Improved
Conversation Skills

1. 2 Column Exercise
2. Conversation Palette
3. Conversation Protocols

6
LEARN 2 Column ExerciseAn application for
Mental Models

• From Theory in Practice, Argyris Schon
• RIGHT-HAND COLUMN what was actually said
• LEFT-HAND COLUMN what you were really thinking

7
Outcomes from 2 Column Exercise

• Left Hand column is the hidden Mental Model
• If Left Hand column is hidden, costs will occur
• Costs include mistrust, misunderstanding
• Costs lead to productive relationships

8
Critical Conversations Balancing Advocacy with
Inquiry
9
Creating a Balanced Conversation

• Using 4 roles that exist in the Advocacy/Inquiry
  system
• Fifth Discipline Fieldbook, page 252

10
TELLING
A D V O C A C Y
GENERATING
OBSERVING
ASKING
I N Q U I R Y
11
Conversation Palette shows 4 Conversation
Quadrants
A D V O C A C Y
TELLING
GENERATING
ASKING
OBSERVING
I N Q U I R Y
12
TELLING

• ASSERTING heres what I say, and heres why I
  say it.
• EXPLAINING heres how the world works and why
  I can see it that way
• DICTATING (dysfunctional) heres what I say,
  and never mind why.

13
ASKING

• CLARIFYING what is the question we are trying
  to answer?
• INTERVIEWING exploring others points of views
  and the reasons behind them.
• INTERROGATING (dysfunctional) why cant you
  see that your point of view is wrong?

14
OBSERVING

• BYSTANDING making comments which pertain to the
  group process, but not to content.
• SENSING watching the conversation flow without
  saying much, but keenly aware of all that
  transpires.
• WITHDRAWING (dysfunctional) mentally checking
  out of the room, and not paying attention.

15
GENERATING

• SKILLFUL DISCUSSION balancing inquiry
  advocacy, genuinely curious, explicit, asks
  others about assumptions without being
  critical/accusing.
• DIALOGUE suspending all assumptions, creating
  collective thinking.
• POLITICKING (dysfunctional) giving the
  impression of balancing advocacy and inquiry,
  while being close-minded.

16
Improve Communication with BALANCE

• Advocacy make your ownthinking visible to
  others
• Inquiry develop knowledge about others
  thinking/reasoning

17
The Scene You were on a fabulous Caribbean
cruise when a serious storm developed. The ship
was struck by lightening, a fire erupted,
everyone had to abandon ship, and you were forced
into a life raft.
There is room and food for only 8 people. People
must be sacrificed to save the rest. The
decision of who to sacrifice must be made by a
group consensus no one can volunteer to jump
out of the raft. Each member must plead their
own case (why you should live) and others should
engage in balance and protocol to create a
beneficial conversation and productive decision.
You have 15 minutes to make the decision of who
goes overboard so the rest can live after 15
minutes, the life boat will sink. PRACTICE
PALETTE
18
Evaluation

1. Which quadrants of the Conversation Palette were
   used by the people in your group?
2. What quadrants of the Conversation Palette were
   easiest for you to use?
3. What quadrants of the Conversation Palette were
   most difficult for you to use?
4. How can you develop your Generating skills?

19
Applying your Knowledge

• Can you DEFINE AND PRACTICE
• 2 Column Exercise
• Balanced dialogue with the Conversation Palette
• Make decisions using the 4 Conversation Protocols?