Susan Gantt, Fall 2012, Systems-Centered News, vol. 20, no. 2
Translation Marjo Knapen & Lotte Paans

Although it is usually very rewarding, learning SCT Systems-Centered training is not always easy. The process starts with learning ‘functional subgroups,’ the core method of SCT. ‘Functional subgrouping’ begins by connecting with another, resonating and building upon them (Agazarian, 2011). Learning to resonate with another on an emotional level is extremely difficult. This step alone is transformative and breaks the human habit of telling our own message first and then listening poorly to another.

When we connect with the other first, we contribute to the development of the group system and to our own process of change; we are no longer who we were.

Sometimes we surprise ourselves, because what we add is often not what we planned in advance. Through joining the subgroup we make contact with the differences in ourselves; the unknown and less known parts in ourselves. Learning to ‘functionally subgroup’ also allows us to take on our participant role and from there contribute to mutual alignment, whatever system we are in and whatever role we have; therapist, consultant, spouse, friend, colleague, group member. Following on from our first, successful organizational conference, it is important to note that learning from ‘functional subgroups’ is also central to the development of SCT leadership, because leadership without alignment is no SCT. SCT leadership focuses on guarding the structure within which participants can do their work. If we handle the structure without alignment and resonance with the participants, we are likely to evoke role clashes: dominant-adapted or dominant-rebels. Of course, this learning process involves making mistakes, on both sides (leaders and participants). We create alignment without structure or structure at the expense of alignment, rather than adopting a structure that provides bedding and alignment with the group.

In many ways, then, system correction is at the heart of the learning process. If we learn to see the system and the impact of our behavior on the system, then we can contribute through system correction. This happens already at the base of the training when we let the other person know that we feel disconnected; we then facilitate a system correction between ourselves and the other person. This is also true when we note that we have failed to connect and we make another attempt. These are both examples of systemic correction.

Once one has developed some skill in monitoring the structure from resonance and alignment with the participants and the process, the next challenge is to relate it to the specific context in which we find ourselves. This is the focus of the ‘Intermediate’ level of SCT training. Our work context is often an entirely different environment than the context of an SCT group. When applying SCT in organizations, it is essential that we not encourage the sharing of personal experiences, but establish a structure that is aligned with the organization and organizational goals.
Ongoing supervision is an important prerequisite for applying SCT in leadership roles.