Post-Graduate Certificate in Psychosynthesis Leadership ...€¦ · Organisations as complex...
Transcript of Post-Graduate Certificate in Psychosynthesis Leadership ...€¦ · Organisations as complex...
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Post-Graduate Certificate in Psychosynthesis Leadership
Coaching September 2015
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Unit 2: Agendas in Leadership Coaching
October 2015
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Unit 2 Overview Day One Day Two Day Three
Check-‐in/review
Check-‐in Check-‐in and reflec.on. Check-‐in and reflec.on.
Session 1 Introduc.on to coaching within an organisa.onal context. Wilber’s integral framework
The Leadership Context. Perspec.ves on leadership (Bushe, Jaworski, Evans).
Change theories, models and tools (e.g. Kubler-‐Ross, Bridges, CLC, etc)
Break Session 2
Laloux’s developmental perspec.ve
Working with inner agendas and forming goals – prac.ce
Psychosynthesis perspec.ves on change and crisis
Lunch Session 3 Exploring client agendas –
prac.ce Working with organisa.onal systems
Engagement with change client agendas – prac.ce
Break Session 4 Exploring client agendas –
plenary PCL model of leadership agendas.
Working with organisa.onal systems
Engagement with change client agendas – group debrief on learning.
Break Session 5 Introduc.on to Professional
Bodies: ICF, EMCC, AC and APECS
Leadership coaching tools and resources, (including 360 feedback, profiling tools)
Check-‐out/ compleCon Check-‐out Check-‐out Check-‐out
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Unit 2: Agendas in Leadership Coaching: Key topics
Leadership and Organisational Context and Content
v Introduction to coaching within an organisational context
v Wilber’s integral framework
v Laloux’s developmental perspective
v Perspectives on leadership (Bushe, Jaworski, Evans).
v Change theories, models and tools (e.g. Kubler-Ross, Bridges, etc.)
v Leadership coaching tools and resources, (including 360 feedback, profiling tools and Leadership Development Planning)
Coaching profession
v Introduction to Professional Bodies: ICF, AC, EMCC and APECS
Working with agendas in leadership coaching
v PCL model of leadership agendas
v Working with outer agendas and forming goals
v Working with inner agendas and forming goals
v Psychosynthesis perspectives on crisis
v Engagement with crisis client agendas
Coaching Competencies
v Building the coaching alliance
v Creating awareness
v Agenda forming and goal setting
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Day One
v Check-in, reflecting on learning since the last workshop
v Overview of the 3 days
v Contracting for the 3 days
Ø Time
Ø Energy-body work
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Roberto Assagioli
“Its not my fault if the universe is so complicated ” As recalled by Piero Ferrucci in ‘What We May Be’
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Introduction to coaching within an organisational context
Perspectives on the organisational client landscape
v Wilber’s integral framework
v Laloux’s developmental perspective
v Organisations as complex adaptive systems
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Wilber’s integral framework
v Four essential perspectives v Two key distinctions
Ø Inner – outer Ø Individual – collective
v Can be applied to any field of human activity or interest v AQAL
Ø Quadrants Ø Levels Ø Lines Ø States
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Systemic awareness – taking multiple perspectives
Subjective
e.g. psychological Individual
Collective
Interior Exterior
Objective
e.g. behavioural
Inter-Subjective
e.g. cultural
Inter-Objective
e.g. systemic
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Asking questions from each perspective…
Subjective
e.g. inner inquiry Individual
Collective
Interior Exterior
Objective
e.g. observational
Inter-Subjective
e.g. what are we…
Inter-Objective
e.g. big picture
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Asking questions about each dimension…
Subjective
e.g. motivations Individual
Collective
Interior Exterior
Objective
e.g. behaviours
Inter-Subjective
e.g. values
Inter-Objective
e.g. relationships
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Exploring client agendas – practice
v Working with client agendas brought to a coaching session
v Triad practice session
v Feedback and discussion within the group
v Introduction of Leadership Agendas Model within context of Trifocal vision
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Exploring client agendas – practice session in triads v Forms groups of three - 30 mins per segment
Ø 20-25 mins session
Ø 5-10 mins debrief
v Coach
Ø Hold Trifocal Vision
Ø Exploring the client agenda
v Coachee
Ø Bring a current set of issues and needs that you want help with
v Observer
Ø Also hold Trifocal Vision
Ø Reflect upon the types of agenda that emerge and how well the coach draws out all aspects of the agendas
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Agendas in leadership coaching
Development
Purpose, meaning and crisis
Performance
Behaviour
Change
Pra
ctic
al
Out
er
Per
sona
l In
ner
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Domains of leadership development
Horizontal development
(Competencies, behaviours and
skills)
Vertical development
(Developmental stages and styles, key intelligences)
Inner development
(Self and will, purpose, meaning
and crisis)
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Introduction to Professional Bodies: ICF, EMCC, AC and APECS
v ICF, AC, EMCC
v The APECS alternative
v Professional governance, standards, quality and development
v Accreditation, certification and qualification
v Future directions of the profession
v Where do you fit in? © Psychosynthesis Coaching Limited 2015
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APECS – Seven Pillars
1. PRACTICE in Executive Coaching 2. INQUIRY – Learning relevant to Professional Standards of
Executive Coaching 3. LEARNING about Organisation and Business 4. LEARNING about People 5. ARTICULATION of your Personal Coaching Practice 6. REGULATION – CPPD, Supervision, Ethical and Competent
Practice 7. SOCIETY – Contribution to the Professional Community
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1 PRACTICE in Executive Coaching
v The First Pillar is to have established a Practice itself. A ‘Practice’ is a track record of evidence demonstrating what you deliver, and its link to output for the user. It may be described in terms that the user uses to understand the results, or even the ‘agenda’ for the Coaching work. The world of real Practice is different from the world of theory and research. It necessarily involves having to deal with circumstances which are not as neat and organised as a piece of research, or a nice simple comprehensive theoretical framework.
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2 INQUIRY – Learning relevant to Professional Standards of Executive Coaching v The Second Pillar is about the Learning you have undertaken
to do what you do. The Second Pillar is the record of how you learned to do what it is you do. It includes the need to have achieved important levels of learning required for Professional Standards of Practice. This is often referred to as the training you have received form those who already know what to do and how to do it. This is well possible in established professions. However, it is still emerging as an organised and straightforward process in Coaching.
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3 LEARNING about Organisation and Business v The Third Pillar is Knowledge and Understanding about
Organisation. The Coaching dialogue can be significantly enhanced if the Coach is able to tune in to the matters at hand. Although, as with our assumptions about people, there is always the risk of bringing false assumptions to the dialogue. There are a great many forms of organisation. Each such structure develops its own life and requirements for participation.
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4 LEARNING about People
v The Fourth Pillar is knowledge and Understanding about PEOPLE. In all our societies, we are still forming ideas about what people make of life, as well as being part of some organisation. There is a very wide diversity of available knowledge already for exploring and understanding this essential part of Coaching. It is also important to appreciate the Knowledge that is available – rather than just your own preferences, so as to recognise and appreciate your own boundaries.
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5 ARTICULATION of your Personal Coaching Practice v The Fifth Pillar is the Practitioner’s ‘Practice Model.’ A Practice
Model is the very personal mix of how any Coach builds up their own particular style and emphasis of how they do what they do – knowing what they can do, as well as helping to identify where their own personal Practice boundaries may exist. Experienced practitioners typically refer to using an integrated approach – that may draw on a range and mix of different frameworks to describe how they build their overall practice.
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6 REGULATION – CPPD, Supervision, Ethical and Competent Practice v The Sixth Pillar concerns Checks and Balances to ensure
continued effectiveness. These Checks and Balances are a normal part of Professional standards. They typically involve Supervision; Continued Professional Development and commitment to ethical standards and awareness, and respect for professional boundaries in Practice.
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7 SOCIETY – Contribution to the Professional Community v The Seventh Pillar is involvement with an established
Professional Community. Membership, by itself, of a Professional Community can be an important and simple method for a user / Coachee to believe they can trust that the Coach does know what they are doing. Professionals can be trusted to get it right. The term, Professional, is often used by people in the Coaching Field to give this sort of promise. This term, Professional, can carry some very positive reputation in the wider community.
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Reflection process and check-out
v Brief inner reflection
v Check-out with a word or phrase
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Day Two
v Check-in and reflection
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The Leadership context and perspectives on leadership
Perspectives on leadership
v Concepts of good leadership
v Being versus doing of leadership
v Leadership paradigms and styles
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Laloux’s developmental perspective
v Model of leadership paradigms described by Frederic Laloux in his recently published work ‘Reinventing Organizations’
v Based upon Ken Wilber’s and Jenny Wade’s meta-analyses of the various models that focus on different aspects of human development (e.g. ego-identity, cognitive, moral, value systems, etc.)
v Draws upon research work by Clare Graves on the emergence of value systems (probing people’s conception of adult full maturity) and that of Jane Loevinger on stages of development of ego-identity
v Laloux describes seven organisational paradigms that follow the emergence of human consciousness and societal worldviews over thousands of years of human history, but also mirror the developmental stages that individuals follow as they grow up and mature in adulthood
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How do these different people see the world?
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Laloux’s developmental perspective
v Reactive
v Magic
v Impulsive
v Conformist
v Achievement
v Pluralistic
v Evolutionary
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Organisational paradigms: Impulsive
Description Current examples Key breakthroughs Guiding' metaphor
Constant exercise of power by chief to keep troops in line. Fear is the glue of the organization. Highly reactive, short term focus. Thrives in chaotic environments.
• Mafia
• Street gangs
• Tribal militias
• Division of labour
• Command authority
• Wolf pack
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Organisational paradigms: Conformist
Description Current examples
Key breakthroughs Guiding' metaphor
Highly formal roles within a hierarchical pyramid. Top down command and control (what and how). Stability valued above all through rigorous processes. Future is repetition of the past.
• Catholic Church Military Most Government
• Agencies
• Public school
• systems
• Formal roles (stable and scalable hierarchies)
• Processes (longer term perspectives)
• Army
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Organisational paradigms: Achievement
Description Current examples
Key breakthroughs Guiding' metaphor
Goal is to beat competition;
achieve profit and growth. Innovation is the key to staying ahead. Management by objectives (command and control on what; freedom on the how).
• Multinational companies
• Charter Schools
• Innovation • Accountability
• Meritocracy
• Machine
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Organisational paradigms: Pluralistic
Description Current examples
Key breakthroughs Guiding' metaphor
Within the classic pyramid
structure, focus on culture and empowerment to achieve extraordinary employee motivation.
Culture driven organizaons (e.g., Southwest Airlines, Ben & Jerry’s, ...)
• Empowerment • Values driven
culture
• Stakeholder model
• Family
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Organisational paradigms: Evolutionary
Description Current examples
Key breakthroughs Guiding' metaphor
Imagine what organizations would be like if we stopped designing them like soulless, clunky machines. What could organizations achieve, and what would work feel like, if we treated them like living beings?
• Buurtzorg
• FAVI
• Holacracy
• ESBZ
• Patagonia
• etc
• Self-management
• Wholeness
• Evolutionary purpose
• Living systems
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Laloux’s developmental perspective
v Recognising the paradigms in play
v Engaging with each one effectively
v Diagnosing organisational dynamics
v Profiling leaders in their development
v Matching coaches with leaders
v Crises of transition between stages
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Laloux’s developmental perspective Laloux leadership paradigm (inner orientaCon) + Graves thinking mode
Leadership style (outer impact) and other expressions
Cultural orientaCon + Organisa*onal model + Primary mo*va*ons
Individual or collecCve orientaCon and locus of aMenCon
Magic + Animis'c (BO)
Benevolent + Paternalis'c/Maternalis'c
Family + Circle + Belonging/Con.nuity
Collec.ve – tribe, family or group safety
Impulsive + Egocentric (CP)
AutocraCc + Ego's'c/Domina'ng
Power + Autocracy + Rewards/Respect
Individual – own needs and wants
Conformist + Absolu'st (DQ)
Hierarchical + Controlling/Processing
Role + Hierarchy + Responsibility/Duty
Collec.ve – roles and rules within structures
Achievement + Mul'plis'c (ER)
Enterprising + Ra'onal/Driving
Achievement + Adapted hierarchy + Success/Winning
Individual – individual and team performance
Pluralis.c + Rela'vis'c (FS)
Social + Democra'c/Rela'onal
Rela.onship + FlaGer hierarchy + Par.cipa.on/Self-‐expression
Collec.ve – team and organisa.onal culture
Evolu.onary + Systemic (GT)
IntegraCve + Systemic/Evolu'onary
Evolu.onary + Self-‐management + Learning/Freedom
Individual – professional networks
Evolu.onary + Holis'c (HU)
HolisCc + Transforma'onal/Evolu'onary
Evolu.onary + Self-‐management + Transforma.on/Purpose
Collec.ve – global communi.es
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Leadership styles v Benevolent – they lead as the guardian of a community. They tell stories, maintain
traditions, honour rituals and seek to preserve the wisdom of the past.
v Autocratic – they lead decisively and from the front, they are in charge. They control power and reward loyalty in relationships. Their way is the right way.
v Hierarchical – they lead by passing judgement according to a system of well defined roles and responsibilities. They follow the established right way to do things.
v Enterprising – they lead by example and by creating opportunities for the team to succeed. They are driven to achieve goals. They constantly look for better ways to do things.
v Social – they lead by building consensus and providing opportunities for people to grow and develop. They know there is no universally right ways to do things.
v Integrative – they lead by responding to situations in whatever style is needed, seeking to create synergy within the wider system. The right way is the way that works.
v Holistic – they lead by guiding others to be leaders and by creating the context for growth within a healthy system. They are constantly evolving a new way or path.
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Clare Graves
The psychology of the adult human being is an unfolding, ever-emergent process marked by subordination of older behavior systems to newer, higher order systems. The mature person tends to change his psychology continuously as the conditions of his existence change. Each successive stage or level of existence is a state through which people may pass on the way to other states of equilibrium. When a person is centralized in one of the states of equilibrium, he has a psychology which is particular to that state. His emotions, ethics and values, biochemistry, state of neurological activation, learning systems, preference for education, management and psychotherapy are all appropriate to that state.
According to this conception we do ourselves a disservice by arguing whether man’s nature is good or bad, active or reactive, mechanical or teleological. Man’s nature is emergent. What man is cannot be seen before. We can see it only insofar as it has been revealed to us by his movement through the levels of human existence. And, what has been revealed to us, so far, is that in some way or another man’s nature is all of these and more. Our very conception envisages that new aspects of man are now before us which were not seen before, and that the man that man now is will go on proliferating into new forms if the conditions for human existence continue to improve
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Roberto Assagioli
“Life is movement, and the superconscious realms are in
continuous renewal. In this adventure we move from revelation to
revelation, from joy to joy. I hope you do not reach any ‘stable
state’. A ‘stable state’ is death.”
© Psychosynthesis Coaching Limited 2015
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The Leadership context and perspectives on leadership
Leadership approaches
v Clear Leadership – Gervase Bushe
v Inner path of Leadership – Joe Jaworski
v Five Dimensions of Leadership – Roger Evans
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Introduction to the Five Dimensions of Leadership
v Self-reflection and self-awareness
v Awareness of difference in people and your impact on others
v Systemic and meta-awareness
v Ability to activate your will and make things happen
v Openness to help or support from others
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Working with organisational systems
v How can we understand organisations as complex adaptive systems, as psychological, cultural and social systems?
v Observe and reflect upon the habitual ways of behaving in organisations that may be displayed by our clients, and by us How much choice and freedom do we really have?
v Understand the impact of the wider organisation on our coaching clients (when we coach a leader we may be actually coaching the organisation )
v How does this group function as an ‘organisation’? What are your roles and identities within it? What mirrors of the past are activated? What patterns of behaviour are emerging?
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Working with organisational systems
Who has a current issue that involves
dealing with strong systems forces and
dynamics in relationship to their internal or
external clients, that they would like to
explore?
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Working with organisational systems – adapted fishbowl exercise Whole group exercise to allow individuals in group to explore their own issues within the group:
a) One person presents their issue, sitting in the centre of the room. (5 minutes)
b) The group discuss while the person listens, saying nothing (10 minutes)
c) The issue-holder responds (thinks out loud), not addressing anyone individually, while the group listen (5 minutes)
d) The group respond considering why the person is responding as they are, what are the themes, and what issue is emerging (5 minutes)
e) The issue-holder responds to summarise where they are now in their thinking and what has shifted (2 minutes)
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Close to certainly Far from certainly
Close to agreement
Far from agreement
BOUNDED INSTABILITY
Self-organising forms of control
INSTABILITY Out of control
Political forms Of control
STABILITY
Ideological forms of control
Monitoring forms of control
Patricia Shaw (1998) ‘Consulting from a complexity perspective’
Complexity perspective
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Reflection process and check-out
v Brief inner reflection
v Check-out with a word or phrase
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Day Three
v Check-in and reflection
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Reflection on the course
v Workshops
v Group community
v Peer coaching
v Tutor supervision
v Tutorial session
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The Leadership context and perspectives on leadership
The leadership context
v What do we mean by leadership?
v Why is it important now?
v Why leadership coaching?
v What do we mean by our ‘calling’?
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Change theories, models and tools
v Change theories, models and tools to inform and support change leadership coaching agendas
v Which change theories, models and tools do you use? Which do you find most useful?
v Focus on the human process of change, rather than change management or leadership of change projects per se, e.g. Kubler-Ross, Bridges
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The Kübler-Ross Change Curve Personal Transitions
Shock
Denial
Frustration
Depression
Experiments
Decisions
Integration
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The Kübler-Ross Change Curve Personal Transitions
Shock
Denial
Frustration
Depression
Experiments
Decisions
Integration
75%
25%
25%
75%
Leaders
People
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Stages of Transitions (William Bridges) 1. Ending, Losing, Letting Go - Letting go of the old ways and the old identity people had. This first
phase of transition is an ending, and the time when you need to help people to deal with their losses.
2. The Neutral Zone - Going through an in-between time when the old is gone but the new isn't fully operational. We call this time the 'neutral zone': it's when the critical psychological realignments take place.
3. The New Beginning - Coming out of the transition and making a new beginning. This is when people develop the new identity, experience the new energy and discover the new sense of purpose that make the change begin to work.
RECOMMITTING
REORIENTING
RECONCILING
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Outer crises: the challenges of organisational growth
Siz
e of
org
anis
atio
n/gr
owth
rate
Age of organisation
The Five Phases of Growth - Larry Greiner, HBR May-June 1998
creativity
Leadership
direction
Autonomy
delegation
Control
co-ordination Complexity?
Red tape
collaboration
Evolution: Stages of growth
Revolution: Stages of crisis
Small
Young Mature
Large
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Engagement with change client agendas – practice v Forms groups of three - 30 mins for one segment
Ø 20-25 mins session
Ø 5-10 mins debrief
v Coach
Ø Hold Trifocal Vision
Ø Working with change
v Coachee
Ø Explore an area in which you are going through personal change in your life
v Observer
Ø Also hold Trifocal Vision
Ø Observe what happens
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Engagement with change client agendas – group debrief on learning
v What did you learn about coaching leaders in change?
v What have you learned from your own experience of change?
v How can we approach change as coaches?
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Homework
v Evolutionary Leadership Profile
v Journal keeping
v Study guide
v Peer coaching contracting
v Supervision session
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Check-out
v Experience of the weekend
v Take away from this weekend
v A goal for the next month
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Completion