Inov8 - Releasing Human Potential

PRIMITIVE TRAINING PRACTICES

2011-07-15T08:56:00.000-07:00

What does good eductation and training look like to you?

I am curious; after a 3 hour workshop on 'A day in the life of a trainer' yesterday (3 hours I will never get back) I discovered for some within my organsiation it's about process maps, checks, controls, rigid adherence to instructional specifications and not creativity, innovation or the promotion of student centred learning.

Is this familiar to you? Do you feel like the Martians in your own training environment laughing at the earth people who are missing the point?

Your thoughts and discoveries would be greatly appreciated.

QUANTUM SKILLS FOR COACHES - ANNETTE SIMMONS

2011-06-26T09:38:00.000-07:00

NEVER JUDGE A BOOK BY ITS COVER!

Simmons’s book had been gathering dust on my bookshelf for a couple of months since receiving it as part of a programme of study I had enrolled on. It wasn’t alone, there were others, actually quite a few others, non of which created the anticipation of a good read similar to that I had experienced having picked up one of Gladwell’s, Claxton’s or even Robbins’s books (Not Harold, I am not a fan of the steamy novel, yet). They just struck me as bland repackaged versions of what I’d already read, and as for Quantum Skills for Coaches, really quantum theory and coaching? Despite my previous reluctance to engage in even reading the credits on the back page let alone the foreword I eventually pulled the book from the shelf and I am glad I did.

Simmons has woven a wonderful tapestry of learning throughout her book, rich with metaphors, anecdotes and practical tools for the reader to apply to their coaching practice and life. There is no psychobabble; she provides a simple yet fascinating insight into the interconnectedness of things, which she aptly describes as “energy soup”. From my own experiences this “energy soup” is anything that exists in the world and mind of the client such as; thoughts, beliefs, emotions, feelings, behaviours and my purpose as a coach is to enable my client to discover how the ingredients in their soup are connected creating the texture, flavour and colour in their lives and this book has developed just that!

Simmons presents a number of tools all of which resonated with my own coaching practice. Continuing with the theme everything is connected Simmons provides two examples of the how to utilise visualisation to enhance the coaches work with the client. Building on the notion that the human brain cannot tell the difference between what is real or vividly imagined here she provides practical examples readers can try for themselves, proving this concept actually does work. Having utilised similar techniques myself predominantly with the acquisition and development of new skills particularly in the military environment i.e. marksmanship training I have had some excellent results with my clients. Equally successful applications of visualisation include improved memory retention and thinking.

The second technique described falls in the parameters of “Law of Attraction”, whereby the client feels the feelings they will have when they achieve the outcome they want.

· What does success look like?

· What does what you want look (or feel) like?

· What will you see here and feel when you have achieved what you want?

The coaches’ role is to ask powerful and insightful questions enabling their clients to learn how their thoughts create the results they want. With these type of questions you are asking the client to create a picture, based on the premise of what you see is what you get (WYSIWYG) these questions fully associate the client with the positive.

“The universe is a vast copying machine: what we visualise we order and the universe presents it to us. Energy flows where the attention goes.”

(Annette Simmons)

Simmons further provides a simple exposition of the difference between feeling and emotion. I had not previously considered there might be any difference assuming they were synonymous of each other. Whilst Simmons points out in some contexts difference is not important she notes, “ a feeling is, the physical experience of an emotion, which in turn is the body’s response to a thought”. The presence of feelings and emotions are symptomatic of a coaching session, this should come as a no surprise as this is how we express ourselves isn’t it? And as Simmons concludes, “Feelings are the key.”

Another tool presented is the “Focussing Tool” which allows an individual to experience an emotion in the present moment. This tool enables the individual to accept the emotion for what it is rather than scanning the mind for a logical solution for the emotion, which often results in creating further emotions, which may impact negatively upon us.

“You are actually accepting it with no resistance and this is what causes it to melt away.”

(Annette Simmons)

People experience stress and anxiety when they perceive a situation or an event in an adverse way. When working with my own clients I have used similar techniques after a client has described sensations, which appear typical of stress or anxiety. For example when a student describes how their stomach knots before turning the first page of an exam paper or they clam up when they have to stand in front of the class to deliver a presentation. As the coach this is where we help the individual identify the stressors, noting in particular how they describe the sensations, the colour shape, size and location. This focussing technique particularly when used in parallel with the visualisation tool described earlier is incredibly powerful. These techniques condition the client so when stress manifests itself, there isn’t an adverse reaction, the unconscious mind acknowledges its owner has had a similar experience before so the butterflies do not transform into a nest of hornets debilitating our client before their performance.

In a book, which brings physics and coaching, together you’d expect to see the use of formulae, and just for the Geek Simmons doesn’t disappoint. Grateful of the coping strategies presented and practised so far I was well prepared to deal with the typical levels of anxiety I experience when having to….think! However I needn’t have broke sweat, I got this,

Event (E) + Response (R) = Outcome (O)

“Between stimulus and response there is a space. In this space lies our freedom to choose our response. In those choices lies our growth and happiness.”

(Viktor Frankl)

Since reading this book I have found this formula to be an excellent mental framework to work from. It has helped me to become a better listener, because information is intangible and we cannot receive information in the same way as we would if the client threw us a ball we need to listen actively for words, metaphors and non-verbal signals. Good listeners are good catchers and the client will throw balls (words, metaphors and non-verbal signals) when you are actively listening all about the choices they have or haven't made. Simmons points out “choice is one of our most powerful tools" which I know you would agree; we choose to act or not, we choose to be judgmental or not as we choose to trust or not. Often my clients have seemingly been unaware they have or had a choice; my role as their coach is to raise their awareness through listening actively, asking powerful and insightful questions often around an event their response and/or the outcomes, so they recognise they always had and still have a choice.

There are further chapters on an array of other related topics, energy in our bodies, the energy in words, offering feedback about other observations, problem solving and creative thinking and psychodrama to name a few. What Simmons has attempted to provide is an alternative perspective to traditional coaching and I believe she has achieved this with aplomb.

So I am pleased I chose to read this book, I may have taken my time, but the choice I made opened a door I had previously closed, creating an opportunity not only for new learning but the reinforcement of existing learning. And If you are passionate about your development, which I know you are choose to pick this book up and open up a potential opportunity for new learning yourself.

TIME TO THROW AWAY THE FEEDBACK SANDWICH!

2011-06-18T05:41:00.000-07:00

INTRODUCTION

The feedback sandwich has been actively promoted as an effective means to debrief learners on their actions for decades. Within the military environment it is considered the most effective model to deliver feedback, so much so staff almost always instinctively deliver feedback in this way and students almost certainly expect to receive feedback in this way. Now this is where I believe the model is flawed.

INEFFECTIVE FEEDBACK

Often, the starting point for any feedback begins with the statutory, “so tell me how do you think it went? I balk when I am observing directing staff (DS) open their feedback sessions with this line. It instantly turns the learner into a contestant in ‘Who wants to be a millionaire’ who is now attempting to quickly scan their mind for a lifeline. Do they opt for the Fifty-Fifty option, Phone a Friend or Ask the Audience? Whilst this sequence is being played through the mind of our contestant, Chris Tarrant (our DS) growing impatient with his/her contestant chooses to offer his/her own guidance. Typically what follows next is the praise, the hearty wholemeal slice of bread. The learner knows this has been made with sawdust and not stone ground wholemeal flour and introspectively anticipates the sandwich filling, 2000 calories of eye watering bad news after which comes the next slice of sawdust bread; “well you have certainly been attentive during your feedback, well done.” At this stage, if indeed there were any positive comments, the learner has switched off, focusing either solely on their corrective actions or their pitiful existence.

PROMOTING STUDENT CENTRED LEARNING

The first step in promoting student centered learning is to throw away the feedback sandwich. Feedback should be on observed behaviour, not personal judgments on whether the performance or outcome was good or bad. Learners learn best and are motivated by authentic, approachable and non-judgmental DS. Therefore an essential component in the delivery of feedback is the establishment of rapport. Through establishing rapport and by using effective interpersonal communication skills the person giving feedback can quickly build trust with their learner enabling them to give constructive feedback and direction to their learner, which is both respected and understood.

WHAT NEXT?

With the sandwich now consigned to the bin our DS is left with no common or familiar framework to deliver their feedback from. Kolb[1] (1984) offers a useful alternative, the Kolb Learning Cycle. The cycle comprises four different stages of learning from experience.

Kolb suggests it is not sufficient to have an experience in order to learn. It is however necessary to reflect on the experience, formulate concepts, which can then be applied and tested out in new situations.

The learning Cycle is a great framework from which a person giving feedback can hang his/her questions. Unlike the feedback sandwich, which conditions the learner to expect the order in which feedback is given, this is an interactive approach, which generates dialogue between the learner and the person giving feedback. This method further encourages self-assessment enabling the learner to take ownership and responsibility for their improvement and learning. And this is where we want our learners to be at, isn’t it?

USING THE LEARNING CYCLE

Arguably this is another structured approach similar to the feedback sandwich, where our learners can again anticipate each stage of the process. Here though the philosophy is based on ask not tell (although it is still ok to tell – when deemed appropriate). Through effective questioning and reflection, problem solving is encouraged throughout the cycle, this method is less rigid allowing the learner to replay the event in their own words.

Concrete Experience (Do it)

· Establish what was the learner’s outcome/goal.

Reflective Observation (Do What?)

· Encourage the learner to self-asses their outcome/goal.

Abstract Conceptualisation (So What?)

· Encourage the learner to explore the learning from the experience.

Active Experimentation (Now What?)

· Summarise the learning and establish an action plan for the learner’s future development.

SUMMARY

Feedback requires skilful delivery to be most effective. To learn is in our nature provide a positive environment and a learner will flourish. Sandwiching negative observations with positive comments destroys the power of the positives inhibiting student centered learning, and future motivation. If you have any negative feedback just give it, the chances are though they will have already identified any themselves!

[1] Kolb D.A. (1984) 'Experiential Learning experience as a source of learning and development', New Jersey: Prentice Hall 