 ‘Those who make conversations impossible, make escalation inevitable.’ (Stefan Molyneux) It was a stimulating 2 days this week, co-leading a Masterclass for a diverse group of trained and experienced action learning facilitators. One of the things we looked at was Personal Trigger Maps. I find this a useful developmental tool for facilitators and participants, enabling them to identify their own emotional hot spots and prepare ways to deal with them, should they feel triggered (sometimes unexpectedly) during an encounter with an individual or group. I first became aware of this in a counselling course many years ago where I was placed, with others, in a group without explanation and without a leader to see what would emerge. I felt relaxed and happy to sit with the silence, observing rather than participating, until a man in the room put down a vulnerable-sounding woman harshly. Something triggered within me and I sprang into recue mode, taking out the surprised man forcefully. Eeek. An important lesson. The Map itself has 5 stages: 1. Trigger: the external event or situation; 2. Interpretation: the meaning I assign to it (often automatically); 3. Core sensitivity: the deeper value, fear or wound it touches; 4. Reaction: my emotional and behavioural response; 5. Regulation/choice: What helps me to response more skilfully. We can work through the 5 stages sequentially. It fosters emotional and social intelligence and can enable a shift from reactivity to responsiveness. Here’s an illustration:
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 ‘We must appreciate the power of redescribing, the power of language to make new and different things possible.' (Kenneth Gergen) I smiled yesterday when my nephew (who’s training as a pilot) told me about some of the terms they use when something goes wrong. My favourite was runway excursion to indicate the pilot has lost control and the plane has gone veering off the runway. It reminded me of politically correct speech at the height of its popularity, with phrases such as terminate with extreme prejudice to mean assassination. It was euphemistic language gone wild. Yet the idea of changing experience and action by changing language has remained very much with us. In fact, it lays at the heart of the culture wars raging across and between various groups and societies throughout the world. Growing out of social constructionism, the idea is that we change reality by changing the language we use to describe it. According to this philosophy, reality is perception rather than something objective, neutral and fixed. In coaching, we can draw on a similar principle to help a person or group unfreeze themselves from a frozen state. We can do this by helping them notice the language, stories and metaphors they are using to portray themselves and others in relation to a stuck issue they are facing, including for the issue itself. If we invite them to change the language, the narrative or the metaphor, we can then help them explore what new possibilities emerge. Curious to discover how I can help you? Get in touch!  ‘An opportunity to receive questions.’ I like this simple definition of coaching and action learning. Although the success of both depends on more than just questions, it nevertheless highlights the truth that questions lay at the heart of both disciplines. Questions have a power and potential to unlock amazing possibilities. It also points to the opportunity that coaching and action learning can offer to those who choose to draw on their benefits. The notion of opportunity, combined with ‘to receive questions’, suggests to me a spirit of invitation, to invite and to engage with stretch and challenge, not to endure something forced upon me. After all, questions imposed without willingness or readiness to receive can feel more like an interrogation, especially if the intentions are unclear or trust in the relationship is low. (Contracting is a way to address this). Marsha Setian, an expert in Kenya, frames coaching questions as a ‘gift’. I like that too. I often think of questions offered in coaching and action learning as a bit like food and drinks laid out on a buffet table. A guest (the client) is free to choose what to take or try or not, and what to do with it or not. There is no expectation or obligation to eat or drink everything placed on the table. This respects and reinforces agency. Imagine I’m struggling with a complex issue that's real and important to me, and I can’t seem to find a way forward. The coach or action learning group is an invaluable resource for me, posing questions that enable me to reflect more deeply and broadly, think critically, and find or create innovative solutions. In my experience, the eureka moments that so often arise make the effort and investment well worthwhile. Curious to discover how I can help you? Get in touch!  ‘Defining the problem is half of the solution.’ (Dilafkor Mirdjalilov) I flew back from Tbilisi yesterday after co-leading an Action Learning Associates workshop this week for the Centre for Disease Control and Prevention regional team. It was great to work with experts from Georgia, Uzbekistan and the United States. All demonstrated a keen desire to learn Action Learning facilitation to address the complex array of strategic and cultural opportunities and challenges they face. We started by introducing a classic approach to Action Learning facilitation on day 1, then a peer-consultancy variation on day 2, then a team or project-based approach on day 3. This provided a grounding in core Action Learning principles and techniques and a variety of ways to apply them. We integrated structured practice opportunities to enhance the team’s confidence and competence. One challenge in the midst of pressing contextual demands was to create sufficient space in small groups to clarify and reach agreement on which pivotal core issues to address before diving in to address them. A next phase, particularly in the project-based approach, was to identify key questions: ‘What are the questions that, if we were to answer them, would enable us to reach effective solutions?’ It demonstrated that, in such situations, slowing down to engage in critical reflection is, paradoxically, a useful way to speed up important decision-making. It can enable wisdom and growth and avoid the need to undo leadership decisions made in undue haste. I was impressed by the team’s willingness to try, test and apply Action Learning facilitation. I was also grateful for their warmth and enthusiasm throughout.  ‘Out beyond ideas of wrongdoing and rightdoing there is a field. I’ll meet you there.’ (Rumi) When training Action Learning facilitators, I’ve noticed that new facilitators are often fearful of facing silence. It’s as if they are construing silence in a group as a problem or a challenge they must somehow find a way to overcome. In doing so, they may be missing a golden opportunity for reflection, awareness and sense-making that could shift a group and individuals in it from transactional to transformational outcomes. As an Action Learning facilitator, I find it useful to consider what happens in a set through three distinct and inter-related lenses: inner world; interpersonal space and systemic context. The first looks at what individuals bring into the set; the second at how individuals in that space interact, communicate and co-create meaning; the third at broader social, cultural and structural dynamics that shape what happens in the set. Through an inner world lens, silence may indicate e.g. a person is thinking deeply; uncertain; emotionally activated; afraid to speak; having an insight; resisting or withdrawing. Through an interpersonal space lens, it may indicate e.g. waiting for permission or leadership; avoiding a hot spot; power dynamics are at play; trust is low or fragile; someone is dominating (others pull back); the group is sensing the emotional tone. Through a systemic context lens, it may indicate e.g. cultural norms about hierarchy or deference to perceived authority; organisational fear; learned habits of not questioning leadership or peers; a team or group climate where people do not feel safe; socialised patterns of who speaks first and who holds back. If we are curious about these possibilities, silence can form part of the set’s work, not be an interruption of it. In enabling silence, I contract with groups around its potential benefits, e.g. a space for deeper reflection; room for less dominant voices to speak; a pause that helps a group move from advocacy to inquiry; time for emotional processing; a shift from fast thinking to slower thinking. In the moment, I may let the silence breathe; invite the set to name what they’re experiencing; ask a process question; explore what may be going on. When working with silence, the pattern, timing, length and who is involved all matter. Prolonged silence after a bold question could indicate, say, deep thinking; after conflict, tension; after a dominant voice, caution; after a vulnerable moment, empathy; during ideation, stuck-ness; before a decision, uncertainty. Ask in an open spirit and tentative tone: ‘I’m noticing some silence. What is it telling us?’ Let the silence speak.  ‘Heroes need monsters to establish their heroic credentials. You need something scary to overcome.’ (Margaret Atwood) Today I received my first ever ‘digital credential’. To be honest, I wasn’t sure what it was at first. I had imagined receiving an embossed paper certificate through the post that I could laminate and put in my neatly-labelled qualifications folder. Turns out I’m old school, still catching up. I now know a credential of this type is designed as a “secure, verifiable online record of a person's qualifications or achievements.” (You can tell I Googled that). Saves on paper too, I guess. It got me thinking about this idea of credentials and how the word itself has the same linguistic root as credibility. To all intents and purposes, it’s about influencing what other people believe about us. It can have an impact on what we believe about ourselves too. After running over 100 Action Learning training and facilitation events for Action Learning Associates, I decided for congruence’s sake it was time to put myself through the same paces I put others through. I also did a postgraduate diploma in Coaching Psychology. I remember vividly how I had three critical reasons for doing it and for driving myself to achieve a distinction grade: to make a difference in clients’ lives and work by becoming the best psychological coach I could be; to honour the Christian INGO that had generously sponsored me; to prove to myself in my more insecure coaching moments that I must know something of what I’m doing and talking about. So, in my mind, confidence (what we believe about ourselves), competence (what we’re actually capable of doing) and credibility (what others believe about us) are very closely linked. Credentials are like symbols, badges, visas in passports that can open doors, make something possible, remind us of something important whilst also demonstrating it to others. For me, the most significant 'credentials' question is how to be what God values most. How about for you? [If you'd like to hear more about Action Learning and how it could benefit you, get in touch!]  ‘Modern toleration is really a tyranny. It is a tyranny because it is a silence.’ (G.K. Chesterton) At the end of this week’s Christian leadership retreat which drew on Action Learning at its core, I was struck by one participant’s feedback that, ‘This was the first time I’ve experienced authentic community.’ We had opened the event with trust-building activities, getting to know and understand one another as different people before introducing and practising Action Learning techniques. We also chose our own ground rules from the outset. The retreat was interspersed with times of prayer, biblical reflection and sharing of meals together. This reflection on community struck me as significant because it says something profound about what happened within the group, and is also a comment on outside-of the group. The participants were from very diverse personal and professional backgrounds, thrashed through some pretty tough issues together with honesty and care – and found this experience unique. It contrasted starkly with superficial conversations elsewhere, or with experiences of diversity that have resulted in avoiding, ‘othering’, polarisation, tension or conflict. I arrived home last night to hear the news on TV of a public activist’s murder, apparently by someone who didn’t agree with his views and influence. Then, today, I watched a huge protest crowd in London clash with a smaller group of counter-protestors, with embattled police holding the sides apart. It felt symptomatic of people, groups and societies that have lost their willingness and ability to tolerate difference, to tolerate truth, and to hold rigorous debates without feeling the need to silence with a bullet or with an arrest for free speech.  ‘Capabilities are freedoms conceived as real opportunities.’ (Amartya Sen) I keep coming back to this question: what is it that makes the difference? I’ve been drawn recently to reflections on this theme by Indian economist and philosopher, Amartya Sen. He distinguishes between capabilities, which are our resources (including our abilities and our potential), and conversion factors, which are influences on the real opportunities we have to use and fulfil them. Sen focuses his work on wellbeing and on the kinds of lives people and groups are effectively able to lead. He moves on to questions of what people, groups and societies need. Sen offers some interesting illustrations. Two people have the same resources. One is able-bodied and the other has physical disabilities that confine them to a wheelchair. All else being equal, the able-bodied person has more net resources because the person with disabilities has more related expenses. The former may also have greater net opportunities in society because the latter may be limited to places that are wheelchair-accessible. This could lead us to the conclusion that the person with disabilities should be given more resources to ensure equity. Sen then asks, what if the able-bodied person is hard to please and needs more resources to achieve a sense of wellbeing? What if the person with disabilities is content with their life and needs fewer resources to achieve wellbeing? If the goal is wellbeing, should we therefore provide more resources for the able-bodied person? Sen poses two challenges before we leap to this conclusion: sometimes disadvantaged people lower their expectations as a coping mechanism; and society has a moral imperative to support the disadvantaged and vulnerable. Sen provides another example of a person who owns a bicycle. The bike is a means to an end, to ensure mobility rather than an end in itself. Yet to convert the potential of bike ownership to greater mobility, certain conditions need to be in place. These could include, for instance, the physical ability to ride a bike; a social-cultural context that allows the person to ride a bike; and environmental conditions such as safe roads or suitable bike paths that make using a bike feasible. It’s a combination of capabilities and conversion factors that make this difference. So, what does this look like real situations? As far back as 2003, I wrote a research paper as part of an organisation development (OD) masters’ degree that aimed to identify and address common factors that influence engagement and effectiveness in organisations. I proposed that culture, complexity, capability and climate were critical variables. It’s about releasing and harnessing individual potential on the one hand, whilst creating the conditions in which people thrive on the other. This is, in my view, where coaching, action learning and OD intersect. What do you think?  ‘Extraordinary people are ordinary people making extraordinary decisions.’ (Sharon Pearson) Who’s in the driving seat? It’s an important question in coaching and action learning. After all, the client or presenter chooses the direction, speed, route and destination, even though we travel together. As a coach, if I find myself taking the wheel consciously or inadvertently, I would need to pause, take a breath and rethink or recontract our roles. Too much control risks distracting or disturbing the client’s own insight, potential and agency; a loss that would outweigh a gain. So, what does this look like? The client decides their own starting point, their desired goal and how they’d like to get there. I help facilitate the journey insofar as the client finds this beneficial, and offer silence, questions or reflections, or signal signposts in the road, as minimal prompts. The client navigates their own way, discovering or creating solutions to any challenges they encounter on route. I travel alongside to offer support and challenge, to sharpen awareness and skill. What have been your experiences of working with a coach? What made the difference for you?  ‘Don't be too quick to offer unsolicited advice. It certainly will not endear you to people.’ (Harvey Mackay) In Germany today a friend, Margitta, and I shared experiences of giving well-meaning advice to others when it hasn’t landed well with those we’d hoped to help. The push-back has sometimes taken us by surprise, leaving the relationship bruised by what happened and what lay behind it. Margitta went on to explain that a German word for advice, Ratschlag, means quite literally to ‘hit with counsel’. Being ‘struck’ unexpectedly could understandably provoke a defensive response. Sometimes it’s about giving advice that someone didn’t invite; or at the wrong time when, say, empathy would have been more appropriate; or that it simply didn’t fit with them or the complex and felt realities of a situation they were dealing with. On occasion, it could have been a result of mansplaining – a man telling a woman something she already knows – which can be and feel patronising. (I may have just done that inadvertently by explaining what mansplaining means). Remember: ‘I’m not in X’s situation’ and, even more importantly, ‘I’m not X in X’s situation’. This is a useful word of caution to speak to ourselves. It’s also a main reason why developmental practices such as coaching and action learning focus on offering open questions rather than posing suggestions or solutions. Advice has its place, but: Is a person asking for it? Is this the best time for it? Is it appropriate? Am I the right person to give it? Can the relationship bear it? |
Nick WrightI'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? Get in touch! 
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