 ‘The question is to provoke fresh thought, not to elicit an answer.’ (Stephen Guy) I thought that was a great way of framing it. At an Action Learning Facilitators’ Training event with the NHS this week, we were looking at open coaching-type questions in the exploration phase of an Action Learning round and how they differ from, say, simple questions for clarification. A great question for exploration often stops a presenter in their thinking tracks. We may notice them fall silent; gaze upwards as if on search mode; get stuck for words; speak tentatively or more…slowly. That’s very different to a presenter who answers quickly, fluently or easily – as if telling us something they already know or have already thought through for themselves. In a different Action Learning set recently, one presenter did just that. They were speaking as an expert, not as a learner, so I invited them to count to 10 silently before responding to any question posed – and invited the rest of the group to count to 10 silently too, after the presenter had spoken, before offering a next question. The idea here was to allow the questions to sink deep. Thomas Aquinas, a philosopher and theologian, commented (my paraphrase) that a great question sets us off on a journey of discovery. Brian Watts observed, similarly, that the word question itself has the word quest embedded in it. Sonja Antell invites a presenter simply – but not always easily – to ‘sit with the question’, to reflect in silence and allow the question to do its work. It’s often the place where transformation occurs.
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 ‘Action Learning aims to shake you out of the cage of your current thinking.’ (Pedler & Boutall) Action Learning: a method by which someone receives stretching, coaching-type questions from a small group of peers. The aim is to resolve a pressing challenge, a real-life/work issue that has left the person perplexed or stuck. The idea is to leave with actions, practical steps that will help to move things forward. Yet what gets a person stuck in the first place? If it’s a complex challenge, such as that of navigating the intricacies of diverse human relationships, we may become inadvertently caged by our own assumptions. Gareth Morgan commented that ‘people have a knack for getting trapped in webs of their own creation.’ If we don’t know what assumptions we’re making, everything may seem self-evident to us. This is where Action Learning and coaching really can help. If we can engender a spirit of curiosity within ourselves and invite challenging questions from different others, we may discover a door emerging in our previously-unseen cage, experience the agency to push it wide open and step outside to embrace fresh possibilities. It could just change...everything.  ‘Open-ended questions can help clients reflect and generate knowledge of which they may have previously been unaware.’ (Jeremy Sutton) You may have noticed when you order or buy something that, before asking you for payment, the salesperson may ask, ‘Anything else?’ It’s a simple prompt that, when posed, may cause you to remember something, or to make a choice vis a vis something over which you had been wavering. This same approach can be useful in coaching. A coach could ask during the contracting stage: ‘Is there anything else we should be talking about?’ It can sometimes reveal a very significant issue that, until invited, feels unclear to the client, lays out of conscious awareness or has not yet been aired. In action learning, similarly when a facilitator invites a presenter to say something more about the issue they would like to think through, insights that come to mind or actions they plan to take, they can ask, ‘Anything else?’ A presenter, when prompted, will often respond with: ‘Oh yes, and…X’ So, now for a brief moment of reflection. What ideas come to mind for you now as you read this blog? Jot down those that surface immediately… then pause for a moment before moving on to something else in your busy schedule. Ask yourself: ‘Anything else?’ and see what may emerge.  ‘Our reality is narrow, confined, and fleeting. Whatever we think is important right now, in our mundane lives, will no longer be important against a grander sense of time and place.’ (Liu Cixin) I think you could say we’re a family with an international outlook. My parents travelled extensively around the world and have touched most continents. My older brother lived in Brunei, married a Malaysian woman and has visited almost every country in Asia. My sister lived in Germany, mixes with friends from different countries and travels frequently to Spain to do salsa dancing. My younger brother ran a charity for and in Romania, did a medical mission in remote areas of the Amazon jungle and works in Dubai. I’ve been interested in different languages and cultures from childhood, have worked in 15 countries and have visited, have friends in and have worked with people from a lot more. I watch almost exclusively international news, pay special attention to South-East Asia and my home is adorned with globes and colourful maps. Much of my life has been preoccupied with the Nazis and how to use my own life to help avoid anything like such horrific atrocities ever happening again. Against this backdrop, my own coach, Sue, posed two interesting challenges recently: ‘What’s it like to spend so much of your life – mentally, emotionally and spiritually – overseas with the poor and vulnerable in far-flung places yet to be, physically, here in the UK?’ and, ‘What’s it like to spend so much of your life – mentally, emotionally and spiritually – in World War 2 yet to be, physically, here and now?’ What great questions. They resonate profoundly, for me, with what it is to be a follower of Jesus – a deep dissonance that arises from being in this world, yet in some mysterious way being not of this world. Existentially, it’s a kind of dislocation that, a bit like for Third Culture Kids (TCK), creates a sense of being a child of everywhere yet, somehow, not a child of anywhere – at least in this lifetime. I often feel more at home when I’m away from home, a paradoxical dynamic that both draws and propels me into different times and places and to seek out God, diversity and change. It means being a traveller, not a settler, and has influenced every facet of my entire life, work and relationships.  ‘Behind every problem, there is a question trying to ask itself. Behind every question, there is an answer trying to reveal itself.’ (Michael Beckwith) Second-guessing. It creates all sorts of risks. ‘What time does Paul’s meeting finish?’ Is that a simple request for information, or is there a question behind the question? ‘I’d like to meet with Paul this afternoon. What time will he be free?’ That’s better. ‘I need you to present an urgent strategy update to the Board.’ Again, is that a simple instruction, or is there an issue that lays behind it? ‘I’d like to demonstrate to the Board next week that our investments are achieving the desired results.’ Better. A problem with a question that fails to reveal the question, the issue, that lays behind the question is that it leaves the other party to fill in the gaps. In doing so, they are likely to draw on their own assumptions – which could be very different to your own – or sometimes their anxieties. ‘Is he complaining that Paul’s meeting is over-running?’ ‘Is she inferring there’s a problem with my work on strategy delivery that I hadn’t been aware of?’ Simply stating our intention can make all the difference.  ‘You can never really know someone completely. That’s why it’s the most terrifying thing in the world, really – taking someone on faith, hoping they’ll take you on faith too. It’s such a precarious balance. It’s a wonder we do it at all.’ (Libba Bray) There’s an idea in Gestalt psychology that we’re predisposed, hard-wired, to ‘fill in the gaps’. Here’s a real and practical example. I was once invited to facilitate a conference of around 50 people from diverse professional backgrounds in the housing sector. I had never met anyone in the group and they had never met me. I stood up on the podium, introduced myself simply as ‘Nick Wright, an organisation development consultant from England’, then invited everyone to take a pen and paper. I explained that I would ask them a series of questions about myself, to which they were to guess the answers. ‘Which newspaper do I read?’ ‘What political party will I vote for at the next General Election?’ ‘Am I married, or single?’ ‘What is my professional background?’ ‘What’s my favourite hobby outside of work?’ I then asked who had been able to answer every question. Everyone raised their hands. I now invited them to draw a simple face against each of their answers – which they wouldn’t be expected to share in the group. A happy face meant their answer drew them towards me; an unhappy face that it pushed me away. A neutral face meant, well, neutral. Again, everyone managed to do it. I paused and invited them to reflect at their tables on what had just happened. Person after person said how astonished they felt at how quickly and easily they had created a profile of me in their minds, and how that had influenced how they felt about – and were now likely to respond and relate to – me. They had filled in the gaps of not-knowing by drawing on hopes and fears, past experiences, personal projections, cultural assumptions etc. Filling in the gaps enables us to relate quickly to others rather than starting every relationship as if from scratch. It also risks unhelpful stereotyping and bias. This raised important questions for participants at the conference so I offered 3 principles: compassion, curiosity and challenge. Compassion: ‘What do I need to feel safe to contribute in this group? ‘How can I demonstrate a compassionate stance towards others?’ Curiosity: ‘What assumptions am I making about those around me, e.g. based on their looks, accent or job title?’ ‘Who or what is influencing the ways in which I’m thinking about, feeling about and responding to others?’ Challenge: ‘What am I not-noticing about those around me?’ ‘How open am I to have my beliefs about others tested?’  ‘I stand in front of you. I'll take the force of the blow. Protection.’ (Massive Attack) I recall vividly sitting opposite an older woman, a total stranger, on an underground train in London. She was wearing a Star of David necklace around her neck, a symbol of the Jewish faith. I remember thinking, ‘I’d give my life for you…and you have no idea.’ My own bleeding scars from a lifetime of studying the unthinkable horrors of Nazi atrocities run deep. I don’t have a Jewish background, and I didn’t live through that darkest period of human history. It’s a vicarious experience, an imagined knowing and feeling from a distance, which has nevertheless propelled me into a lifetime of work. Another occasion, this time in a town in North England, I stood outside some shops as an infamous, large group of rowdy motorcyclists rode past, weaving in out of traffic, pulling wheelies, provoking car drivers and generally behaving like hooligans. I suddenly became aware of a young Muslim woman standing not far from me, wearing a hijab and looking anxious. We caught eyes for a brief moment and she moved to stand beside me. We didn’t speak a word but it’s as if somehow she felt safer, and I could have hugged her. It’s something about vulnerability in the face of a threat. I hate it. I once talked this through with Ali, a beautiful-spirited, Jewish systemic coach who had lost many of her family members in the Holocaust. She was intrigued by my instinct as a follower of Jesus to intervene, to try to change things. We discussed some of the painful challenges that people can face in extreme circumstances. What to do if, say, you see a Nazi pointing a gun at a girl to shoot her, and you have a gun and could stop him? I said, ‘I’d pull the trigger.’ Ali said, quietly, ‘I’d put down the gun, then stand between the soldier and the girl.’ I stand in front of you. I’ll take the force of the blow. Protection.  ‘Today the lines between mentoring and networking are blurring. Welcome to the world of mentworking.’ (Julie Winkle Giulioni) Some people like conceptual models. For those who do, I’m sometimes asked how I differentiate between coaching, mentoring, facilitation and training. After all, they’re all practices that fall broadly within the people and culture arena. One way I’ve found useful is to depict them in a simple model framework, as above. We can see here that coaching and mentoring ordinarily have an individual orientation, whereas facilitation and training have a group orientation. The distinction isn’t always as sharp as that in practice however since, for instance, team coaching, as the name implies, is with a group, and personal training is with an individual. Coaching and facilitation use a primarily non-directive approach, often focusing on process and enabling a person or group to surface their own insights and ideas by posing questions. Mentoring and training tend to be more directive, often focusing on content delivery such as sharing of knowledge and experience. Again, the boundary isn’t always that hard in practice. For instance, a coach or facilitator necessarily brings their own expertise to the encounter, from which the client may well draw insights and ideas. In mentoring or training, the practitioner may well use questions to enable a client to process and apply what they have learned for themselves. How, if at all, do you distinguish between these different but related fields of practice? How do you decide which is most appropriate, for whom and when?  ‘The map of the world is always changing; sometimes it happens overnight. All it takes is the blink of an eye, the squeeze of a trigger, a sudden gust of wind.’ (Anderson Cooper) I ordered a large and colourful map of South East Asia for my bedroom wall recently. When it arrived, it was subtly different to the one that had been advertised and clearly depicts a Chinese geopolitical view of the region. Taiwan is colour-coded the same as China and the internationally-disputed 9-dash line is boldly marked around the whole of the South China Sea. It struck me how simple representations on a map can both reveal and aim to create a very specific cultural and political view of the world. I have another large and colourful map of the Earth mounted on the wall above my desk. This one shows the world as ‘upside down’, although the names on the ‘countries’ are still written the ‘right way up’. It feels strange and disorientating to look at and reveals, experientially, how fixed we can become in the representations we hold of of the world we have been taught and learned since childhood. A world map is also a mental map. Every portrayal is an implicit human construct. Nothing is simply ‘how it is’.  ‘To the victims of violence and betrayal, in the hope of an enduring peace.’ (Willy Brandt) Angelika gave me a gift this year of a shiny German 2 Euro coin. It was minted in 2020 to commemorate 50 years since West German Chancellor Willy Brand’s legendary ‘Kniefall’. I had heard of Willy Brandt but, I must confess, not the act that has, since, gripped my imagination. The German word Kniefall means, quite literally, to fall to one’s knees. I’m especially indebted to Valentin Rauer’s exceptional social-psychological study, Symbols in Action (2009), of what took place in that extraordinary moment in world history. I’m curious about what it meant and what made it so powerful. Brandt visited Warsaw in Poland, 25 years since the end of World War 2, on a mission to seek post-war reconciliation. Poland, including its Jewish population, had suffered horrific genocidal brutality at the hands of the Nazis. At the Monument to the Heroes of the Jewish Ghetto Uprising (against their Nazi oppressors in 1943), with a crowd of media reporters watching, Brandt suddenly and unexpectedly fell to his knees. He stayed there, in silence, as those around him looked on in amazement. It was an astonishing example of an action speaking far louder than words. At a political level Brandt, as Chancellor, represented West Germany. At a personal level, during the war, Brandt had been an anti-Nazi activist. The imagery of Brandt’s Kniefall, as an act of penitent humility that acknowledges guilt and seeks ‘forgiveness for an unforgivable past’ (Rauch), resonated deeply in a prevailing Christian culture. The symbolism of ‘the innocent (who) takes up the burden of the collective’s sin, thus redeeming the nation’ (Rauer) reflected Jesus Christ’s death on the cross. Brandt was in the square from which Jews were deported to concentration camps. For me, the most striking and moving dimension of this event was Brandt’s own reflection on the spontaneity and authenticity of his act: ‘Faced with the abyss of German history and the burden of the millions who had been murdered, I did what people do when words fail us.’ It paints the picture of a human being, beyond the public trappings of a politician, who allowed himself to feel empathy and brokenness, to take undefended responsibility and to reach out in peace. It transformed the trajectory of Cold War politics then. How desperately we need leaders like that now. |
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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