 ‘What happens is what happens. The beauty is in the imperfection.’ (Will Moule) I can already hear those with a perfectionist streak raising shrill voices of protest. ‘Surely we should be aiming for the ideal?’ I ran an Institute of Leadership and Management recognition workshop for Action Learning Associates-trained Action Learning (AL) facilitators yesterday. One of themes we discussed is how to work with emergence in an AL set (a group of peers doing AL together). This is core to AL facilitation and often quite different to, say, managing training. How is that? What does that mean? Firstly, the agenda for an AL set lays in the hands of set members; the process in the hands of the facilitator. More often than not, the facilitator won’t know in advance what challenges set members will choose to address in a specific AL round (session) when they select and work on issues to reach a solution. Peers are unlikely to know, too, what questions they will pose and how an exploration will unfold organically during that round. Those presenting (that is, thinking through an issue with support and challenge from peers) sometimes don’t know at the outset what the crux of an issue is for them; and won’t know until the round progresses what direction an exploration may take, what discoveries may surface and what the resulting outcomes may be. AL therefore involves inviting and staying with, as far as we can, a state of curiosity – an openness in the moment to whatever of significance may arise. A paradox for the facilitators lays is that, insofar they may try to control what happens in a set to achieve an ‘ideal’ process or outcome, that same effort to control may inhibit or even prevent optimal results – a bit like how grasping a beautiful flower too tightly may squeeze the life out of it. An effective AL facilitation style entails adopting an open, agile presence and stance, trusting that what needs to be said will come up naturally. Hold the process and release the group. (See also: Emergence in coaching; Test and learn; Plan vs prepare)
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 ‘Active listening creates the space for a person to hear their own voice.’ (Liz Dunphy) I had a fascinating conversation with a group of engineering managers at a coach training event with my colleague, Liz, yesterday. One of the things we looked at with the participant group was when coaching is an appropriate intervention, and when not. After all, coaching isn’t a magic bullet and it isn’t always the most efficient of effective solution to an issue. The managers were particularly concerned about the thought of delegating authority to less-experienced staff where serious health and safety risks and concerns were paramount. In order to illustrate where coaching can be useful, for instance where complex ethical or relational dilemmas are concerned and where there are no simple right-or-wrong textbook answers, I shared an example from my own personal experience. As a young apprentice in industry, two tradesmen once said they would sneak off-site to a pub. They insisted forcefully that, if the supervisor appeared, I should cover for them by saying I had seen them working behind a control panel. I felt conflicted ethically but didn't want to appear disloyal. (These managers yesterday leapt in with all kinds of different advice for how I could and should have responded, especially when I told them the supervisor did appear and I had felt forced to lie.) Shortly afterwards, the supervisor saw those same tradesmen crossing the car park, asked them where they had been, and they confessed to having been in the pub. The supervisor laughed off their misdemeanour with them but was furious with me, and it wrecked the trust in our working relationship. An integrity issue with relational consequences. Imagine, now, that I had been able to chat that situation through quickly with a colleague, a coaching-style conversation if you like, before making that fateful error of judgement. Imagine if they had given me a listening ear, space to hear myself say out loud what I was about to do. Imagine if they had reflected back my tone and expression so that I could have seen myself, as if in a mirror. Imagine if they had helped me think through a variety of different options and implications to make a better, wiser and more authentic decision. Imagine.  ‘Trust that what needs to be said will come up naturally, either from you or the other person.’ (Liz Dunphy) A commonly-held belief is that the power and potential of coaching resides in asking great questions. It is after all true that a well-worded, placed and timed question can shift our entire perspective, open up fresh possibilities and create a seismic shift in our sense of agency. I’ve experienced that personally and have seen and felt its impact. What else makes the difference? ‘We learn from an early age what the ‘correct’ answers are – those that will win us approval.’ (Rudi Weinzierl) For coaching questions to land well and to do their work without being deflected by defences, there’s something about being in a receptive state of curiosity, of invitation, of a desire and willingness to learn. Yet, deeper still, I notice the mysterious power of presence. Here I am grappling with a complex issue and struggling to find or create a way forward. Somebody I trust comes alongside me, is really present to me, listens actively and intently without even saying a word…and something shifts inside me. It’s like the presence of God – transformational. A new insight surfaces into awareness as if it were released, catalysed by the quality of contact between us. It was already there, perhaps, but hidden from sight or out of reach. In the moment, it can feel like a realisation, a revelation. Questions stimulate and crystallise our thoughts and galvanise our responses. Emergence arises through presence. (See also: Emergence in action learning; Test and learn; Plan vs prepare)  ‘I can’t dream while the platform’s burning.’ (Benjamin Downing) It’s hard to think straight, let alone creatively, if we feel threatened, anxious or stressed. It’s like trying to see clearly while thick clouds of emotion-filled dust are kicked up in the air. For coaching to be effective, sufficient psychological safety and trust are critical success factors. This means co-creating the conditions for a person to engage in critical reflection, decision-making and action. Without it, searching questions are likely to trigger defensive routines. These risk dynamics can be amplified if, for instance, a person is being coached by their own line-manager and worried about how it could affect subsequent performance evaluations; or if coaching has been commissioned by HR as a remedial intervention, rather than something the person has chosen for themselves; or if a person being coached has been betrayed before and doesn’t feel fully-confident in the boundaries of confidentiality they’ve agreed with a coach. In view of this, I find that careful contracting with potential and new clients is very important. It means discussing these and any other issues of hope or concern explicitly from the outset. I may ask, ‘If we were to work together, what would that mean for you (potential outcomes, consequences or implications)?’ And, ‘Given that, if our work together were to be successful (for you, your team or organisation), what would you need (from me, yourself or others)?’ Do you need help with creating psychological safety? Get in touch!  'There is frequently more to be learned from the unexpected questions of a child than the discourses of adults.' (John Locke) My 5 year-old daughter asked me, ‘Dad, why is it cold downstairs but hot upstairs?’ ‘Because warm air rises’ I replied, gesturing a floating-upwards movement with my hands. ‘But why does it rise?’ That’s a great example of a 2nd question. A 2nd question takes us closer to critical reflection. It’s useful in disciplines like coaching and action learning because it challenges a person to think more deeply, pushing beyond surface-level responses to what lays behind, beneath or beyond. Here’s why it matters, with some examples: 1. Uncovering underlying motives Q1: ‘What are your goals for this project?’ Q2: ‘Why are these goals important to you?’ The 1st question may reveal what someone wants, but the 2nd question uncovers why they want it. It reveals a person’s values and motivations, helping to align efforts and understand the true significance of success. 2. Moving beyond assumptions Q1: ‘Why do you believe this solution will work?’ Q2: ‘What evidence have you found that supports this belief?’ The 1st question asks for an opinion, but the 2nd question invites critical examination of that opinion. It challenges the person to consider facts, research or data to foster a more informed and reflective response. 3. Challenging initial reactions Q1: ‘Do you think the new policy is fair?’ Q2: ‘Who benefits the most from this policy, and who might be disadvantaged?’ The 1st question elicits a gut reaction, often based on personal experience or bias. The 2nd question invites a deeper analysis by examining the broader implications, encouraging critical thinking about fairness for all parties involved. 4. Exploring various alternatives Q1: ‘Why did you choose this option?’ Q2: ‘What other options did you consider, and why did you reject them?’ While the 1st question focuses on decision-making, the 2nd question helps a person consider whether alternative solutions were fully explored and whether biases or incomplete information influenced their choice. Would you like support with developing your second question skills? Get in touch!  ‘The will to win, the desire to succeed, the urge to reach your full potential... these are the keys that will unlock the door to personal excellence.’ (Confucius) We may, at times, find ourselves stuck, unable to see a way forward, confined by the walls of the ways in which we are construing a situation – and very often completely unaware that that’s what’s happening. This is where various reflective disciplines such as coaching, action learning, spiritual direction and supervision can help. They can enable us to find or create a key that releases us to explore new perspectives, ideas, options and actions for change. Gareth Morgan observed astutely that ‘People have a knack for getting trapped in webs of their own creation.’ It’s a paradox. The mental models we hold of reality and truth can provide us with a subjective and cultural sense of clarity and coherence – things that enable us to function in our day-to-day lives without getting overwhelmed by the complexities of life in this world and at work – yet often they hide as much as they reveal. The map is not the territory. A first step can be, therefore, to enable critical reflexivity – to notice that we’re applying filters and, furthermore, what may lay behind that for us. It’s a bit like looking in a mirror: ‘What does the way in which I’m thinking, feeling about and responding to this person, relationship or situation say about me?’ This could be broadened to ‘…and about my cultural background and context?’ Then, as a consequence, ‘What’s (therefore) my own part in what I’m experiencing?’ A next step can be to shift towards vision and options, thinking the unthinkable and snapping mental chains. It inspires and draws on the power of imagination, for instance: ‘What would be a great outcome for me (or, by extension, my team, organisation, beneficiaries or clients)?’ ‘What would it take to get there?’ ‘What would I be willing to do to achieve this?’ This is where we may encounter resistance, a push-back that surfaces and exposes what lays beneath. A third step could be, therefore, to explore the foundations and edges – to touch and feel the walls, if you like. Questions at this stage could include, for instance: ‘What assumptions am I making?’ ‘Where am I drawing the lines on what I believe is possible?’ ‘What are my greatest hopes and fears in this?’ ‘What values is this triggering for me’ ‘It can feel like stretching the boundaries of our current realities, testing the limits, opening cracks wider to let light in. A final stage is to move towards solutions and actions. It enables a sense of agency, of traction, and taps deeply into motivation and determination. It’s where the focus shifts from reflection on a situation to a choice to do something to address it. Questions here could be, for instance: ‘What would make the cost-investment worthwhile?’ ‘Who and what resources can I draw on to help me achieve this?’ ‘How will I follow through on this?’ ‘What’s my next step?’   ‘Great coaches help you see what you can be, not just what you are.’ (Ara Parseghian) There are all kinds of legitimate reasons why people engage in commercial business activities. For many, it's to create dividends on investments for shareholders or to generate funds to improve one’s own social status, lifestyle and opportunities. There are also those who seek to generate profit through business with the explicit purpose of enabling social change. This is quite different to charitable ventures or conventional public sector (that is, not-for-profit) services, even though the desired outcomes may well be similar. Same ends, different means. My own coach challenged me on this recently – and rightly so. I commented glibly in a session that, quite frankly, through my work, I had no interest in helping the rich to get richer. There are other people in my professional field who would be better suited and more aligned values-wise to that goal than me. I explained that I work with people and organisations that are beyond-profit, that exist to enable social and spiritual change, particularly in the lives of those who are poorest and most vulnerable in the world. That seemed, to me, quite different to business. My coach pushed back: ‘What about a business that exists for a social-spiritual purpose?’ That stopped me in my tracks and I was keen to explore it. It got me thinking about profit-for-purpose and social enterprise; concepts and models that are, ironically, characteristics of my own work too and yet had lain largely outside of my awareness. It inspired me to stretch my horizons and extend the reach of my work, to support social entrepreneurs who share a radical vision. I, too, experienced afresh the power of coaching to remove blinkers from the eyes.  ‘The art of teaching is the art of assisting discovery.’ (Mark Van Doren) In Germany this week, I watched a teacher in one the country’s Deutscher Schulpreis 2024 winning schools talk about the school’s fundamental teaching philosophy and practice. She described the relationship between teachers and students as one of coactive partnership, in which teachers play less of a role as traditional knowledge-sharers and more of a role as learning facilitators. This shift in role is reflective of, for instance, contemporary advances in learning technologies by which students can often find answers for themselves, if they know what questions to ask and, thereby, what to look for. The teacher takes more of a back seat than we might normally expect, coming alongside students with prompts, like a learning coach, only when needed. It reminded me of a similar philosophy and practice at a Montessori school in Germany where I volunteered last year, observing the approaches to learning adopted by teachers and students. Again, it was coactive and highly participative, although less rooted in e-technology and more in broader forms of experience, often involving practical, physical tasks that students worked on together. The teacher, similarly, acted as facilitator and learning coach, setting the stage for a learning topic and task rather than taking a more directive role in guiding students through it. It’s a catalytic approach that challenges conventional ideas of the role of the teacher in relation to students, the students in relation to the teacher and the students in relation to one-another. Such approaches blur the boundaries between what we might normally consider as andragogy (adult learning) and pedagogy (childhood learning); especially given their shared emphasis on self-directed learning. They prepare young people for transition into roles in wider life, jobs and organisations by encouraging and developing, for instance: initiative and ownership, research skills, critical-thinking skills, problem-solving skills and team-working skills. They call, too, for teachers to take a conscious stance and use similar skills to those normally associated with coaches and facilitators. They call for wisdom and discernment in choosing together when to be directive (tell), when to be non-directive (coach/facilitate) and when positively to withdraw. (World Teachers' Day is 5 October 2024)  ‘We serve the client best by breaking out of the medical model we have come to expect. We are not an organisational doctor who describes their symptoms, who looks them over, prescribes a solution and sends them on their way. Better to define our task as a process of dialogue and discovery.’ (Peter Block) I first encountered this approach when I read Edgar Schein’s now-classic text, Process Consultation. It frames the consultant role as a co-actor alongside the client and the consultancy itself as a co-creative process. The consultant holds a metaphorical mirror up to the client, or to the client team or organisation, and thereby creates opportunity for them to notice what they had not noticed or make fresh sense of what they are seeing. In the language of coaching and supervision, it enables critical reflexivity and critical reflective practice. To do this well, to support a client’s willingness to look at themselves and a wider system and culture through critically-constructive eyes, the consultant must work from the outset to build relationship, dialogue and trust. After all, if trust is low, an unexpected or deeply-challenging revelation could evoke a defensive response and, thereby, close down possibilities for learning and change. Often, the consultant’s role may call for trust-building across a wider team, group or organisation too. The key lays in doing-with, not doing-for or doing-to.  ‘The power to question is the basis of all human progress.’ (Indira Gandhi) In a small group, Action Learning offers a semi-structured opportunity to address a challenge that is real and important to an individual. With the support of a facilitator, the group (known in Action Learning as a ‘set’) offers questions to that person in three distinct and sequential phases: 1. Questions for clarification; 2. Questions for exploration; 3. Questions for action. I’ll say a bit more about each stage below, including their respective focus’, forms and purposes. Picture this. An individual (known in Action Learning as a ‘presenter’) has shared the crux of a challenge that they are facing and would like to think through in order, if possible, to find or create a solution. The Questions for clarification stage enables peers to ask brief questions: usually simple points of information or something they hadn’t quite understood, e.g. ‘What does that acronym stand for?’, or ‘The person you mentioned – is that your boss, a peer, an other..?’ The answers to such questions are for the peers’ own benefit: to fill an information gap in their own knowledge or understanding. The transition to the subsequent Questions for exploration stage, however, marks a fundamental shift in depth and orientation, where peers ask questions for the presenter’s benefit – to enable the presenter to think more deeply or broadly in relation to the challenge. They aim to stimulate critical reflection rather than, say, to elicit an answer. Whereas Questions for exploration open out and expand the presenter’s insight and awareness, the final stage of Questions for action shifts from divergence to convergence, supporting and challenging the presenter to ground any fresh insights in practical action steps to take things forward. We may see a reframing of language from, say, ‘What could you do?’ (exploration) to, ‘What will you do?’ (action). The presenter leaves with enhanced insight, agency and traction. |
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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