 ‘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?
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 ‘If the blade is not kept sharp and bright, the law of rust will assert its claim.’ (Orison Swett Marden) ‘Clients value moments when a (coach) listens in a way that allows them to know that they are being heard, shares a relevant reflection, or asks a question that makes it possible to see an issue from a different perspective. By contrast, the hope that (coaching) might make a positive difference may be terminally undermined by selective or inattentive listening, awkward or self-serving personal disclosures or interrogative lines of questioning.’ (Julia & John McLeod, The Significance of Being Skilful, Therapy Today, BACP, November 2022). Writing in the context of counselling and therapeutic practice (which I have taken the liberty of re-applying to coaching here), McLeod and McLeod comment that practitioners often associate skills practice with training at the start of their career, rather than with an on-going development journey throughout their career. Many of the skills themselves are common to ordinary human relationships. ‘(Coaching) skills can be understood as comprising the application of generic interpersonal and communication skills for a specific purpose.’ It's as if an effective coach takes normal skills, hones them to a very high standard, then applies them intentionally and in a focused way to enable change with-for a client. A challenge lays in how to do this well, with wisdom and discernment, given that there are so many dynamically-complex factors in a client relationship and context that can fundamentally influence what the client will experience as beneficial. ‘The implementation of a skill in a real-life situation requires a capacity to improvise in response to what is happening in the moment.’ This is where on-going critical reflection and development is so important, perhaps with a supervisor or mentor or in an action learning set. ‘By creating opportunities for revisiting deeply ingrained ways of relating to others, the process of developing (coaching) skills can be both emotionally challenging and life-enhancing…(including) a capacity to maintain skilful and responsive contact with clients in situations of emotional pressure, such as the client becoming demanding, angry with the (coach) or withdrawn.’ I agree. So – how do you stay sharp? ‘Every McDonald’s is the same, except that it isn’t.’ (Shirley Moorse) Nothing beats a dazzling encounter. The global Mc-giant prides itself on brand consistency, yet the actual customer experience is influenced as much by what she or he encounters in real, individual members of staff as whatever is on the menu. The same is true for any organisation or business that depends on interpersonal interface between people. One stroppy glance or unhelpful remark and you’ll hear the door clunk/phone click as the person leaves. Put that in your pipe and smoke it. A boss can’t instruct staff or team what mood to be in any more than a person can herd cats. A supervisor can’t maintain a constant watch for any slightest shift in facial expression, subtle gesture or tone of voice that could result in delighted customer on the one hand, or one lost to the eager competition on the other. The tighter the grip, the higher the risk of rupture. A stranglehold always suffocates. Positive spirit can be invited and influenced but never managed or controlled. Apple guru, Steve Jobs remarked, ‘It doesn't make sense to hire smart people and tell them what to do; we hire smart people so they can tell us what to do.’ That’s about releasing magic, human, talent and potential. I had a dazzling encounter with Emma this week, an estate agent from Harper & Co in the UK. Bright natural smile, listening ear, creative ideas – and a stunning personal and professional style that lives and breathes passion, integrity and effectiveness. You can’t order that with fries. What have been your most dazzling encounters? How do you release this talent and potential in others? With tongue firmly in cheek, my brother argued half-convincingly this weekend that UK football teams could increase their success by improving their efficiency. Take, for instance, the goal keeper who is active - and thereby productive - for only around 15% of the average game. Similarly, other players are only in contact with the ball or the opposing team for relatively short periods of time. ‘It would be far more efficient to reduce team sizes from, say, 11 to 6 players – or to engage the players in additional activities whilst on the pitch to fill their non-productive time.’ Now there’s an idea.
It reminded me of a conversation I had with an ex-Director of a large international bank. The bank had been successful for a time but then unexpectedly slid into crisis. I asked him what, on reflection, had led to its demise. He answered without hesitation: ‘Efficiency’. When I inquired further, he responded: ‘We reduced staff levels to reduce costs and increase profit. As consequence, Directors could delegate less and became busier. The busier they became, the less time they had to step back, view landscapes and horizons, spot emerging opportunities and risks...and the rest is history.’ There are, of course, some very compelling reasons to improve our efficiency. Take, for instance, developments in aerodynamic and engine design that make cars and aeroplanes more economical and less polluting. The problems arise when we unquestioningly associate more-efficient with more-effective. What can appear to be a great solution when viewed through an efficiency lens can prove detrimental (if not catastrophic) when viewed through a whole system, effectiveness lens. So, as leader, coach or OD, how do you address this challenge with people, teams and organisations? When teams are under pressure, e.g. dealing with critical issues, sensitive topics or working to tight deadlines, tensions can emerge that lead to conversations getting stuck. Stuck-ness between two or more people most commonly occurs when at least one party’s underlying needs are not being met, or a goal that is important to them feels blocked.
The most obvious signs or stuck-ness are conversations that feel deadlocked, ping-pong back and forth without making progress or go round and round in circles. Both parties may state and restate their views or positions, wishing the other would really hear. If unresolved, responses may include anger/frustration (fight) or disengagement/withdrawal (flight). If such situations occur, a simple four step process can make a positive difference, releasing the stuck-ness to move things forward. It can feel hard to do in practice, however, if caught up in the drama and the tense feelings that ensue! I’ve found that jotting down questions as an aide memoire can help, especially if stuck-ness is a repeating pattern. 1. Observation. (‘What’s going on?’). This stage involves metaphorically (or literally) stepping back from the interaction to notice and comment non-judgementally on what’s happening. E.g. ‘We’re both stating our positions but seem a bit stuck’. ‘We seem to be talking at cross purposes.’ 2. Awareness. (‘What’s going on for me?’). This stage involves tuning into my own experience, owning and articulating it, without projecting onto the other person. E.g. ‘I feel frustrated’. ‘I’m starting to feel defensive.’ ‘I’m struggling to understand where you are coming from.’ ‘I’m feeling unheard.’ 3. Inquiry. (‘What’s going on for you?’). This stage involves inquiring of the other person in an open spirit, with a genuine, empathetic, desire to hear. E.g. ‘How are you feeling?’ ‘What are you wanting that you are not receiving?’ ‘What’s important to you in this?’ ‘What do you want me to hear?’ 4. Action. ('What will move us forward?’) This stage involves making requests or suggestions that will help move the conversation forward together. E.g. ‘This is where I would like to get to…’ ‘It would help me if you would be willing to…’. ‘What do you need from me?’ ‘How about if we try…’ Shifting the focus of a conversation from content to dynamics in this way can create opportunity to surface different felt priorities, perspectives or experiences that otherwise remain hidden. It can allow a breathing space, an opportunity to re-establish contact with each other. It can build understanding, develop trust and accelerate the process of achieving results. What are your favourite coaching questions? I often use 3 that I’ve found can create a remarkable shift in awareness, insight and practice, especially in team coaching. I’ve applied them using variations in language and adapted them to different client issues, opportunities and challenges. They draw on principles from psychodynamic, Gestalt and solutions-focused coaching and are particularly helpful when a client or team feels stuck, unable to find a way forward.
* ‘What’s your contribution to what you are experiencing?’ * ‘What do you need, to contribute your best?’ * ‘What would it take..?’ Client: ‘These meetings feel so boring! I always leave feeling drained rather than energised.’ Coach: ‘What’s your contribution to what you are experiencing?’ Client: ‘Excuse me?’ Coach: ‘What do you do when you feel bored?’ Client: ‘I drift away, look out of the window.’ Coach: ‘What might be the impact on the wider group when you drift away?’ Client: ‘I guess others may disengage too.’ Coach: ‘How does the meeting feel when people disengage?’ Client: 'Hmmm…boring!’ Coach: ‘What do you need to contribute your best?’ Client: ‘It would help certainly if we could negotiate and agree the agenda beforehand, rather than focus on things that feel irrelevant.’ Coach: ‘So you want to ensure the agenda feels relevant to you. What else?’ Client: ‘If we could meet off site and break for coffee from time to time, that would feel more energising.’ Coach: ‘So venue and breaks make a difference too. Anything else?’ Client: ‘No, that’s it.’ Client: ‘I don’t think I can influence where and how these meetings are held.’ Coach: ‘It sounds like you feel quite powerless. How would you rate your level of influence on a scale of 1-10?’ Client: ‘Around 3’. Coach: ‘What would it take to move it up to a 6 or 7?’ Client: ‘I guess if I showed more support in the meetings, the leader may be more open to my suggestions.’ Coach: ‘What else would it take?’ Client: ‘I could work on building my relationship with the leader outside of meetings too.’ These type of questions can help a client grow in awareness of the interplay between intrapersonal, interpersonal and group dynamics, his or her impact within a wider system, what he or she needs to perform well and how to influence the system itself. They can also shift a person or team from mental, emotional and physical passivity to active, optimistic engagement. What are your favourite coaching questions? How have you used them and what happened as a result? It was an energising experience, facilitating a group of leaders this week who are keen to build a new high performing team. We pushed the boundaries of normal ways of working to stimulate innovative ideas in all aspects of the team’s work. We used photos to create an agenda and physically enacted people’s aspirations to avoid falling into conventional patterns of heady, rational conversation.
It felt very different to meeting ‘because that’s what we do’. There was a different dynamic, energy and momentum. Participants leaned actively into the conversation, not leaning back in passivity or boredom. Yet it can be a real challenge to break free from tradition, from norms that trap a team in ways of doing things that feel familiar and safe but, deep down, lack inspiration or effectiveness. In our meetings, how often do we pause before diving into the agenda to ask, ‘What’s the most important thing we should be focusing on?’, ‘How are we feeling about this?’, ‘What is distracting us or holding our attention?’, ‘What could be the most creative and inspiring way to approach this?’, ‘What do we each need, here and now, to bring our best to this?’, ‘What would be a great result?’ So I presented a simple model to the team with four words: content (what), process (how) and relationship (who) encircled around goal (where). In all my experience of working with individuals and teams, whether in coaching, training or facilitation, whether in the UK or overseas, these four factors are key recurring themes that make a very real difference. They seem to be important factors that, if we get them right, make a positive impact. They lead to people feeling energised, more alive, more motivated and engaged. Conversely, if we get them wrong, they leave people frustrated, drained of energy, bored or disengaged. Worse still, if left unaddressed, they can lead to negative, destructive conflict that completely debilitates a team. We can use a simple appreciative inquiry to reflect on this.‘Think back to your best experience of working with another person or team. How did you feel at the time?’, ‘Think back to a specific example of when you felt like that with the person or team. Where were you at the time? What were you doing? What were they doing? What made the biggest positive difference for you?’ One of the things we notice when asking such questions is that different things motivate and energise different people. That is, of course, one of the tricky parts of leading any team. So a next question to pose could be something like, ‘What would it take for this team to feel more like that, more of the time for you?’ and to see what the wider team is willing to accommodate or negotiate. Now back to the model with some sample prompts to check out and navigate with a client, group or team. Notice how the different areas overlap and impact on each other. It’s about addressing all areas, not just to one or two in isolation. However, having explored each area in whatever way or level suits your situation, you are free to focus your efforts on those that need special attention. Goal: ‘What’s your vision for this?’, ‘Why this, why now?’, ‘What are you hoping for?’, ‘What would make a great outcome for you?’, ‘What would be the benefits of achieving it or the costs of not achieving it?’, ‘Who or what else is impacted by it and how?, ‘Where would you like to get to by the end of this conversation?’, ‘An hour from now, what would have made this worthwhile?’ Content: ‘What’s the most important issue to focus this time on?’, ‘What is the best use of our time together?’, ‘What is the issue from your perspective?’, ‘How clear are you about what this issue entails?’, ‘What feelings is this issue evoking for you?’, ‘What do we need to take into account as we work on this together?’, ‘Do we have the right information and expertise to do this?’ Process: ‘How would you like to do this?’, ‘What approach would you find most inspiring?’, ‘What might be the best way to approach this given the time available?’, ‘Which aspects to we need to address first before moving onto others?’, ‘What would be best to do now and what could be best done outside of this meeting?’, ‘Could we try a new way that would lift our energy levels?’ Relationship: ‘What’s important to you in this?’, ‘What underlying values does this touch on for you?’, ‘How are you impacted?’, ‘How are you feeling?’, ‘What are you noticing from your unique perspective?’, ‘What distinctive contribution could you bring?’, ‘What is working well in the team’s relationships?’, ‘What is creating tension?’, ‘How could we resolve conflicting differences?’ The versatility of the model is that it can be reapplied to coaching, training and other contexts too. In a training environment you could consider, for instance, ‘What are we here to learn?’ (goal), ‘What material should we cover?’ (content), ‘What methods will suit different learning styles?’ (process) and ‘How can we help people work together well in this environment?' (relationship). In a coaching context it could look something like, ‘How do you hope to develop through engaging in this coaching experience?’ (goal), ‘What issues, challenges or opportunities would you like to focus on?’ (content), ‘How would you like to approach this together?’ (process) and ‘What would build and sustain trust as we work on these things together?’ (relationship). I’d be interested to hear from you. Do the areas represented in this model resonate with your own experiences? Which factors have you noticed tend to be most attended to or ignored? Do you have any real-life, practical examples of how you have addressed these factors and what happened as a result? In your experience, what other factors make the biggest difference? I took my mountain bike for repairs last week after pretty much wrecking it off road. In the same week, I was invited to lead a session on ‘use of self’ in coaching. I was struck by the contrast in what makes a cycle mechanic effective and what makes the difference in coaching. The bike technician brings knowledge and skill and mechanical tools. When I act as coach I bring knowledge and skills too - but the principal tool is my self.
Who and how I am can have a profound impact on the client. This is because the relationship between the coach and client is a dynamically complex system. My values, mood, intuition, how I behave in the moment…can all influence the relationship and the other person. It works the other way too. I meet the client as a fellow human being and we affect each other. Noticing and working with with these effects and dynamics can be revealing and developmental. One way of thinking about a coaching relationship is as a process with four phases: encounter, awareness, hypothesis and intervention. These phases aren’t completely separate in practice and don’t necessarily take place in linear order. However, it can provide a simple and useful conceptual model to work from. I’ll explain each of the four phases below, along with key questions they aim to address, and offer some sample phrases. At the encounter phase, the coach and client meet and the key question is, ‘What is the quality of contact between us?’ The coach will focus on being mentally and emotionally present to the client…really being there. He or she will pay particular attention to empathy and rapport, listening and hearing the client and, possibly, mirroring the client’s posture, gestures and language. The coach will also engage in contracting, e.g. ‘What would you like us to focus on?’, ‘What would a great outcome look and feel like for you?’, ‘How would you like us to do this?’ (If you saw the BBC Horizon documentary on placebos last week, the notion of how a coach’s behaviour can impact on the client’s development or well-being will feel familiar. In the TV programme, a doctor prescribed the same ‘medication’ to two groups of patients experiencing the same physical condition. The group he behaved towards with warmth and kindness had a higher recovery rate than the group he treated with clinical detachment). At the awareness phase, the coach pays attention to observing what he or she is experiencing whilst encountering the client. The key question is, ‘What am I noticing?’ The coach will pay special attention to e.g. what he or she sees or hears, what he or she is thinking, what pictures come to mind, what he or she is feeling. The coach may then reflect it back as a simple observation, e.g. ‘I noticed the smile on your face and how animated you looked as you described it.’ ‘As you were speaking, I had an image of carrying a heavy weight…is that how it feels for you?’ ‘I can’t feel anything...do you (or others) know how you are feeling?’ (Some schools, e.g. Gestalt or person-centred, view this type of reflecting or mirroring as one of the most important coaching interventions. It can raise awareness in the client and precipitate action or change without the coach or client needing to engage in analysis or sense-making. There are resonances in solutions-focused coaching too where practitioners comment that a person doesn’t need to understand the cause of a problem to resolve it). At the hypothesis stage, the coach seeks to understand or make sense of what is happening. The key question is, ‘What could it mean?’ The coach will reflect on his or her own experience, the client’s experience and the dynamic between them. The coach will try to discern and distinguish between his or her own ‘stuff’ and that of the client, or what may be emerging as insight into the client’s wider system (e.g. family, team or organisation). The coach may pose tentative reflections, e.g. ‘I wonder if…’, ‘This pattern could indicate…’, ‘I am feeling confused because the situation itself is confusing.’ (Some schools, e.g. psychodynamic or transactional analysis, view this type of analysis or sense-making as one of the most important coaching interventions. According to these approaches, the coach brings expert value to the relationship by offering an explanation or interpretation of what’s going on in such a way that enables the client to better understand his or he own self or situation and, thereby, ways to deal with it). At the intervention phase, the coach will decide how to act in order to help the client move forward. Although the other three phases represent interventions in their own right, this phase is about taking deliberate actions that aim to make a significant shift in e.g. the client’s insight, perspective, motivation, decisions or behaviour. The interventions could take a number of forms, e.g. silence, reflecting back, summarising, role playing or experimentation. Throughout this four-phase process, the coach may use ‘self’ in a number of different ways. In the first phase, the coach tunes empathetically into the client’s hopes and concerns, establishing relationship. In the second, the coach observes the client and notices how interacting with the client impacts on him or herself. The coach may reflect this back to the client as an intervention, or hold it as a basis for his or her own hypothesising and sense-making. In the third, the client uses learned knowledge and expertise to create understanding. In the fourth, the coach presents silence, questions or comments that precipitate movement. In schools such as Gestalt, the coach may use him or herself physically, e.g. by mirroring the client’s physical posture or movement or acting out scenarios with the client to see what emerges. In all areas of coaching practice, the self is a gift to be used well and developed continually. My boss had been reading John Ortberg’s ‘Everybody’s Normal Till You Get to Know Them’ and it was time for us to plan our annual leadership team retreat. Looking for a theme title, he suggested half-jokingly, ‘How about ‘Everybody’s Weird’?’ I laughed at first but then thought for a moment…what a great concept and idea. It felt inspired. How to blow away any sense of normality and conformity and to meet each other afresh as we really are. Our creativity lies in our unique weirdness and what a great way to explore our individual quirkyness and its potential for the team and organisation.
Every group, every team, develops its own normative behaviours. Some even prescribe them by developing explicit competency and behavioural frameworks. It provides a sense of identity, stability and predictability. It can also improve focus and how people work together by establishing a set of ground rules, how we can be at our best. The flip side of all of this is that a team can begin to feel too homogeneous, too bland. It can lose its creative spark, its innovative spirit. The challenge was how to rediscover our differences, our wonderful, exciting, diversity in all its weird complexity. We invited people to bring objects that represented something significant in their personal lives and to share their stories. We invited people to use psychometrics to explore their preferences to shared them in the group. We invited them to challenge the psychometric frames, not to allow themselves to be too categorised. We invited people to challenge stereotypes, to break the moulds they felt squeezed or squeezed themselves into, to look intently for what they didn’t normally notice in themselves and each other, to allow themselves to be surprised and inspired by what they discovered. It felt like an energetic release. People laughed more, some cried more, others prayed deeply together. The burden of leadership felt lighter as people connected and bonded in a new way. It felt easier to challenge and to encourage. By relaxing into each other and themselves, people became more vibrant, more colourful, less stressed. They saw fresh possibilities that lay hidden from sight before. They discovered more things they liked about each other, fresh points of common passion, interest and concern. They built new friendships that eased their ways of working. It felt more like team. What space do you and your organisation allow for weirdness? Do you actively seek, nurture and reward differences? Do your leadership style and culture bring out and celebrate individuals’ strange idiosyncracies, each person’s unique God-given gifts, talents and potential? Have you had experiences where a capacity for weirdness has enhanced your team or organisation’s creativity and innovation? Do you risk inadvertently squeezing out the best of weirdness by policies and practices that drive towards uniformity? Could a bit more weirdness be more inspiring and effective – and fun?! :) |
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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