NICK WRIGHT
  • Home
  • About
  • Services
  • Testimonials
  • Articles
    • Organisations and leadership
    • Learning and development
    • Coaching and counselling
  • Blog
  • e-Resources
  • News
  • Contact
  • Home
  • About
  • Services
  • Testimonials
  • Articles
    • Organisations and leadership
    • Learning and development
    • Coaching and counselling
  • Blog
  • e-Resources
  • News
  • Contact

Test and learn

19/3/2022

8 Comments

 

‘The willingness to experiment, it turns out, is the chief indicator of how innovative a person or company will be.’ (Hal Gregorson)

Test and Learn is an experimental, adaptive technique, used to address complexity, uncertainty and innovation. It’s useful in situations where, say, past experience isn't a reliable guide for future action because e.g. critical conditions have changed. It’s also useful when moving into new, unchartered territory where the evidence needed for sound decision-making can only be generated by, ‘let's suck it and see’. It shares a lot in common with action research: create a tentative hypothesis, step forward, observe the results, try to make sense of them, refine the hypothesis, take the next step.

Test and Learn is used in fast-paced, fluid environments, such as by rapid-onset disaster response teams where conventional strategizing and planning isn't realistic or possible. By the time a detailed plan is formulated, things have moved on - and the paper it's written on is sent for recycling before the ink has dried. Test and Learn is also used by marketing teams when testing new products or services or seeking to penetrate new or not-yet-known markets. It provides tangible evidence based on customer responses which, in turn, enables change or refinement before investing further.

What psychological, relational and cultural conditions enable Test and Learn to work?

  1. Leaders who believe and overtly support the idea that learning is a key to success, both from experiments that go well and those that fail.
  2. Shared opportunities for ideation, hypothesis formulation, testing of assumptions and critical sense-making: e.g. via action learning.
  3. Experiments that are sufficiently specific and observable to draw out key evidence and learning.
  4. Meaningful recognition, celebration and reward for experimentation and learning, and for the progress that results from it.

When have you used Test and Learn? How did you do it? What difference did it make?

(See also: Unpredictable; Adaptive; Still Moving - How to Lead Mindful Change)
8 Comments

Light, crispy & spicy

15/7/2016

57 Comments

 
A coaching conversation can bring to mind the image of a 1-hour, serious conversation. Two people sitting in chairs, facing each other at 135-degrees, one talking, the other leaning forward, listening. The client speaks slowly, thoughtfully. The coach holds eye contact, empathetic expression, nods occasionally. The atmosphere is, well...reflective. Now imagine the same scenario in bright daylight, vivid colour, creative energy, physical movement.

Example: Sarah stood there, told me she was stressed about a forthcoming meeting. She looked tense, slumped shoulders. I said, ‘Stressed’ back and mirrored her posture. I asked, ‘How would you want to be at the meeting?’ Sarah responded, ‘More confident, full of life.’ I replied, ‘Show me – full of life’. She jumped up and down on the spot, grinning and arms waving. I did too. I asked, ‘Do you know what you need to do now?’ She said, ‘Yes.’

Dave was worried about conflict with a colleague. As he spoke about it, I noticed his arm moving as if writing something in thin air. I mirrored the movement, in silence. He looked surprised. ‘What does that mean?’, I asked. Dave looked thoughtful. ‘I take notes when we meet to avoid looking at him.’ ‘What would you be doing if you had a great relationship?’ Dave looked brighter so I asked, ‘Do you know what you need to do?’ He replied, ‘Yes.’
​
Don’t get me wrong. There is a time and a place for deep, thoughtful conversation. We can’t solve every situation with a simple, quick solution. Yet how far do we fall unquestioningly into patterns of behaviour and practice simply because they feel comfortable, normal and predictable for us? How far do we always insist on a full-course meal when something light, crispy and spicy could be, for the client, refreshing, satisfying, life-giving – and enough?
57 Comments

Body language

27/12/2015

26 Comments

 
This was an HR team. A group of experienced professionals working hard but struggling, somehow. They felt together but separate. They invited me to meet with them, to help them create and sustain a greater sense of teamwork. We rented a room off-site and I marked a large outline of a person on the ground using white tape. It looked like one of those outlines police use to mark the position of a body(!).

The team arrived and, being from a Christian organisation, I opened by referring to the image of a body in the Bible, a metaphor that aims to convey the importance of diversity, contribution, care and interdependence. I then invited the team to stand on the ‘body’ on the ground in a place that best represented for them how they saw themselves and how they felt within the team and in the wider organisation.

One person stood on the head. Others stood on the arms, hands, legs and feet. After a moment, I asked them to look around and to say what they noticed, how it felt to stand where they were standing, what they noticed about others and what they noticed about the team as a whole. Everyone commented on how they found themselves standing instinctively on ‘doing’ parts of the body - hands, feet etc.

After a few minutes, the team leader, a deeply intuitive woman, looked up and spoke: ‘We’re all looking outwards. There’s no-one at the heart.’ It was as if something of profound significance had emerged in the room, in that physical space. ‘We are so busy supporting others outside of the team that we haven’t paid attention to what we need.’ ‘Let’s explore what a team with a heart would look and feel like - then let’s be and do it.’

I could feel a real shift in energy and insight. It was as if something had been released and a heavy burden had been lifted. Fresh awareness, hope and ideas poured into the room. Physical experimentation and movement had enabled something to take place that may not have happened, or at least with the same degree of experiential impact, through group conversation alone. Note to self: if in doubt, just do it.
26 Comments

When things get stuck

12/5/2014

28 Comments

 
​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.
28 Comments

What's your coaching style?

24/4/2014

31 Comments

 
​How would you describe your coaching style? What questions would you bring to a client situation?

In my experience, it depends on a whole range of factors including the client, the relationship, the situation and what beliefs and expertise I, as coach, may hold. It also depends on what frame of reference or approach I and the client believe could be most beneficial. Some coaches are committed to a specific theory, philosophy or approach. Others are more fluid or eclectic.

Take, for instance, a leader in a Christian organisation struggling with issues in her team. The coach could help the leader explore and address the situation drawing on any number of perspectives or methods. Although not mutually exclusive, each has its own focus and emphasis. The content and boundaries will reflect what the client and coach believe may be significant:

Appreciative/solutions-focused: e.g. ‘What would an ideal team look and feel like for you?’, ‘When has this team been at its best?’, ‘What made the greatest positive difference at the time?’, ‘What opportunity does this situation represent?’, ‘On a scale of 1-10, how well is this team meeting your and other team members’ expectations?’, ‘What would it take to move it up a notch?’

Psychodynamic/cognitive-behavioural: e.g. ‘What picture comes to mind when you imagine the team?’, ‘What might a detached observer notice about the team?’, ‘How does this struggle feel for you?’, ‘When have you felt like that in the past?’, ‘What do you do when you feel that way?’, ‘What could your own behaviour be evoking in the team?’, ‘What could you do differently?’

Gestalt/systemic: e.g. ‘What is holding your attention in this situation?’ ‘What are you not noticing?’, ‘What are you inferring from people’s behaviour in the team?’, ‘What underlying needs are team members trying to fulfil by behaving this way?’, ‘What is this team situation telling you about wider issues in the organization?’, ‘What resources could you draw on to support you?’

Spiritual/existential: e.g. ‘How is this situation affecting your sense of calling as a leader?’, ‘What has God taught you in the past that  could help you deal with this situation?’, ‘What resonances do you see between your leadership struggle and that experienced by people in the Bible?’, ‘What ways of dealing with this would feel most congruent with your beliefs and values?’

An important principle I’ve learned is to explore options and to contract with the client. ‘These are some of the ways in which we could approach this issue. What might work best for you?’ This enables the client to retain appropriate choice and control whilst, at the same time, introduces possibilities, opportunities and potential new experiences that could prove transformational.
31 Comments

Use of self in coaching

24/2/2014

51 Comments

 
​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.

51 Comments

A calling beyond ourselves

14/6/2013

76 Comments

 
​Calling has long-standing roots in theistic spiritual traditions, often associated with being ‘called by God’ to a certain way of life or to a specific course of action. Existential psychologists have commented on how sometimes it feels like a situation is calling for its own response from us. In both cases, the source of the calling is attributed to someone or something beyond us. It’s a phenomenon that can feel like an evocative pull, tugging at something deep within us.

I’ve experienced this many times since becoming a Christian, a strange intuition that feels beyond me, prompting or leading me in a certain direction. Sometimes it seems very clear or inspiring, at others it’s more of a vague notion, a restlessness that compels me to move or change. I’ve often experienced it in coaching relationships too, an almost irresistible impulse to speak or act that feels like revelation, an energising compulsion from the situation itself.
 
It’s not magic, something I can make happen, something I can manufacture for myself. It’s sometimes unexpected, sometimes challenging and sometimes involves scary risk-taking. It’s not definitive either, something I can measure, test or prove in a lab. This can make the experience of calling feel mysterious, sometimes spiritual, a step in faith in response to a curious, invisible stimulus. It’s as if something ‘out there’ connects with something ‘in here’, setting up a dynamic resonance.

So how to apply this in leadership and coaching? How to listen for and discern calling in the midst of so many other tasks and preoccupations that clamour for our attention? How to weigh up calling in order to act wisely? In my experience, there is no simple formula. It’s mostly about learning to be still, to live with awareness, to tune into my intuition, to be sensitive to prompts from the situation itself, to experiment and see what happens, to be open to God in prayer.

I wish I could say I always follow this call. Sometimes I'm sceptical, sometimes I pull back for fear of embarrassment or failure. Nevertheless, I've seen and felt amazing things happen when I do listen and act. I would love to hear from others on this topic of calling. When have you felt called? What was the situation? What did the experience of calling feel like? What did you attribute the calling to? How did you act in response? What happened as a result?
76 Comments

Impostor syndrome...and other role conflicts

31/1/2013

30 Comments

 
A good friend in the police service once commented how he would arrive at work each day, put on his uniform and spend the rest of the day ‘impersonating a police officer’. He had a clear idea in mind of how a police officer would typically speak and behave and so consciously acted it out. It was like playing a role in a theatre with the uniform acting as both costume and psychological prop.

A young girl working as a prostitute on the streets of Bangkok told me how she always used a pseudonym when working with clients. This name kept her real identity hidden and provided her with an alternative persona. By doing this, she was able psychologically to disassociate and protect her ‘true inner self’ from the separate persona that was engaging in sexual acts with strangers.

A priest spoke of the pressures he felt to live a public life under constant moral scrutiny. By wearing a dog collar, he identified with a faith, a role and a calling that demanded high levels of personal integrity. Over the years, he struggled and found ways to live a more integrated and authentic life commenting that, ‘the real question is not how to be a priest but how to be oneself who is a priest.’

The first example here is of a person who found ways to fulfil a role by copying the behaviours of role models within that specific professional culture. The second is a person who learned to survive by deliberately separating herself psychologically from her persona-in-role. The third is a person who sought to find ways to live out a role by becoming more truly himself within that role.

I’ve worked with numerous leaders who have experienced similar challenges. How to live and cope with one’s own expectations of leader and leadership as well as those imposed by the organisation or culture, not to mention the actual or imagined expectations of the board, peers and staff. It can feel stressful, daunting, isolating, debilitating and anxiety-provoking. It can result in burnout.

Sometimes it’s a case of ‘impostor syndrome’ where a person believes he or she has been appointed to a role under some assumed false pretext or mistake. In such a situation, the person may put on a brave face and live in continual fear of being found out. ‘Sooner or later, they will discover that I’m not as good or capable as they think I am.’ It’s a form of exaggerated negative self-evaluation.

I’ve experienced similar pressures myself, especially 6-12 months into a new job. During the first 6 months, I tell myself it’s OK not to know everything because I’m new. There comes a point at which, however, I risk placing expectations on myself that I should now know more than I do. It’s a type of personal anxiety (fear of failure) combined with social anxiety (fear of being negatively evaluated).

One coping strategy is to wear a metaphorical mask like a stage actor. The problem is that it’s the same phenomenon the word ‘hypocrite’ points towards: literally, one who pretends to be what he or she is not. It lacks reality and authenticity, takes considerable energy to sustain and can lead to stress and exhaustion. It prevents the person being and contributing their best, as they really are.

There are spiritual parallels in Christian theology where people are both challenged and encouraged to ‘move into the light’ or to ‘live in the truth’ where everything is exposed for what it really is. It’s as if we need to find a space, a relationship, where we can see clearly and be totally honest, real and accepted in order to build out from that place. It’s about learning honesty, integrity and peace.

It’s like the equation: ‘trust = risk + support’. A person is more likely to open up, to be real (which can feel risky) if, when he or she takes such a step, they experience genuine acceptance and support. It reduces anxiety, helps the person think more clearly and creatively, fuels their energy and motivation, enables them to hear critical feedback and builds trust for the future.

Various coaching and therapeutic schools draw on similar principles, e.g. providing unconditional positive regard (e.g. person-centred); enabling a person to question and test their beliefs and assumptions in order to get a better sense of what is real (e.g. cognitive behavioural); experimenting with new behaviours to discover new experiences and ways of being and doing (e.g. gestalt).

In my coaching work with a leader, I may encourage him or her to explore and grow using a range of approaches, e.g. draw graphic images, select objects/symbols or strike physical poses that depict (a) their idea of the leader they believe the organisation or others expect them to be and (b) the leader they believe they are or aspire to be, then explore the commonalities and differences.

Alternatively, I may encourage the person to experiment wearing different types of clothing, to practice holding themselves in a variety of postures, to speak in different volumes or tones of voice to explore which they feel most comfortable with, to find a physical expression that best enables them to be who they are.

I may encourage the person to brainstorm what they believe others expect of them, believe about them as a leader and to test those assumptions openly with others. I may encourage the person to vividly imagine themselves as e.g. a humble, confident, capable leader and to role play it focusing on real scenarios, reflecting on thoughts, feelings, behaviours and responses as we do it together.

I may provide the person with toy figures and invite him or her to create a configuration of their current key relationships (e.g. leadership team), then ask them to move the figures into different configurations to reflect on how that feels and what insights emerge. I may also invite them to reflect on past life or work experiences that have felt very similar (e.g. family, previous teams).

I may encourage the person to step back and consider what their own experience might point towards culturally or systemically. If, for instance, the leader feels unsafe to be honest, what light does that shed on, for example, what is considered acceptable and unacceptable culturally within that environment and what can the leader do practically and realistically to influence positive change.

I would be interested to hear of others’ experiences in this area and how you have worked through them. Have you experienced 'imposter syndrome'? Have you struggled to reconcile who you are with the role you find yourself playing? Have you coached, mentored or trained others working through similar personal or professional challenges? If so, I would love to hear from you.
30 Comments

Social construct coaching

26/7/2012

15 Comments

 
Gareth Morgan in Images of Organisation (1986) commented, ‘People have a knack for getting trapped in webs of their own creation’. It’s as if we can create ways of seeing the world personally and between us that become fixed and prevent us seeing alternatives. According to social construct theory, we never really see the world for what it is, but rather as how we learn to perceive and make sense of it. This means that we attribute meaning to people, objects and situations, rather than perceive them objectively.

Personal and social construct psychology are interested in how people, groups, organisations and societies create their own ‘reality’. The language, images, metaphors and stories we use both reveal and reinforce how we see, experience and respond to the world. So, for instance, if we talk about a team, an organisation, an organisational structure etc, it may be to us as if those abstract entities actually exist in their own right, rather than simply as a way of thinking about and organising our psychosocial perceptions and experience.

Depending on what images, beliefs, values and assumptions we hold about such ‘constructs’, we can find ourselves holding fixed views that blind us to alternative ideas and options. Social construct coaching is not about unearthing ‘the truth’ but exploring alternative constructs. Social construct coaching aims to help a person or group to surface, examine and challenge the constructs they have inherited and created and to experiment with creating alternative constructs to see what they may reveal, release and enable. Sample techniques:

*Invite the coachee or group to depict a real work scenario, e.g. by drawing on paper, using objects (e.g. toys) or configuring people in a room to see what picture (or ‘construct’) emerges.

*Encourage the coachee or group to reflect on what has emerged, e.g. who or what have they included and why, how have they positioned themselves in relation to others and why etc.

*Challenge the coachee or group’s assumptions, e.g. who or what is missing, what evidence is there to support any assumptions, what evidence could point towards contrary conclusions?

*Urge the coachee or group to consider how people from diverse situations might perceive or approach the scenario, e.g. from different genders, cultures, ages, jobs, positions in hierarchy.

*Support the coachee or group to experiment with radical alternatives, e.g. draw the diagram upside down, swap roles and places, play  with opposite words, images and metaphors.

Person and social construct coaching can enable changes in perception, resulting options and personal-cultural behaviour. The most exciting examples result in a fundamental paradigm shift, a total reconstruction of how an individual or group perceives, shapes and responds to the world.
15 Comments

Coaching with Gestalt

28/6/2012

32 Comments

 
​Coaching is often characterised as two people sitting down together, engaged in conversation, with one person helping the other to think things through. I ran a short workshop today that introduced insights and practises from Gestalt psychology and coaching characterised by a more experimental, experiential approach. Gestalt is a field of psychology that focuses on awareness in the here and now. Insight can emerge through pausing for a moment to notice what we are thinking, feeling or experiencing in our bodies. Gestalt views thoughts, feelings and somatic experience as interconnected.
 
We reflect this analogical experience in our language. For example, I may feel tightness in my throat when I approach a situation where I struggle to have a ‘voice’. I feel ‘gutted’ (accompanied by a stomach ache) or find this situation a ‘pain in the neck’ (accompanied by tension in my neck). Our minds filter our thoughts and feelings, partly to enable us to focus (rather than being aware of everything going on within and around us, all at the same time, which would be overwhelming) and partly if those thoughts and feelings are  unacceptable to ourselves or others, or cause discomfort.
 
What we experience in our bodies is unfiltered by the mind. Sometimes, what we experience in our bodies is analogous to what we are experiencing psychologically. Paying attention to what we are experiencing physically can raise unacknowledged or suppressed beliefs or issues into awareness. In Gestalt coaching, the coach may help the client explore issues or experiences by physical experimentation. This typically means doing something, rather than simply talking about it. As with all experimentation, there is an element of let’s try this and see what happens. Examples:
 
*Rather than telling me what you want to achieve, show me what you want to achieve by acting out what it would look and feel like if you were successful. 
 
*Rather than explaining to me what you would you like to say to a person, say it to me directly as if I were that person, or enact a conversation playing both
parts.
 
*Rather than tell me what obstacles you anticipate facing, create physical obstacles in the room that represent the obstacles, then experiment with tackling or moving them.

*Rather than describe the relationships between stakeholders, try using figures or objects to represent the people and experiment with placing yourself within the system too.
 
*Rather than outlining your key priorities as a list, draw them in proportion size-wise and try changing their relative sizes to see what new insights emerge.
 
The coach’s role is to help the client design a suitable experiment, stay attentive and observe what happens for the client in the here and now as they do it. Some coaches feed back their observations to the client, some encourage the client to reflect on their own observations. When a client acts out a posture or scenario, the coach may mirror the client’s posture or movement, inviting the client to notice what he or she sees and feels when the coach does it. Finally, the coach helps the client make sense of any insights that emerge and how to apply them to the client’s context.
32 Comments
<<Previous

    ​Nick Wright

    ​I'm a psychological coach, trainer and OD consultant. Curious to discover how can I help you? ​Get in touch!

    Picture
    Like what you read? Simply enter your email address below to receive regular blog updates!
    Subscribe to Blog
    Picture
    Picture


    ​Archives

    May 2025
    April 2025
    March 2025
    February 2025
    January 2025
    December 2024
    November 2024
    October 2024
    September 2024
    August 2024
    July 2024
    June 2024
    May 2024
    April 2024
    March 2024
    February 2024
    January 2024
    December 2023
    November 2023
    October 2023
    September 2023
    August 2023
    July 2023
    June 2023
    May 2023
    April 2023
    March 2023
    February 2023
    January 2023
    December 2022
    November 2022
    October 2022
    September 2022
    August 2022
    July 2022
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    October 2021
    September 2021
    August 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    December 2019
    November 2019
    October 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    July 2018
    June 2018
    May 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    October 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    January 2016
    December 2015
    October 2015
    September 2015
    July 2015
    June 2015
    May 2015
    April 2015
    February 2015
    January 2015
    December 2014
    November 2014
    August 2014
    July 2014
    May 2014
    April 2014
    March 2014
    February 2014
    December 2013
    November 2013
    August 2013
    July 2013
    June 2013
    May 2013
    April 2013
    March 2013
    February 2013
    January 2013
    December 2012
    November 2012
    October 2012
    July 2012
    June 2012
    May 2012
    April 2012
    March 2012
    February 2012
    January 2012
    December 2011
    November 2011
    October 2011
    September 2011
    August 2011
    July 2011
    June 2011
    May 2011
    April 2011
    March 2011
    February 2011

    Categories

    All
    Abc
    Ability
    Accountability
    Achievement
    Act
    Action
    Action Learning
    Active Listening
    Activism
    Adaptability
    Adaptive
    Advent
    Adventure
    Advice
    Advocacy
    Africa
    Age
    Agency
    Agile
    Aid
    Alientation
    Ambiguity
    Anchor
    Angle
    Anthropomorphism
    Anticipation
    Anxiety
    Appraisal
    Appreciation
    Appreciative
    Appreciative Inquiry
    Approach
    Argyris
    Armaments
    Art
    Artificial Intelligence
    Asia
    Aslan
    Assertiveness
    Assumption
    Assumptions
    Asylum
    Asylum Seekers
    Attachment
    Attention
    Attitude
    Attribution
    Audience
    Authenticity
    Authority
    Autonomy
    Avoidance
    Awareness
    BANI
    Baptist
    Behaviour
    Being
    Belief
    Beliefs
    Belonging
    Bereavement
    Berlin Wall
    Bias
    Bible
    Body Language
    Borders
    Boundaries
    Brainstorming
    Brand
    Bridges
    Burnout
    Business
    Cages
    Calling
    Capability
    Cards
    Care
    Career
    Categories
    Censorship
    Challenge
    Chance
    Change
    Chaos
    Character
    Charity
    Child
    Children
    Choice
    Choose
    Christ
    Christian
    Christmas
    Church
    Clarity
    Client
    Climate
    Coach
    Coaching
    Co-active
    Coactive
    Cognition
    Cognitive
    Cognitive Behavioural
    Coincidence
    Collaboration
    Collaborative
    Commitment
    Communication
    Communism
    Community
    Compassion
    Competence
    Competencies
    Competency
    Complexity
    Concepts
    Confidence
    Confidentiality
    Conflict
    Confluence
    Confusion
    Congruence
    Conscience
    Consciousness
    Construct
    Constructivism
    Constructs
    Construe
    Consultancy
    Consulting
    Contact
    Content
    Context
    Contracting
    Contribution
    Control
    Conversation
    Corruption
    Counselling
    Counterintiution
    Counterintuition
    Countertransference
    Courage
    Craziness
    Creativity
    Credibility
    Crisis
    Critical Consciousness
    Critical Reflection
    Critical Reflective Practice
    Critical Reflexivity
    Critical Thinking
    Critique
    Cross
    Cross Cultural
    Cross-cultural
    Cross Culture
    Cross-culture
    Culture
    Curiosity
    Customer Care
    Customers
    Customer Service
    Dad
    Danger
    Darkness
    Death
    Deception
    Decision
    Deconstruction
    Defence
    Defences
    Deferred Gratification
    Definition
    Delight
    Delusion
    Dementia
    Democracy
    Demographics
    Depression
    Despair
    Determination
    Development
    Deviance
    Deviant
    Diagnosis
    Dictatorship
    Diet
    Dignity
    Dilemma
    Disability
    Disaster
    Discernment
    Discipline
    Disclosure
    Discovery
    Discrimination
    Disruptive
    Dissent
    Dissident
    Dissonance
    Distinctiveness
    Distortion
    Diversity
    Doomscrolling
    Dream
    Dynamic
    Dynamic Complexity
    Dynamics
    Dysfunction
    Dysthymia
    Easter
    Ecology
    Economics
    Ecosystems
    Edge
    Edi
    Education
    Effectiveness
    Efficiency
    Ego State
    Election
    Eliciting
    Emergence
    Emotion
    Emotional
    Emotional Intelligence
    Empathy
    Empowerment
    Encounter
    Encouragement
    Energy
    Engagement
    Entrepreneur
    Environment
    Equality
    Eternity
    Ethics
    Ethiopia
    Europe
    Evaluation
    Evidence
    Evocative
    Evolution
    Existential
    Existentialism
    Expectation
    Expectations
    Experience
    Experiences
    Experiment
    Experimentation
    Expertise
    Exploration
    Explore
    Exposure
    Expression
    Extremism
    Facilitation
    Facilitator
    Faciltitation
    Factors
    Faith
    Family
    Fantasy
    Far Right
    Father
    Fear
    Feedback
    Feeling
    Feminism
    Field Theory
    Fight Fight Freeze
    Fight-fight-freeze
    Fight Flight Freeze
    Figure
    Filter
    Fit
    Flashback
    Focus
    Food Bank
    Forgiveness
    Framework
    Freedom
    Free Speech
    Freud
    Friends
    Fun
    Future
    Gaza
    Gaze
    Gender
    Geopolitical
    Geopolitics
    German
    Germany
    Gestalt
    Gift
    Global
    Goal
    Goals
    God
    Good Friday
    Gospel
    Grace
    Grief
    Grit
    Ground
    Group
    Groups
    Groupwork
    Guidance
    Guilt
    Habit
    Healing
    Health
    Hear
    Heidegger
    Hermeneutics
    Hero
    Hierarchy
    History
    Holistic
    Holy Spirit
    Home
    Homeless
    Homelessness
    Honesty
    Hope
    Hopelessness
    Hubris
    Human
    Human Givens
    Humanitarian
    Humanity
    Human Resources
    Human Rights
    Humility
    Humour
    Hybrid
    Hypotheses
    Hypothesis
    Icon
    Idealising
    Ideas
    Ideation
    Identity
    Ideology
    Image
    Imagination
    Immersion
    Immigration
    Impact
    Impostor
    Improvisation
    Incarnation
    Inclusion
    Independence
    Influence
    Influences
    Influencing
    INGO
    Initiative
    Injustice
    Innovation
    Inquiry
    Insecurity
    Insight
    Inspiration
    Instinct
    Integrity
    Intention
    Intercultural
    Interdependence
    Interference
    International
    Interpretation
    Intersectionality
    Intimacy
    Introjection
    Introversion
    Intuition
    Invisible
    Invitation
    Iran
    Irrationality
    Israel
    Jargon
    Jesus
    Jolt
    Journey
    Joy
    Judgements
    Jungle
    Justice
    Keys
    Kindness
    Knowing
    Knowledge
    Labels
    Language
    Lateral Thinking
    Leader
    Leadership
    Leadership Teams
    Learner
    Learning
    Legacy
    Lent
    Lesson
    Liberal
    Life
    Light
    Linguistic
    Listening
    Logic
    Loss
    Love
    Management
    Manager
    Manipulation
    Marathon
    Marginalisation
    Marketing
    Martin Luther King
    Matrix
    Mbti
    Meaning
    Media
    Mediation
    Meditation
    Meetings
    Memory
    Mental Health
    Mentoring
    Merit
    Metaphor
    Metaphysic
    Metaphysics
    Mindfulness
    Miracle
    Mirror
    Mirroring
    Misfit
    Mission
    Mode
    Montessori
    Morality
    Motivation
    Music
    Mystery
    Narrative
    Nationalism
    Nativity
    Nazis
    Need
    Negotiation
    Neo-Nazi
    Networking
    News
    New Year
    Norm
    Norms
    Noticing
    Online
    Operations
    Opportunity
    Oppression
    Options
    Organisation
    Organisation Develoment
    Organisation Development
    Orientation
    Origin
    Outcome
    Pace
    Pain
    Palestinian
    Panic
    Paradigm
    Paradox
    Parent
    Partnership
    Passion
    Pastoral
    Pastoral Care
    Pattern Matching
    Patterns
    Peace
    People
    Perception
    Perfectionism
    Performance
    Perseverance
    Personal Constructs
    Personal Leadership
    Person Centred
    Perspective
    Persuasion
    Phenomenology
    Phenomenon
    Philippines
    Philosophy
    Physical
    Physicality
    Place
    Plan
    Plane
    Plans
    Plato
    Play
    Plot
    Polarity
    Policy
    Politics
    Poor
    Positive
    Positive Psychology
    Posture
    Potential
    Potential#
    Poverty
    Power
    Powerlessness
    Practice
    Pragmatism
    Praxis
    Prayer
    Preference
    Preferences
    Prepare
    Presence
    Presentation
    Principles
    Priorities
    Priority
    Privilege
    Proactive
    Proactivity
    Problem Solving
    Procedure
    Process
    Prodigal
    Professional
    Profit
    Progressive
    Projection
    Projects
    Prompt
    Propaganda
    Protection
    Protest
    Providence
    Provocative
    Psychoanalysis
    Psychodynamic
    Psychodynamics
    Psychology
    Psychometrics
    Psychotherapy
    Purpose
    Pushback
    Quality
    Quest
    Question
    Questions
    Race
    Radical
    Rainbow
    Rational
    Rationale
    Rationalisation
    Rationality
    Ratlonality
    Realisation
    Reality
    Reason
    Reasoning
    Reconciiliation
    Reconciliation
    Recruitment
    Reflect
    Reflection
    Reflective Practice
    Reflexivity
    Reframing
    Refugee
    Refugees
    Relationship
    Relationships
    Release
    Relief
    Religion
    Representation
    Rescue
    Research
    Resilience
    Resistance
    Resonance
    Resourcefulness
    Respect
    Responsibility
    Responsive
    Responsiveness
    Retreat
    Revelation
    Reward
    Rich
    Rights
    Riot
    Risk
    Role
    Role Model
    Roman Catholic
    Rosabeth Moss-kanter
    Rules
    Russia
    Sabbath
    Sacred
    Safeguarding
    Safety
    Salvation
    Satire
    Satnav
    Saviour
    Scepticism
    Schemata
    School
    Science
    Secure Base
    Security
    See
    Selection
    Selective Attention
    Self
    Self-deception
    Self-sacrifice
    Sense Making
    Sense-making
    Senses
    Sensitivity
    Serendipity
    Servant
    Shadow
    Shock
    Significance
    Silence
    Simplicity
    Sin
    Skills
    Skin Colour
    Snake
    Social Change
    Social Construct
    Social Construction
    Social Constructionism
    Social Constructs
    Social Enterprise
    Social Entrepreneurship
    Social Media
    Social Psychology
    Sociology
    Socrates
    Solution Focused
    Solutions
    Solutions Focus
    Solutions-focus
    Somalia
    Song
    South Sudan
    Space
    Speak
    Speech
    Speed
    Spirit
    Spiritual
    Spirituality
    Stance
    Status
    Stealth
    Stereotype
    Stereotypes
    Stereotyping
    St Francis
    Stimulus
    Storm
    Story
    Strategic
    Strategy
    Strengths
    Stress
    Stretch
    Structure
    Struggle
    Stuck
    Student
    Style
    Subconscious
    Subjectivity
    Success
    Sudan
    Suffering
    Supervision
    Support
    Survival
    Sustainability
    Symbol
    Symbolism
    Symbols
    Synergy
    Systems
    Systems Thinking
    TA
    Tactical
    Tactics
    Talent
    Teacher
    Teaching
    Team
    Team Meeting
    Teams
    Teamwork
    Teamworking
    Technology
    Teenage
    Tension
    Theology
    Theory
    Therapy
    Thinking
    Thought
    Time
    Touch
    Toys
    Traction
    Trade
    Trade Union
    Tradition
    Training
    Transactional Analysis
    Transference
    Transformation
    Transition
    Transitional Object
    Trauma
    Trends
    Trust
    Truth
    Turbulence
    Type
    Ubuntu
    Ukraine
    Uncertainty
    Unexpected
    United Nations
    Use Of Self
    Valentine
    Vallues
    Value
    Valued
    Values
    Vicious Cycle
    Violence
    Virtuous Cycle
    Visibility
    Visible
    Vision
    Vocation
    Voice
    Voting
    VUCA
    Vulnerability
    Vulnerable
    Waiting
    Walls
    War
    Warning
    Wealth
    Weird
    Wellbeing
    Will
    Willingness
    Window
    Wisdom
    Witness
    Women
    Wonder
    Words
    World
    Worth
    Youth
    Zero-sum
    Zoom

    RSS Feed

Proudly powered by Weebly
  • Home
  • About
  • Services
  • Testimonials
  • Articles
    • Organisations and leadership
    • Learning and development
    • Coaching and counselling
  • Blog
  • e-Resources
  • News
  • Contact