 ‘A skilful, patient process of walking people to their own conclusions.’ (David Brooks)
I liked Claire Pedrick’s definition of coaching from David Brooks (above). It resonates well with Henrick Adams’ citation from Alexandra Trenfor on teaching: ‘The best teachers are those who show you where to look but don’t tell you what to see.’ That, in turn, reminds me of Tony Jeffs and Mark Smiths’ quotation from Bill Rosseter on the goal of education: ‘It’s about moving on in some way from point A, not necessarily to point B or C, but to some position beyond A.’ Madge and Tom Batten, community development pioneers, coined the phrase ‘the non-directive approach’. Some years ago, I had the privilege of learning non-directive group facilitation alongside Catherine Widdicombe, author of Meetings that Work, co-leader of AVEC (‘with’) and a keen disciple of the Battens in this area. I use the word alongside deliberately because Catherine insisted on working-with, enabling and facilitating as the optimal route to developing my – and others’ – confidence, insights and skills. Her expertise lay in drawing out, encouraging experimentation and eliciting discovery rather than simply imparting her own acquired knowledge to passive recipients. In later years, I trained in non-directive supervision and coaching, both of which reflect a process of working with an individual or team developmentally, often enabling and enhancing critical reflexivity and critical reflective practice. Subsequently, I trained in action learning, a form of peer-coaching in groups that draws on the same fundamental ethos and principles: an opportunity to pose and receive Socratic-type questions that enable a person to move on – with greater depth or breadth – in her or his thinking and practice. It’s as much about growing in wisdom as reaching solutions. I often see Jesus using this approach in the gospels of the New Testament: evoking, provoking, revealing and releasing. I also see sports coaches, inspired by Timothy Gallwey’s The Inner Game, using it to great effect. When have you used a non-directive approach? How did you do it in practice? What impact did it have?
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 'Not all those who wander are lost.' (J.R.R. Tolkien)
I felt ridiculously excited last week to get first class train tickets for the same price as second. It was a brand-new experience for me. Not used to this level of luxury, every time a steward passed by and offered me food or drink I asked, hesitantly, ‘Is it free?’ They looked back at me and smiled, perhaps with a hint of pity in their eyes, and said, ‘Yes sir, it’s included in the price of your ticket.’ Wow. I’ve never eaten so many bags of crisps, ham-salad sandwiches and chocolate brownies. Amazing. Yet a far more adventurous journey for me was 4 years ago, from the UK to the Philippines. 30 mins drive + 2 hours on train + 2 hours wait in airport + 12 hours flight to Hong Kong + 2 hours transition in airport + 2 hours to Cebu (West Ph) + 30 mins motorbike to port + 2 hours wait + 12 hours ship to Samar (East Ph) + 30 mins drive in car + 30 mins on motorbike + 30 mins up-river on boat + 30 mins trek through jungle – to arrival. The warm welcome of Waray children made it all worthwhile! That was, however, nothing compared to the journey of a Christian biker friend, ‘Iron Butt Rob’, who met and prayed with me at the start of that journey then set off at exactly the same time as I did on a gruelling non-stop 1800-mile motorbike ride to all 4 extreme corners of the UK. The whole time I was on route, he was riding…and riding…through torrential rain to finish at the same time as I did. His remarkable feat raised sponsorship money to support the Filipina activist who was hosting me. Yet perhaps a deeper journey still was into that amazing encounter with those 120 children. They had never met a foreigner and, as we walked between their simple wooden huts, they smiled, laughed, held our hands and skipped along in front of us. They joined in everything we did with infectious energy and, astonishingly, appreciated absolutely everything. When we left a few days later, the children picked wildflowers as gifts as we meandered back to the boat. We all cried as we said goodbye. When have you taken a life-giving or life-changing journey – literally or metaphorically? What impact has it had on you?  Anita asked during a coach training workshop this week if it’s appropriate to address emotion in coaching. After all, isn’t that stepping too far into a person’s personal space or risking a drift into therapy? Curious, I asked which dimension of the issue she was feeling most concerned about. Anita replied that she felt anxious about straying into what could feel like a counselling relationship. If she did, she said, she would feel both out of her depth and as if she had breached a professional boundary. I paused, then asked if it had felt inappropriate when I posed that question to her, or if she had felt compromised in how she answered it. She looked up, smiled and said, ‘No.’
Another coaching workshop and Brian, a colleague, was introducing reflecting back as a core skill. One participant looked increasingly frustrated and eventually blurted out, ‘You call this a skill but it’s like playing a game with someone, using techniques on them rather than holding a real and respectful conversation.’ Brian listened then responded calmly, ‘So, reflecting back feels to you like toying with someone, and that clashes with your value for authenticity.’ 'Yes – that’s it exactly!’ he replied with a burst of positive energy that took everyone in the room by surprise. After a brief moment, he and everyone else broke out in fits of laughter. ‘OK, now I get it.’ The principle here is that of modelling an idea, an approach, a method or a technique, rather than simply describing or explaining it. There’s something about experiencing that can feel profoundly and qualitatively different to understanding a concept purely intellectually. This insight lays at the heart of Gestalt coaching and experiential learning. It’s primarily about doing, not thinking, and seeing what emerges into awareness when we do it. I worked with a leadership team that agreed a set of and behaviours to govern its practice. It looked neat on flipchart paper but its potential for transformation didn’t emerge until they grasped the nettle and practised it. What have been your best examples of learning by experience? How do you model this principle in your work with others?  ‘It’s about moving on in some way from point A, not necessarily to point B or C, but to some position beyond A.’ (Bill Rosseter) I love Rosseter’s open definition of the fundamental goals of learning, development and education. We could argue this principle lays at the heart of leadership, coaching, training and facilitation too. After all, an axiom of Western thought is the unquestioned value of personal autonomy and agency. Applied more broadly in organisation development (OD), we can attach the same idea to teams, groups and organisations. It points towards an underlying and oft-implicit intention, trajectory and destination: from dependence towards ever-increasing independence: to stand on one’s own two feet. And it’s not just theoretical. If, like me, you were born into a Western culture; perhaps especially into a UK proud-of-its-island-mentality culture, notice the connotations and feelings we associate with the words themselves: dependence vs independence. Dependence can sound and feel (negatively) weak, vulnerable and needy. Independence, by contrast, can sound and feel (positively) strong, resilient and resourceful. We see this language played out increasingly on the global-geopolitical stage too; with independence often being associated (desirably) with power, control and self-determination. So, what could this look like in leadership, coaching, training and facilitation? Reg and Madge Batten, development pioneers against a backdrop of colonialism in Africa, proposed three distinctive forms of intervention that, when used well, can support a useful journey of empowerment. In paraphrase, there are things we can: (a) do for others; (b) enable others to do for themselves; and (c) leave others to do without us. Some critical questions this spectrum begs are: what is most facilitative (that is, enabling) for this person (or team, group, organisation) in this situation, at this time - and who decides? There are further considerations too. The Battens (above) coined an important qualifying phrase, qualitative autonomy, stating: ‘We are interested not only in the fact of independence but also in its quality.’ Independence is not a values-neutral end in itself and, therefore, needs to be balanced with broader ethics and values in order to ensure holistic change. It is possible, for instance, to imagine a form of independence that is self-centric and limiting, undermining or exploitative of others; lacking any sense of altruism, mutuality-synergy or healthy interdependence; and, ultimately, self-defeating. So, how do you work with people, teams or organisations to learn, develop and grow? How far do you take your, and their, cultural backgrounds, beliefs and values into account? How do you help ensure that wider people, relationships and systems are kept in view?  ‘Don’t just do something. Stand there.’ (White Rabbit – Alice in Wonderland) It was 1 hour before the workshop was due to start and we discovered the room had been double-booked. With delegates due to arrive at any moment, the pressure and risk was to spring into action to solve this. Suddenly, I remembered the simple yet profound words of a girl in the Philippines: ‘First, pray’. So I paused, prayed, finished my cup of tea (I’m British) then walked calmly to the foyer. The manager appeared: ‘I’ve found you a fantastic alternative room at a nearby conference venue.’ Another occasion. A team meeting was due to start but the leader had been held up elsewhere. He arrived late and saw the anxious gazes of team members at the already packed-full agenda. The risk and temptation was to race through the items at breakneck speed. Instead, he paused, took a deep breath and encouraged others to do the same. Then, he turned the agenda upside down on the table. ‘What, for us, would be a great use of the time we have available?’ Sighs of relief all round. There’s a question, an idea, a principle here. Guy Rothwell calls it Space and Pace: discerning and deciding when to pause (pray) and when to leap. Pause too long and you may miss the opportunity, allow issues to escalate or frustrate others who need decisions or actions from you. Leap too soon and you may miss wiser options, fail to notice important implications or deprive others of creating better solutions. How do you handle space and pace? How do you enable others to do so too?  ‘Don’t try to fly near God. You might not come down.’ (Barclay James Harvest) ‘Hold your nerve.’ It was good advice from a friend and consultant as I started out on a new business venture. It felt exciting and scary in equal measure. I had started out full of hope but my faith was now beginning to waver. Things don’t always work through or work out in the ways that we imagine. Was I missing something? Had I made a mistake somewhere on route? After all, there’s a fine line between persevering courageously in the face of all odds and simply being stubborn or resistant to change where needed. As I pondered this, I recalled a previous and strange experience in my life. Flashback: at 21, I had decided to follow Jesus and I had left my job and studies in industry to work alongside the poor. I felt called to give away all my possessions, except those that I could fit into my rucksack, and I did so willingly – apart from my motorcycle. I moved from the North to England to a community development project in London. On arrival at the hostel where I would stay, a van hit the bike and knocked it to the ground before I’d even had chance to ring the doorbell. That same night, someone vandalised it at the roadside, stole the suppressor caps and poured sand into the tank. Just five days later, I was riding the bike to work when a dog leapt out from between parked cars and ran straight under my front wheel. The bike jack-knifed and I flew over the handlebars, somersaulted three times (whacking my helmet hard on the ground each time) and the bike was wrecked. I limped it back to the North to get it fixed and got a front puncture on route. One month later, I rode it back to London and, within 15 minutes, was hit from behind by a hire van travelling at high speed. The driver gave false details, the bike was written off and I sustained serious internal injuries to my back. One year later, just as my volunteer placement came to an end, astonishingly I received a letter from the van’s insurance company, inviting me to claim against it for the accident. I did so and, with the money, bought a sleeping bag and tent and hitch-hiked around Europe and into the Middle East. It was truly a life-changing experience for me. At the end of this time, I became very sick and went to a local travel agent to find a cheap flight home. ‘That will be £157.83’, they said. I looked at my cheque book stub to see how much was left in my bank account: £157.83. Hold your nerve, hold onto God. When have you held your nerve – or not – in the face of adversity? What happened and what did you learn from it? How has it influenced your life and your work with clients?  On the face of it, the hottest early May bank holiday on record in the UK wasn’t the ideal time to run a marathon. After all, the risks of dehydration, heat stroke and exhaustion were high. I went, not to run but to support and take photos of my friend and mentor, Adrian Spurrell, as he and other athletes set out in high spirits to grasp this intense challenge. 20 miles in, I watched person after person stagger past, bathed in sweat, struggling ahead but determined to finish. Charity logos emblazoned proudly on their t-shirts, they were unwilling to give in to the sun’s relentless heat. After a while, I noticed one man stop at the side of the path. He was desperately weary, bent over, clearly out of energy, rubbing his cramped hands up and down his painful thighs. He looked depressed, dejected and defeated. After a few minutes, however, two other runners appeared behind him. One paused briefly, smiled, put his hand reassuringly on the man’s back and spoke calmly but assertively, ‘Don’t stop. Keep walking. You can do this.’ The man’s face brightened a little, a glimmer of hope – and he stood straight, started limping…and walking…then broke into a jog. It felt moving and inspiring to observe. The empathy and compassion, support and challenge of a fellow runner, a total stranger. What a difference it made. I would like to think that exhausted man finished the race, collected his medal and went home feeling proud of this great achievement. And what a wonderful example of a ‘good Samaritan’, the person who was willing to notice, to pause in that moment, to think beyond himself, to act decisively on behalf of the other. What a fantastic role model and metaphor for leaders, coaches, L&D and OD too. I want to be more like him.  As we walked through the village we were met by wide smiles and eyes full of vivid curiosity. Brightly-coloured clothing hung outside of wooden huts to dry in the sun. Rice and coconut lay on the ground, apparently there to dry too. We had travelled by plane, ship, tuk tuk and boat, meandering through lush green jungle and rice fields to reach this place in Samar, Philippines. The children were excited having waited 3 hours for us to arrive. A rich sense of anticipation felt tangible in the air. This was my first experience of working with such a large group of children. 120+ turned up, ages ranging from 3 to 12. We were there 2 weeks ago to inspire the children with English language, lead play activities, share about Jesus and provide nutritious food. The children were eager to learn, to spend time with this strange, tall, white alien and his inspiring, energetic Filipina counterpart – and to have fun. I don’t think I’ve ever encountered such wild, sustained enthusiasm in a group. We chose a theme each day and, at the start, invited the children to teach me some Waray, their local language. The teacher became learner and the students became teachers. The kids loved it, scoring my pronunciation by signalling thumbs up if I did well, thumbs sideways if I needed to improve, thumbs down if I was unintelligible! After each phrase the children jumped up and down with excitement, big smiles and waving their thumbs in the air. A true spirit of encouragement. This simple idea and approach gave the children real confidence to play and to practise with English language. They had seen my vulnerability, willingness to try, imperfect attempts and friendly laughter. It enabled them to give every activity we tried their best shot, encouraging each other when we-they did well and forgiving each other when we-they didn’t. We were committed to learn together, to travel an exciting journey of discovery together, and that made such a difference.  I met with a group of leaders last week whose roles include mentoring, supervision and pastoral support. The focus of our time together was how to learn and use a coaching approach to enhance the work they do with people and groups. In the midst of conversation, some said they would be interested to hear more about reflective practice and how to do it using coaching skills. Time was short so I hastily scribbled a reflective practice cycle on a flipchart. It draws on work by Argyris, Schon and Honey & Mumford. I explained that there are at least two ways we can think about this. Classical educationalists often start from a focus on theory, core principles etc. (and, in this group’s case, theology) and then move on to look at how to apply the theory to practice. By contrast, reflective practice often starts from observation of an experience (or experiment), then moves on to reflection on that experience, then to consider how it resonates with, challenges or informs a hypothesis or theory. This implies critical thinking and by extension, aims to guide future practice. In this sense, it shares common principles with related fields such as action research. And so how to apply a coaching approach… 1. Contracting: What are we here to do? How shall we do this? 2. Observation: What happened? What were you aware of? 3. Awareness: How did you feel? What assumptions were you making? 4. Sense-making: What surprised or confused you? How does it fit (or not) with what you know/believe? 5. Learning: ‘What have you discovered in this? 6. Action: And so..? What next?  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. |
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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