3D Juggling 559: Let’s start at the very beginning

Claire writes: ‘Let’s start at the very beginning. It’s a very good place to start’, sang Julie Andrews in The Sound of Music.  Except when it isn’t!

  • When we start at the beginning in an interview, the interviewers never find out what they need to know.  What needs to be known by the end that is not known at the beginning? That will tell you where to start.
  • When we start at the beginning in a thinking conversation, the thinker may never get beyond the story and what they know already.  Where do we need to start is a question that only the thinker can answer.
  • When we start at the beginning in an appraisal or review conversation, where the person has already done preparation on paper, we end up going over old ground and creating the movie of the book – or ratifying the paperwork.  You have already started out on this journey, where do we need to start today will mean that things are known by the end of the conversation that were not known at the beginning.

So unless it is the story that needs to be told, next time you’re tempted to start at the beginning, ask yourself and the person you are talking with: where do we need to start? Think about it…

© 2012 3D Coaching Ltd
May be distributed freely.  Please retain contact details: www.3dcoaching.com and send a copy/ link to info@3dcoaching.com

3D Juggling 558: Positive Feedback

Claire writes: “The other day I got some great customer service from someone and when we had finished on the phone, I asked to be put through to their manager.  After a long period of canned music, the phone was answered with a silence in which I heard: What on EARTH are you going to complain about?

‘Please can I give you some positive feedback on your colleague?’ was followed by another silence and then a great conversation.

Too often we forget to give positive feedback as willingly as we complain.

Think about it next time you get some great customer service…”

© 2012 3D Coaching Ltd
May be distributed freely.  Please retain contact details: www.3dcoaching.com and send a copy/ link to info@3dcoaching.com

3D Juggling 556: Who’s Fault?

‘How did it get so late so soon? Its night before its afternoon. December is here before its June. My goodness how the time has flewn. How did it get so late so soon?’ Dr. Seuss

“Lynn writes: “I have just had a meeting with a client who was 50 minutes late for her appointment.  This was 20 minutes late for what she believed was her appointment time and 30 minutes after the actual time we had arranged. Resisting the urge to be annoyed, or to say ‘It’s OK’ – which it wasn’t, I reflected on where the accountability should lie in what had happened.  What should I be doing, firstly to hold myself accountable, and secondly to hold him accountable?

So I started our discussion not with ignoring or blame or minimising the impact, but with learning.  ‘The learning for me is that a reminder text or e-mail yesterday would have been useful and appropriate. What have you learned?’

What followed was a deep and far reaching discussion in which he was able to honestly and openly see his tendency to cram too many activities into the day and his recognition that he is often chasing his tail, feeling guilty, disorganised and fraught.

By being honest and paying attention to keeping the responsibility between us, he now knows why he was late and what he needs to do if he chooses to change this behaviour and potential consequences if he doesn’t.

Where do you need to be keeping the responsibility in the middle? Think about it…”

[So by analysing the accountability we were able to see that as his coach it is appropriate for me to be managing his progress and accountability (and part of his progress is ensuring he knows when his appointments are) but it is not holding him accountable for his actions - it is about enabling him to hold himself accountable. ]

© 2012 3D Coaching Ltd
May be distributed freely.  Please retain contact details: www.3dcoaching.com and send a copy/ link to info@3dcoaching.com

3D Juggling 555: Why didn’t they do it?

Jane writes: “At the end of a management development programme I attended many years ago the facilitator drew a tombstone on the flip chart which bore the legend ‘Knew it but didn’t do it’.  The message was clear – go out and put what you’ve learned into practice!  Knowing what to do and how to do it isn’t enough, but taking action can often be really difficult.

When we work with clients we help them to explore alternative ideas and solutions.  We assume that these exist and encourage them to consider this by asking ‘what else?’ until no more emerge.  Sometimes we’ll contribute a suggestion to encourage more thinking – although it’s only ever a suggestion, never a proposal.  When they come up with something and then dismiss is, we ask ‘why not?’ or ‘what would make that possible?’ The more options, the more likely that they’ll find one, or a combination of them, that they can really commit to undertaking.  And then we’ll help them to work out how to make it happen.  Then they do it.

This involves Creating Awareness and Designing Actions, numbers 8 and 9 of the ICF Core Competencies

What aren’t you applying?  Think about it…”

© 2012 3D Coaching Ltd
May be distributed freely.  Please retain contact details: www.3dcoaching.com and send a copy/ link to info@3dcoaching.com

Should I or shouldn’t I?

Sometimes when we’re working with clients in organisations we discover something that is harming them, someone else, or the organisation. What should we do? We have agreed to maintain the strictest levels of confidentiality and we know that by doing so we may be allowing harm to continue. An ethical dilemma. We minimise the risk when we’re coaching by exploring what should happen if a situation like this arises before we start working with a client. It’s part of the contracting process .

We are likely to experience ethical dilemmas every day, and have private conversations with ourselves about whether we should say something, do something, or keep what we know to ourselves. When thinking about what to do a critical question for us should be ‘who/what may I be harming here?’

This involves Meeting Ethical Guidelines and Professional Standards, Establishing the Coaching Agreement, numbers 1 and 2 of the  ICF Core Competencies

3D Juggling 552: Ethical Dilemmas

Jane writes: The summer riots raised many questions about values, morals and what is/isn’t acceptable behaviour within our communities. These questions apply whether the community we refer to is the place we live, an organisation we work in or contribute to, our family.

I caught up recently with a friend of mine who is working overseas. He described a Board meeting where the CEO deliberately humiliated his brother-in-law, an Executive Director, to punish him for a mistake he had made. My friend, the General Manager of the organisation, was appalled – this did not fit with the behavioural standards he was used to in the UK, or with the stated values of the organisation. He took some time to reflect on this incident, on his own and with the CEO, and a number of questions emerged. One of them was this: when working in a country where corruption, bribes and bullying are how business gets done, how can I maintain my ethical standards whilst also enabling my organisation to thrive?

Who decides what’s acceptable, what’s OK? You? Me? Them? We all have a view and they won’t all be the same. And who’s to say which is right? The reality is that they will all be right – for someone.
So what are ethics? The values and customs in the lives of particular groups of human beings are described as their ethics, and we experience these through notions such as rightness and wrongness. We meet ethical dilemmas on a daily basis. Do I share what I know about a planned restructure before the ‘official’ announcement? Do I challenge someone’s poor performance when I know their mother is dying?
In his book, ethicability, Roger Steare offers some questions that may help us to decide what’s ‘right’:

  • What are the rules?
  • Are we acting with integrity?
  • Who is this good for?
  • Who could we harm?
  •  What’s the truth?

As coaches we are guided by the International Coach Federation Code of Ethics.

What are you guided by?

Contact us if you’re facing an ethical dilemma and would like support to work out how to resolve it.

Keeping out of the way and making a conversation transformational

When you start saying: ‘Help me to understand’, you are no longer coaching or reviewing. You are looking for information for yourself. TS Elliot described coaching/ review in his poem Little Gidding

 ’You are not here to verify, instruct yourself, or inform curiosity or carry report.’

Here’s how:

Keeping the responsibility in the middle

In any kind of reflective conversation, it’s important that the facilitator/ coach/ reviewer/ consultant doesn’t take over and that the responsibility is appropriately in the middle.  Here’s how:

Good contracting

A powerful conversation is all about making a good contract in the first 3 minutes. Find out more from Lynn:

3D Juggling 547: The power of being there

Jane writes: ‘Sometimes it’s enough to just listen.  Research by Professor Jose Luis Villegas Castellanos in 2009 found that people who talked out loud to think through maths problems were able to solve them faster and had more chance of getting the right answer. We have found this to be true for people who are tackling any type of problem; it’s a smart way to learn.  Saying things out loud helps people to hear themselves, and through hearing they can reach a level of understanding that might not otherwise have been possible.

Sometimes as coaches (or friends, managers, colleagues) we just need to be there, to listen. Think about it…

Incidentally, Prof Castellanos also noticed that drawing or making a pictorial representation relating to the problem also contributes to its solution.’

© 2011 3D Coaching Ltd
May be distributed freely.  Please retain contact details: www.3dcoaching.com and send a copy/ link to info@3dcoaching.com