Passion To Performance


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Passion to Performance takes you from the very depths of your passions to successful and personally fulfilling outcomes. The experiential exercises take you from passion to performance in 3 simple steps:
~Find your Passion
~Create Passion-Driven Goals
~Cultivate a Resourceful State

The Formula for Self-Mastery provides you with the opportunity to connect to your Seven Powers:
1. The Power of Passion
2. The Power of Collaboration
3. The Power of Experience
4. The Power of Creative Thinking
5. The Power of Perception
6. The Power of Imagination
7. The Power of Connection

Passion to Performance is based on the author's unique, strengths-based system called OATS (reg.) and the SMARTEST STAR ( TM) model for personal and professional goal management. It guides you step-by-step in a natural and effortless manner through the process of creating your own customized and authentic goal management system.

This book is intended to reach people who wish to get extra value from their coaching partnerships, as well as those who choose to self-coach. It also serves as a guide for those who want to coach others in both formal and informal environments. It also makes for dynamic workshops.

If you are simply looking for creative practices or whether you are ready to learn goal management or simply make some positive changes in one or more areas of your life, P2P, will get you there!

Embrace your creativity and make ideas happen.

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Passion To Performance

  1. 1. Passion to PerformanceFormula for Self-Mastery By Aneesah Bakker
  2. 2. ContentsThe Power of Passion 1Sow your OATS to reap the benefits 3The Power of Collaboration 6Person-Centred CollaborationThe Power of Experience 9The Big Picture 11The Power of Creative thinking 12I-VOLUTIONThe Power of Perception 20The Power of Imagination 21Phase I - Find your Passion 24Level 1 - Initiation 26Level 2 – Immersion 32Level 3 - Incubation 38Level 4 – Innovation 45Level 5 - Integration 51Phase II - Create Passion-Driven Goals 57Level 1 - Initiation 59Level 2 - Immersion 68Level 3 - Incubation 77Level 4 – Innovation 84Level 5 - Integration 92Phase III - Cultivate your Resourceful State 101Level 1 - Initiation 103Level 2 - Immersion 109Level 3 - Incubation 115Level 4 – Innovation 124Level 5 - Integration 132The Power of Connection 140Create Congruent ConnectionsPassion to Performance 141About the Author 146
  3. 3. DedicationI dedicate this book to my father who taught me the valueof personal authenticity and how to be ‘big on planning’.He taught me the good habits of relaxation and trainingmy imagination. He always encouraged me in my dreamto nurture mind-power and to help others in their Quest.
  4. 4. The Power of PassionEven a thought, even a possibility can shatter us and transform us Friedrich NietzscheMy dream and my passion are to extend a hand to others, tospark a small insight that has the potential for profound andlasting transformation.When I decided to write this book; my objective was to write abook that could stand on its own, with its’ own merits andbenefits. This was intended to benefit those whom I did notcoach directly. I wanted to reach more people – people whowish to add value to their coaching partnerships and those whochoose to self-coach. Of course, there are many other potentialuses for my book. This would include providing a guide for thosewho wish to coach others, be it in a formal or informal,everyday context.My purpose is also to write a book that can be used by myclients to supplement our coaching collaboration. In the samevein, I also want to make available a more comprehensivesupplement to the workshop training manuals and workbooksfor those who wish to continue on their journeys of self-mastery.This book integrates in-depth research and experience on atopic which was presented in various forms, including a thesison Personal and Professional Goal Setting and Goal Managementin Coaching. For my thesis, I seriously contemplated using thealternate title of Creating Congruent Connections - ManagingYour Goals to Manage Yourself. Instead, I decided on the moreacademic version. The point is, when deciding on your missionand goals; you need to consider the outcomes sought.Furthermore, when you have clear outcomes, you can afford tohave and benefit from being flexible in the means you choose toattain your goals.This book is also based on a humanistic approach to goalsetting. I believe in starting with where the person is andhonouring and prizing the person’s strengths and their potential.This is the foundation of an approach I have named OATS™. 1
  5. 5. OATS™ is intended to emphasise the creation of options andopportunities as well as the use of tools and techniques acrosscontexts. My specific focus is on mobilising opportunities andassessing benefits and value from an ecological perspective. Iwill elaborate on the ecological perspective throughout thisbook.I have also developed a model which serves as a framework tofacilitate the process of goal setting and management. I wastempted to present this as the title of this book. Perhaps, nowthat I have written this book, I might choose to write anindependent book on the SMARTEST STAR model.At this point it is important to me to present the overall conceptof using a goal management model within a particular contextand also, and most significantly, creating a goal that iscongruent to who you are and where you want to be. I havesought to demonstrate, how you might also add additionaldimensions to this process. A dimension I concentrate on is thatof creativity.I seek to start with your passions and to enable you to connectthis to not only what you want to achieve, but also to how youwant to achieve it.This book has evolved out of the framework I use to guide myface-to-face coaching, training and workshops as well asconsultancy service. I call this framework “From Passion toPerformance – A Formula for Self-Mastery” and so this hasbecome the title of my book.I have sought to be clear and transparent in my position on thetopic so that you may benefit not only from the actual contentbut also from my modelling of the processes involved in allthree phases of self-mastery. This book, therefore, also servesas an actual example of how I developed and applied itscontents based on a specific aim, focus and other aspects Iperceived as being significant, viz. a humanistic philosophy andfeatures of creativity as these align with my belief in humanpotential.2
  6. 6. Sow your OATS to reap the benefitsAll truly wise thoughts have been thought already thousands of times; but to make them truly ours, we must think them over again honestly, till they take root in our personal experience Johann Wolfgang van GoetheOATS™ is an approach and a unique system of worksheets thatI have developed to enable you, in a creative, effortless andplayful way, to achieve successful and personally authenticoutcomes. OATS™ concentrates on sourcing your potential aswell as creating opportunities for experiential learning.My assumption is based on a strengths-based approach. This ismy belief in prizing and optimizing the person’s strengths togive better outcomes and more meaningful, sustainable andpersonally fulfilling outcomes. It is based on the belief that weall have unique strengths and talents that open up a widervariety of potential, viz. opportunities and options. Opportunitiesand options can also be referred to as alternatives.Why are OATS so significant? The most significant feature ofOATS is that it is designed to target and mobilise yourstrengths. This refers to all of your strengths as represented bythe acronym. OATS™ is a creative and versatile system that caneasily be adapted to your learning style.The benefits of using a strengths-based perspective are obvious.Your strengths as represented by this acronym are the centralfocus of my book.The following table represents various areas of strengths. Thisrepresentation is certainly not exhaustive, for example, you canadd aptitude, abilities, talents, and many other internalresources that you possess. O Opportunities, Options A Achievements, Attitude T Tools, Techniques S State, Skills 3
  7. 7. OpportunitiesBoth opportunities and options thinking fall within the realm ofpositive thinking. This is not optimism though it does involveone’s ability to perceive and develop opportunities.OptionsOptions refer to being flexible and open to objectively assesswhat options are available. This includes developing the skill ofgenerating a multitude of options and alternatives as a way tomoving towards what you want.AchievementsThe experiential approach to learning provides opportunities tobuild on your achievements. Your past achievements empoweryou to succeed in the present and the future.AttitudeAttitudes include perceptions, values and beliefs. It includes theapproach you bring to any circumstance. Real personaldevelopment as well as success and fulfilment are only possiblewhen you work on cultivating a constructive attitude.Tools and TechniquesThis book provides you with many tools and techniques to addto your toolkit. I also concentrate on sourcing, mobilising andrefining tools and techniques you might be unaware that youapply.State and SkillsYour skill set includes your abilities, talents and strategies. Thisbook emphasises the importance of your state and how you canread, access, interpret and mobilise your states to create aResourceful State. This book is about your State for Excellence.4
  8. 8. Objectives:The main objective of this book is to provide you with theOATS™to: • Enable you to explore your passion • Enable you to successfully set personal and/or professional goals that match your passion • Enable you to creatively connect and stay connected to your passion • Enable you to use your passion to drive your actions • Enable you to nurture your resourceful state so you can engage it more easilyWho will benefit: • Anyone who wants to be successful in any personal or professional goal will benefit. • Anyone seeking to develop their creativity will benefit. • Anyone looking for personal authenticity or greater congruence between their dreams and actions will benefit. • Anyone with the courage to pursue personal development. 5
  9. 9. The Power of CollaborationWhether you are embarking on this quest of personaldevelopment on your own or with a coach, the foundation ofyour quest is relationship and communication.The foundation of any good collaboration is a sound rapport. Inthis section, for the purpose of clarity, I will focus on the coach-client collaboration. These attitudes and skills are equallyrelevant to self-coaching or self-management and will be foundto be valuable in any personal and professional relationship.Person-Centred CollaborationCoaching is a collaborative partnership, focusing on empoweringthe coachee in goal setting, goal accomplishment as well asfacilitating personal development and fulfilment.The benefit of contractual coaching is that one has the addedvalue of a different, an original, objective and fresh perspective.Even after working on a short term basis with a coach, you canbenefit from reflecting what you think his/her objective, non-judgemental, prizing and creative perspective might be. This willhelp you think of more options and alternatives, to becomeunstuck and to find positive ways forward. A coach helps youfocus on your resources and to mobilise strengths which maynot be apparent to you. Coaching might help you restore andincrease your self-confidence.Taking a different perspective leads to a change in State. It is auseful technique to deliberately choose what kind of state youwould like to be in for the task at hand. This is not unlike thecommon expression ‘I’m not in the mood for this’. There aretimes when you choose to make a deliberate effort to ‘get in themood’.Other examples of a state-change is when you are influenced bythe movie you are watching, music you are listening to as wellas state changes caused by humour and art.When you collaborate with a coach, a good coach is attentive toyour state and helps you increase your self-awareness so thatyou can become more accurate in assessing your state.Collaboration will help you align your state to your tasks andchallenges. Collaboration will help you determine and choose for6
  10. 10. yourself what would be a more appropriate and constructivestate for that moment. Collaboration thus, will help you alignyour efforts to your goals.This alliance is person-centred in terms of the coachee as aperson is the centre of the relationship. Of central importance isrespecting and prizing and honouring the ‘real person’ inside thecoachee. This means honouring the person’s needs, personalwell-being, skills, talents, and strengths. It meansunconditionally accepting the other in his/her uniqueness,values and beliefs even when you do not share their sentiments.It is being non-judgemental of perceived differences oreccentricities which is not the same as condoning these nor ofadopting that behaviour.The alliance is coachee-centred because it is centred on thecoachee’s goals. The coachee determines what he wants forhim/her i.e. coachee self-determination. The coach empowersand enables the coachee to look at his/her goals from differentperspectives and in different contexts to envision and createother options and possibilities. The coach asks non-directive,open ended questions as much as possible to enable thecoachee to explore what they really want and even theirmotivation for wanting it.Coaching intervention is focussed on actual goals, behaviouralefficiency and performance levels in a context that sustainscoachee motivation and commitment as well as promoting self-sufficiency.The foundation of the collaboration is a relationship built on theprinciples of the person-centred approach as advocated for byits founder, Carl Rogers. The coach believes in the true potentialof the coachee, that only the coachee knows best what directionhe wants to take. The coachee is motivated to do what is bestfor himself/herself i.e. the coachee is driven to and has thepower for self-actualisation.The coach provides the foundation for coachee self-determination by fostering an environment of trust through thefollowing rapport-building skills: • Empathy • Genuineness • Unconditional Positive Regard 7
  11. 11. EmpathyEmpathy refers to the coach’s willingness to connect to andunderstand the coachee’s reality as experienced by the coacheei.e. from the coachee’s frame of reference. The coach expressesthis willingness through investing time and energy to buildrapport with the coachee.GenuinenessGenuineness refers to the coach practicing self-awareness inhis/her experience of the coachee. The coach needs to begenuine/ transparent in his/her willingness to share thisawareness with the coachee in the interests of coacheedevelopment and learning. For example, if the coach realisesthe coachee’s goal to be wealthy conflicts with the coachee’svalues and beliefs about wealth/money, it is the coach’sresponsibility to share this in a constructive way with thecoachee. The purpose would be to enable the coachee to closethe gap between his/her values and goals.Unconditional positive regardUnconditional positive regard refers to the coach respecting andprizing the coachee through providing a safe and non-judgemental atmosphere/ relationship. The coach demonstratesacceptance, respect and trust through his/her verbal and non-verbal behaviour.While the coach consciously and consistently builds rapport withthe coachee, this is not an end in itself. Coaching is aboutresults, targets, outcomes, achievement, success andaccomplishment.The coachee’s experience of this attitude from the coach willempower the coachee and help him/her to reclaim personalpower. Personal power refers to increased self-esteem, self-confidence and restored faith in one’s own potential.8
  12. 12. The Power of ExperienceIt is said that ‘experience is the best teacher’. I would like togive you this opportunity to experience immediate benefits frommomentarily adopting a different perspective. Scan over the lasttwo weeks. Scan over interactions you have experienced thatinvolve others. More specifically, consider an interaction thatmay have preoccupied your thoughts after it happened andmight even still have you pondering aspects of what youexperienced. This can be a relatively low key incident such as aninconsiderate act or word – someone cutting in front of you in aqueue, perhaps. This can be any incident no matter how smallthat nevertheless troubles you in some way. Now I would likeyou to fade the characteristics of that experience from yourmemory. Now, think of your ideal life 5 years from now. Tenseconds is enough. You can see yourself in the future. You haveleft this experience in the past. You are removed from thisexperience which by now is long over. In the meantime, youhave had many wonderful and positive experiences. You mighteven be relaxing on a sunny terrace. Look back at thatparticular distant, vague and now insignificant incident. Youprobably don’t want to be bothered with this right now. And youknow what; you don’t have to be bothered with that right now.Savour your moment of peace and tranquillity and leave thatincident in the past where it belongs. You have no need forexcess baggage.You may want to take the opportunity to reflect upon how thisother perspective benefited you… on the other hand, you mightsimply want to go on and savour a few more moments in youraltered perspective.My experiences with my children, partner, friends and othershave convinced me that no amount of advice even whenconsistently applied (nagging included!), will have the samepowerful and lasting impact on others as their own experienceshave on them.There have been many times that I have been profoundlytouched by a particular experience or demonstration. I havealso benefited most from training and workshops when therewas a strong emphasis on practical and experiential exercises.In fact, personally, I tend to evaluate training and workshops onthe quality and relevance of their practical and experientialexercises. Of course I believe that there is a place for an 9
  13. 13. adequate balance between theory and practice, but whatconstitutes “adequate balance” is beyond the scope of thisarticle.As far back as sometime between 551 BC and 479 BC, theChinese philosopher and reformer Confucius had this to say “Ihear and I forget. I see and I remember. I do and Iunderstand.” I am certain that quotations like these coupledwith sayings such as “seeing is believing” amongst others, havehelped form and maintain my belief in the power of experientiallearning.When I studied for my degree in Social Sciences, my lecturersand supervisors taught, through theory as well as throughpractical and experiential exercises, the benefits of experientiallearning. They modelled an inspiring attitude towards learningand change. I believe the powerful influences on my learningand changing perceptions was due to firstly, a willingness andopenness to learn; secondly, a transparent agenda/structurethat I agreed to; thirdly, my perception that I had some choicein what activities to follow; and most significantly, the actualexperience of the facilitative relationships with my “lecturers”and with my “supervisors”.I experienced genuineness or what I call honesty and opennesson the part of the other to share his/her perceptions of ourinteraction/dialogue in a non-threatening way. I experiencedrespect, prizing and understanding. I felt safe and accepted. Ifelt an honest, open-hearted willingness on the part of the otherto always look at and acknowledge things from my point of viewwhile at the same time sharing his/her perception as an equal.Thus, the foundation of my education was the person-centredapproach as pioneered by the American psychologist Carl R.Rogers. In my understanding, Rogers was also the pioneer forexperiential learning in the modern world. This approach, herecommended in fields as diverse as relationships, parenting,education, business, intercultural diversity and governmentamongst others. He also maintained that all parties stand tobenefit when relationships are governed by humanisticprinciples.10
  14. 14. The Big PictureThe process of goal setting and project management follows ageneral direction as indicated by the table below. The same istrue of your collaboration with a coach. Awareness of the stagesfor successful and sustainable outcomes means that you canincrease productivity and the resulting benefits.Initial Working SessionsSetting the Agenda The coachee is actively involved inPlan of Action generating the agenda, The coachMobilising Resources enables the coachee to set a unique and customized goal or project to work on. They collaborate as the coachee decides on a strategy or plan of action made up of measurable and manageable milestones. The coachee takes a decision on how to mobilise resources (the coachee is the most important resource).Ongoing Working SessionsReflection/Feedback Self-reflection and self-monitoring is used as the coachee checks his/her progress against the previously established milestones on an ongoing basis.Re-assessment and Adjustment SessionRe-assessment The coachee is enabled to re-Modification assess progress and may even consider making modifications or implementing corrective actions to adapt to changing needs and circumstances.Closing SessionOptimizing Benefits In the final session, success, new skills and learning is consolidated and generalized and integrated into other areas of the coachee’s life. The coachee may wish to examine how to further maintain and maximize positive outcomes and benefits. 11
  15. 15. The Power of Creative Thinking: I-VOLUTIONCoping with Change, Creativity and Learning Change happens… Creative Change needs a helping hand.The Big Picture provided an overview of project management. Itapplies equally to the process of coping with change, creativityand learning. I have synthesised this approach with the powerof creativity thus creating an integrated process that I refer toas I-VOLUTION. I-VOLUTION is about change management, it is aboutmanaging transitions and transformation. It is a fluid processthat shows distinctive patterns and phases of development andflow. Awareness of these naturally evolving phases can lead to amore deliberate and productive learning and change experiencewith more personally fulfilling outcomes.Entrepreneurs, outstanding learners, scientists and creativepeople habitually mobilise this process. When studyingsuccessful people one is able to observe particularcharacteristics (attitudes) and skills as they progress througheach level.These characteristics and skills are evident in babies, forexample, when learning to walk. One can observe thebehaviours and attitudes that are typical of each level. Why andhow a person uses less of this resource as they get older, I canonly guess. There is an indication that these attitudes and skillsneed to be resourced and cultivated for continued benefit.I personally experience these levels every time I relocate. It isevident in the phenomena of ‘Culture Shock’ that is observed inexpatriates during their transitions. It is also true of anyoneexperiencing any new and challenging experience.It is also true when setting goals as goal setting concernscreating change through transforming circumstances. Theprocess of goal setting requires the use of creative potential,creative thinking, creative skills and ability and a creativeattitude. This is particularly true when a person is empowered tolook at options and to think in terms of possibilities so as tocreate opportunities for change.12
  16. 16. Goal setting is a creative and innovative process with yourresourcefulness being your greatest asset. This bookencourages and supports you to consciously use creativity toolsand techniques such as brainstorming and visualisation as wellas to enable you to enter into a resourceful state for moreeffective and fulfilling results. This can be called CreativeConsciousness or Mindfulness as one deliberately adopts andpractices positive attitudes and beliefs one seeks to reflectthrough ones’ behaviour. I call it Creative or InnovativeThinking.Innovative thinking is about producing a unique service orproduct which is what takes place when goal setting. You areseeking to achieve results that are tailored to your needs,through a process of generating multiple options andopportunities.Studies of successful people show that creative thinking plays acentral role to their success. Creativity is evident incharacteristics such as flexibility, positive and optimisticthinking, high toleration for frustration, thinking in terms ofpossibilities, amongst others, and they all contribute towardssuccessful outcomes.Through my experience and research, I have identified fiveprimary levels that characterise change. These are Initiation,Immersion, Incubation, Innovation and Integration.Initiation Induction, Introduction, Inception, Ideation, Interested, Information, Initialisation, ImitationImmersion Investment, InvolvementIncubation IntuitionInnovation Insight, Inspiration, Inflammation, IlluminationIntegration Incorporation, Idealisation, Independence, Inclusion Institutionalisation , ‘Iconising’ 13
  17. 17. These processes when applied deliberately is an excellentvehicle not only to generate new and unique solutions, but alsoto lead one through any transition experience.Level 1 - InductionInduction refers to the initial process of acquaintance. Onefocuses on various aspects of the task at hand. This level ofinteraction involves engaging with the task and ‘getting yourfeet wet’ so to speak. Introductions and briefings fall under thiscategory.Level 2 - ImmersionOne invests time and concentration as well as other resourceson the task. One becomes more invested in the outcome ofone’s involvement. Characteristically there is active and deepengagement. Typically, this stage involves making acommitment and letting down boundaries. One becomes moreand more immersed until there is the impression of reaching‘saturation point’. This state involves focus and single-mindedness.Level 3 - IncubationOne feels that one has reached an impasse or that one hasreached a point when no more options seem apparent. It seemslike it is necessary to takes time off away from the task. Inother words there might be a sensation of feeling stuck orfrustrated. Successful people expect to succeed. They areconfident that there is a solution and that they will find asolution after a break or letting go.Level 4 - InnovationThe time out is beneficial and one is able to see the solutionwhich now seems obvious. Such an experience is referred to asthe ‘Eureka!’ effect or the ‘Aha!’ experience.Level 5 - IntegrationOne relates and applies insight and learning to other interestsand areas. This step involves transferring benefits obtained toother, not necessarily identical, contexts. Learning when appliedbecomes part of one’s knowledge base and skill set. Debriefingsinclude this element.14
  18. 18. Level 1 - InductionThis level is also known by terms such as initiation, inception,and ideation. People have different preferences as to how theyapproach situations. Some are able to immerse themselvesimmediately while others need to approach tasks moregradually. No matter what one’s preferences, the first step is toget started. To do something, anything, that is related to thetask or project or learning experience at hand. This mightinvolve the activity of ‘modelling’ the desired behaviour oroutcome or acting ‘as if’ you have already achieved the goal anddesired outcomes. This is not different from when children ‘playhouse’ as they try on for size certain roles.Initiation may also include an external representation of one’sidea. This could be the process of thinking about what is to bewritten, jotting down a few ideas, mind-mapping, playing a fewnotes on a piano, etc. Initiation might also include the act ofgathering the materials necessary to begin one’s task, project,etc. It could also be attending a briefing, reading anintroduction, and so on.Induction usually explores factors such as current resources,challenges, opportunities, demands, previous experience and soon.This exploration might include: • What are the main challenges of the task? • What identical tasks have I performed before? • How much time will I spend on this task? • What do I want to get out of this project? • What unique strengths, abilities, and attitudes am I bringing to this project?Depending on the person and the nature of the task, one mightdiscuss one’s plans with others and this may lead to greatercommitment and bonding with the task.One might even experience a sort of ‘honeymoon’ feeling.Optimism is high and one usually ignores or denies theexistence of possible obstacles, ignoring weaknesses andlimitations. This is not unlike deciding to start a family. If onewere aware of exactly what lies ahead, mankind will be indanger of extinction. 15
  19. 19. Level 2 - ImmersionImmersion, InvestmentIn this phase, one uses as many skills and strategies one canthink of to solve the problem, attain a solution or to cope withand rise above the change/challenge.One actively seeks to come up with as many possible ideas andsolutions as possible. First one might look for ideas to emulate,imitate, role models, etc. One also seeks inspiration fromexperience and applies tried and tested strategies. The focus isto generate as many ideas as possible, with little attention givento quality. As ideas are generated, one favours certain solutionsover others. This is called brainstorming. This creative thinkingtechnique, even when applied haphazardly and withoutdeliberation, is a natural and not uncommon strategic choice.Then one sets aside limitations and opens up to otherstrategies. There might be a fleeting temptation to quit – themore one learns, the more one realizes how much more there isto know, in other words - how little one knows. Self-doubt andother anxieties might pose an additional challenge. One mightexperience resistance from others, social pressures which mightgive rise to hesitation. Engaging with the situation or taskusually deepens one’s commitment to pursue one’s ends.When motivation and commitment is sufficiently high; onerealizes that one has already invested too much into the task orthat one has nothing to lose. There might be a feeling offrustration or a sense of chaos and uncertainty. One perhapsfeels overwhelmed and yet at the same time realises that there‘is no turning back’. At this point there may be the belief orperception that there is more to gain than to lose were one towithdraw or retreat from the task.People who succeed through this phase exhibit the followingcharacteristics. They desire the end result, and believe in theinevitability of a successful resolution. They expect a successfuloutcome and are determined to move through frustration. Theyshow great perceptual and behavioural openness (curiosity) andflexibility.16
  20. 20. Level 3 - IncubationIncubation, like the other levels, is a natural evolution inchange, creativity and learning experiences. A deliberatemobilisation of any of these levels will lead to more productiveoutcomes.Sometimes one becomes so immersed in a task and fails to readsignals of when to ‘have a break’. One continues workingbeyond the stage where it is useful. This may even leave toburn out and abandoning the project.Useful questions to ask are: • Have I given 100% to this task? • Can I make any more progress right now if I were to continue? • Do I feel stuck? • Could I benefit more from leaving things alone for awhile?Incubation gives the creative subconscious the time andopportunity to process disparate information and forassimilation and patterning to occur, uninhibited by consciousprocesses. Even in cases of feeling that one is no closer to theanswer than at the beginning, scientists have found this to bethe most fruitful stage of the entire process.Certain activities are associated with the incubation phase.These include exchanging ideas with others, sleep (the dreamstate), taking a bath, going for a walk, and many others. Theseall help one connect at a deeper level which can give rise toflashes of insight.To encourage this transition from incubation to innovation, youmight consider: • priming yourself in your task before taking your bath • priming yourself in your task before going to sleep • priming yourself in your task and then taking a short napOne is encouraged to keep a notepad and pencil in thebathroom, next to your bed, and so on. These flashes of insighttypical of the Innovation /Illumination phase are so intense andclear that one cannot imagine forgetting them. However, ifother interruptions are present or you go back to sleep, theseinsights might be lost to the conscious mind. 17
  21. 21. Level 4 - InnovationEureka! Aha! Yahoo! Oh Yeah! Yes!During immersion, failure to recognise that an interruption(incubation) will be beneficial, might lead to feelings of defeatand giving up (I’ve bit off more than I can chew).Confidence, faith and courage, accompanied by a plannedincubation generally lead to a stage of illumination. There isdesire and an expectation of success in spite of feelings offrustration.There is a sudden, surprising flash of insight at an unexpectedmoment as an insight is revealed, accompanied by feelings ofexaltation. An idea presents itself ‘out of the blue’ so to speak.Cartoons depict this moment with a light bulb or a lightningbolt. You have reached the peak of your performance or thesummit so to speak. There is a sensation of surrealisticexperience, a feeling of timelessness and weightlessness and ofbeing one with the universe.There is a feeling of connectedness and a knowing and a feelingthat this is ‘right’. There is the feeling that one has arrived!Evaluation of success at this point is internal and non-judgemental.This feeling may be brief, instantaneous or momentary. Theremay be a feeling of pride and abundance. This may be followedby doubts, anxieties and fears, such as fear of censorship, oflosing what one has gained, of standing out, of competition, offailure, and so on.Generally doubts are very short-lived and the person movesonto the next level… integration. This can be facilitated whenthe person realises that the idea is separate from him/her.While you might be personally invested in your idea, your ideais separate from your identity. You are not your idea. You aremore than your idea.Perhaps one does not feel a flash of insight nor that one hasmade ground breaking progress. All is not lost. Your groundworkhas been done and your work goes ‘underground’. Connectionscontinue to be made through your experiences, even if thoseconnections are currently outside your conscious awareness.Have confidence – when you are ready, the idea will emerge!18
  22. 22. Level 5 - IntegrationAfter a new experience, the person evaluates the outcomes. Anassessment is carried out to determine if the solution is in factsatisfactory. This involves a cost-benefit analysis of the solutionto answer the question - ‘does it work?’One might consider factors such as: • Does the solution fall within the budget and other constraints? • Does the solution give added value and benefits? • Is the solution sustainable? • How can I put this into practice?This is then followed by a process of generalization andsynthesis. One reflects upon the meaning and value of thesolution and learning experience. One explores other areas towhich this learning can be applied. This includes generalizingthis experience as it relates to your life situation so that it canadapt and improve your life. This does not have to be doneexplicitly: a good practised learning automatically draws onone’s ability for integration and assimilation.I encourage you to consider the potential of a more informedand deliberate process such as I-VOLUTION. Just givingattention to any of the levels will certainly add value to yourexperiences.The person might consider the intrinsic benefits of theexperience to be valuable. Through sharing, the person mightalso seek acknowledgement as well as to assess the socialacceptability of his/her findings. If any of these rewards arejudged to be sufficient, motivation is high for the nextchallenge.For example, you might read literally hundreds of self-helpbooks but have the impression of having made no real or lastinggains. Part of the gains is the empowering inspiration and focusyou receive on a continual basis. This leads to small and gradualyet significant changes. The best books are those that provideopportunity for experience and integration, starting with wherethe person is, and taking them through experiences thatbecome integrated in a natural way. Experience that empowersthrough promoting self-awareness and personal power is themost valuable. 19
  23. 23. The Power of Perception Everything has its beauty but not everyone sees it. ConfuciusAs a coach, I am occupied with adult learning and development.All human interaction involves the dynamics of learning with analtering or reinforcing of the perceptions of those involved.The American Philosopher and Psychologist, William James(1842-1910) had this to say: “Many people think they arethinking when they are merely rearranging their prejudices.”Generally speaking, we learn from and assimilate ourexperiences based on what we already believe to be true. Inother words, we act and react to ‘reality’ based on our existingperceptions of that reality, no matter how we have come to holdthose views. We do not usually pause to examine our beliefs,their origin and how to change these. Yet, we all share a naturalcuriosity, the potential and under certain conditions, the desireto do all of these things.Our perceptions create our reality as well as the way we act andreact to situations. This reminds me of an excerpt I once read.“Do not give permanent reality to temporary things.”(Unknown) I believe this referred to giving permanent reality toarguments, ill-fortune and real or imagined slights. I considerthis to be sound, and valuable advice.My reflection on this is that if I fail once, (I might want toredefine my perceptions of what constitutes failure andsuccess), I might want to ask myself ‘what positive value can Isee in this that I might want to keep?’ I can choose not to labelmyself a failure, exaggerating the extent of this failure and socreating a self-fulfilling prophecy. To me self-fulfilling prophecymeans perpetuating negative outcomes and circumstancesthrough our behaviour; be it physical, mental and/or emotional.Confucius shared a similar view when he advised us to ‘Be notashamed of mistakes and thus make them crimes’.I can choose to benefit from breaking or interrupting this habitand cycle. I can deliberately choose to give certain experiencesover others a more permanent and sustainable reality.20
  24. 24. The Power of Imagination To be wronged is nothing unless you continue to remember it. ConfuciusJust one of the examples of the use and power of imagination isthe processing of information through replay and filtering(exaggeration included) of certain aspects in our experiencesover others. This process is automatic, inevitable and thereforehabitual. This process can be deliberately changed to createconstructive habits.From the above example, it is obvious that perception isdependent upon imagination. Philosophers from the beginningof time have always said that we create and recreate our ownreality through our very perception of that reality. There arecountless quotations that all tell us the same thing – what existsin reality first existed in imagination.Perception, creative thinking, visualisation, mental rehearsal,dreams are all examples of the use of imagination. Planning anyactivity and taking a decision, no matter how mundane, involvesvisualising the future. Memory too is possible because of ourpower and ability to imagine objects, events, etc. Life as weknow it is not possible without the use of our imaginations.In fact, many cultures, for example the Aborigines of Australia,believe that life as we know it, the world, our entire physicalreality was created through acts of imagination.Imagination is ability, skill, a tool, a strategy, a technique andmuch more. Studying the features of imagination can lead to abetter use of it. Paradoxically, one can only study its featuresthrough its use.Research has shown that the mind cannot tell the differencebetween real experience and one that has been imagined in fulldetail. The most celebrated example of the deliberate use ofimagination to improve performance is its use in sportscoaching. Sportsmen, especially golfers devote a huge amountof their training time to mental rehearsal and practice(simulation). When one researches other examples of where thepower of imagination is mobilized to improve performance andenhance the quality of life, they seem to all have one thing incommon. That is, clear goals and outcomes! 21
  25. 25. We are surrounded by proof of the benefits of harnessing thisgreat power. What is imagination really? It is the ability to forma mental image of something. I would replace the word ‘image’with representation. While imagination is strongly associatedwith mental images and mental pictures, many people haveother strong mental representations of objects and events.Kandinsky, the famous artist, is said to have had a skill calledsynaesthesia …. When he heard a sound, he saw a colour andvisa versa. With this ability you can even taste words! Can youtaste the word ‘lemon’?Through imagination we create a mental ‘reality’ withrepresentations that include all of the five ‘senses’ and more –feelings and emotions, amongst others. One can imagine asound; taste a smell, and there are many other possibilities.For some people it is easier to see mental pictures, others find iteasier to imagine a feeling, and some are more comfortableimagining the sensation of one of the five senses. Training ofthe imagination gives the ability to combine all the senses –synthesis or synaesthesia.Imagination is the mental manifestation of what has existed andof what could exist as a physical manifestation. For manypeople, their inner realities are more real to them than the outerphysical manifestation. Their ‘inner experience’ is moreprofound and real to them than their experience of the outer‘real’ world.Imagination can be a mental ‘manifestation’: • Of what already exists • Of what does not exist • Of what existed in the past • Of what did not exist in the past • Of what could exist in the future • Of what may never exist in the futureWhatever the features of imagination, collaborating with ourimaginations offers unlimited potential and opportunity.Imagination promises success, satisfaction and happiness.Imagination has been linked to the ‘Power of Attraction’ – if youcan imagine something you will attract it! Be careful of what you ask for you might get it!22
  26. 26. Passion2PerformanceWhen I designed my workshop “Passion2Performance”, I wasaware that there were other equally appropriate and effectiveoptions, such as: • Get Real! • Personal Power – The Seven Powers • The Bridge to Personal Authenticity! • Passion-Driven Performance • Peak your Performance • Raise the Bar • Tailor-made Goals! • Smartest-Star Goal Management • You Always Get What You Want! • Be Careful What you Ask For!Formula for Self-Mastery • Find your Passion • Create Passion-Driven Goals • Cultivate a Resourceful StateWhether your definition of mastery concentrates onrelationships, wealth, career, health or life enrichment amongstothers, there are 5 essential elements for success. Successfulpeople: Know what they are passionate about. Make sure their goals match their passions. Use creativity to keep their passion alive. Use their passion to drive their actions to successful outcomes. Nurture their resourceful state. 23
  27. 27. Phase IFind your Passion To your own self be true William ShakespearePurpose:This part of the workshop provides you with the OATS™ to: help you explore what you are passionate about help you see how your passions influence your behaviour introduce the concept of personal authenticity increase sensitivity to the positive energy tied to your passion24
  28. 28. Phase IFind your Passion To Be… Or Not To Be William Shakespeare (Hamlet)The experiential exercises are designed to enable you to findyour passion follow the five natural levels of learning andcreativity to maximise their benefits.Level 1 - InitiationLevel 2 - ImmersionLevel 3 - IncubationLevel 4 - InnovationLevel 5 - IntegrationFor each of these five levels, the OATS used are: • Opportunity Exercise • Options Exercise • Achievements Exercise • Attitude – Perception Check Exercise • Tools and Techniques • State and SkillsThe specific OATS™ used are: • Reading/ Research/ Reflection • Behavioural Interviews –through the use of facilitative questions • Reflections – through the use of inspiring quotations • Free Association – through the use of prompts to stimulate creative free thinking/ writing • Brainstorming - to stimulate the generation of as many options as is possible within a time limit • Imagery Techniques – to facilitate visualisation of the outcomes you want • Universal Shapes Value Generator ™ - as a tool to empower and enable you to access and optimize your values, beliefs, passions and strengths 25
  29. 29. Level 1 - InitiationOpportunity ExerciseMy GoalMy goal is to enable you to create and achieve goals that arealigned to your values and beliefs as well as to your passionsand your strengths.My PhilosophyStated simply and briefly – I passionately believe that we allwant to experience success and mastery in our lives and we allhave the ability to achieve this. • I apply a ‘humanist’ philosophy to my relationships. • I am committed to mobilising one’s personal power through promoting personal authenticity. • I believe in deliberate and systematic goal setting and self-management. • I believe that confidence, motivation and commitment come from goals and strategies that are aligned to one’s personal philosophy. • Creativity is the essence of a Resourceful State.These factors represent my personal formula for self-mastery. Icall them the five pillars for a successful and fulfilling life...26
  30. 30. Level 1 - InitiationOptions ExerciseCreative AssumptionsMy work is founded on the following assumptions: • The source of our strengths is our passions • Our passions are generated by our values and beliefs • Our passions are the primary motivators and generators of our actionsWhat assumptions and presuppositions do you make regularlyabout yourself and others?Which kind of thinking reflects your assumptions about yourselfand others? • Win – Lose • Win – Win • Lose – Win • Lose – Lose 27
  31. 31. Level 1 - InitiationAchievements ExerciseCreative Methodology Change happens... it is Creative Change that needs a helping handI will engage you in a variety of activities using my uniquesystem of experiential worksheets called OATS™.I have designed OATS™ to source and capitalize on your uniquestrengths patterns. This strengths-based approach ensuresgreater motivation and optimal goal attainment and fulfilment.Personal authenticity refers to self-determination of goals thatare congruent with your passions. This too, increases motivationand as a result ensures optimal goal attainment (excellence)and fulfilment. This process is regenerative - which means youmove forward from strength to strength.What methodology do you favour? • Do you start a project from your inner strengths or from your limitations? • Do you start a project from a position of personal power or from a position of weakness? • Do you start a project from a position of abundance or from a position of lack?28
  32. 32. Level 1 - InitiationAttitude – Perception Check ExercisePositive Focus for Unconditional Abundance We are what we focus upon all day long… • What value do you give to genuineness, congruence and personal authenticity? • Describe a time when you gave priority to your values and beliefs? • Describe a time when you where grateful for what you have? • What are the limitations (conditions) you put on things that causes a reduction on its’ perceived value? • Describe a time when you only realised the value of what you had when you lost it? 29
  33. 33. Level 1 - InitiationTools and TechniquesExperiential Learning or a Learning Experience? I hear and I forget. I see and I remember. I do and I understand ConfuciusI utilise tools and techniques that promote experiential learning.I believe real learning happens chiefly through personalexperience, for example, when being taught a skill; one learnsthe skill through its use and application.What kind of learning do you prefer? • Being taught through lectures? • Being shown something by means of presentations? • Hands-on learning?Learning through ReflectionWhen exploring any topic, it can be useful to begin byanswering reflective questions. I find the ‘six faithful serving-men’ to be a valuable tool which I can apply to most tasks. I keep six honest serving-men (They taught me all I knew);their names are: What and Why and When and How and Where and Who. Rudyard Kipling • What am I passionate about? • Why am I passionate about it? • When do I feel most strongly about something? • How do I know that x is my passion? • Where do I feel most energised? • Who is someone I admire for their passion?30
  34. 34. Level 1 - InitiationState and SkillsEmbrace your PassionNothing great has ever been accomplished in the world without passion. HebbelThrough the use of a quotation, you have the opportunity toexplore your passions. These questions serve as a ‘warm up’ orinitiation for this module. I find that my passions reflect mypriorities, principles, philosophy and paradigms. • What do I think passion refers to? • Why is passion important? • When have I been most passionate about something? • How do I feel when I am using my talents and strengths? • Where do I get my motivation from? • Who has impressed me because of their passions? 31
  35. 35. Level 2 - ImmersionOpportunity ExerciseDrive your Passion Your passion is the steering wheel of your life. Take hold of your passions to drive your life to success and fulfilment.This exercise provides you with an additional opportunity toexplore your passions. Prompts can be a single word or a seriesof words and even a picture, statement, quotation, or even anink-blot. These, like questions, stimulate and access your ideason a given topic. Prompts offer freedom and flow. Because oftheir great potential for in-depth exploration, they are popular injournaling.Prompts to stimulate creative free writing and thinking:I am happiest when….I get most angry about…Qualities I admire in others that I would like to possess myselfare…32
  36. 36. Level 2 - ImmersionOptions ExerciseCreative Brainstorming Brainstorming is like rolling a snowball down a hill!Brainstorming continues to be experienced by many to be anextremely useful technique to create and generate options aswell as to facilitate exploration on any topic. The aim is togenerate as many options and solutions as possible whilesuspending judgement. Initially, all options are taken to beacceptable and as having equal potential. The objective is togain flow on the topic and to move toward rather than awayfrom, the solution and outcome desired.Brainstorming is a natural tool and technique that anyone canlearn and practice to use with greater confidence. It is a positiveprocess, because it encourages an attitude of being non-judgemental, open and flexible. It is self-generating and helpsone move from strength to strength.Please use the following diagram to generate your strengths,talents, skills and passions. 33
  37. 37. Level 2 - ImmersionAchievements ExerciseMy strengths are…My talents are…Passion IndicatorsPassion indicators refer to the characteristics you wouldprobably observe in a person who is passionate about life, work,a hobby, etc.If you have ever been deeply engrossed in a task, hobby, will find some of these descriptive words resonate with you:Willing MotivatedDesire AlignedExpectation InitiativeIntrinsic motivation InterestDirection from within EnthusiasmPurpose PeaceSelf-directed Life is meaningfulValues Sense of belongingFulfilment BalanceConfidence Personal powerEnergetic EssenceHeart GuidedSoul DrivenFocus ConnectionEffortless NaturalTalented GiftedSpirited Generous34
  38. 38. Level 2 - ImmersionAttitude – Perception Check ExerciseHabitsI believe human beings like to order their experiences anddevelop certain systems to simplify their lives. I call thesesystems habits. But sometimes our habits no longer serve theiroriginal purposes and might even become dysfunctional – inother words they get in our way.This simple exercise demonstrates this. Fold your arms in a waythat you find natural. This probably feels comfortable and usual.Now fold your arms the other way round. This probably feelsdifferent… How do you find this experience? While change canbe uncomfortable, sometimes all it takes is small adjustmentsdone consistently before it starts to feel natural andcomfortable. Were you to relearn how to fold your arms, youwill find that in a short time you become habituated to this newway!List 5 things that reflect your passions, strengths, values,beliefs, priorities and dreams.1. ……………………..2. ……………………..3. ……………………..4. ……………………..5. ……………………… 35
  39. 39. Level 2 – ImmersionTools and TechniquesUniversal Shapes Value Generator ™Instructions:Draw each of the following five shapes on a single sheet ofpaper. Position the shapes anywhere you please. You maychoose to represent a shape in a way that is most instinctivelymeaningful to you. Triangle Circle Spiral Square CrossNow, alongside each shape on your drawing, write down one ofthe five priorities, passions and strengths you identified in theprevious exercise.36
  40. 40. Level 2 – ImmersionState and Skills ExerciseAssociationInstructions:Write a list numbered one to five. Alongside each number, writedown the corresponding shape and passion/strength identifiedin the previous two examples.For example:1. circle – success2. square – foundation3. spiral – progress4. triangle – connectedness5. cross – focus1. ………………………………………………………2. ………………………………………………………3. ……………………………………………………..4. ……………………………………………………..5. …………………………………………………….. 37
  41. 41. Level 3 - IncubationOpportunities ExerciseFree AssociationInstructions:Now complete the following as shown in the examples thatfollow. There is no right or wrong responses. This exercise aimsto stimulate a process of free association and needs flexibilityand being non-judgemental. It is not necessary to over-analyseyour responses. Feel free to make any adaptations you wish tomake the exercise more meaningful or fun for you!This exercise reflects your achievements so far on this ventureof discovering and affirming your passions and strengths.Continue as shown below, getting into the flow of the exercise.The ideal is to complete the entire exercise without interruption.38
  42. 42. Level 3 - IncubationOpportunities Exercise (continued)Example:The circle reminds me of cakeCake represents celebration.Celebration is important because it means there is something tocelebrate.The cake is round like the sunThe sun is orange like fireThe circle is complete and whole.I like to achieve my goals.the 1----------------------- reminds me of 1a----------------------1a--------------------------------------represents 1b---------------1b-------------------------------------- is important because -----------------------------------------------------------------------------The 1-------------------------------------------------------------------------------------------- Like ----------------------------------------------------------------- Like ------------------------------------------------------------------------------I want ---------------------------------------------------------------- 39
  43. 43. Level 3 - IncubationOptions Exercise Sow a thought, and you reap an act; Sow an act, and you reap a habit; Sow a habit, and you reap a character; Sow a character, and you reap a destiny. Samuel Smiles(PS. Sow your OATS and you’ll have something to smile about!The first step in changing any habit is to state that habit in thepositive. For example, “to stop frowning” equals to smile moreoften.)Describe a situation where your habits reflect your values andpriorities? To facilitate your response you could include: • What were your specific actions? • What did you do? • What did you say? • How did you feel? • What was your reaction? • Does this reflect your typical approach in such a situation?40
  44. 44. Level 3 - IncubationAchievements ExerciseDetermination • What have I managed to do successfully that required perseverance? • Why did I persevere? • How have I successfully adapted to change in the past? • When have I shown flexibility? • Where have I proven that I can be optimistic and confident? • Who is a successful person I admire?NB: You might have noticed that these questions have beenphrased in a way that elicits responses which open up furtherexploration of the relevant behavioural elements. This is called‘Behavioural Interviewing’. Behavioural based interviewingfocuses on the person’s specific actions in relation to specificsituations and specific tasks. 41
  45. 45. Level 3 - IncubationAttitude – Perception Check ExerciseFeedbackYou may refer any of the exercises that you have completed sofar. Please choose an exercise that was challenging to you. Iwould like to suggest that you use the Universal Shapes ValueGenerator exercise.Explore the following: • How did you experience carrying out this exercise? • Did you experience any frustration? • How do you feel when you are uncertain? • What does it feel like to not know the direction, purpose or outcome of an activity? • When did you feel most comfortable (if at all)? • Which parts of the exercises used your strengths?42
  46. 46. Level 3 - IncubationTools and Techniques You only realise how limiting your philosophy is when you experience how liberating it can be!For example, for a long time my philosophy included thefollowing ‘don’t criticise, condemn or complain’. Yet I still foundmyself doing these things to a greater extent than I wascomfortable with. After many years, I realised that this mottocan better serve me if I rephrased it in the positive. My mottobecame ‘Do compliment, connect and collaborate’. My newmotto is much more empowering and easier to live up to.Another example of when my motto serves me well is asfollows... Being an accompanying spouse of a diplomat, Irelocate every three to four years. I decided to develop a mottoto empower me and to keep me focused on my goal to useevery move as an opportunity. My motto helps me to embracemy transitions so as to create a life enhancing transformation… Life goes on… only differently!My artistic and computer skills have helped me to create digitalart and paintings to represent my philosophy. My art depictsthis motto by means of a magnificent butterfly emerging fromeggshells that open like oysters! I enjoy sharing my experienceswith other expatriates and have featured in various publications.My motto serves as a point of reference and a ‘lighthouse’ tokeep me focussed and on track.Speaking metaphorically, I believe your ‘Mission Statement’ willprove to be the most useful tool you can have in your personaltoolkit. Your mission reflects your ‘purpose’ and your ‘personalphilosophy’.Your mission can be represented by a statement, a quotation, apicture, a photograph, a book, a movie, a poem, a fairytale, andeven a metaphor. I am sure you can think of other possibleways to represent your purpose. 43
  47. 47. Level 3 - IncubationState and SkillsRevitalize, Renew, RefreshMake a list of 5 things that you have found to be usefulwhenever you need to relax and revitalise yourself. Forexample, take a bath, go for a walk, have a cup of tea, etc. 1. ………………………………………. 2. ………………………………………. 3. ………………………………………. 4. ………………………………………. 5. ……………………………………….Are you ready to start looking for a motto, quotations, paintingor any other tangible object that can serve as a visualrepresentation of your passion, goals and/or philosophy? Whynot start with the poem you created in the Value GenerationExercise above?44
  48. 48. Level 4 - InnovationOpportunity Exercise Begin at the beginning… with the end in mind.‘Begin at the beginning’ refers to starting with your passionsand your strengths. The ‘end’ refers to the results and outcomesthat you want. This module focuses on sourcing your passionand your strengths with the aim to mobilise them to get whatyou want.List your priorities and the values that are important to you. 1. ………………………………… 2. ……………………………….. 3. ……………………………….. 4. ……………………………….. 5. ……………………………….. 45
  49. 49. Level 4 - InnovationOptions ExerciseThree WishesIf you were given three wishes, what would you wish for?…………………………………………………………………………………………………...………………………………………………….Complete the following: • If I won the lottery, I would ………….. • Wealth means ………………………………… • If I did not have to worry about money, I would …46
  50. 50. Level 4 - InnovationAchievements ExerciseHow well do you know yourself? • My virtues are… • I consider my vices to be? • My idea of an ideal vacation is… • What I say most often to myself is… • Three things I like best about myself are… 47
  51. 51. Level 4 - InnovationAttitude – Perception Check ExercisePersonal AuthenticityPersonal authenticity and personal development focuses onaligning your values to your habits or visa versa. This exercisehelps you to source five of your values and to compare them tofive of your habits, or visa versa.Write down five of your habits. Alongside each habit, write downa corresponding value. NB. Please indicate whether you thinkthat habit supports (or is in conflict with) the correspondingvalue.For example:Exercise – Good health and disciplineMy commitment to exercise supports my values about goodhealth and the high value I place on self-discipline. Habit Value Yes/NoExercise Health and discipline yes48
  52. 52. Level 4 - InnovationTools and TechniquesThe Seven Habits of Peak PerformersHabits can be useful tools that support your values. In the sameway, your characteristics really refer to your habits. Forexample, ‘The Seven Characteristics of Peak Performers’ can betranslated to ‘The Seven Habits of Peak Performers’.Imagine that one of your values is ‘Good Health and Fitness’.List at least 3 habits (behaviours), which would be aligned tothis value.1. ………………………….........2. ...............................3. ...............................List Seven Habits of yours that can support Peak Performance1. ……………………………………2. …………………………………..3. …………………………………..4. …………………………………..5. …………………………………..6. …………………………………..7. ………………………………….. 49
  53. 53. Level 4 - InnovationState and Skills ExerciseCharacter TraitsHabits can be useful tools that support your values. In theprevious exercise, you would have noticed that personalcharacteristics are inevitably reflected in our habits.Consider how the following characteristics can be reflected inyour behaviour: 1. Being flexible 2. Being curious 3. Being congruent 4. Thinking ‘Win-Win’ 5. Being proactive50
  54. 54. Level 5 – IntegrationOpportunity ExerciseSelf-ActualisationAs described earlier, a humanistic philosophy is one that focuseson human potential. My core principle, based on this philosophyis ‘each of us knows best the purpose of our existenceand we each have the potential to realise this purpose’.The process of striving to realise your purpose in life is called‘self-actualisation’. The basic assumptions is that humans havea self-actualisation drive and each person knows best what pathto take to fulfil this purpose. Exploring your passions and yourstrengths, I believe, will guide you in the direction of your realpurpose.Principles that reflect this humanistic approach include integrity,responsibility, and self-determination, amongst others. • How do you think these principles can be reflected in your behaviour towards yourself and others? • List three of your habits that reflect a belief in yourself, others, in your potential or confidence in your abilities. • Think of a situation where you ‘do it anyway’ in spite of anxiety or self-doubt. 51
  55. 55. Level 5 - IntegrationOptions ExerciseFairy God-Mother • If you had the power to give a gift of three principles to a newborn, what would these be? • If I had to choose three powers a newborn already has and make a wish for these to never be lost, what would these be?52
  56. 56. Level 5 - IntegrationAchievements ExerciseMan in the MirrorIf you were to start with the ‘Man in the Mirror’, as the first stepto changing your ways, what would you do?Look in the mirror and smile at yourself three times a day forthe next seven days. What would you say to yourself? Researchhas shown that we all talk to ourselves all of the time. This iscalled ‘self-talk’.Pep-talk is when you talk to yourself or others to increasemotivation. You can choose to give yourself a mini pep-talk toaccompany your smile. • What would you say to yourself? • What words and sentences would you use? • Think of a specific situation where it could be useful to say more positive things to yourself. 53
  57. 57. Level 5 - IntegrationAttitude – Perception Check ExerciseGlobal AttitudeWhat general all encompassing attitude/approach do you havetowards yourself, others and life in general?Which of the following characteristics best matches your overallview towards yourself, others and life in general? • Optimistic view • Pessimistic view • Realistic view • Idealistic view • Constructive view • Magical view • Your view?54
  58. 58. Level 5 - IntegrationTools and TechniquesTools and Techniques to practise in this module include:Self-talk which is saying positive things to yourselfPep-talk which is deliberately telling yourself that you can dosomething so as to increase enthusiasm and motivationAffirmations which incorporate a compliment to yourself. Forexample, ‘everyday in every way it is getting easier and easierto drink two glasses of water by midday’.Mantras are a more basic form of self-talk and pep-talk. Onerepeats a short phrase or word over and over again (mentally orout loud) to produce a kind of humming sound. It is said thatthis sound causes positive physiological changes. It alsosuspends judgement of the conscious mind to liberate yourreserves of life-enhancing energies.Physiology modification is when you deliberately changesomething about your physiology even for a fraction of asecond. For example, smile, sit upright, stand up and stretch,and so on. It might be useful to study the non-verbal behaviourof someone you admire and try it out in front of the mirror. Thisserves as a way of focussing on your goal.Positive Rephrasing is when one takes the undesirablebehaviour one wants to change, rephrasing it in such a way asto become personally empowering. The undesirable behaviourincludes mental, emotional and physical elements such asnegative self-talk, anxiety, physical behaviour such asprocrastination, amongst others.Put simply, select any behaviour or habit you want to interruptand restate it in positive terms, i.e. in terms of what behaviouryou would like to see more of.In a way the undesirable behaviour is used as a lever, hinge orpivot to help you define the desirable behaviour. 55
  59. 59. Level 5 - IntegrationState and SkillsBelieve in YourselfThe statement ‘believe in yourself’ might be called a cliché. Thisis true when a statement is overused to the extent that peopleno longer register its’ actual meaning. Paradoxically, such astatement has reached this unfortunate end because of thepowerful meaning and message it initially conveyed.If ‘believe in yourself’ was your motto, how would you show thisin your thoughts and other behaviour?How you behave in a given situation will give you clues toassess your values and strengths. These can be used as astarting point to examine your passions and how they influenceyour behaviour. This gives you the options and opportunities toalign your values to your behaviour or visa versa. • I believe passionately in… • I am willing to receive… • When I am less playful, I need to re-connect. The signs that I need to re-connect to my positive energy is…56
  60. 60. Phase IICreate Passion-Driven Goals Success if often, due neither to ability nor to courage, butsimply due to organising your creative energies around a goal.PurposeThis part of the workshop provides you with the OATS™ to: enable you to set goals to match what you want to see more of in your life enable you to set sensory evidence that would indicate successful goal achievement ensures your goals are more achievable through sourcing and mobilizing your resources helps you set realistic goals by activating and stimulating the use of a more creative perspective enables you to create a useful yet flexible time-frame in which to achieve your goals help you set goals so that your outcomes will be congruent with who you are and what you really want; and to give more sustainable and fulfilling outcomes empowers you to take charge of your resourceful state increase your motivation and commitment through creating options and opportunities for immediate, manageable and sustainable action 57
  61. 61. Phase IICreate Passion-Driven Goals Do the thing and you will have the power UnknownThe module provides you with experiential exercises to enableyou to create passion-driven goals. The experiential exercisesfollow the five natural levels of learning and creativity tomaximise your benefits!Level 1 - InitiationLevel 2 - ImmersionLevel 3 - IncubationLevel 4 - InnovationLevel 5 - IntegrationFor each of these five levels, the OATS used are: • Opportunity Exercise • Options Exercise • Achievements Exercise • Attitude – Perception Check Exercise • Tools and Techniques • State and SkillsThe specific OATS™ used are:The Life-Balance/Peace Wheel™SMART, SMARTER and SMARTEST STAR goal setting and goalmanagement technologyBrainstorming to generate multiple options and opportunitiesNOSE™ analysis and the related SWOT and SWAT analysis toenable you to set realisable goalsROI – Return on Investment and Cost/Benefit analysis58
  62. 62. Level 1 - InitiationOpportunity ExerciseThe Benefits of Goal Setting As a rule we disbelieve all the facts and theories for which we have no use. William JamesThe main use of goal setting is that it is a useful tool to manageour needs. Goal setting is useful because: • It helps us manage change • It provides a context for our planning and resources • It gives direction and meaning to our efforts • It provides focus and purpose • It helps manage our expectations • It facilitates action planning • It gives perspective by providing a timeline • It indicates our position in relation to where we want to be • It increases commitment to ourselves • It increases motivation • It helps identify opportunities • It opens up options and gives alternatives • It teaches flexibility • It provides choice • It allows for self-determination • It promotes responsibility • It increases confidence • It is empowering, giving a sense of personal power • It allows one to be proactive • It gives hope • It prepares us mentally and emotionally for change • It facilitates optimal use of resources • It helps identify limitations and challenges • It clarifies and sets expectations • It helps use resources including time, finances and energy more productively 59
  63. 63. Level 1 - InitiationOptions Exercise Men’s natures are alike; it is their habits that carry them far apart. ConfuciusIn our pursuit of need and value fulfilment, we develop patternsof behaviour called habits. Habits are really an organisedsystem of goal management – a system we have developed tomeet our goals. Goal setting is about habits. ‘Habit’ refers torepeated acts or behaviour patterns. Actions and reactions existin one moment of time but can repeat and perpetuate existingcircumstance. A question I will help you explore on a moreconsistent basis is ‘do my goal setting habits support mypassions and skills?’Your goals may have been formed haphazardly or they may beoutdated. Maybe they were formed to please others or for somereason that is no longer valid.Whether your goals need to be revised, adjusted or renewed; itmakes sense that you take time to deliberately develop a morereliable system. It is logical to seek a system that positions youadvantageously. You want to manage your goals effectively sothat your goals can manage your life effectively.Whether you choose to work with a coach or to self-coach,successful goal management involves three crucial steps: • Find your Passion • Create Passion-Driven Goals • Cultivate your Resourceful StateThese steps are interdependent because success is only fulfillingand sustainable, when it combines all three elements. Thuswhen using any goal management system, you want to makesure it respects your passions, values, beliefs and strengths.Lasting and life-enhancing success depends on authenticity andpersonal power.60
  64. 64. When you set your own goals and decide how you will knowwhen you have achieved them, you will have the personalpower that you deserve. Moreover, you will feel more energisedand motivated to achieve your goals. This success will morelikely be aligned to who you are and is more likely to be long-lasting and sustainable. Do you have the skills and a strategy to set goals that arecreative and at the same time aligned to who you are and where you really want to be?This book will guide you so you can determine your own goalsand agenda. You will be empowered to choose goals that arealigned to your core principles and purpose. You will determinewhat positive results you want to see and you will determinewhen you want to see those results.Problem-management and opportunity-development goals willbe compared as well as the types of goals that might beaddressed in each of these categories.You will be able to assess the value of using an existing pre-designed model of goal setting and management. You mightchoose to adapt an existing model to design a system that iscongruent to your values and preferences and based upon yourpast successes and special skills sets.You will be able to compare existing systems that have beenproven to be successful for millions of people and organisationsin varied contexts. You can assess the corporate SMART model,the NLP adapted SMARTER model and whether there can be theSMARTEST way still.Whether you decide to self-coach or engage a coach, one of thesignificant tools and techniques used is ‘prompting’. Promptingis when the coach prompts the coachee through the use ofopen-ended questions to facilitate and guide the process ofclear, creative and congruent goal and strategy determination.Possible questioning that focuses on defining solution-orientedoutcomes will be integrated throughout my book. A relatedtechnique, behavioural interviewing helps you focus on specificsituations, tangible tasks, actions and responses. 61
  65. 65. In addition, I will look at the SWOT, SWAT and NOSE analysis astools to fine-tune your goal setting strategy.I have purposely emphasised creativity and innovation. This isbecause you are creating the life, behaviour and outcomes thatyou want. To ‘create’ is a natural instinct and talent. Whateverwe say or do or think, involves an act of creation. Some thoughtor action exists now that did not exist in the moment before.Consistent and repetitive ‘creative acts’, create a consistent andsustainable reality.62
  66. 66. Level 1 - InitiationAchievements ExerciseSolution vs. Opportunity-Development GoalsProblem-management/ Project-managementgoalsGoals might be selected in relation to problems or difficultiesexperienced. The person feels they are not coping or managingthe problem situation, frustration or concern. Therefore one’sgoal is to manage the specific situation, to come to terms with itor to transcend it. Problem-management I believe should beextended to include project-management. In France, coachestalk about helping people manage their “projects”, pronouncedin French [pro-jay]. Projects can be anything from trying to loseweight to organising a wedding.In coaching, the individual is responsible for goal setting andimplementation. Any other people involved directly are usuallyformal and informal resources, e.g. financial advisors,accountants, dieticians, personal trainers, networked contacts,mentors, etc.Projects in this category might be: • A person wanting to reach a certain target weight by a set target date. • A coachee sets a deadline to attain a certain target income.Imagine a genie emerging in a cloud of scented translucentvapour from a golden magic lamp. You are promised unlimitedpower and potential. All you have to do is visualise yourselfsucceeding, once a day, for ten minutes only, for a period ofseven consecutive days.Your wish is my command. What is your wish? 63
  67. 67. Level 1 - InitiationAttitude – Perception Check ExerciseOpportunity-development goalsIf I am walking with two other men, each of them will serve as my teacher. I will pick out the good points of the one andimitate them and the bad points of the other and correct them in myself. ConfuciusThese goals focus on personal development, well-being, self-mastery, quality of life and life-enrichment. The person wants tomake more of life and wants to feel happy, challenged andfulfilled. These goals are related to missed opportunities orunused potential and resources. One may be feeling blocked orstuck in general or in specific areas.Examples of opportunity-development goals are: • The person would like to feel healthier and fitter and more flexible. • The person wants an interesting and stimulating career which uses and develops his/her skills and potential.To help you identify unused opportunities and potential, pleaseexplore: • What could I become good at if I focussed on developing and using this one ability? • Which opportunities can I focus on? • What opportunities could I be paying more attention to? • Which role models do I admire because I would like to develop my similar talents further?64
  68. 68. Holistic Goal Setting Success is creativity transforming circumstanceIt is recommended that goals have a combined focus inproblem-management as well as opportunity-development. Theperson-centred approach believes in the person’s inherent drivetowards self-actualization. Therefore, even in a problemsituation or a situation that requires coping, a person wouldoften seek to become more and to become better. These goalsfocus on improvement, adding value and developing unusedpotential as well as creating new opportunities and addressingmissed opportunities. A contemporary movement that focuseson this area is called Positive Psychology.This is in keeping with the view that coaching is strengths basedand aims at empowering the person to go beyond coping;towards personal development, fulfilment and happiness.Balancing your goals will certainly balance your life. When youstrive to achieve goals in different categories, certain valueclashes might become evident. This is a great opportunity to re-assess your values so that you no longer sabotage yourself…. Orat least you will become aware of when you are doing it! Thisalso gives you the opportunity to increase the connectionbetween your conscious and subconscious abilities so that theycollaborate with you to create congruent outcomes. 65
  69. 69. Level 1 - InitiationTools and TechniquesThe Right Tool for the Job A tool and a technique is only useful if it helps you to get the job done!Potentially useful tools and techniques that may help you defineareas for change and improvement are: • Behavioural interviews that seeks to explore specific situations, tasks, actions and responses. • Checklists such as those found in popular magazines • Evaluation forms • Satisfaction forms where you might be asked to rate your satisfaction on different areas of your life, for example, how satisfied are you, on a scale of one to five, about your relationship with your boss? • QuestionnairesThese tools are adapted to focus on your personal orprofessional life in general and even specific target areas withinthese categories. The quality of these tools depends on theirdepth and constructive focus.Some useful questions you can begin to explore are: • What would I like to focus on with a coach? • What are my current goals? • How would I know when I have succeeded in reaching these goals? • What other changes would I like to see take place in my life? • My current priority is…66
  70. 70. Level 1 - InitiationState and SkillsGoal DefinitionThink of a goal that is important to you. This goal can relate toyour personal or professional life. Please answer the questionsbelow: • What is the goal I want? • What am I prepared to do to achieve this goal? • What outcomes will achieving this goal give me? • What benefits do I expect? • Does my goal have an end date? • What resources may help me to attain this goal? • What can I do right now (immediately) to introduce these benefits into my life? • Are there other ways to achieve similar benefits? 67
  71. 71. Level 2 - ImmersionOpportunity ExerciseGoal Categories There are as many different goals as there are people!For the purpose of simplicity, I will identify certain categories ofgoals. The interpretation of any category depends on the personmaking the interpretation. Categories are not etched in stoneand one category can overlap with or include another category.Any of these categories can be of the problem/solution-management type and/or of the opportunity/development type.It is preferable that any goal has both of these elements.Goals under these categories could be as follows: • Relationship/ Social • Finance/ Wealth/ Abundance • Education/ Skill development/ Personal Development • Health/ Well-being/ Fitness/ Body Image • Coping with Transition/Change • Stress Management • Time Management • Leisure/ Relaxation • Philanthropic/ Voluntary Work • Work/Career/ Professional • Spiritual/ Personal Development/ Personal PhilosophyUnder which of these categories would the goal you just definedfall?68
  72. 72. Level 2 - ImmersionOptions ExerciseStart with one small step applied consistently and this will lead to Giant leaps!Goal Category ExplorationThis exploration uses tools such as interview questions andprompts to explore diverse areas of one’s life. While theexploration is extensive, it is by no means exhaustive. You maystart off by selecting just three areas to explore. These threeareas represent topics that you are drawn to. The assumption isthat low levels of satisfaction and/or imbalances will give youclues as to which goals are your priority.Family & Friends • On a scale of 1-5, how satisfied are you with your social life? • Are you satisfied with the quantity and quality of time you spend with your family? • If you won the lottery, who would you share your winnings with? • If you were to set a goal regarding relationships and communication, who would be part of this goal? • Is there any relationship that could benefit from more attention?Partner & Spouse • How did you meet your partner? • What can you tell me about your partner? • Do you and your partner have any goals in common? • If you could improve one thing in your relationship, what would that be? • What is your idea of an ideal vacation with your partner?Playtime & Leisure & Relaxation • How do you enjoy spending your free time? • What do you do with others for fun & leisure? • What are your hobbies? 69
  73. 73. Work & Career & Professional • What is it like for you at work? • What are your responsibilities? • What kind of relationships do you have o with your colleagues o with your supervisor o with your subordinates • Are there any specific factors you experience as stressful? • If money was not a concern, what job(s) would you want to be doing now?Money & Finance & Wealth & Abundance • Do you feel stressed about money matters? • What is important to you regarding money and finance? • What kind of relationships do you have with money? • Do you feel you have sufficient finances to lead the lifestyle you want to lead? • What were the values and beliefs your parents held about money and finance? • What are your thoughts about a wealthy life?Physical Environment • Does your physical environment contribute towards your feeling of well-being? • Does your physical environment reflect the way you want to live? • Does your physical environment support your goals?Spiritual & Esoteric & Personal Philosophy • What is important to you as far as spiritual growth is concerned? • What are your ideas about spirituality?Education & Skill Development • Could I benefit from further learning and education? • Could I benefit from time management skills? • Do I need to learn better ways of managing stress?70
  74. 74. Health & Fitness & Well-being & Body Image • What is important to you when you consider your health? • Do you or members of your family have specific health concerns? • Would you consider yourself to be a fit person? • What are you most happy with about your body? • Are you happy with your age? • Do you consider yourself as having a good memory? • To what extent are you satisfied with your: o Sleeping habits? o Eating habits? o Exercise habits? • Do you consider yourself as someone who gets stressed easily? • Do you use any techniques to cope with stressful situations and feelings?Personal & Professional Development • Are you satisfied with the education you received? • What is important to you in your personal development? • What vices do you dislike in yourself or others? • Are there any particular values and beliefs that play a strong role in how you live your life? • What virtues do you admire in yourself or others? • Who are/were your role models? • Are there any strengths that you make regular use of?Coping with Transition & Change • How do I cope with transition and change? • Do I welcome or resist change? • Do I like change for the sake of change? • Am I open to learning? • Am I open to new experiences? • How attached am I to my comfort zone? • To what extent am I attached to my habits? • To what extent do I need to be in control? 71