Creative Coaching


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Creative Coaching

  1. 1. Insightful<br />Coaching<br />Ahaaa!<br />Now I see what you mean!<br />The Cognitive FulcrumTM<br />
  2. 2. Proposition: Coaching is a creative act which seeks to facilitate a creative insight on the part of the coachee<br />TRY Experiencing Insight……..what do you see on the next slide<br />
  3. 3.
  4. 4. If you just saw random dots in the last slide, go back and look again…<br /><ul><li> Try thinking dog…….
  5. 5. Screw up your eyes a bit…..</li></ul>Clue<br />
  6. 6. Effective Coaching<br /><ul><li> The person being coached “joins the dots” and has an “Ahaa” moment of insight
  7. 7. They suddenly see their behaviour or thoughts from a new perspective
  8. 8. The insight is like a Cognitive FulcrumTM which reorients their perspective and enables a way forward
  9. 9. The best coaches facilitate such insight
  10. 10. As coaches, how can we best facilitate the insight?</li></ul>Coaching is a creative act<br />
  11. 11. Early Experiment – Insight<br /><ul><li> Psychologist called Kohler*
  12. 12. Chimpanzees left in cage with food just out of reach
  13. 13. A number of sticks were left within reach
  14. 14. After lots of failed attempts to reach the food:
  15. 15. They suddenly stop
  16. 16. Appear to be thinking hard
  17. 17. They look at the sticks
  18. 18. They use the sticks to reach and obtain the food.</li></ul>Interestingly, they tended not to display such “insightful thinking” if they were too hungry – the level of “arousal” INHIBITED THE INSIGHT. <br />* Kohler, Wolfgang (1925). The Mentality of Apes. Norwood, NJ: Ablex<br />
  19. 19. And it’s not just Chimps….<br />Albert Einstein finally hit on the core idea underlying his famous theory of relativity one night after months of intense mathematical exercises. He had given himself a break from the work and let his imagination wander about the concepts of space and time. Various images that came to mind prompted him to try a thought experiment: If two bolts of lightning struck the front and back of a moving train at the same time, would an observer standing beside the track and an observer standing on the moving train see the strikes as simultaneous?* ...<br />Guenther Knoblich and Michael Oellinger November/December 2006 issue of Scientific American Mind.<br />
  20. 20. Coaches often use a framework based on Johari’s Window to describe how individuals have “blind spots,” public and private “facades,” and aspects of their potential.<br />This Framework can be useful in exploring the role of insight in coaching<br />
  21. 21. The Johari window<br />Known by<br />Self<br />Unknown by<br />Self<br />1<br />3<br />Known by<br />others<br />Unknown<br />By others<br />4<br />2<br />Based on: Luft, J.; Ingham, H. (1955). "The Johari window, a graphic model of interpersonal awareness". Proceedings of the western training laboratory in group development (Los Angeles: UCLA)<br />
  22. 22. Known by<br />Self<br />Unknown by<br />Self<br />1<br />3<br />Known by<br />others<br />Feedback/360<br />& Coaching insights<br />Increase by self-disclosure, encouraged by Coaching<br />Exploration/ Insight<br />Unknown<br />By others<br />Exploration/Insight<br />4<br />2<br />Based on: Luft, J.; Ingham, H. (1955). "The Johari window, a graphic model of interpersonal awareness". Proceedings of the western training laboratory in group development (Los Angeles: UCLA)<br />
  23. 23. GROWmodel of Coaching<br />Goal<br />Re-interpret<br />Reality<br />Will to Action<br />Open Options<br />
  24. 24. Reality<br /><ul><li> Tell me what is happening just now
  25. 25. What are the impacts/ consequnces
  26. 26. How does it make you/others feel
  27. 27. Tell me more / how / who / what / when
  28. 28. Can you give me an example/ more examples </li></ul>Re-interpret<br />Reality<br />Asking open questions to get the person thinking more broadly about the issue<br />Do not offer any judgements or solutions - keep away from solutions<br />You may find that you need to go back and review the goal<br />The more depth in this stage, then the more effective the coaching<br />Goal<br />Re-interpret<br />Reality<br />
  29. 29. Goal<br />Reality<br />Option 1<br />Option 2<br />Option 3<br />Option 4<br />Option n<br />Options<br />Will<br />The more the coachee explores their Reality, the more likely they are to “join the dots” and have an insight.<br />The level of insight will determine the number/ power of the Options<br />
  30. 30. The Cognitive FulcrumTM<br />Coaching is a Creative Act<br />Looking too directly at the problem makes us think Convergently, focussing in on our narrow view<br />This precludes/interferes with the need to think Divergently/laterally which is necessary if we are to raise awareness and develop alternative options<br />Metaphors, analogies, narrative, meditation, mindfulness and other coaching devices all provide a prism through which we can see our issues (obliquely) from a different perspective. <br />It is proposed that such coaching devices act like a prism, facilitating divergent AND convergent thinking. <br />The prism mechanism enables switching fast between both Divergent and Convergent thinking modes <br />Initially, we think divergently and expand our awareness of the issue. <br />Then, at a certain point, the switch flips through the cognitive fulcrum, and we begin to think Convergently, and the relevance of the new information and its application to the real problem becomes apparent. <br />At that point we converge on the real issue, before diverging again as the richness of the prism opens up additional lines of enquiry.<br />
  31. 31. THE COGNITIVE FULCRUMTM<br />GROW COACHING MODEL<br />CREATIVE THINKING MODEL*<br />Preparation<br />preparatory work on a problem that focuses the individual's mind on the problem and explores the problem's dimensions<br />GOAL<br />The Cognitive Fulcrum<br />Incubation<br />REALITY<br />where the problem is internalized into the unconscious mind and nothing appears externally to be happening<br />Narrative<br />Reframing<br />Metaphor<br />Meditation<br />Silence<br /> Intimation<br />Convergent<br />Divergent<br />Switching<br />The person gets a "feeling" that a solution is on its way<br />OPTIONS<br /> Insight <br />Option 1<br />Option 2<br />Option 3<br />Option n<br />where the creative idea bursts forth from its preconscious processing into conscious awareness<br />  Verification<br />WILL to ACT<br />where the idea is consciously verified, elaborated, and then applied<br />* Graham Wallas Art of Thought 1926<br />
  32. 32. So, what can the coach do, to encourage<br />and facilitate an insight?<br /><ul><li> Create a relaxed rapport
  33. 33. Open questions & active listening
  34. 34. Give them time and space
  35. 35. Use imagery, analogies,metaphor, narrative
  36. 36. Explore emotive “triggers”
  37. 37. Projective fantasy
  38. 38. Help “convergers” diverge
  39. 39. Help “divergers” converge
  40. 40. Above all…Silence is Golden – very often when the person being coached is silent they are doing their most useful work – insights are often preceded by silence</li></li></ul><li>