A coaching power tool: What is real versus imagined?

Our imagination is extraordinary: it can help us innovate, learn, love, create and conversely worry, fear, panic and criticize.  Anything is possible, and the story we tell ourselves can build from a word, a look, a feeling, a memory, any interaction (or lack of one). The positive and negative impact of imagination are endlessly damaging and infinitely positive and fulfilling, in sometimes very unequal measure.

How many times have we made a decision, acted in a certain way, assumed something about a situation that turned out to be wrong and based on a faulty set of data? I know I have.

The Ladder of Inference (Chris Argyris) explains why we do the things we do and why we behave in certain ways.  It makes sense, and is incredibly useful to help us navigate a changing world.  Without it, we would be thrashing about on the bottom rung for long periods, unable to take decisions, as we struggled to take in so much data.

The Ladder of Inference, Chris Argyris and Peter Senge

However, there is a negative impact of speedy decision-making that influences the stories we tell ourselves, and therefore the decisions we make.

The contradictory nature of our imagination: flights of fancy and gloomy despair comes from the real and the imagined, and starts at the bottom of the ladder – ‘available data’ i.e. that which one observes and experiences. We take in data (we see, hear, feel, read), we select and interpret the data ‘confirming’ what we know (my colleague said this, and therefore thinks that) to be ‘true’. We make assumptions, form conclusions and take action.  Most of the time this is done subconsciously and our negative and positive stories continue to build, take shape and form part of our bank of experience and data to be drawn on, and used in a different time and place. Thus, we create a cycle – sometimes healthy, sometimes not.

Coaching can help us take time out to reflect on why our internal story is telling us the tale it is and, help you challenge before you do or think anything that isn’t helpful.

Rungs on the Ladder of Inference	Stop! Before thinking you know the truth… Use these questions to challenge your story
Available date	What are the real facts that I should be using? What are the objective facts v. subjective assumptions? What is real and what is imagined? What are the stories I am telling myself really based on? What would someone else looking at this see/understand/perceive?
Selecting reality	What have I ignored? What have I chosen to see? What other story could be written if I chose different data?
Interpreting reality	Why have I chosen to interpret the data in this way? What is the other story that the data could tell me? Why have I chosen to understand the situation in this way?
Making assumptions	What am I assuming? What is the impact of this assumption on my story?
Forming conclusions	Why did I draw this conclusion? What else could be going on?
Adopting beliefs	What beliefs led to this action? What beliefs do I need to lead me to a different action?
Taking action	Why have I chosen this course of action? What might have happened had I chosen another cause of action?

So the next time your thoughts, beliefs and actions are based on what you ‘know to be true’, take a moment to challenge where the data is coming from and how it helps your narrative develop into negative or positive actions.

How do some people manage to learn new things very quickly? How do they pick up new skills and apply them with seemingly little effort, whilst others slog over texts and models, and never seem to remember content, or more importantly be able to apply ideas? We all remember times at school endlessly repeating facts, rereading texts, underlining and highlighting. But to what end? Work by many, including Dr Barbara Oakley, from the University of San Diego, and author Peter Brown (Make it Stick, the Science of Successful Learning) have suggested that much of this effort is wasted. The study of learning is a science, and we are only now getting a better understanding of how to learn more effectively and efficiently

Oakley introduces the concept of ‘diffuse’ and ‘focused’ thinking; different modes of thinking that we can use to approach learning and problem-solving. Focused thinking could also be described as convergent thinking i.e. a focus on existing patterns and knowledge – focused thinking uses existing mental pathways to help inform actions. Diffuse thinking could also be described as divergent thinking i.e. new and different ways of approaching a problem or situation.  To learn and problem solve effectively we need to harness both modes over time; we need to move between the two to make the most of our creative minds. To explain diffuse and focused thinking, Oakley uses the analogy of a runner training for a marathon.

Training for a marathon takes time and a runner will plan their exercise schedule over a period – could be months for a novice. The schedule will include different types of exercise, various lengths of runs and multiple varieties of food.  One thing for certain, it will not be a mass of activity the week before the run (or a one day training course on how to run a marathon) and it will not be one type of run repeated again and again. Training for a marathon, learning how to run a marathon, will include variety, time, practice, reflection, support and (lots of) hard work.

In the workplace, we probably won’t be learning how to run a marathon, but we do need to learn new skills, approaches to problem-solving and decision-making, and enhanced behaviours so that we maintain and grow professional competence. Therefore, learning how to learn in the most effective and efficient way is an important skill.

So how can we practically use diffuse and focused thinking to help us learn new skills? Oakley suggests using the Pomodoro technique (https://www.focusboosterapp.com/the-pomodoro-technique), a time management tool used to ‘force’ us to change thinking modes, and therefore benefit from more creative thinking.  During the breaks between timed periods of sustained effort (focused thinking), Oakley suggests something ‘fun’ – walk outside, stretch, listen/play music, something that allows the mind the freedom to roam (diffuse thinking).  This ‘freedom time’ is when learning starts, when light-bulbs come on, realisation happens, understanding and next steps come to the fore.

Problem solving and decision making, then doing or trying something, are the first steps in Kolb’s learning cycle.  Real learning will only happen when we think and reflect on our actions, and then try to learn and develop the skill or behaviour over time.

Kolb’s learning cycle:

• Concrete experience – Try something
• Reflective observation – What happened?
• Abstract observation – So what?
• Active experimentation – Now what?

It is the reflection and action over time that will help us learn new skills and behaviour. Regular practice helps build muscles and neural pathways so that the new knowledge embeds and is more easily retrieved. Basically, we get better at stuff (successful learning) when we practice, allow ourselves time to think and reflect, and then practice again.  One off cramming, one time learning events, one anything, will not help us learn and improve effectively.  Practice over time is key to learning.

As is sleep…..

Sleep helps recall, is a good problem solver, it clears out toxins, sorts context, strengthens concepts and helps us rehearse ideas according to Oakley, and Shakespeare….  ‘Sleep that knits up the raveled sleave of care, The death of each day’s life, sore labor’s bath, Balm of hurt minds, great nature’s second course, Chief nourisher in life’s feast’.

I think its time for my nap…

There are many theories of learning but good adult learning incorporates the following

1. Experience and practise – we learn by doing stuff. If you want to learn how to bake a cake, you have to have a go.
2. Really needed – the cake will be better if it’s a necessary part of the dinner!
3. Communication – If you get feedback and a little coaching around your cake baking skills, your next cake would probably be better and then, hey presto, the cake is one of your standard recipes and you’ve got the skill nailed (you’ve probably learnt a few short cuts and made some improvements along the way).
4. Reflection over time – thinking around whether the recipe worked, how it could be improved for next time.

However, (some) L&D specialists seem to be overly reliant on learning products and courses – one-off events that don’t incorporate all or any of the elements above.  There seems to be a number of reasons for this, one is to do with the ability (and bravery?) of the facilitator, the other is to do with the perceived maturity of the audience and organisational readiness for change.

There are some great resources on developing facilitation skills including the recent podcast on improvisation from Trainer Tools so I won’t go into more detail here. But on the latter reasons, I do have some thoughts:

• People like training courses and don’t necessarily have a real commitment to practise, reflect and change. It takes time to try, think, get feedback and then try again – learning is often not quick, or easy.
• L&D teams are often not seen as specialists who can impact business performance, they are often part of HR and are managed as a transactional, rather than a transformational, department.

L&D teams need to look at every intervention that they design and/or deliver and ask themselves to what extent it’s linked to real personal needs, is necessary to the organisation, and has time built in for thinking and collaboration over time. Learning design is vital if we are to move from one off product delivery to transformational learning and development.

However, that won’t be enough on its own.  L&D specialists also need to develop an understanding of business needs and content curation so that the ideas, material and delivery really hits the spot for individuals and the organisation.

Once real development happens and makes a difference to individuals and teams, then the learning culture will change.  Only then will organisations see that L&D can be transformational rather than just part of the employee benefits plan.

One of the recommendations for new ways of working within L&D departments is, ‘a deliberate focus on strategic business partnering’. I think it’s important to clarify exactly what that means for us, for our customers and for the organisation.

Why change?

In 2018 learning in the workplace looks and feels very different from what it was. The amount of information people need to carry out their jobs has altered; there is more of it than ever before and it’s changing all the time. Part of this change comes from knowledge-based work, and part of it springs from technological and communication advancements. Previously the role of L&D was to provide ‘just in case’ knowledge and skills for use at some time in the future. Now, the L&D role is to:

• align learning to performance and business improvement
• help to develop learning capability in the workforce so that people get better at learning
• develop learning content in collaboration with subject matter experts to provide ‘just in time’ performance support
• support ongoing professional development

So, what does ‘a focus on strategic Business Partnering’ mean in practical terms?

There are many different roles of a BP and I think the diagram below gives a good sense of what the role may look like in practice (source http://www.nick-wright.com/a-partnership-approach.html)

A business partner’s main role is to support performance improvement and this can be broken down into different functions:

• Consultant – developing ‘unit self-reliance’ – helping others get better at doing things for themselves
• Governance – advice on good policy, good stories and good practice in L&D
• Service Provision – providing information and guidance on ‘services’ and the wider L&D ‘offer’.
• Co-Leadership – running joint initiatives in collaboration with others

Business Partners (BP) will be the first point of contact between the L&D teams and their customers. They will work with senior stakeholders to identify specific performance improvement goals over a set period e.g. 12 months.

For the BP to be credible in their role they will need to hone certain skills, knowledge and expertise.

BP role	Performance Indicators
Discover performance improvement objectives	·        Unit leaders can identify and articulate key performance outcomes related to organisational priorities
Consultant	·        Advises on developing a learning culture – e.g. understands a learning organisation, how adults learn, learning literacy and modern workplace learning (MWL)·        Outlines practical steps for unit leadership and management to embed a positive culture of MWL
Governance	·        Contributes to, and shares good stories and good practice to embed co-creation and support for local initiatives·        Develops, uses and shares templates and examples that help units take ownership of performance improvement strategies, planning and development
Service Provider	·        Provides information, signposts and raises awareness of L&D interventions to meet performance outcomes
Co-leader	·        This part of the role is linked to ‘consultant’ – the learning culture ‘interventions’ are useful for building relationships and therefore may suit the BP rather than another facilitator.

The BP can then work with learning designers and facilitators to plan L&D programmes that are locally led, co-created, supported over time and can be evaluated against performance indicators.

Business Partnering is a key role within the L&D function or should I say Performance Excellence Dept….? There are other main roles such as digital and learning designers, and facilitators – we need to explore what all these roles mean in practical terms so that we can maintain relevance in the changing work environment.

Moving from order takers to performance consultants: adding real value to the organisation.

There has been much discussion recently about performance consulting.  This is not a fad that will disappear as soon as something else comes along, as this is it.  Performance Consulting, done well, is how L&D professionals can show real value to their organisation and the professional standing of their profession.   

But what does performance consulting actually mean?

Performance Consulting is about working with the business (organisation, teams, managers, individuals) when change is needed – it may be that something new has come along, that something could be improved or when something negative is happening and needs to change.  It’s about identifying the root causes and/or triggers to the underlying situation, and then working together to identify different ways to change it, for the benefit of all concerned.  To be successful, Performance Consultants need to understand the business, the people, the systems and processes, the culture and the formal and informal networks etc.

Transitioning from order takers to Performance Consultants:

In the past, L&Ders often provided a reactive approach to a training demand.  Others in the business would identify a need, they called the L&D (training) department who then provided a solution – often a training course. In fairness, this approach has improved over a number of years and most L&D departments (worth their salt) don’t provide the knee jerk response of delivering training to meet a business demand.  The responses now are, in the main, explorative: L&D professionals seek to identify the business need, the performance or knowledge gap.  They understand adult learning theory, the reality of 702010, motivational theories and learning design.  They know how to harness technology in learning, understand collaborative and social networks; in essence they know their business and are moving towards Performance Consulting.

However, the Towards Maturity report, The-Transformation-Journey-2019, found that three main obstacles exist to real success for L&D teams – Digital Disruption, L&D Capability and Culture Resistance. I’d hazard a guess that Culture Resistance is the hardest nut to crack (i.e. traditional view of learning in organisations, and line managers’ reluctance to change and embrace developing individuals and teams as a fundamental part of their role). L&D teams can embrace the concept of Performance Consulting, we can get better at ‘doing it’ and asking the right questions, but reallyunderstanding the needs of the business, being able to analyse data about any given problem or situation is still far from the norm. The only way for Performance Consulting to become mainstream and add value to the organisation is for L&D teams to get better at doing it, to be recognised as serious partners by the business, and to have evidence that it works and makes a difference for the organisation, teams and/or individuals.

So, what’s next? Three things we can do (and I’m sure there are more):

1. Recognise the gaps in our knowledge and our ‘normal’ responses to business demands – are we doing enough to be effective Performance Consultants?  Do we understand the aspiration and potential of our role? If we were fabulous performance consultants and top performers in the role – what would change for us and the businesses we work for? What could the impact be?
2. Understand what makes an organisation successful – what is it doing right? What works to make it successful? The model below from http://in3consulting.com/about-fit/performance-model/ is simple and (to me at least) makes sense– if one understands Context, Capability and Motivation within an organisation, you can start asking some good questions and understanding how to make a difference in any of the areas. However, we must (really) understand the responses to the questions we ask. We have to be able to analyse what we hear, make sense of the data and draw sensible conclusions from the evidence (taking into account our own preferences and biases!) It’s not easy and needs to be done in partnership with stakeholders.

• Be fab at learning design, co-creation, content management, stakeholder engagement, influencing and generally being an engaging, convincing, credible professional.

Performance Consulting is a work in progress for the whole L&D industry.  Unless we get on and do it (and do it well), we risk remaining a subordinate department rather than a major player on the organisational stage.