A Speech to Write

I have been invited to make a speech next week. That is a relatively rare occurrence, so naturally, I start with a (mental) literature search.

 A corner of my mental library

The first thing my mind settles on is Gussie Fink-Nottle's speech at the Market Snodsbury Grammar School Prize Giving.  This must rate as one of the greatest passages of comic writing in the language, but I scarcely want to emulate Gussie.


The late, great, P G Wodehouse

Then the name King came to mind.  Not Martin Luther King, I'm afraid, but Clive King.  Lou's speech in Stig of the Dump is another classic, but again not one I would want to copy.  

My highbrow literary tastes

After all, I will be addressing an audience of academics.





An audience of academics hanging on my every word (fantasy #3542)





With a vague feeling of gloom, I thought I might have to do all my own work; and then a friend pointed me at these two fantastic resources.

One is an academic sentence generator, that produces wonderful results such as: 

The linguistic construction of normative value(s) is, and yet is not, the discourse of pedagogical institutions.

This is clearly the stuff for the occasion, and I realised my problems were nearly solved. 

More useful still, however (though arguably slightly less entertaining), is the Postmodern Generator, which will write the whole thing for me, in this style:

1. Narratives of stasis
“Sexual identity is fundamentally a legal fiction,” says Sartre. Thus, Hubbard[1] holds that we have to choose between capitalist discourse and preconstructive situationism.
The characteristic theme of the works of Rushdie is the role of the observer as artist. Bataille suggests the use of postcultural nationalism to modify sexuality. However, the example of semanticist theory intrinsic to Rushdie’s Satanic Verses emerges again in The Moor’s Last Sigh, although in a more subcapitalist sense. (... and on it goes)

However, I am not sure I could deliver such a speech with the straight face it would undoubtedly need to carry it off.


I would muse further about this, and indeed the ethics of delivering a speech generated by a random phrase-maker.  But I can't - I have speech to write.

Enough procrastination: I must get to work!

Conscious Competence model of learning

Four Box Models

The recent post about Advisor Roles reminded me how many four box models I use in my work. They are often helpful in teasing out different aspects of complexity, or different elements in our thinking or in a process. The urgency and importance grid is a classic and well-known example.

One I frequently refer to is the Conscious Competence model of learning. People often find it helpful to understand why, when they have 'learned' something, they still find it difficult to do.  This helps highlight the difference between 'learned' as in understood, and 'learned' as acquired competence in...

I will probably post on more four box models over the coming weeks.

Conscious Competence Model

This model of learning suggests that when we start learning something new, we have both low competence or skill, and low understanding, or consciousness, of what we need to learn (A).

The first phase of learning, from A - B is about acquiring the knowledge or understanding necessary to raise our conscious awareness or understanding.

That results in our knowing what we are striving for, but not yet being skilled in executing it (eg knowing the theory of how to do a hill start in a car, but still stalling more often than not).

The journey from B - C can be a frustrating one.  We know what we are trying to do but can’t yet do it.  The temptation can be to give up at this point.  But in fact, what we need is to practice, until we are competent.

At C we are operating at a point of high consciousness  and reasonable competence (eg during a driving test, when we are continually muttering 'mirror, signal, manouevre...' to ourself).

Over time, our awareness may reduce, leading to unconscious competence (D).  We maintain the competence (we jump in the car and drive safely to work, without explicitly thinking about our driving at all).

However, as we are paying less attention to the process, we may find our competence slips a bit (eg forgetting to put on the handbrake, when stopping at red lights: E)  

If we want to improve our competence further, (to take the Advanced Motorists' test, for example) we will need to go on the same journey: increasing awareness (E - F) practicing skills with heightened awareness, to improve our competence (F- G) and then allowing it to slip into unconscious competence at a higher level of skill (H).

This model informs both my own design and execution of learning interventions, and how I help other to understand the learning journey.  
For example, I may use this model to introduce learning that builds on things people already know. I explain that I am not assuming they have no knowledge or skills, but rather seeking to help them bring the knowledge and skills they do have back into conscious awareness, so that they can be polished, improved a bit, and slipped back into unconsciousness at a higher level of competence.  I find this can deflect people from a path of resentment or feeling patronised when it is necessary to cover things they may, or indeed should, already know, but don't put into practice.  

It is also one reason why getting groups to discuss an issue is helpful: it helps bring the tacit (or unconscious) knowledge back into awareness: conscious competence.

Advisor (Consultant) Roles

At yesterday's Awayday with the Clinical Trials Unit, I had an interesting conversation with the Director and Deputy Director, about the different roles an organisation like theirs can find itself operating in. It reminded me of the fascinating analysis by Peter Block in his outstanding book 'Flawless Consulting.' 

Here's my notes and reflections on the relevant part of his thinking.

Advisor Roles

“Clients” (who may be individual managers, or whole departments or organisations) tend to prefer us to work either in an expert capacity  or a ‘pair of hands’ role.

Equally we may feel more comfortable in one of these roles, particularly if dealing with senior or powerful Clients.  They are clear and either flattering (on the one hand) or easy (on the other).

While either of these roles may be appropriate on occasion, there are risks to both of them; not the least of which is setting a precedent (and associated habits of thought and behaviour) that will make it harder for us to re-negotiate a collaborative relationship when that is what is truly required.

The Expert Role

‘You go away and come back with the answer - you’re the expert.’

The problem here is that although an ‘expert,’ we may lack some of the Client’s understanding of his or her particular issues or organisation; also it is very much easier for our proposals to be rejected if they are formulated in isolation and then presented back to the Client.  If the Client feels that as experts we are challenging the Client’s understanding, wisdom or experience, we may well provoke a defensive response - and an equal and opposite reaction.

The Pair of Hands Role

‘Here’s what you need to do - go off and do it.’

As a ‘pair of hands’ we may find our expertise undervalued, and find that we are in a position where any suggestions we have to make are ignored, and that a lot of our time is wasted on trivia.  We may be expected to assume that 'the Customer is always right'; but that is a very simplistic stance that implies we have nothing to add to their understanding.  Likewise, we may find it difficult to negotiate for what we need for the successful delivery of a solution, setting ourselves up for failure.

Sometimes, if we are pushed towards a ‘pair of hands’ role and feel under-valued, our instinctive response is to emphasise our expertise - and move to expert role.

However, in both cases, seeking to move more towards a collaborative approach will give us more leverage in the Client’s system.

The Collaborative Role

The assumption here is that both you and your Client have something of value to bring to the situation, in terms of generating appropriate ways of working and developing solutions to whatever issue you are addressing. You have particular skills, knowledge, experience or expertise, which is why you are involved. The Client knows his or her needs, people, system, problems, history, and so on.

So a collaborative relationship is one that enables you to draw on both your understanding and insights, and your client’s, in order to develop the best ways forward - and to build the client's understanding and commitment to those solutions from the start of the process.  However, it is harder work for both you and the client, and takes more time...

Moving Towards a Collaborative Role

As with all movement, the direction depends on where you are starting from...

If you are starting the relationship from scratch, use your initial meeting to negotiate a contract on how to work together: take the opportunity to model a 50:50 collaborative relationship.  Make requests/demands as well as offers of help.  Treat the client as an equal, worthy of respect; and demonstrate that you expect to be treated in the same fashion.

Then use every opportunity thereafter to model a 50:50 approach: invite the client’s ideas and contribute your own, too.

If you are already in a relationship where the client sees you as an expert, seek realistic and relevant opportunities to involve the client.  Seek his or her views or advice on key decisions or options as you work through the project.  That will increase the client’s involvement, and also prepare him or her for the final presentation of your thinking, so that there are no surprises and much less likelihood of rejection.

If you are already in a relationship where the client sees you as a ‘pair of hands’ you may wish to engage with a role re-negotiation about how you can add more value if you are able to get involved with the decision making more directly.  Or you may choose simply to ask to be involved in specific meetings where you know key issues are to be discussed.  Another strategy is simply to start making suggestions in a proactive way, starting with issues which are important to the client and where you have suggestions that are likely to work.

In all cases, the issue is to identify where the client is (implicitly) placing you on the grid, and work out how and how far you will be able to move to a more collaborative working relationship.

Invisible Facilitation

I have been musing on visibility and invisibility of late.  Recently I have presented a number of conference sessions, runs some development workshops, and facilitated awaydays for a number of organisations.

Clearly, when speaking at a conference one is in the spotlight.  Whilst I frequently include quite high levels of participation, there is an expectation that the presenter takes centre stage and delivers some insight.

The same is true when running workshops.  There is more scope for participative and co-created learning, but nonetheless, people expect a certain amount of information to be delivered by the person at the front of the room.

But with the facilitated awaydays, I often think the best thing is for the facilitator to be invisible.  

Frequently my most important work is done in advance of the day:

• helping define what the issues are that need addressing 
• devising the best process for addressing them, 
• helping position people to engage positively with them; 

and so on. On the day itself, I may take a  much less visible  role.


Quiet roles a facilitator may fulfil (sometimes merely by his or her presence and manner) include:

• creating and sustaining a safe and positive space for the conversation, 
• agreeing and sustaining ground rules, 
• managing the time so participants can focus on the issues, 
• summarising discussions and moving the agenda on; and 
• ensuring clear next steps are agreed.

One of the facilitator’s concerns, of course, may be that if she or he is not seen to be doing very much, people may conclude that the role is unnecessary, or the particular facilitator is incompetent.  But my experience is the reverse. I often hear tales of (and occasionally observe) facilitators who do too much - who need to be in the limelight for whatever reason.  

But the feedback I get from clients when I seem to do very little is almost always very supportive: here is a quotation from one:  Especial thanks to Andrew.   It takes real skill to be so totally unobtrusive, and yet completely in control!  

So I think we should trust our clients (who, after all, want an effective event, not a showboating facilitator) to recognise our contribution, and not worry about being seen to perform.

Telephone coaching

One of the things I have enjoyed over the years of running my consultancy is noticing how the business has evolved and changed over time.  Normally, that has little to do with any strategic intention of mine, and far more to do with being responsive to clients’ good ideas.  My whole coaching practice developed in response to clients' requests.

And so it is with telephone coaching. My instinctive preference was for face-to-face coaching, and that with plenty of time: the Day in the Lakes offering is my ideal.

However, that is not ideal for many of my clients; and by the same token, neither is face-to-face coaching.  Some prefer telephone coaching for a number of reasons, and on reflection I think they are right - and I am valuing (and enjoying)it increasingly.  It has certainly become a larger part of my coaching work, albeit still well under half.

Some of the reasons are the obvious ones: 

Geography means that for some clients, telephone coaching is the only option (if they wish to work with me) as they are based a long way from where I am (some in other countries, or in far-flung corners of this one, like the Home Counties...); and then there are the environmental considerations of minimising unnecessary travel, (not to mention time efficiences) which provide another impetus towards phone coaching

However, there is more to it than that.  I find that some people find the different quality of telephone coaching especially helpful.  The question down the line... the silence... the chance to reflect before answering, without feeling someone’s eyes are on you...  These have their own dynamic, which seem to work very well for some people.

Moreover, by phone it is often easy to have a very brief, laser-like session.  When one or both parties have travelled to a meeting, there sometimes feels to be an obligation to make the meeting last for a certain minimum length of time...

As always, there is a structure in place (in particular the completion and return of the Success Report following up on action commitments prior to each subsequent session) that helps ensure that the sessions are productive in practice.

So why was I somewhat reluctant to go down this route in the first place? My initial concern, as a coach, was that by definition one is getting less information over the phone: none of the clues of body language and eye contact patterns are available.  But in experience, I find that the clues are all there in the words, the tone of voice, the pauses.  Despite my theoretical view of the limitation, in practice i do find that it works extremely well.

However, i am also aware that face-to-face meetings work best for some, and indeed some of those I work with principally by phone also welcome an ocasional face-to-face meeting too.

So what I am working on now is trying to develop some kind of guidelines or questionnaire or checklist (or something) that will help potential coaching clients decide whether phone, face-to-face, or a mix of both is best for them.

But maybe that’s unrealistic: maybe it is a matter of trying and finding out by experience what works best.

I’d be interested in any thoughts any of my readers, clients or colleagues may have on this, whether via the combox or private email.

The Vagaries of Freelance Life...

Occasionally people ask me about the way I run the business. Often, it is because they are vaguely considering cutting loose from organisational life and going freelance. So here are some reflections which may (or may not) be of help.

Running one’s own small  business is an interesting experience, and perhaps requires a certain approach which it is not easy to articulate.  I came across a phrase in C S Lewis some time ago, which seemed to sum it up perfectly: Divine uncertainty.

Things change, and they are hard to predict.

A few years ago, a lot of my work came in at relatively short notice: if the diary was fairly busy about 3 months out, that was good.  

But more recently, far more work is being booked as part of an annual planning process.  So, for example, last year looked as though it was going to be a very good year, both in terms of volume of work and the inherent interest of that work.  

There were lots of forward bookings, and plenty of leads and prospects for other things too.  Then with a change of leadership at one of my client organisations, a major programme was postponed; another project which looked promising got off to a relatively poor start and  much of the potential work never materialised; and moreover, very little work came in at shorter notice: suddenly from being a good year, it was just a year.

At the beginning of this (financial) year, June and July, the diary was relatively empty: so I invested a little time in marketing and re-connecting with the network as one does.  And then, suddenly a lot of work came in at short notice and the year was off to a flying start.  But here’s the funny thing: none of that was a result of the marketing and networking conversations I had had.  

By the same token, I sometimes get involved in tendering for work. More often than not, I fail to win work for which I am (in my humble opinion) really well-suited, but instead win work which is rather tangential to my core skills and experience.  But I have blogged before on the tendering process...

All this is worth mentioning, because it is something of a pattern.  If I neglect that side of the business, eventually things go quiet; if I spend time on it, things pick up - yet the causality is far from obvious. Maybe it’s just confirmation bias: but it really looks as though there is something in it.  

And not only did short term work come in, lots of it, and for the first time in months, but also the forward bookings were starting to come in.  Jane and I sat down for a forecasting meeting yesterday morning, and it was looking quite solid: lots of things in the diary, and quite a few prospective pieces of work, too.  If only some of those would firm up.  I made a list of some people to talk to about that.

But before I could do so, in fact that very day, five of those clients were in touch, confirming, and in one case radically expanding, that prospective work.  So this year (13/14) is looking very good indeed: lots of very interesting work, with a larger range of clients.

And the moral of this story?  I am not quite sure, but suspect it is something about requisites for running a small business including hope, patience and persistence.

Talking to myself

The other day a friend caught me talking to myself.  I am unrepentant.  Apart from Gandalf's observation about talking to the most intelligent person present, there are other good reasons to do so.

I am always particularly interested in notions I initially dismiss as bunkum, but eventually learn have some real value.

Positive self-talk is one of these.  It was my friend and colleague Ann Bowen-Jones who overcame my cynicism.  I was approaching a piano exam, as an adult learner, and confided to her that whilst my scales and pieces were OK, 'I am rubbish at sight reading.'

She picked me up on this, and pointed out that if I repeated that to myself often enough, it might not help...  The neural basis for that is the same as learning, say, times tables by rote.  As a child I said '3 times 4 makes 12' (and so on) so often that now if someone says 3 times 4, the answer 12 comes automatically to mind. Ann's point was that I was teaching myself to respond poorly to the words sight reading, so when the examiner said it was time for the sight reading test, my brain would instantly respond (internally only, if I was lucky!) 'I am rubbish at sight reading.'

So she got me to think of the most positive thing I could think of to say about my sight reading which I could actually believe (she was clear that lying to oneself is pointless), and then repeat that over and over to myself, in groups of 3 ('When relaxed, I am OK at sight reading.')  Three times on getting up , three times on getting into the shower, and so on.  And being a good friend she got me to do this despite my resistance and incredulity.

The result astonished me.  The examiner duly announced that it was time for the sight reading, and my brain told me 'When relaxed, I am OK at sight reading.' - and I played the piece OK; not perfectly, but it was very much better than the previous exam when my fingers had turned to jelly.

So I am a convert to affirmations.

Here's the content of a handout I sometimes give people explaining them:

Affirmations

Affirmations are a powerful psychological tool that we can use to help us to overcome habitual inner dialogue that inhibits or limits us.

For example, approaching a major presentation, you may find that a gremlin voice in your head starts to tell you, repeatedly: “I’m no good at presentations.  This will be a disaster.”

Rationally, you may know this not to be true (or not wholly true..), but nevertheless, the persistent inner voice can be very debilitating, and can cause you anxiety that then sabotages your preparation and delivery.

Affirmations target this inner dialogue directly, by replacing the habitual negative message with a habitual positive one.  (There’s a lot of clever stuff about neurology that underpins this...)

How to use affirmations

1    Identify a future situation that causes you to feel weak in the stomach (eg a forthcoming presentation) or a recurrent and habitual negative thought that inhibits your performance.

2    Identify any negative inner dialogue that you are using to sustain that feeling (eg “I’m no good at presentations.”)

3    Write out the strongest positive statement, contradicting your negative inner voice, which you can believe to be true (eg “When well prepared, I present with confidence.”)

4    Repeat the affirmation to yourself, 3 times in a row, several times a day over the days leading up to the event.  If you notice your old habitual self criticism cutting in, laugh at it and interrupt it with the affirmation (Eg if you notice that you are beginning to think “I’m no good at presentations,” interrupt with: “Good try... however, when well prepared, I present with confidence!”)

5    Repeat the affirmation immediately before the event or in times of need, as appropriate.