Some insights come from serendipitous occurrences.

Like this one I just had: that “Solution-Focus” has the quality of Quiet Strength.

This insight was triggered by three unrelated events:

- via @dChickadee4Life, stumbling upon this blog post: Three Keys to Mindful Leadership Coaching. The three keys mentioned by Douglas Riddle are: an open mind; non reactivity; permissive attention. These are all characteristics of  the “Not-Knowing” Stance which is one of the distinctive features of Solution – Focus. One particular sentence by Douglas Riddle resonated deeply in me: How does a coach do that? By creating in the conversation with the coachee a sense of open, reflective exploration. The coaches who expand my mind, emotions and performance come to the coaching relationship from a place of inner calm. They have quiet minds. They are not beguiled by fancy techniques or elegant coaching models.

- reading the book: Quiet. The Power of Introverts in a World that Can’t Stop Talking by Susan Cain. I had a profound sense of recognition while reading it. I made peace with my style of coaching – I am definitely not a Tony Robbins. I do not talk much. I do not raise my voice. I am not “in your face” and I definitely do not pump my fists in the air!  I like to create space for reflection. Gently but purposefully. There is strength in quiet and deliberate effort.

- having to confront  the same misunderstanding about Solution-Focus three times in the past week. I discovered, in 3 separate conversations with fellow Executive Coaches, that “Solution-Focus” is understood as task-focused. One Coach characterized “being too solution-focused” as going straight to the solution and prescribing a task as opposed to patiently listening to the Client first. I was taken aback – because this is the opposite of what “Solution-Focus” is! But, alas, that is what those words evoke, apparently. So I had to articulate what “Solution-Focus’ is.

These 3 separate events listed above made me realize that Solution-Focus is Quiet Strength.

Quiet strength in the “Not-Knowing” stance and curiosity of the Solution-Focused practitioners; in our  faith that Clients have already experienced bits and pieces of the solution.

Quiet strength in not adding anything to what Clients bring, yet keeping them accountable. Leading from behind, gently but steadfastly, in the interaction.

Quiet strength in being a witness to the Clients’ strengths – and honoring those strengths with our compliments.

Quiet Strength.

I think I like that.

Guest post by Coert Visser

Solution-focused principles and techniques, orginally developed in psychotherapy, have found their way into coaching, over the last decade. While an evidence base of solution-focused brief therapy is beginning to come off the ground, little research is done on the effectiveness of solution-focused coaching (one researcher who is already doing interesting research in this area is Anthony Grant). It is important that an evidence base on solution-focused coaching is built, too. Individual clients, client organizations and society at large rightfully demand that solution-focused professionals not only discover things that work but also justify what they do by scientifically testing their claims.

Standard effectiveness research approaches involve randomized controlled experiments in which the treatment of interest is compared with a reference approach and a control group. A recent review summarizes this type of coaching research, which is still in its infancy. While this approach is indispensable it is not the only useful approach and it is not without weaknesses. For one thing, this type of research requires the existence of generally accepted definitions of the treatments (coaching procedures) that are researched. This type of research comparing coaching approaches does say something about the relative effectiveness of these approaches but does not say much about the relative contribution of the constituent elements of these approaches because these are not examined separately in these types of experiments but in combination with each other.

Research aimed at a micro level of coaching can be an important addition to these standard research approaches. One example is micro-analysis research done by Janet Beavin Bavelas and her colleagues. Micro-analysis research will, in the near future, I predict, be supported by software to analyze language used in coaching conversations. As this type of research will develop a much more nuanced and specific kind of knowledge will emerge about what works and what not.

Survey based research also offers some interesting opportunities to analyze the specific interventions and behaviors of solution-focused coaches. Recently I published such a study: Testing the Association between Solution-Focused Coaching and Client Perceived Coaching Outcomes. I designed a web-based survey and administered it to 200 clients of coaches. The survey consisted of a list of 28 coach behaviors, 14 of which were solution-focused behaviors and 14 of which were behaviors solution-focused coaches would deliberately avoid. I asked clients to describe what their coaches had done and what they had not done (without referring to the solution-focused approach or any other approach, by the way). In addition to that, I asked clients to describe on several dimensions how effective the coaching had been. Solution-focused coach behaviors turned out to be were strongly positively correlated to positive coaching outcomes. Non-solution-focused coach behaviors, on the other hand, turned out to be moderately negatively correlated to positive coaching outcomes.

Then, I used a statistical technique called multiple regression analysis which gave insight into which specific coach behaviors were predictive of coaching success. This showed that the following 10 solution-focused coach behaviors in particular were associated with positive coaching outcomes:

• The coach responded with understanding to what I said (coach understandingness)
• The coach let me decide whether the coaching should be continued or terminated (client continuation choice)
• The coach focused on topics that I found useful to talk about (client topic choice)
• The coach encouraged me to describe how I wanted my situation to become (desired situation description)
• The coach encouraged me to describe what I wanted to be able to do differently (positive future behavior description)
• The coach gave me positive feedback (complimented me on what I had done well) (positive behavior feedback)
• The coach encouraged me to choose which step(s) forward I would to take (client chosen action)
• The coach used the same words as I had used (language matching)
• The coach checked several times whether our conversation was useful to me (client usefulness check
• The coach asked questions about what I had already done that had worked well (exploration of what worked)

The number of non-solution-focused coach behaviors that was predictive of positive outcomes was smaller. Three coach behaviors were, as expected, negatively associated with coaching outcomes:

• The coach told me whether the coaching should be continued or terminated (coach continuation choice),
• The coach gave me negative feedback (criticized me on what I had done wrong) (negative behavior feedback), and
• The coach chose what topics we talked about (coach topic choice).

Surprisingly (and interestingly), two non-solution-focused coach behaviors were, contrary to this study’s expectations, positively associated with coaching outcomes:

• The coach analyzed with me what the causes of my problem might be (problem cause analysis)
• The coach asked questions about when my problems were at their worst (problem peak focus)

I hope this is a good (while modest) beginning of survey based research into the effectiveness of solution-focused interventions in coaching. The details of the study can be found in the full article. Soon, I hope to publish a study into the effects of the coaching approach on coaches themselves

The registration is now open for the 2012 California edition of Solutionsurfers‘ Brief Coach Training.

Here is the link with all the information about the program: http://www.briefcoachingsolutions.com/solsurfers2012/

To sign up, please send an email to: briefcoachingsolutions@gmail.com

If you want to find out more about the training program and how it can benefit you,

you are invited to attend one  of the following conference calls:

- Friday, January the 27th, at 12 noon PST (3 PM EST)

- Tuesday, February the 14th, at 9 AM PST (12 noon EST)

- Wednesday, March the 14th, 9 AM PST (12 noon EST) ***please note that the early bird rate is available only until March 1.

Please RSVP with Ms. Corey Godzwa at cgodzwa@gmail.com and you will be sent the information to access the conference call.

But how?

This is where microanalysis comes in. Pioneered and extensively used by Janet Beavin Bavelas and her research group at the University of Victoria, microanalysis is defined as “the detailed and reliable examination of observable communication sequences as they proceed, moment by moment, in the dialogue”….

My guest post on Microanalysis in Coert Visser’s Blog.

Read more here >>>>>> http://solutionfocusedchange.blogspot.com/2012/01/microanalysys-showing-details-of-how.html

Solution-Focus relies on positive feedback – i.e. noticing what is working and going right instead of pointing out what is not working and going wrong.

Even more so with Solution-Focused training: for example, the whole Solutionsurfers’ Brief Coach Training is designed around positive feedback. Exclusively positive feedback. That makes the learning experience unique. At first participants are disoriented – but very quickly they begin to appreciate the empowering nature of positive feedback. Practice session after practice session, each participant’s unique coaching skills develop and evolve, by focusing on what works and ignoring what does not. A process similar to Darwinian Evolution, as pointed out here.

Yet, somehow, not using negative feedback is considered to be a sign of being a wimp. A softie. Out of touch with reality.

Actually, that is quite the opposite.

Everybody can deliver negative feedback. But only expert performers can deliver positive feedback. Because positive feedback is based on tacit knowledge rather than explicit knowledge.

This point has been brilliantly developed by Gary Klein in his latest book “Streetlights and Shadows – Searching for the Keys to Adaptive Decision Making” (pages 45-47).

His reasoning:

- “when we try to improve performance, we usually emphasize explicit knowledge more than tacit knowledge”; that is because “it is hard to give people feedback about tacit knowledge”

- so “in giving feedback, we tend to focus on specific procedures”

- but that means “we give feedback about departures from procedures, instead of helping people to notice subtle cues and patterns”.

- conclusion: “we find it easier to give feedback about errors than about skillful actions or about  improvements in mental models“.

So while how to deliver negative feedback is a critical and important skill, delivering positive feedback is an often neglected ingredient for building expert performance.

Noticing what works is an essential part of developing expertise. And you need to be an expert to notice the little things that are working, maybe just a little bit.

Positive feedback is for pros! :-)

Here is my rule-of-thumb regarding “social media”:

- I use this blog to share observations, thoughts, reflections about (Solution-Focused) Coaching, Training and Consulting.

- I use my business FaceBook page http://www.facebook.com/paoloterni to post daily links to articles or blog posts that might be relevant to Coaches,  Therapists, Trainers and Consultants. If interested, just “like” the page and the links will appear in your FB newsfeed.

I decided to break my own guidelines and post here the following link —>  http://lifehacker.com/5867049/nine-stubborn-brain-myths-that-just-wont-die-debunked-by-science

And here is the summary:
Nine Stubborn Brain Myths That Just Won’t Die, Debunked by Science
Brain games will make you smarter! The internet is making you dumber! Alcohol is killing your brain cells! The brain is a mystery we’ve been trying to solve for ages, and the desire to unlock its secrets has led to vast amounts of misinformation. Many of these false notions are more widely believed than the truth. We took our healthy skepticism and a bunch of brain research to find the truth behind some of the most common myths about intelligence and our brains. Here’s what we learned.

Illustration courtesy of Nini Baseema (http://oneselfportraitaday.tumblr.com/)

Browsing a leadership bestseller this past weekend, in the table of contents I noticed this chapter: “Chapter Nine: A Leader’s Impact: The Transfer of Influence from Leader to Follower“.

For me, that sentence alone captures all that is wrong with the mainstream approach to leadership.

I take issue with that statement and with its underlying assumptions:

a) it is the title of chapter 9, with the book presenting leading as a linear process. There is part 1, about “earning the right to lead through character“; then part 2, where you are “leading on the field“; and finally part 3, to which chapter 9 belongs. The title for part 3 is: “consequence: creating a culture, leaving a legacy of values“. But this not how it happens in real life. All those factors are at play at the same time

b) the sentence “the transfer of influence from leader to follower” assumes the following:
- in the linear sequence presented in the book, the leader leads, then when the situation is under control he or she can relax and let the “follower”  partake of a little bit of power to help create a “culture” (which celebrates the legacy of the leader!). But the situation may never get under control. Furthermore, a culture is created by collective habits of interaction, not by a “transfer of influence”
- the “leader” has something called “influence”, a thing; he has that because of his or her character; the leader can transfer that “something” to “followers”. Wrong, wrong, wrong. “Influence” is not a thing. Influence is a dance where all the parties involved co-construct meaning and negotiate agreements. The “follower” has as much of an active role as the “leader”. Influence is mutual*
- there is someone who is a “leader” and someone who is a “follower”. Wrong. There is an ongoing relationship. If we take a snapshot at some point in time, we can see someone take on more of a leadership function and someone else accepting that. At a different point in time it might be viceversa. Or anything in between. “Leader” and “follower” may be used to characterize the relationship at some specific time, not to label the people involved.

I am not denying the fact there is a leadership function.
I am challenging the “static” and “linear” view of it.
I am introducing a more science-based view of the leadership function which is rooted in complexity, co-construction, inter-action. the in-between.

——————

* too many times I saw the following dynamic happen – leader calls for a meeting to “sell” his / her brilliant idea. “Followers” very convincingly object to the leader’s idea but also contribute some new interesting ideas to solve the issue at hand. Leader abandons his / her original idea – only to call a new meeting shortly afterwards to “sell” a new idea which happens to be the “followers’” idea, maybe slightly repackaged. “Followers” obviously buy it, since it was proposed by them, leader is happy to have “influenced” them. And all this without the leader being aware of whose idea it was. Who is influencing whom? – note: you can see dynamics of co-influencing happen in shorter time-frames, within a single brief conversation…

I loved reading Timothy Wilson’s Strangers to Ourselves. It introduced me to the concept of “Adaptive Unconscious”. And it is the book on which Malcolm Gladwell based his bestseller, Blink.

I loved even more reading Timothy Wilson’s latest book, “Re-Direct: the Surprising New Science of Psychological Change“. A must-read. Science-based. Full of interesting information and insights. And the “story-editing” approach Wilson advocates shares with Solution-Focus the same strategy: a brief intervention that has self-sustaining effects leading to long lasting changes in behaviors.

Wilson’s approach is based on the idea that it is all about the interpretations we give to events – not about the events themselves.
Not a novel idea, since it was one of the cornerstones of Stoic thinkers.
But now we have the science to test this approach and… it works!

The interventions Wilson puts under the “story editing” umbrella follow one of the following strategies to change the stories people tell themselves:

• redirecting the narrative in a way that leads to lasting change: exercises, like Pennebaker’s writing protocol, which are useful for people who have failed to come up with a coherent interpretation of an event that does not make sense and / or it is unpleasant to think about (e.g., trauma)
• story prompting – redirecting people down a particular narrative path with subtle prompts; for example, by giving people information that would allow them to reframe their experiences. E.g. students might interpret their academic difficulties when they start college as a sign they are not cut out for it; simply showing them data that tells them experiencing difficulties at first isnormal, in addition to a video of peers saying they too experienced difficulties when they started, is enough to have a significant impact
• do good, be good; as Aristotle said, “we become just by the practice of just actions, self-controlling by exercising self-control, and courageous by performing acts of courage.”  So by acting in a certain way, people shape their narratives in ways that are helpful to them. E.g., they act kindly and so they get to think of themselves as kind persons.

One of the most interesting point made by the author is that while we thoroughly test drugs before putting them on the market, we do not do the same with psychological interventions. As a result, much money and effort has been spent on programs that seem to make sense – but do not work. One example: D.A.R.E. (Drug Abuse Resistance Education).

It gets worse. Not only some programs or interventions do not work – they might actually be harmful. Among these: CISD (Critical Incident Stress Debrief); “Scared-straight” programs like R.I.P. (Restoring Inner-city Peace). Bottom line: test first, roll out later. Not vice-versa!

But as I mentioned, the book is not about what does not work – it is about what works in facilitating self-sustaining, and therefore long-lasting, change.

You will learn about a technique that, again, was conceived by the Stoics – negative visualization. You will learn about the power of volunteering for keeping teenagers out of trouble. You will learn about the tricky but effective “minimal sufficiency principle“. And you will learn about how a simple 15-minute writing assignment allowed students to close the achievement gap. Among many other things… and it is all in —> here.

See you in Orange County, California! :)

I had a great time re-connecting with old friends and making new ones.

Some of the highlights of the program for me:

- the workshop A Micro-Analysis of Opportunities, led by Joel Simon, Lance Taylor & Janet Bavelas. A neat application of Micro-Analysis

- the workshop “Solution-Focused Dragon Boat” – Building a Community of Leaders, led by Brenda Zalter-Minden & Robin Hornstein. It was highly interactive and fun, fun, fun. Re-creating the challenges and team-building opportunities of working as a rowing team

- the workshop Diagramming Solution-Focused Practice: Tools for Teaching led by Robert Blundo. A very engaging presentation on how to introduce students to Solution-Focus practice and its unique mindset

- the workshop Can We Really See Co-construction Happening?, led by Janet Bavelas, Peter De Jong & Sara Smock. So interesting to see grounding sequences in conversations and how they put understanding in place. Wisdom nugget by Peter De Jong: “All therapists [from different schools of therapy] co-construct. But they do it in different directions”

- the workshop Value of Evaluation: Creating Powerful Performance led by Haesun Moon. Brilliantly led in a pure solution-focused way, we all learned from each other and ourselves how to do more of what works to make evaluation processes solution-focused

And there were many, many other interesting workshops going on, but unfortunately one has to choose…

thanks to everyone, staff, presenters and attendees, who made this event such a wonderful learning experience!

… and here (photo below) is what happens when you have a bunch of Solution-Focused therapists doing line dancing at the Association Banquet :)