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Catching that bus – high impact interventions. Craig Barton – Betsi Cadwaladr UHB Dafydd Paul – Gwynedd Council. Don ’ t worry you ’ re in good hands. SPEED Coaching. S Seizing the moment P Pattern mapping E Exploring the boundaries E Experiment with alternatives
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Catching that bus – high impact interventions Craig Barton – Betsi Cadwaladr UHB Dafydd Paul – Gwynedd Council
SPEED Coaching • S Seizing the moment • P Pattern mapping • E Exploring the boundaries • E Experiment with alternatives • D Do something positive to change
SPEED Coaching ‘Catching that bus’ is: • the ability to immediately command coaching opportunities • ‘ad-hoc’ conversations that happen when the coachee needs you most • confidence to explore coaching outside formal contracts • developing skills in contracting, surfacing patterns and intent
S – Seizing the moment • Identify the opportunity, engage in a coaching conversation, come to an agreement to talk. Craig: ‘Sounds frustrating for you. Something you’d like to work through?.’ Dafydd: ‘Ha. Not sure I have time for that.’ Craig: ‘I’ll give you 5 minutes, here, now and if it doesn’t help, you can have your money back.’ Dafydd: ‘OK.’
P – Pattern mapping • SPEED coaching shifts focus from the content of the words spoken in search for patterns or intent. • Surfacing Patterns - habits surface in language we use, repeating our constructs in a fixed way. A ‘stuck record’ that cannot move on. • Surfacing Intent – words belie our intent. Why are we saying something. What purpose does it serve? What are we really trying to convey? As we ask ‘why are you saying this ’ or ‘what are you trying to convey to me’ repeatedly, we can uncover ever deepening intent.
P – Pattern mapping Surfacing patterns • Craig: ‘The goalposts thing and what you said about his mind. Are those things you’ve said to yourself before?’ Surfacing intent • Craig: ‘Why do you think you need to say that to people?’ • Craig: ‘Keep with me. Why would you want that?’ • Craig: ‘No, why do you want to say that?’
E – Exploring the boundaries The behaviour, in pattern or intent is serving some need for you. • Is this working well for you, helping you achieve your goals or outcomes? • So do you want to ‘stick or twist?’
E – Experiment with alternatives • If you want to change, what’s stopped you so far? • In a perfect world, how would things be? • If we imagine we’ve arrived at our destination, what was the journey like? What did we do to create this great outcome. • Craig: ‘You’re faced with me tomorrow. I ask you is he still changing the goalposts. What do you say?’ • Craig: ‘Yes, so what would that look like?’
D – Do something positive to change • If we can identify different behaviour, practice this live in the conversation • This creates commitment to the change and clear our psychological pathways. • Craig: ‘You’re faced with me tomorrow. I ask you is he still changing the goalposts. What do you say?’ • Craig: ‘Yes, so what would that look like?’ • Craig: ‘OK try it…’ • Craig: ‘Do it now, say what you’d tell me’
The big experiment – step 1 Open and contract Open: A way to open the conversation in this exercise Contract: Establishing that this is a special conversation, contracting to a coaching conversation. Examples: ‘Hi, so what kind of day are you having?’ ‘Do you think that this is something I could help you with? Fancy focussing on it for a few minutes with me?
The big experiment – step 2 Open, contract and explore/patterns Patterns: This is where you explore the issue and surface underlying patterns. Examples: ‘I’m hearing this for the first time. Have you heard yourself say this before?’ ‘OK, lets look at this. Has this happened before?
The big experiment – step 3 Open, contract and explore/intent Intent: This is where you explore the issue and surface underlying intent. Examples: If I ignored what you are telling me, and ask why are you telling me this – what would you say?’ ‘I’m really interested in why you’re telling me this. There’s something you’re trying to tell me here?’
The big experiment – step 4 Open, contract, explore and ‘stick or twist’ Stick or twist: This is the test whether this is something that you want to carry on doing, or to change something. Examples: ‘Does this behaviour work for you? Stick or twist – do you want to carrying on doing this or do you want to change?’ ‘You have a choice here, do you want to repeat this again in the future?’ It’s up to you, you have a choice’
The big experiment – step 5 Open, contract, explore, ‘stick or twist’ and ‘pattern breaker’ Breaker: This is where you explore ways of breaking patterns that you want to change. Examples: ‘You want to change but you haven’t succeeded in the past. Tell me all the things that need to be in place to break the pattern’ ‘If you had a magic wand and you could change things, how would things be…’‘what would need to be in place for this to happen?’
The big experiment – step 6 Open, contract, explore, ‘stick or twist’, ‘pattern breaker’ and rehearsal Rehearsal: Unless you try the changed behaviour ‘live in the room’, it is less likely to be tried in real life by the coachee. Examples: ‘I really want to hear you show me the change you want to be. What would you do differently?’ ‘OK, you’ve told me you want to change this. Tomorrow this starts to happen again, tell me what happened that was different this time.’
The big experiment – step 7 Open, contract…. and closure Closure: Finding a way to bring it to an end, and checking that they are ok. Examples: ‘So, do you think that’s enough? Where has this left you?’
