Facilitation and “Coaching” Workshop September 23, 2011
Roger Burton is our Facilitator for Facilitation. Roger doesn’t like the term “Coaching.”
For Self, the term is Coaching
For a Group, the term is Facilitation
For an Organization or System, the term is Design
This workshop will concentrate on the first two, the third will hopefully be the focus of the winter term workshop.
Roger talks about the difference between an espoused vs lived model, and that we have a model for facilitation already in use, and then most importantly, that models are useful, although they are not correct.
Roger sees the class as one conversation for the entire quarter, and that all organizational change is in effect one conversation, since it’s about a narrative.
You listen through your expectations, your expectations affect your listening. So true!
The structure of facilitation also affects the outcome. We will make a coping mechanism to deal with the structure of the particular classroom we are meeting in. We can turn off the lights; that might help. That’s a coping mechanism, and the one thing you need to know is that coping mechanisms lead to more coping mechanisms (and just ask Roger, he’ll tell you that eventually there were no more birds.)
Participants introduced themselves and talked a bit about their expectations for the class. Roger always likes to hear where people are when they come in. I’m not sure how he keeps it all straight, but he does.
Amy talked about her model of coaching, and how you can remove yourself from the experience, which affects your memory of an experience. She uses a structural basketball example of placement of your elbow and how that affects your shot. A very straightforward coaching.
Adrienne’s model of coaching distinguishes between overt and covert (passive). Roger doesn’t like the words overt and covert, so we’ll use active and non-active in the future. We need to separate the process from the result. Ginger sees hierarchy in Adrienne’s model. You get credit for your “coaching”, and coaching is equivalent to teaching for a faculty member. You want to be active to get the credit, but be non-active to be effective with the student. What an irony! Coaching implies power to Nina.
Roger says that this quarter we will discover where our attention has been fixed, so if we are aware of it, we can make a choice about it for the future.
Our homework for this week is self observation. Notice coaching and facilitation, how do you recognize it when it’s happening? What are the boundary conditions?