Imagine you are running an educational session. How can you help people to grow? One approach is to learn from great educators. Such people often start by establishing clarity – the real results the students want to achieve – and making clear working contracts. They then go through three dimensions.

* They introduce the concept.

* They bring it to life by giving concrete examples.

* They move into the third dimension and go deeper by passing on caring wisdom.

This final step may involve sharing knowledge from the eternal principles that help people succeed.

Imagine that you are going to lead an educational session for a specific group of people. Let’s explore how you might run such a session.

* Start by establishing clarity – the concrete results to achieve – and making clear contracts.

Try tackling the exercise on this theme. First, describe the specific group of people for whom you are running the session. You may, for example, be working with a team of counsellors, a creative team, a company’s leadership team or another group. Second, describe the aims of the session. (You will, of course, check these with people to ensure you are all heading towards the same goals.) Third, describe what you see as your role and their roles in making it a successful session. Try completing the following exercise.

Looking at the exercise above, let’s imagine you aim to run an introductory session on The Art of Counselling. You may introduce it by saying something like:

“Welcome. The aims of today’s session are to focus on: a) The definition of counselling; b) The skills of counselling; c) The specific ways that you can use counselling skills. My role is to provide an overview, describe the key principles and give practical examples. The role I would like you to play is to encourage each other, take the ideas you like and add these to your repertoire. Are there any other themes you would like to explore? Okay, let’s begin.”

Whatever topic you are teaching, it is important to establish clarity and make clear working contracts. Check everybody understands, then move on to the next stage.

1) You can focus on the first dimension – the concept.

Great educators begin the actual work by introducing the first concept. So you may want to give the context, provide a model, ask people to revisit their own experiences or whatever. Different educators have different ways of giving the big picture.

If you are teaching about counselling, one approach is to start by asking people if they have any experience in this area. They may have provided counselling for students, employees or other people. Alternatively, they may have received counselling after an accident or other setback. Building on what they have said, you can then give an overview of the recent history of counselling. This may include, for example, the pioneering work of Carl Rogers, the growth of the self-help movement and the blurred borders between counselling and psychotherapy. You may then return to following the definition you plan to use during the session.

Counselling takes place when:

The person seeks help in a situation that may be causing difficulty. They are able to talk a caring environment, make sense of their experience and gather the strength to move forward. If appropriate, they explore their options and take more control of shaping their future.

The counsellor provides a caring environment in which the person feels safe and valued. They explain what they can and can’t offer – then make clear working contracts. The counsellor encourages the person to explore and, if possible, make sense of their experience. If appropriate, they enable the person to consider their options and take charge of shaping their future.

————–

‘Classical Counselling’ is non-directive. It provides a sanctuary in which people can feel at home and talk without fear of judgement. The process of ‘healing’ or ‘growth’ comes through the act of exploring and making sense of their experience. There are, of course, different views on the effectiveness of such an approach. Carl Rogers, who is considered the founder of modern counselling, believed that:

* The person who comes for counselling simply has ‘problems of living’. They also have ‘a drive towards self-actualisation’. This drive presses towards fulfilment and, if able to be expressed properly, increases the person’s chances of becoming healthy. If the drive is frustrated, the person may experience difficulties, some of which may be displayed in various symptoms.

* The helper’s role is to create an encouraging environment that facilitates the person’s growth. They can achieve this by being genuine, showing empathy and having unconditional positive regard. These are called the ‘core conditions’ for providing a good environment.

* The person feels valued and encouraged in the counselling situation. They are then more likely to be their real self, set goals and work towards fulfilling their potential. They can pursue their drive towards self-actualisation.

Carl Rogers believed the key was to provide the right environment. People could then develop their inner strength and pursue their chosen path. Counselling was one vehicle for enabling people to become what they wanted to become.

———————————–

Let’s return to the educational session you are running. Try tackling the exercise about introducing the concept. You may be teaching about counselling, creativity, leadership or whatever. First, describe the concept you want to introduce. Second, describe the specific things you can do to introduce this idea. Try completing the follow exercise.

2) You can focus on the second dimension – the concrete examples.

Great educators bring the concepts to life by giving concrete examples. How to make this happen? One approach is to get into the habit of introducing an idea and then saying: “For example _____.” This forces you to give illustrations that resonate with the particular audience.

Imagine that you are running a session on counselling. You may want to give specific examples by saying something like the following.

“Counselling skills can be used in many situations. For example, to help people: a) To explore their feelings; b) To make sense of a tough situation; d) To emotionally recover from abuse, an accident or other setback; c) To work through post-traumatic stress syndrome; e) To make transitions in their life and work. The aim is to enable people to feel more in control of shaping their future. Let’s try an exercise on this theme.”

“First, looking ahead, think of a specific situation in which you may need to practice counselling skills. For example, you may be helping somebody who has lost a job, suffered bereavement or faces a challenge. So choose a specific situation where you might use such skills in the future.”

“Second, make a flip chart describing the ‘Dos’ and ‘Don’ts’ for facilitating such a session. Remember, classical counselling helps somebody to explore the emotional side of the situation. If the person feels it may be useful, they can also consider the practical ways forward. The key, however, is that the person must feel in charge.”

“Be as specific as possible when describing the ‘Dos’ and ‘Don’ts’. For example, if you say: ‘Make the person feel welcome,’ describe the specific behaviour you can demonstrate to achieve this goal. Imagine that you are giving detailed directions for a film scene. Write in plain English, rather than ‘therapeutic language’. Describe the specific things that you will actually ‘Do’. Spend 20 minutes writing your flip chart. Then we will share the ideas.”

——————-

Let’s return to the educational session that you may be running. There are many ways to bring an idea to life. Try tackling the exercise on this theme. Describe the specific things you can do to move from the concept to concrete examples that resonate with people in the group. Try completing the follow exercise.

3) You can focus on the third dimension – the caring wisdom.

Some educators go into a third dimension. They go deeper and pass on caring wisdom. This often involves revisiting some of the eternal principles. The ‘wisdom’ that is shared obviously differs from subject to subject, but the process remains similar. The educator wants to pass on timeless knowledge that enables students to succeed. So they may say something like:

“Today we have been looking at ______. But sometimes it can be useful to revisit some of the principles that people have followed over time. These principles include, for example:

* ____________________________________________________

* ____________________________________________________

* ____________________________________________________

“The ways that people have followed these principles have included, for example:

* ____________________________________________________

* ____________________________________________________

* ____________________________________________________

“Each of us must obviously find our own ways of doing things. But sometimes it can be useful to revisit and learn from these eternal principles.”

How does this approach work in practice? The themes you highlight will differ from topic to topic, but imagine that you are running a session on counselling. The timeless principles you cover may include the following three (though there are many more). Counselling highlights the importance of being able:

a) To take time in a sanctuary where you can reflect.

This is path taken by people throughout history. Seekers have used their sanctuary time to focus on the eternal truths, make sense of experience and clarify the way ahead. It is vital to feel safe in the sanctuary, but it is also good to get stimulation. People may achieve this by being close to nature, studying the great philosophies, being creative, focusing on their values or whatever. If appropriate, bring this theme to life by describing people in history that have spent time in a stimulating sanctuary.

b) To develop your inner strength.

People often develop strength by focusing on their chosen faith, vocation or life goals. Some gain it by tapping into their own or other people’s experience. Good counsellors, for example, help people to identify their inner strength by revisiting their positive history. So they may ask the person:

“Looking back on your life, have you even been in a similar situation and come through it successfully? What did you do right then? What were the principles you followed? How can you follow these principles in the present situation?”

Again, if appropriate, bring this theme to life by describing people in history who have developed their inner strength and tackled challenges successfully.

c) To be able to shape your future.

Counselling enables people to do some ‘slow thinking’. They have the opportunity to see things in perspective, clarify what is important and choose their way forward. Viktor Frankl, for example, describes how prisoners ‘chose their attitude’, even in the midst of the Nazi Concentration Camps. People need to feel in control: this is one of the eternal principles. Counselling can help people to take this step in their own way. If appropriate, describe people in history who have taken time out to clarify their options and shape their future.

—————–

There are many ways to pass on caring wisdom. Whatever theme you are teaching, it is good to highlight the key principles that seem to work – and the paths that people seem to follow – throughout history. The students can then choose to follow these in their own ways.

Let’s return to the educational session you may be running. Bearing in mind the topic you will be teaching, try tackling the exercise on this theme. Describe the caring wisdom you want to pass on to people. If possible, think of people in history who have followed these principles successfully. Try completing the following exercise.

There are many ways to help people to succeed. One approach is to clarify the results to achieve. You can then aim to introduce the concept, give concrete examples and, if appropriate, pass on caring wisdom.

Great coaches have two kinds of empathy. The first empathy is with people’s actual situation. The second empathy is with people’s aspirations. Empathy is being able to see, feel and experience the world from another person’s point of view. Great coaches enable motivated people to make the transition between their actual situation and their aspirations. Let’s explore how to make this happen.

1) You can employ the first empathy and focus on the person’s actual situation.

Imagine you are coaching somebody who has experienced a setback. The ‘classical’ approach is to spend considerable time showing the person you understand their situation. But the key point is: for how long? If you move-on too quickly, they may feel you have not respected their feeling. If you linger too long, however, you give the problem too much power. Your aim is to enable a person to take control of their life - rather than to become a victim.

Great coaches may only need a few minutes to make a person feel welcome and tune into their world. They then encourage the person to choose whether: a) they want to dwell on their misfortune or; b) they want to direct their future. They accept the authenticity of the person’s feelings. But then, when appropriate, begin helping them to explore their future options. So imagine you are coaching somebody who has experienced a setback. How can you connect with the person – but also be ready to help them to move forward? Try completing the following sentence.

The specific things I can do to demonstrate
empathy with a person’s actual situation are:

*

*

*

2) You can employ the second empathy and focus on the person’s aspirations.

Somebody who has suffered a setback may need time in a sanctuary to lick their wounds. They can then emerge to shape their future and achieve success. You can work with them on:

a) Their short-term aspirations.

People want to feel in control – so help them to ‘control the controllables’. After suffering a setback - such as redundancy, loss or illness – resilient people take charge of their feelings, finances and future. Enable them to take charge of the ‘practical things’ - such as getting an income, getting a new job or whatever. But the key is to encourage them to take charge of the ‘psychological things’. They can start by choosing their attitude - whether they are going to succeed or sulk. Then help them to explore their possible options - plus the consequences of each option – and pursue their chosen path. They can set short-term goals, translate these in action plans and get an early success. You can then move onto the next stage.

b) Their long-term aspirations.

Good coaches encourage people to lift their sights to their overall picture of success. So you may invite the person to tackle exercises that clarify their life goals. Most people want similar things in life. They want to be loved, happy, creative, successful and find peace. Everybody will, of course, translate these into their own individual goals. People need hope – especially in the midst of chaos. Good coaches help people to clarify their long-term aims and choose their way forward. They also enable them to connect their short-term actions with their overall picture of success. This provides them with a sense of meaning.

So imagine you are coaching somebody who has experienced a setback. How can you connect with their short and long-term aspirations? Try completing the following sentence.

The specific things I can do to demonstrate
empathy with a person’s aspirations are:

*

*

*

3) You can help the person to fulfil their aspirations.

Good coaches recognise that: “Enlightenment is okay, but the hard part is execution.” Many people have ‘Ah yes,’ moments, but then find it difficult to translate their visions into reality. If you are helping somebody who has suffered a setback, encourage them to ‘take ownership’ for shaping their future. Check they want: a) to move out of their sanctuary; b) to set specific goals; c) to work hard to achieve success. Encourage them to set short-term aims - because getting early wins builds confidence - and do something every day towards achieving their long-term aspirations. Try completing the following sentence.

The specific things I can do to help a
person to fulfil their aspirations are:

*

*

*

Good coaches are like great leaders – they keep moving between the ‘concept’ and the ‘concrete’. Inspiring leaders reach people’s hearts by saying things like: “We shall overcome … I have a dream … ” But they also show how to put the philosophy into practice. Good coaches embrace this ability and also demonstrate the two kinds of empathy. They connect with where the person is today. But then enable them to envisage and shape their tomorrow.

Imagine you are due to make a presentation to a leadership team. The group will be made up of people who process information in different ways. There will be ‘architects’, ‘builders’ and ‘craftsmen’. Let’s consider these three types and how you can communicate with them successfully.

1) Architects.

Architects are often decision makers and see the big picture. They like headlines. So quickly explain the results you aim to achieve - plus the benefits. They often go: ‘a, b … then leap to … z’. Visionary by nature, they tend not to get into details, though they may ask the odd ‘curve ball’ question to check if you have done your homework. Providing you have a ‘values-fit’ with them, they will want you to explain the broad principles you will follow to achieve the vision. Architects sometimes have a short attention span - so double-check they are still on-board - otherwise they may get bored and cause difficulties. Once onside, however, you will find they are great advocates. Try completing the following sentence.

The things I can do to communicate with ‘architects’ are:

*

*

*

2) Builders.

Builders pursue a more ‘logical’ thought process of going ‘a, b, c, d, e …’ until they get to ‘z’. For example, they may be project managers who concentrate on the implementation plans. They focus on the processes to be followed to get the job done. So you must have your facts ready to answer their questions. If possible, meet with the key ‘architects’ and ‘builders’ before the presentation to agree on the key principles for making things happen. You will need the builders onside if you want the ‘building’ - the project or other piece of work - to be finished. Try completing the following sentence.

The things I can do to communicate with ‘builders’ are:

*

*

*

3) Craftsmen.

Craftsmen are specialists who are often individual knowledge workers. Knowing every detail in their field, they are likely to discuss the intricacies of engraving each ‘brick’. Sometime they can throw presentations off-track by interrupting in mid-sentence, saying: “Do you realize the problems involved in point ‘c’?” Craftsmen care deeply about their work - so you need them onside. One approach is to provide them with a detailed compendium that gives answers to their key questions. You can refer to how their concerns are covered in the back-up material - then continue with the flow of your presentation. Try completing the following sentence.

The things I can do to communicate with ‘craftsmen’ are:

*

*

*

Presentations obviously work best when you prepare properly - so try to lay the groundwork. Before the session, start by getting the architects onside and, if possible, get one-to-one meetings with the builders and craftsmen. During these meetings you will, of course, need to present the information in different ways for people with different learning styles. Whenever possible, get everybody on-board beforehand. This will give you the greatest chance of success.

Everybody has wisdom they can pass on to future generations. So how can you clarify the lessons you have learned in your life? Try tackling the exercise on this theme called Wise words. Imagine that you have been invited to address a group of 18-year-olds. You have been given 10 minutes to give them 3 key messages that they may want to bear in mind in their future lives. What would you tell them? You can clarify your approach by taking the following steps.

1) Clarify the first message you would give to the young people.

One managing director said: “My first message would be: ‘Be positive. Whatever happens, you always have a choice. When you meet setbacks – and you will – you can lie down and sulk or get up and build a better world. Count your blessings. If you live in a rich country, like many of us do, you will probably have food, a home and enough money. You will also have your health, your friends and your talents. You can choose to do your best each day – or you can choose to be miserable. Remember, it is always your choice.’”

What would be your first key message? How could you bring it to life with real examples? Try completing the following sentences.

The first key message I would
give to the young people would be:

*

The things I would say to bring it to life
with concrete examples would be:

*

*

*

2) Clarify the second message you would give to the young people.

The managing director said: “My second message would be: ‘Do positive work and, if you wish, find somebody to pay you for doing it. Young people are often idealistic, but it can be hard to hold onto your dreams. The good news is that it is possible. I have met many older people who are fresh, vibrant and still learning. They were all doing work they loved that helped other people. Some were doctors, nurses and teachers. But others were architects, sports coaches, software designers or leaders. They all had a sense of purpose and they expressed it by doing positive work. This provided them with strength when times got tough.’”

What would be your second key message? How could you bring it to life with real examples? Try completing the following sentences.

The second key message I would
give to the young people would be:

*

The things I would say to bring it to life
with concrete examples would be:

*

*

*

3) Clarify the third message you would give to the young people.

The managing director said: “My third message sounds rather odd coming from somebody in business, but I would say it anyway. It is: ‘Follow your positive energy. Let me explain what I mean. First, focus on the interests that fill you with enthusiasm. For example, the subjects you study at university, the books you want to read, the countries you want to explore. Second, choose a job you find fascinating. Do work you enjoy and get somebody to pay you for doing it. Third, choose to be with people with whom you feel alive. Spend time with them, rather those who are negative. And, of course, be a person who gives positive energy to other people.’”

What would be your third key message? How could you bring it to life with real examples? Try completing the following sentences.

The third key message I would
give to the young people would be:

*

The things I would say to bring it to life
with concrete examples would be:

*

*

*

Sometimes I use the Wise words exercise on workshops. Participants imagine they are going to talk to a group of 18-year-olds – then read out their messages to us on the workshop. They soon realise, of course, that they are writing their own philosophy. Then comes the journey of living it in their daily lives.

There are many ways to help people to achieve their goals. Some approaches focus on people’s strengths; some on their limitations; some on understanding and changing their feelings. Another approach is for a person to focus on their ‘sequences’ of behaviour. They may follow certain sequences, for example, that result in successful or unsuccessful outcomes. People can capitalise-on or change these patterns. This involves choosing their attitude, taking specific actions and thereby increasing their chances of achievement. The ‘sequence approach’ can help people who want to take more control of their lives, manage stress, change a habit, give up an addiction, be more successful or whatever. Let’s explore how this works in practice.

1) You can help people to understand sequences.

“My father died recently and since then I have had panic attacks,” said Laura. “This is upsetting, because I am normally a calm person. My father’s death was unexpected – and he and I were close. Since his death I have taken care of everything: the funeral, my mother, relatives, solicitors, everything. This is normally the case in the family and at work – but now I can’t take care of myself. Suddenly I get panic attacks in the street or at work and it is very embarrassing. Certainly I know it will take time to come to terms with my father’s death and I expect to get mood swings. But I just need to find a way of dealing with the panic attacks and giving myself space to get on with my life.”

How to find a solution? Like many challenges, the key issue revolved around a person wanting to be more in control. Laura recognised she may not be able to control her mood swings as these were part of grieving. She wanted to control of her behaviour, however, rather than succumb to panic attacks. Trying to ‘fight them’ did not work – so we took another approach. Did she know when the attacks were going to happen? What were the warning signs? What preceded the attack? Laura described the ‘sequence’ of what happened.

a) She felt tired through lack of sleep - often after spending hours ‘counselling’ other people.

b) She was trying to concentrate on something – such as a task she must do at work.

c) She felt tingling in her hands – which then crept up her body;

d) She felt detached and began to feel dizzy.

e) She had difficulty in breathing and started to sweat.

f) She wanted to escape from the situation and, if possible, find a place to be quiet.

g) She managed to recover after 10 minutes – and was able to resume what she had been doing before the attack.

Looking at this pattern, we saw where Laura could intervene to take more charge of the sequence. The question was: “How?” Looking back at her life, we explored how she had managed stress successfully. “I play music,” explained Laura.”Putting on my iPod, I go into my own world and, even if only for five minutes, it works. I feel refreshed and ready to return to the world.” Later we will return to see what actually happened with Laura.

People learn to see how they follow certain sequences. Some of these patterns may be helpful, some may be hurtful. People who are addicts, for example, develop patterns that become a ritual. They begin thinking about a fix – be it tobacco, alcohol or whatever – anticipate how it will feel, get physical sensations, perhaps approach a friend who also wants a fix, take the first action step – such as reaching for the cigarette packet or whatever – and travel the road towards a specific outcome. If a person wants to ‘ditch the habit’, they must: a) See the benefits; b) Commit to achieving a specific goal; c) Develop a new sequence that is equally or more rewarding. People who are peak performers also follow certain sequences. They know that following certain habits will increase their chances of achieving success.

2) You can help people to change their sequences.

Laura looked at ways she could ‘intervene’ to prevent panic attacks. She started by building on the right foundations. This meant getting enough sleep and spending time with encouragers – rather than only counselling others. She planned to eat properly, which she had failed to do since her father’s death. Laura then tackled the first warning signs – the tingling sensation in her hands. She could change the sequence by introducing her successful pattern - creating the space to play her favourite music. Sometimes it might not be possible to use her iPod, so we developed other strategies for feeling calm. She spent 30 minutes creating her action plan and rehearsing scenarios. Laura focused on the specific actions she could take to make the transition to a calmer state. Two months later she reported that, whilst still experiencing mood swings, there were no panic attics. Laura felt more in control and more able to shape her future.

Couples also develop sequences. During the 1970s I was part of a team that practiced family therapy and we often came across certain patterns. Sometimes a married couple would launch into a fight, with one person saying to the other: “You always do that.” “No I don’t,” came the reply, “you are always complaining.” “You are attacking me again,” was the response, “do you know how that makes me feel?” The couple were travelling down a painful road. Both knew the outcome: tears, sulking, distance and, perhaps, attempts at reconciliation. Certainly it was vital to explore the marriage foundations but, before then, they needed some breathing space. So we helped the couple to try another sequence. Spotting the first signs of an argument, they might choose to go apart for 10 minutes – maybe one going out for a walk. Returning to talk, they could listen and encourage each other – perhaps like they did on their first date! The couples learned to spot new warning signs, ‘buy time’ and then embark on a more successful sequence.

3) You can help people to develop successful sequences.

Take a look at your own life and work – especially the specific activities in which you deliver As. You probably know exactly what you can do to give yourself the greatest chance of success. You know how to make decisions, set priorities, manage your time, focus, follow your daily disciplines, get early wins, encourage yourself or whatever. (You will probably also know how to make sure you don’t succeed!)

How can you capitalise on what you know works? Try tackling the following exercise. First, describe a specific goal you want to achieve. Second, describe the specific things you can do to follow your successful sequence and achieve the goal. Third, describe the benefits of achieving the goal. Try completing the following sentences.

The specific goal I want to achieve is:

*

The specific things I can do to follow my
successful sequence and achieve the goal are:

*

*

*

The benefits of achieving the goal will be:

*

*

*

There are many ways of enabling people to achieve their goals. One of the most effective is to help them to develop successful sequences.

This may sound like a marketing slogan – but it actually inspires many people to plant seeds of hope during their lives. People must feel that what they do will make an impact. They can start by focusing on things that are ‘small enough to be possible, yet big enough to make a difference’. Otherwise they may simply feel de-powered because the task is so large. Certainly there must be radical change to tackle some of the challenges facing the world. In the meantime, however, everybody can work to encourage present and future generations. Let’s explore three steps for making this happen.

1) You can identify things that fit this criteria.

Start by focusing on specific projects – however small – where you have a good chance of success. You may wish to encourage a child at school, create a beautiful garden at home, raise funding for a charity, publish know-how on the web or whatever. Many pioneers start their work by taking one step, helping one person, planting one tree or whatever – and achieving a success.

Christina Noble took this route. Growing up in Dublin, she is a former street child whose foundation now helps thousands of street children in Asia. Reporters compare her with Mother Teresa, but she has none of it, saying: “I am no saint, I am wild.” Christina swears, drinks double whiskeys and harangues conferences about children’s rights. Writing in her book Bridge Across My Sorrows, she explains:

“When I began here in Vietnam, people said that what I wanted to do was impossible. ‘You’re only one person,’ they said. But when I was a child, I needed only one person to understand my suffering and pain, one person to love me. One is very important. There are many ones, and they add up.”

You will have your own way of doing good work, so try tackling the exercise on this theme. Start by identifying something you can do that fits the criteria of being ‘small enough to be possible, yet big enough to make a difference’. Then identify the benefits of doing this work. Try completing the following sentences.

The specific thing I can do that would be ‘small enough to
be possible, yet big enough to make a difference’ would be:

*

The benefits of doing this would be:

*

*

*

2) You can implement things that fit this criteria.

Richard St. Barbe-Baker took this step and helped to give birth to the modern conservation movement. Writing in his book My Life My Trees, he describes how in 1894, at the age of 5, he had an unforgettable experience which charted his future path. After much coaxing, his nurse allowed him to explore the woods by himself. St. Barbe writes:

“No explorer of space probing the secrets of the other planets could have felt more exultation than I did at that moment … I had entered the temple of the wood. I sank to the ground in a state of ecstasy; everything was intensely vivid … The overpowering beauty of it all entered my very being … In the wood among the pines, it seemed that for one brief moment I had tasted immortality … I was in love with life: I was indeed born again, although I could not have explained what had happened to me then.”

Returning from his walk in the woods, Richard was a changed person. The world seemed more magical and, in 1920, he began to translate his passion into action. Visiting Kenya, he enlisted the backing of the chiefs and elders to start a programme which planted over one million trees. He co-founded ‘The Men of Trees’ and was invited to speak around the world. After helping President Roosevelt to establish the Civil Conservation Corps, he instigated the ‘Save the Redwoods’ campaign in California. He also founded the ‘Green Front’ action group, returning to Africa to develop re-forestation work in the Sahara. During his life Richard is believed to have personally planted several million trees.

You will find your own way to translate intention into action. Looking at the specific thing you intend to do – your chosen ‘project’ – describe the steps you can take to make it happen. Try completing the following sentence.

The specific things I can to do
implement my chosen ‘project’ are:

*

*

*

3) You can inspire other people by showing the impact of things that fit this criteria.

Success stories give people hope. Robert Jungk understood this after spending much of his life fighting against totalitarianism. An Austrian living in Germany under Hitler, he was arrested, released and went on to produce subversive press articles. After the war he campaigned against nuclear weapons - then focused on getting people to shape a better future. During the 1970s Robert became known as the ‘inventor’ of future workshops. People were encouraged to develop ‘social inventions’ – specific projects that improved the quality of life. Despite considering himself ‘not an optimist’, he believed people must see light, rather than darkness. So at his home in Salzburg he compiled ‘The Catalogue of Hope’ - a data base of several hundred positive projects around the world. Robert’s work inspired many similar compendiums that can be found on the web today. The Global Ideas Bank in London, for example, is one such resource and their latest book is 500 Ways To Change the World.

So how can you translate your project into a ‘product’? You may want to write article, create ‘before and after’ photographs, run a seminar, make a short film or whatever. Try completing the follow sentence.

The specific things I can do to inspire people by
showing the impact of my chosen ‘project’ are:

*

*

*

People want to build a better world. Sometimes taking the first step calls for believing their contribution can make an impact. You can make this happen by choosing a project that is ‘small enough to be possible, yet big enough to make a difference’. Even if the difference is just for one person in the world.

You can find out more about The Global Ideas Bank at:

http://www.globalideasbank.org/site/home/

Everybody has strengths. But sometimes it is hard to communicate a person’s essence through a conventional biography or CV. Imagine that somebody has asked you to write their personal profile. Obviously much depends on what they want to achieve with the document. They may want to use it to get a job, put in a brochure, produce as a biography or whatever. Your initial task will be: a) To clarify the audiences they want to reach; b) To clarify the results they want to achieve. You can then move onto clarifying and communicating their strengths. Here are three steps you can take to make this happen.

1) You can collect information about the person’s strengths profile.

Begin by clarifying their strengths. One approach is to use the exercise called The person’s strengths profile. The person completes it about themselves - as if observing themselves from the outside. They also ask 3 people whom they respect to fill-in the questionnaire. People answer questions about the person under three headings: their strengths, style and area of greatest potential success. Here are the questions.

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The Strengths Profile

Thank you for agreeing to answer questions about the person. The questionnaire is divided into three parts - though there are obvious overlaps. First, the person’s strengths - what they do best. Second, the person’s style - how they work best. Third, the person’s potential future success. Several points are worth bearing in mind when completing the profile. a) Please be honest and as specific as possible when writing the answers. b) Do not be worried if some of the answers seem contradictory. c) Be prepared to put aside up to 30 minutes to do the profile. It may not take that long - but it is quite a commitment. Thanks again.

The person’s name is:

*

Strengths

The kind of words I would use to describe
the person and their contribution are:

*

The specific activities in which the person
delivers ‘As’ – rather than ‘Bs’ or ‘Cs’ - are:

*

The times when the person transmits
passion and positive energy are:

*

The times when the person seems to be in their
element – at ease yet also able to excel – are:

*

Style

Looking back at their history, the kind of ‘projects’ –
in the broadest sense of the word - the person
has delivered successfully in the past have been:

*

The person’s preferred style of working
– the way they work best - is:

*

The kind of manager with whom
they work best is somebody who:

*

If the person is leading a team or project, the kinds
of people who work best with them are those who:

*

The kinds of support, encouragement & infrastructure the
person needs around them to do their best work are:

*

Success

The specific things I believe the person
can achieve in their professional life are:

*

If I had a blank piece of paper, the perfect role I would invent
for the person - even if it did not exist today - would be:

*

The specific benefits that the employers - or other
people - could get from the person’s contribution are:

*

The other things I would like to say about
the person and their contribution are:

*

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Answering these questions can take a lot of time. So check out with people in advance if they would be willing to set aside 30 minutes, for example, to do the questionnaire. After collecting the information, move onto the next step.

2) You can create the person’s strengths profile.

Gather the information and take time-out to reflect on the material. Look for the recurring themes under each heading - because these provide the essence of the person. Try to find specific examples that bring these themes to life. Re-write the material in a way that makes sense to you - then check it out with the person. You now have masses of material, so the next steps are:

a) To clarify the different formats in which to present the material. For example, a biography, press release, CV or whatever.

b) To clarify the target group for each piece - and the actual words you want to hear people saying after they read the profile.

c) To write the profile - varying the forms in order to have the most impact with different audiences.

During the process it is vital to keep in touch with the person. Make sure they are happy with the way you intend to present them in the profiles. They can also give specific examples that will bring the words to life. Complete the writing - then move onto the next step.

3) You can communicate the person’s strengths profile.

You can communicate the profile in many ways - as part of a CV, web-site biography, pod-cast, DVD or whatever. But there is one key point worth bearing in mind. The method must be in tune with the person’s message. For example, a humble person does not want razzmatazz. Communicate the person’s profile in a way that: a) Reflects their contribution; b) Reaches the right target audience. This can be quite a challenge - and sometimes calls for being extra creative. But that is part of the fun of creating a person’s strengths profile.

“The key is to have high expectations of people,” said one of my teachers. “This rule applies whether you are working with delinquents, footballers, peak performers or whatever. But one point is vital. The key is to focus on the person’s strengths – the ‘elite’ 20% part of them – rather than the other parts. It is then important: 1) To raise people’s sights and show what is possible: 2) To help them to believe it is possible: 3) To enable them to make it possible.”

During the past 40 years I have practiced this approach in many different scenarios – and it works. When running a therapeutic community, for example, I expected the young people to visit universities and lecture about ‘how to help troubled young people’. They did – and got lots of plaudits. There are many other situations where this approach works. So let’s explore how you can follow these steps in your own way.

1) You can raise people’s sights to show what is possible.

Can you think of a situation where you want to communicate high expectations to people? You may be running a counselling session, teaching a class, leading a team or whatever. Your expectations must, of course, be based on what you believe people can achieve – providing they work hard.

Sometimes this means communicating the guidelines ahead of time. For example, I explain to potential clients that I only work with people who are: a) positive; b) professional; b) prepared to work hard to be peak performers. This approach is positive but tough. People invariably respond well – but there have been occasions when it has been necessary to draw the line. If people lapse into game-playing, for instance, I suggest they would be better suited finding another person to work with them. Everybody can falter – but it is vital to focus on people’s strengths – what they can achieve – and have high expectations.

Great leaders tap into this vein all the time. They say things like: “I have a dream … We shall overcome … We are going to put a man on the moon, not because it is easy, but because it is hard.” They show what is possible. How can you do this in your own way? Start by thinking of a situation where you want to raise people’s sights. Bearing in mind their strengths, what do you think they can achieve? Try completing the following sentences.

The specific situation in which I want to raise people’s
sights and show what it is possible to achieve is:

*

The specific goal I want to encourage them
to believe it is possible to achieve is:

*

2) You can help people to believe it is possible.

The belief must be based on reality – so how can you help people to believe it is possible to reach the goal?

a) You can encourage people to build on their strengths.

Everybody has talents. It is simply a question of spotting them – even if they only show these for a moment. You can look for when people ‘come alive’. When are they in their element – at ease and yet able to excel? What are the activities in which they deliver ‘As’, rather than ‘Bs’ or ‘Cs’? When do they take responsibility? What do they have a good track record of finishing? If they are experiencing a crisis, when have they overcome setbacks in the past? What did they do right then? How can they tap into this inner strength? How can they follow these principles to overcome setbacks both now and in the future?

b) You can encourage people to ‘control the controllables’.

Imagine you are leading a team. You can encourage people to do three things. First, to clarify what they can control – such as their attitude, professionalism, the way they communicate, etc. Second, to clarify what they can’t control – such as the market - though they can still do their best to influence it. Third, to clarify how they can build on what they can control and manage what they can’t. Positive people focus on what they can control – and build on it; negative people focus on what they can’t control – and complain about it.

c) You can encourage people to get an early success.

There are many different ways to get some early wins. Here is one example. During the 1980s I was the youth development officer for a football club in Sweden. We aimed to move the youth team’s ranking from number 120 to the top 30. After surveying the talent, I quickly got in five new players. The next step was to arrange an indoors tournament during the winter pre-season. We invited 3 teams from the Swedish top division, plus 4 other teams. (The big clubs accepted because we had a fine indoors pitch.) The tournament draw was arranged so that, providing our team played well, we would reach the semi-finals and pick up a medal. That is what happened. For the first time our players were on the same pitch as youngsters from the top Swedish clubs and also won enough matches to get medals. The club’s board were impressed and gave us money to buy more players.

It is vital to engender belief – whether you are working with individuals, a team or a company. But this must be based on reality. One approach is to build on their strengths, control the controllables and get an early success. Let’s return to the specific situation in which you want to raise people’s sights. Try completing the following sentence.

The specific things I can do to encourage people
to believe it is possible to reach the goal are:

*

*

*

3) You can enable people to make it possible.

People must now do the hard work. From your side, this is where your skills as an educator will come to the fore. Providing you have laid the groundwork properly, you will have equipped them: a) to build on the right strengths; b) to set the right specific goal and strategy; c) to develop the right skills to achieve success. This does not mean your work is over. You may will provide ongoing encouragement, coaching and other support. Ultimately, however, it was not Gandhi who gained Indian Independence; Martin Luther King who won civil rights; John F. Kennedy who landed on the moon. Such leaders may have shown what was possible – but it was the people who did the work. Great coaches can play their part, however, by encouraging, educating and enabling individuals and teams to achieve success. How can you do this in your own way? Let’s return to the specific situation in which you want to raise people’s sights. Try completing the following sentence.

The specific things I can do to encourage,
educate & enable people to reach the goal are:

*

*

*

During the 1960s and 70s much of my work was based on ‘expectation theory’. I expected the teenagers in the therapeutic community to be able to ‘lecture’ students and teachers at university. Moving to Sweden, I ran 5 day workshops on ‘personal strengths building’. People came along expecting to develop their talents. Invited to work in Swedish schools with 14 year-old ‘troublesome’ kids, I expected them to understand English and build on their strengths. Perhaps this was unreasonable but, strangely, it seemed to work. They rose to the challenge. Nowadays I work with peak performers. The expectation is clear: to build on their strengths and build super teams. Fortunately they seem to respond.

Everybody has talents. The key is to focus on the best part of the person or the team - and to communicate high expectations. Providing people are building from a basis of belief, they love to stretch themselves. You can then enable them to achieve ongoing success.

“Agree on the goals when starting the session,” is the golden rule. This sounds so obvious, much like ‘teaching granny to suck eggs’. But it is a vital step in achieving success. Certainly I have hit trouble by wrongly assuming a person - or a group - wants to focus on certain issues. Fortunately it has been possible to recover by going back and making clear contracts about the agenda. Let’s explore how to clarify the goals for a mentoring, coaching, team or other development session.

1) You can clarify the person’s – or the team’s – goals for the session.

“Normally I email a mentee one week before a session,” said one person. “I invite them to let me know the kind of topics they want to explore during the meeting. Sometimes they do not get round to replying, so I check their goals at the start of the session.”

“I follow the same process when running a workshop, but in much greater detail. It is absolutely vital to be crystal-clear on the goals ahead of time, otherwise you can get into deep trouble. So I always talk with the key person to ensure everybody wants to achieve the same aims. Agreeing the ‘What’ gives me time to prepare ‘How’ to reach their goals. Obviously I also re-contract at the start of the workshop to make sure everybody is still on the same page.”

You will have your own methods for clarifying the goals for a coaching, mentoring or other development session. For example, you may ask the person or leader: “What are the topics that it would be useful to explore? What would you like to take away from the session? What for you would make it a successful session?” It sounds obvious, but ‘knowing your destination is a vital part of the journey’. It’s amazing how often this gets overlooked. Try completing the following sentence.

The specific things I can do to make sure that I clarify the
person’s - or the team’s - specific goals for a session are:

*

*

*

2) You can communicate what you can & can’t offer to help them to achieve their goals.

This is a vital step in clear contracting. Once the person - or the group - has said what they want, explain what you can and can’t offer. You may say something like:

“I can provide practical tools that will help you to achieve goals a, b & c. Some of the other goals may require more specialist attention. If you would like to go-ahead, it would be good to clarify the respective roles. My responsibility to help you achieve the goals is to … The help I would like from you - or your team - is to … Providing we do these things, I am sure we have a good chance of reaching the goals. Would you like to go ahead?”

You will obviously communicate these messages in your own way. People often find it reassuring to know what you can and can’t offer - rather than you claiming to offer every possible service. Try completing the following sentence.

The things I can do to communicate what I can and can’t offer
to help the person - or the team - to achieve their goals are:

*

*

*

3) You can make clear contracts about the goals for the session.

Conclude this part of the discussion by making clear contracts. It is good to recap ‘What’ you aim to achieve and ‘How’ you intend to work together. Bearing in mind what you have covered, you may say something like:

“Let’s just recap on the goals for the session. You want to achieve a, b and c. My role in making this happen is … Your role is …”

You can then embark on the real work in the session. Try completing the following sentence.

The specific things I can do to finalise the contracts about
what we will cover and the respective roles in the session are:

*

*

*

Contracting is crucial when you are providing a service. It’s vital to take the time to be crystal clear on the goals for a session. This will provide the foundation for achieving success.

How can you create your perfect role? Imagine that your present job is okay - but it isn’t fulfilling. On the other hand, you know ‘What’ you do best and ‘How’ you work best. Promotion is a possibility, but the more status you get, the less time you spend doing what you love. You want to return to work that gives you a buzz. So how to find or create such a role? Three routes stand out. You can focus on your present role, craft a potential role or generate possible new audiences. Let’s explore these roads.

1) Present role.

You can try to use your ‘A’ talent more often in your present job. Sounds attractive but - unless you are already in your perfect role - the chances are around 5/10. Why? There are two reasons. First, roles are often ‘historical’. Today’s fast moving world calls for finding new ways to achieve success – but established organisations often stick to the old format. Second, roles consist of countless tasks that are ‘givens’. They are handed down from headquarters and may not fit your talents. Completing this grunt work leaves little time for doing great work.

How to rate the chances of fulfillment in your present role? One approach is to ask yourself: “Bearing in mind my strengths, what percentage of my time is devoted to doing what I do best?” The minimum figure must be 50% plus. You may then have a chance of expanding the role into one that is fulfilling. Try completing the following sentence.

The steps I can take to do more
satisfying work in my present role are:

*

*

*

Perhaps it is possible to do more fulfilling work by redefining your present role. If not, you may want to explore the second route.

2) Potential role.

You can craft a potential role that is a ‘Win-Win’ for both you and an employer. Providing you have enlightened employers, the chances are around 6/10. The key is convincing sponsors that they will benefit. How to make this happen? Decision-makers always want improve their profitability, product quality and people. So demonstrate how your suggestion will improve these factors. Focus on the ‘results’, rather than the role. One tip: do not go with an ‘idea’ - go with your first 3 customers.

“My manager was encouraging,” said one person, “but explained that I was too valuable in my present role. Moving me was too risky. So we agreed a contract to find and coach my successor. The recruitment process took 3 months, but eventually I moved to a role I found more fulfilling.”

People buy benefits: so show how crafting a new contribution will improve the business. Try completing the following sentence.

The steps I can take to find or create a
potential role that is more satisfying are:

*

*

*

Sometimes this approach works, sometimes you may move onto exploring the third route.

3) Possible new audiences.

You can find or generate new audiences - people who will pay for your ‘A’ talent. This is the route taken by many pioneers in business, the arts, sports and other fields. One key point: the new audience may be inside or outside your present organisation. Providing a person is prepared to work hard and use their imagination, the chances of success are 8+/10. Some people explore all 3 routes on the route towards employing their ‘A’ talent. Here’s an example of how it works in practice.

Imagine you are a backing-singer in the West End musical Chicago, but you want to earn a living singing soul music. You can inject soul into your nightly role, but it may not be fully satisfying. You can approach the Director to show how doing a solo spot will be a ‘win-win’ and contribute to achieving the musical’s goals. But ultimately you may need to generate an audience for your soul music. Performing in clubs on Sunday nights can build a following, sell records and eventually lead to your own show. Pioneers frequently take this third route - they find sponsors who will pay them for using their ‘A’ talent. Try completing the following sentence.

The steps I can take to find or generate possible
audiences who will pay me for doing satisfying work are:

*

*

*

“Sounds hard work,” somebody may say. That’s true - but it much more difficult doing something that isn’t fulfilling. It’s also exciting shaping your future. Providing you are prepared to be persistent, you will often find it is possible to create your perfect role.