Coaching Excellence blog

An Uncertain Gift

August 24th, 2011

I was just reading an article by Ben Johnson entitled, “Helping Students Deal with Uncertainty in the Classroom” and couldn’t help but think about how most adults handle uncertainty.

My first thought is that uncertainty is one of those incredible aspects of life that helps us really understand ourselves.

Consider: What’s the first thought that comes to mind when you hear the word “uncertainty”?

Do you get excited about the possibility to create?  Do you get worried about not knowing what’s about to happen?  Do you get frustrated because it means you don’t know the answer?  Do you enjoy the experience with curiosity and discovery, or do you want it to be done with as soon as possible?

What do any of these reactions tell you about yourself?  With this realization, now ask yourself, “Is my typical reaction to uncertainty helping me excel or holding me back, and how much is it doing so?”

For some, the excitement of creation is exhilarating and liberating, but it may or may not result in taking concrete steps to move a situation forward.  In that case, don’t stay in the uncertainty and creation; know when it’s time to act.

For others, the frustration or worry of not knowing is almost paralyzing, or they miss the message or learning from the experience, in the hopes of just “moving past it.”  Slow down; get curious about what’s going on; figure out your goal; and, then, start to arrange things back into some order that helps jump you forward.

Uncertainty – like constant change – is a given in life.  Rarely do life’s challenges and opportunities include solving 2 + 2.  Know what your formula currently is and, then, if it’s not what you want, determine and define what you’d like it to be.  Plan for uncertainty and then use it to thrive!

And, like Johnson proposed in his article, let’s start using uncertainty in the classrooms and stop building so much concern about the unknown.  Let’s get our children (and maybe even ourselves) comfortable with uncertainty.

One thing I’m absolutely certain of is this: we already hold the answers we seek – we just have to ask the right questions to discover them!

Live on Fire!

D. Luke Iorio, CPC, PCC, ELI-MP
President & CEO
Institute for Professional Excellence in Coaching (iPEC)

Humor: Just a Spoonful is Enough

July 11th, 2011

On my way home from a recent trip, my flight was delayed. Upon its arrival from an incoming flight, the plane hit a bird, so a mechanic was called out to assess the plane’s condition.  After a 30-minute inspection, we were allowed to board the plane.  The flight attendant thanked us for our patience, apologized for any inconvenience, and reminded everyone, “It’s better to be on the ground wishing you were up in the air, than in the air wishing you were on the ground.”  I thanked the airline for this “spoonful of sugar;” it certainly made the “medicine” or, in this case, the wait, go down smoothly.

When we bring out the humor in a difficult or challenging situation, what we’re really doing is adding distance between the issue and our feelings. When we allow ourselves a break from a stressful emotional state, we give ourselves a break as well.  And in that moment, we offer ourselves the opportunity to see a fresh perspective, gain a new insight, or have a renewed hope.

Veronica Bacigalupo
Director of Educational Programs
Institute for Professional Excellence in Coaching

An Educator’s Interpretation

April 27th, 2011

Last summer, a very close friend of mine took our Life & Leadership Potentials Training, the first of four modules that comprise iPEC’s Accredited Coach Training Program.

After completing the module, she commented that one of her greatest takeaways came from understanding where our interpretations (i.e. perceptions) come from and how to more quickly see that there’s always another perspective.

Why did this particular piece stand out above all the other hours of content?  Well, for her specifically, it’s because she’s a teacher at an elementary school with at-risk youth and immediately recognized that she could use this new-found knowledge in two ways:

1. To better understand what her students are thinking and how their perspective might be holding back, or fueling, their learning. She realized she now had additional tools and skills to shift even a young child’s perspective (which they very willingly do!); and, she saw how she could use that higher-performing student’s perception to develop other students.

2. To prevent herself from personally getting caught-up in the interpretations that can create gossip and added stress in a school’s social network.

The social network of a school is very strong; for some schools, this fuels performance, while in others, it breeds gossip and commiseration.  And, let’s face it, commiseration is contagious because it can feel good to vent and not feel alone, but it almost never leads anywhere because the focus is not on improving the situation - it’s just blowing off steam and finding someone else who agrees, so you feel better about your view and feelings.

For many reasons – her understanding of interpretations being a big one – this year has been one of the best my friend has had in several years.  The students seem calmer, happier, and more willing to dive into their work. And, that’s because she’s not as stressed, and she’s added tools to build bridges and connections with them.  The school “chatter” seems like it’s quieter – even though she knows it probably isn’t.  She’s just not hearing it the same way anymore.

Imagine what would happen if this little bit of knowledge caught fire in our classrooms and schools, nationally.  Imagine Coach Centric Educators™ helping each other, and their students, to expand their views and focus on skill development – not fact memorization – all taking place in a supportive, collaborative, and anabolic school culture.

Let’s stop imagining; let’s make it happen!

Live on Fire!

D. Luke Iorio, CPC, PCC, ELI-MP
President & CEO
Institute for Professional Excellence in Coaching (iPEC)

Breaking Down Energy: What You Need to Know as a Coach, Leader, Educator (or Human Being!)

April 20th, 2011

A little known guy with funny looking hair, named Albert Einstein, proved that, quite literally, everything is energy.  This energy is also contagious, really contagious.

Just think about someone whom other people see as a leader, and that someone seems to always be in a bad mood when he or she walks into the room.  How quickly can the tension be felt?  What can you read on everyone’s faces?

Conversely, think about the dynamic leader who helps others believe in themselves and gives others the credit for results.  How quickly does everyone engage?  What do their faces look like by comparison to the first example?

The ripple effect being felt is energy.  And it’s critical for coaches, leaders, educators, and, yes – even human beings, to understand this impact.

So, let’s define two key terms to ensure we’re “speaking the same language:”

→    Catabolism – The process the body uses to generate energy to counteract a stressor.  The body will find available energy stored within its system and pull from it to generate energy.
o    Catabolic energy = draining, contracting, resisting energy (cat = down, against)

→    Anabolism – The opposite energy and process is anabolic.  Anabolism is the process by which the body builds itself up and grows.  Anabolic energy is constructive, expanding, rejuvenating, and sustainable.
o    Anabolic energy = constructive, expanding, fueling  energy (ana = building, upward)

Catabolic and anabolic energies stem from a much deeper level for all of us (from our level of consciousness or awareness, formed by the sum of all of our life’s experiences… but that’s a subject for another time!). For now, the key is recognizing these energies and beginning to lead them.

(To learn even more about this, pick up a copy of the groundbreaking book, Energy Leadership, by iPEC founder, Bruce D Schneider, MCC, PhD.)

Recognizing and Leading Catabolic Energy

Catabolic energy is most easily seen in our stress response – bringing out responses such as fight or flight, argue/defend, avoid, resist, or give in.

When you see the above responses, know that catabolic energy is at work. So, as a leader, coach, or educator, ask empowering questions that build understanding into the other person’s perspective. Help them understand what button might have gotten pushed. Use your curiosity to see if you can help them identify how they’re interpreting the situation. And, help them look at other perspectives to open up new possibilities for a way forward. Essentially, use anabolic energy!

Recognizing and Leading Anabolic Energy

Anabolic energy is driven by solution-seeking, acknowledging different perspectives, rationalizing differences, identifying a purpose in all situations, being of service to others, and not getting attached to one view or one way of doing things.

When you see anabolic energy at work, you want to help unleash it!

Give recognition to those who are collaborating, those who are helping others, and those who demonstrate an understanding of the multiple perspectives around the circumstances at hand.  Praise those that stay calm in the face of challenges, as they bring people together and create new solutions.  Ask questions that help them stretch their thinking even further – that help them to willingly challenge their own assumptions.

For coaches, this is a big part of what you learn at iPEC to fuel your client’s success.  The above is just a tiny glimpse into these processes.

For leaders, this is a critical understanding to shift the engagement, perspectives, and behaviors of those that work with you.

For educators, much like leaders (because you ARE leaders), think about what this understanding could provide to a school district – as a superintendent builds leadership capacity and consistency across multiple schools and principals; as a principal sets the tone for the culture of shared leadership and open dialogue with her faculty; and, as the teacher helps a student form a belief system of “yes, I can,” while focusing on critical skill development and stretching beyond fact-based only learning.

What would happen to our schools?  To our future generations?

Stay tuned, as we’ll explore more on the practical nature of leading energy in all these environments.

In the meantime, for those within an organizational setting (e.g., corporate, education, non-profits, government agencies), in addition to picking-up a copy of Energy Leadership, download the recently released white paper, Reversing the Impact of Corporate Catabolism.

Live on Fire!

D. Luke Iorio, CPC, PCC, ELI-MP
President & CEO
Institute for Professional Excellence in Coaching (iPEC)

Coaching to Stay in School

April 13th, 2011

With iPEC’s recent announcement about bringing the power of coaching into schools through our Educational Leadership Coach Training Program, I was positively thrilled to receive an e-mail from one of our graduates, Stacy Hartmann, about the difference she’s making with one local Minnesota school.

Stacy’s e-mail included a link to an article highlighting her transformative work as a life coach, making her an instrumental part of Red Wing High School’s “Teen Leadership Program.”  Currently coaching 17 students a week, Stacy works with kids who are at risk of dropping-out.

This story began last year, when Stacy approached me at our Mod IV: Energy Leadership training to see if she could partner with iPEC to create a teen version of our Energy Leadership Development System (ELDS) – an offer we enthusiastically accepted.  After months of work, the teen system was complete, and Stacy launched it with Red Wing High School students in January of this year.

First, she has the students take the Energy Leadership Index assessment and, then, she works with them using the teen ELDS.  Stacy says that what she talks about with each student is really up to them, knowing that part of the process is to stay positive and to focus on goals.

Speaking of goals, one of the primary goals of the program, and of Stacy’s work, is to help students stay in school.  As of 2009, Red Wing’s drop-out rate was reported at 4.3 percent, just below the state average of 5.5 percent.

Read the complete article here, and see the positive impact Stacy is having on Red Wing in general, and with one student, in particular.

We’re really proud of Stacy and the difference she’s making in her community and in the lives of many Red Wing High School students.   Help spread the word about Stacy’s good work, and the transformative impact of coaching in schools, by sharing this blog and Stacy’s article on Facebook and Twitter.

Liz Fisch, CPC, PCC, ELI-MP
Vice President
Institute for Professional Excellence in Coaching (iPEC)