Gameplan Coaching Services - Strategies for Life

Nathan Myhrvold: Cooking as never seen before | Video on TED.com

2011-07-07T16:23:00.000+10:00

Nathan Myhrvold: Cooking as never seen before | Video on TED.com

Part 7 – Conclusion - Implications and alternative approaches to the delivery of reflective thinking

2011-04-28T12:09:00.000+10:00

Relevance, congruence and application in real life situations are key considerations in reflective thinking processes. These should be aligned with adult cognitive styles and strengths and ‘linked effectively with past experience, present career and life situations and perceived future needs’ (Pourchot and Smith, 2004, pp. 75-76). Another illuminating idea from life-span psychologists that can be applied more consistently in reflective thinking is to engage the learners beginning with current skills, interests, knowledge, and addressing the current and future ambitions of the learner (ibid.). Since Pourchot and Smith (2004) argue that adult cognition is more domain specific, the learner’s real life experiences can be used (in connection with theory) in presenting examples, metaphors, broad concepts and problems and questions, with regards to enabling the process of reflective thinking. In facilitating adults to higher plains of maturity and development, reflective thinking can stimulate and challenge them as they exercise judgement, creativity and wisdom, and apply multi-dimensional cognitive and thinking abilities in the process (ibid.).

In light of Merriam and Clark’s ideas (2006), since adult learning takes place in a vast range of social contexts, as a precursor to the reflective process, the learning environment and learning activities need to be as authentic as possible as given in social practice. Consequently, reflection can take place as the situation occurs (‘reflection-in-action’ or after the occurrence ‘reflection ‘on-action’) (Merriam and Clark, 2006, p. 47). In addition, an adult’s thinking can expand beyond their own personal experiences to include socio-cultural contexts. The value of reflective thinking here is the creation of space ‘where the self can be defined or restructured’ (Merriam & Caffarella, 1999, p. 109). The factors that shape learning and development have been discussed at length. The theories reveal that reflective thinking gives rise to deep learning which leads to personal change and hence development through different contextual facets. Adult development is a life-long process in a dynamic ever-changing world. In comparing and contrasting two key theories of development, this blog series has tied together some of the concepts behind adult learning, growth, development and identified alternative means to advance the practice of reflective thinking as a powerful process of change, transformation and development for both practitioners as well as students.

All References

Baltes, P.B. 1987, ‘Theoretical propositions of life-span developmental psychology: on the dynamics between growth and decline’, Developmental Psychology, American Psychological Association, Inc. Vol. 2.1, No. 5, pp. 611-626.

Baumgartner, L.M. 2001, ‘Four adult development theories and their implications for practice’, National Center for the Study of Adult Learning and Literacy, Vol. 5, Issue B.

Bonk, C.J. & Kim, K.A. 1998, ‘Extending sociocultural theory to adult learning’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development : perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.67-88.

Brookfield, S. D. 1987, Developing critical thinkers, Jossey-Bass, San Francisco.

Brookfield, S. D. 1991, ‘The development of critical reflection in adulthood’, New Education, Vol. 13 No. 1, pp. 39-48.

Rodgers, C. 2002, ‘Defining reflection: another look at John Dewey and reflective thinking’, Teachers College Record, Vol. 104, No. 4, pp. 842-866.

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Merriam, S. B. & Clark, M.C. 2006, ‘Learning and development: the connection in adulthood’, in H. Carol (ed), Handbook of adult development and learning, Oxford University Press, Oxford, New York, pp. 27-51.

Mezirow, J. 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Smith, M.C. & Pourchot, T.L. 1998, ‘Toward an adult educational psychology’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development: perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.259-266.

Part 6 - Development is influenced by context

2011-04-26T12:05:00.001+10:00

Developmental contexts can take into account moral, emotional, social, personal and somatic factors and draw on issues of demographics like ethnicity, race, sexuality and class as contexts of development (Baumgartner 2001, Merriam & Caffarella, 1999, Merriam & Clark, 2006). Merriam and Caffarella (1999) also embrace the contexts of global economy and technology. All these are important contextual references because people are placed in relation to each other, and these positions are affected by the environment that surrounds, defines and influences development. These extrinsic factors in turn, influence how a person constructs his or her own thoughts, beliefs, values, attitudes and behaviours. Therefore, it can be said that adult development and learning are driven by an integration of extrinsic and intrinsic factors (Baumgartner & Merriam, 2000). This again, is another critical component of reflection, which often constructs meanings, values, ideas and solutions from intrinsic and extrinsic sources.

In contrast, Pourchot and Smith (2004) consider the concept of context from two other perspectives. Firstly, that the contextual paradigms of focus in which development occurs are age-graded, history-graded and [1]non-normative experiences (Baltes, 1987; Pourchot & Smith, 2004). Secondly, that adult thinking, learning and development is best served when it involves real life experiences within the contexts of work, social, culture and interpersonal relationships (Pourchot & Smith, 2004). This point also differentiates the developmental stages and needs between adults and younger learners, a point which, Merriam and Clark being adult educational practitioners, understandably, have acknowledged but chosen to focus less about (Merriam & Clark, 2006).

In principle, the authors agree that developmental psychology inter-relates with learning and education and that they are connected to the broader contexts of situation, society, politics, culture and history including community, legal, governmental), formally or informally (Merriam & Clark, 2006; Merriam & Caffarella, 1999; Pourchot & Smith, 1998). Whilst they all state that development is influenced by context, their emphasis and foci of context are different albeit useful for reflection and the contexts adult learners are coming from.

References

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

[1] Unanticipated life events include for example infertility, accidents, illnesses.

Part 5 - Cognitive development and higher levels of consciousness

2011-04-24T12:01:00.001+10:00

Cognitive development features as a necessary component for change in both theories. This involves changes in thinking patterns (including knowledge, attitudes and beliefs) that occur in conjunction with learning (Merriam & Clark, 2006; Pourchot & Smith, 2004). Lifespan psychologists differentiate the notion by adding that cognitive abilities in adulthood are qualitatively different and often unique compared to childhood development (Pourchot & Smith, 1998, Pourchot & Smith, 2004). They posit that developed adults are more capable of higher order thinking and tend to excel further in ‘interpersonal relationships, practical judgement, creative endeavours and wisdom’ (Pourchot & Smith, 2004. The themes of sophisticated adult cognitive thinking style are well suited to the process of critical or reflective thinking, as upheld by Brookfield and Mezirow (Pourchot & Smith, 2004, p. 77). Pourchot and Smith (2004, p. 73) also suggest that adult cognition tends to be ‘highly contextual and domain specific’. Since adults have highly adaptive abilities and can function effectively through using their experience and expertise in particular fields, adults can be invited to share their experiences and expertise with the group in addition to self-reflection processes (ibid.).

The idea of adult thought development is supported, but described differently by Merriam and Clark as change towards “higher more mature, more integrated levels of functioning” (Merriam & Clark, 2006, p. 29). Merriam and Clark (2006) also add that learning is dynamic, multi-layered, multi-faceted, interconnected in time, space, society and relationships. In addition, they incorporate adult learning theories of situated cognition which attempts to encapsulate the full social context in its learning environment. Here, the interaction of the learner, tools, the learning activities and the context are crucial (ibid.). This multi-dimensional focus of learning and adaptability is necessary in keeping up with a world of constant change, and hence adults need to cognitively develop higher levels of consciousness throughout their lives (ibid.). The idea that development comes from a wide range of contexts are further discussed in the next blog (Part 6).

References

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Part 4 - Adult development is entrenched in life experiences

2011-04-24T11:59:00.000+10:00

Both theories agree that a core component of adult development involves life experiences (Merriam & Clark, 2006, Pourchot & Smith, 2004). For Merriam and Clark (2006), every day to day life experience is an opportunity to be a learning experience especially when the individual attends to the life event, in order to make sense of experiences and to adjust, expand and change as result (ibid.). These constructs form and change with time and society, and are considered significant transformational progressions contributing to development and growth (ibid.). On the other hand, Pourchot and Smith (2004) tend to focus on formal learning design in the use of real life experiences in. For the latter, it appears that experiences are the subjects or textbooks of learning and development (Pourchot & Smith, 2004). They suggest that often, formal assessments of adult learning are not within the context of real-life and hence, are less effective (including reflection exercises) (ibid.). They suggest that these evaluative methods need to be refined in consideration that adults perform better in real life situations (ibid.). In contrast, Merriam and Clark (2006) tend to view life as the classroom and hence reflection is viewed as fundamental to learning. Whether in the formal classroom or in everyday life, the concept of development and learning is strongly linked to real life experiences, transformation and new ways of thinking.

References

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Part 3 - Development as a life-long, continuous multi-directional process

2011-04-22T11:55:00.000+10:00

Adult development is viewed in both theories as a continuous life-long process, comprise gains and losses and that it involves some type of change (Merriam & Clark 2006, Pourchot & Smith, 2004). However, the mechanisms of change are seen quite differently.

According to life span psychologists (Baltes, 1987; Pourchot & Smith, 2004), intellectual changes relating to a person’s aging process are inevitable. Cattell and Horn’s work (ibid.) on psychometric intelligence mentions that intellectual function changes with age [plasticity]. Certain fluid intelligence abilities like memory, analysis and processing speeds can decline (ibid.). However these decreases can be compensated by increases in pragmatic or crystallised intelligences like experiential knowledge, expert skills, communication and social skills and judgement (ibid.). In addition, well-developed cognitive skills or high level expertise can compensate for these biologically-based decreases of intellectual function (ibid.). In fact, in certain domains, fluid intelligence may even be maintained (Pourchot & Smith, 2004). Given these ideas, reflective thinking can be said to support the intellectual continuity of an adult by stimulating renewed development to advance a person to higher levels of sophisticated thought processes. Creativity and wisdom are two aspects that appear to be a function of mature adult thinkers (ibid.). In contrast, Merriam and Clark point out other biological changes, for example, changes in the central nervous system, reduced abilities in sight and hearing can also affect an adult’s ability to develop as do environmental influences, health habits and diseases (Merriam & Clark, 2006, p. 29; Merriam & Caffarella, 1999, p. 90). Merriam and Clark (2006) add that there are also social role perspectives whereby transitions and life events are integrally related to learning. In this context, reflecting and giving new meanings to the various events and life transitions are useful especially for older adults, and can exorcise their fears of ‘losing’ their minds, and empower them in facing the rigours of daily life. In the process, one can learn to undo social clichés like ‘you can’t teach an old dog new tricks’ and appreciate that intelligence and development inevitably change but are not all negative.

References

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Part 2c - Summary to date with adult development theories

2011-04-19T11:53:00.000+10:00

In essence, both theories (Merriam & Clark 2006, Pourchot & Smith, 2004) ponder upon the definitions of development, learning and have no clear definitions and demarcations of the stages of adolescence through to adulthood, what learning actually is and what complete development looks like. In each perspective, adult development is defined as changes in the life span of an individual (ibid.). In the following paragraphs, we will look at how reflective thinking is positioned within these theories that in some cases, hold different perspectives. We will examine:

i. the idea of development as a life-long, continuous, multi-directional process,

ii. how adult development is entrenched in life experiences,

iii. cognitive development in adult learning and

iv. contexts in which learning and development occur.

Soon, at the final stages of this blog series, we will conclude by considering how reflective thinking may be delivered differently from the alternative views gathered.

Part 2b - An Eclectic Post Modern Approach to Developmental Psychology

2011-04-18T11:49:00.000+10:00

Merriam and many of her educational practitioner associates have a broad, pragmatic definition of development. Development is viewed as a lifelong process, as change over time and is very much an internal psychological process determined within a person’s own context (Merriam & Caffarella, 1999; Merriam & Clark, 2006).

“We have defined development as change over time or change with age, meaning that change can involve increases or decreases, gains or losses, moving forward according to some normative understanding, or slipping backward.”

(Merriam & Clark, 2006, p. 29)

Merriam & Clark (2006) argue that development and learning are inter-twined, and that reflection leads to deep learning, identity construction and personal change. The works of Kegan, Gould, Daloz, Perry and Mezirow demonstrate that engaging with life experiences results in the change of meaning construction, expansion of skills, self and shifts in life perspectives (Merriam & Clark, 1991). In addition, Merriam and Clark (2006) believe that all individuals have potential for growth and increase their cognitive levels of integrated functioning although these changes can sometimes trigger a reverse in development. A broad spectrum of moral, emotional, social, cultural, historical, personal, and biological factors influence development including contexts of demographics, sexuality and class (Baumgartner 2001, Merriam & Caffarella, 1999, Merriam & Clark, 2006).

References

Baumgartner, L.M. 2001, ‘Four adult development theories and their implications for practice’, National Center for the Study of Adult Learning and Literacy, Vol. 5, Issue B.

Brookfield, S. D. 1987, Developing critical thinkers, Jossey-Bass, San Francisco.

Brookfield, S. D. 1991, ‘The development of critical reflection in adulthood’, New Education, Vol. 13 No. 1, pp. 39-48.

Rodgers, C. 2002, ‘Defining reflection: another look at John Dewey and reflective thinking’, Teachers College Record, Vol. 104, No. 4, pp. 842-866.

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Mezirow, J. 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Part 2a - Life Span Psychology and Adult Development

2011-04-16T11:39:00.000+10:00

Life span psychologists describe their discipline as one that considers development throughout the life course (ontogenesis) while accounting for inter-individual differences and similarities in development, as well as the degree and conditions of individual plasticity or modifiability of development (Baltes, 1987, p. 611). Development, in the eyes of life span psychologists involves changes in both age and non-age factors (Baltes, 1987; Pourchot & Smith, 2004). The theory considers development to be multi-directional and encompasses gains and losses throughout a lifelong process of adaptation and development (ibid.). This includes intellectual plasticity in development, or what is termed as fluid and crystallised intelligence (ibid.). In addition, adult development is embedded within the context of a social, cultural and historical construct (Baltes, 1987; Bonk & Kim, 1998; Pourchot & Smith 2004). This means that development is influenced by the socio-cultural conditions of the times in a given historical period, such as the periods of industrialisation, war or the present technology boom. Additionally important are the dialectical interactions of developmental influences which are identified to be ‘age-graded, history-graded and non normative’ (ibid). Pourchot and Smith (2004) point out that learning and cognitive development for adults is highly different from those of children and adolescence, insomuch that drawing on life experiences is a critical component of adult learning, and educators need to recognise this in program and curriculum design. Hence, they posit that the ideal learning and development environment for adults needs to use real life experiences, be highly contextual and domain specific (Pourchot & Smith, 2004). Overall, adult education practitioners are encouraged to consider the range of critical variables that optimises development and that these are different from younger learners’ developmental needs (ibid.).

References

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Part 2 - Who are Merriam and Clark, and Pourchot and Smith?

2011-04-12T11:35:00.000+10:00

In the next few blog postings, much of the [1]views of Merriam and Clark (2006) and Pourchot and Smith (2004) will be used to shed light on reflective thinking. Merriam and Clark (2006) are educational practitioners who invoke personal narratives and a wide selection of theoretical models derived from education and psychology, sociology, philosophy and critical social theory. They lean[2] towards humanistic developmental psychology and its relations with andragogy.[3]

In contrast, Pourchot and Smith (2004) drew on secondary research on lifespan psychology (psychometric studies[4], cognitive and adaptive competency studies) and theories of post formal adult cognition. These theories will be described in further detail in the following posts.

[1] Merriam and Clark (2006) and Pourchot and Smith (2004) acknowledge that few works focus on the connections between development and learning in adulthood. Both consider the interactions between development and learning, but they have different variations of definition and perspective as well as different ideas relating to aging, stages or patterns of development.

[2] ‘Lean’ is used as the referred theorists adapt wide range of perspectives in presenting their ideas.

[3] Andragogy was a term used by Alexander Kapp (a German educator) in 1833. It consists of adult learning strategies, including how adults are engaged with the learning experience. Andragogy has since been developed by Malcolm Knowles and built upon by many other educators as theories of adult education.

[4] Involving theories of intelligence popularised by Catell and Horn – fluid and crystallised intelligence (Merriam & Caffarella, 1999, pp. 174-175; Pourchot & Smith, 2004, pp. 71-76)

References used

Baltes, P.B. 1987, ‘Theoretical propositions of life-span developmental psychology: on the dynamics between growth and decline’, Developmental Psychology, American Psychological Association, Inc. Vol. 2.1, No. 5, pp. 611-626.

Baumgartner, L.M. 2001, ‘Four adult development theories and their implications for practice’, National Center for the Study of Adult Learning and Literacy, Vol. 5, Issue B.

Bonk, C.J. & Kim, K.A. 1998, ‘Extending sociocultural theory to adult learning’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development : perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.67-88.

Brookfield, S. D. 1987, Developing critical thinkers, Jossey-Bass, San Francisco.

Brookfield, S. D. 1991, ‘The development of critical reflection in adulthood’, New Education, Vol. 13 No. 1, pp. 39-48.

Rodgers, C. 2002, ‘Defining reflection: another look at John Dewey and reflective thinking’, Teachers College Record, Vol. 104, No. 4, pp. 842-866.

Merriam, S.B. & Caffarella, R.S. 1999, Learning in adulthood: a comprehensive guide, Jossey-Bass, San Francisco.

Merriam, S. B. & Clark, M.C. 2006, ‘Learning and development: the connection in adulthood’, in H. Carol (ed), Handbook of adult development and learning, Oxford University Press, Oxford, New York, pp. 27-51.

Mezirow, J. 1991, Transformative dimensions of adult learning, Jossey-Bass, San Francisco.

Pourchot, T.L. & Smith, M.C. 2004, ‘Some implications of life span developmental psychology for adult education and learning’, PAACE Journal of lifelong learning, Vol. 13, pp. 69-82.

Smith, M.C. & Pourchot, T.L. 1998, ‘Toward an adult educational psychology’ in M.C. Smith & T.L. Pourchot (eds), Adult learning and development: perspectives from educational psychology, Lawrence Erlbaum Associates, Mahwah, New Jersey, pp.259-266.

Reflective thinking through the lenses of life-span and educational psychologists

2011-04-12T11:21:00.007+10:00

Introduction

“Our philosophy of adult development informs our teaching”

Baumgartner, 2001, Four Adult Development Theories and Their Implications for Practice

Considering different perspectives of adult development can often widen views of our own practices. In doing so, our new found awareness could lead to more appropriate deliveries of learning and development (Baumgartner, 2001, p29). In a 7 part series (an extract from my postgraduate work), I will be reviewing the process of reflective thinking as a developmental process from the eyes of two different developmental groups – Merriam and Clark, who are educational practitioners who draw from multiple views particularly humanistic developmental psychology theories, and Pourchot and Smith, life span psychologists. These were selected because whilst they agree on the concept of continuous life-long development, the former offers a seemingly eclectic view of development embodying a wide range of contextual considerations including life experiences, whilst the latter provides a narrower focus of development in a more formal setting, both of which are richly applicable to the practice of reflective thinking.

References

Baumgartner, L.M. 2001, ‘Four adult development theories and their implications for practice’, National Center for the Study of Adult Learning and Literacy, Vol. 5, Issue B.

Words for positive outcomes in performance and leadership

2009-03-02T17:31:00.000+11:00

Here are just 12 words that can create really positive outcomes in your perfomance and leadership competencies if you choose to use them with volition and purpose.

Vision
Goal
Focus
Belief
Action
Commitment
Passion
Persistence
Confidence
Intuition
Attitude
Opportunity

You can't stop my happiness

2009-02-04T14:45:00.007+11:00

Today's blog is a little different, cos I'm sharing an extract from this song referenced from Hairspray the movie.

http://www.youtube.com/watch?v=jo6kjkVD-Ew&feature=related

Love the way you are, be true to yourself, find your purpose, find your way.

You can't stop the beat!

........ You can't stop my happiness, cause I like the way I am
And you just can't stop my knife and fork when I see a Christmas Ham!
And if you don't like the way I look, well, I just dont give a da**!

Cause the world keeps spinnin' round and round
and my hearts keepin time to the speed of sound
I was lost 'til I heard the drums, then I found my way
Cause you can't stop the beat

Ever since this whole world began
A woman found out if she shook it she could shake up a man
So I'm gonna shake and shimmy it the best that I can today!
Cause you can't stop the motion of the ocean or the sun in the sky
You can wonder, if you wanna, but I never ask why
And you can try to hold me down, but I'll spit in your eye and say
That you can't stop the beat!

Oh, Oh, Oh
You can't stop today [No!]
As it comes speeding 'round the track [oooh, child yes!]
Yesterday is history [be gone!]
And it's never comin back! [Look ahead, cause...]
Tomorrow is a brand new day, and it don't know white from black [Yeah!]

'Cause the world keeps spinnin' round and round
And my heart's keepin time to the speed of sound
I was lost til I heard the drums, then I found my way
'Cause you cant stop the beat!

Ever since we first saw the light,
A man and woman like to shake it on a Saturday night
So I'm gonna shake and shimmy it with all of my might today!
Cause you cant stop the motion of the ocean, or the rain from above
They can try to stop the paradise we're dreamin of
But you cannot stop the rhythm of two hearts in love to stay
You can't stop the beat! ...........

Driving questions to ask yourself

2009-01-27T18:10:00.004+11:00

We commonly ask ourselves 2 types of driving questions. One serves to limit us and the other serves to expand our minds and our possibilities:

a) WHY questions create Reasons, Blaming, Excuses and Limitations (they focus on the negatives, the Have Nots, the insufficiencies)

Why aren’t I doing more?
Why wasn’t it better?
Why didn’t I ….?
Why can’t I …?

b) HOW questions create Strategy (way to achieve), Solutions (answers) and Expansiveness (other avenues are open to you, you have more options and choices). They focus on possibilities and creates a Be-Do-Have experience.

Use words that give you CHOICE. Imagine that you already HAVE it and determine WHAT is it that you really want, and then ask yourself:

How can I make it better?
What can I do differently?
How can I find a way out?
How will I do this?
How can I find an even better way out?

What are some driving questions you can ask yourself in any situation to propel you forwards to positive outcomes?

Want more articles and tips like this? Visit www.gameplancoaching.com

Achieving results that matter most through the questions we ask ourselves

2009-01-23T17:17:00.002+11:00

Achieving results that matter most through the questions we ask ourselves
Apply this concept to thrive in your life and in your business!
Everyone is achieving results in their lives. Any outcome, event, happening or non-happening in life is a result of some evaluation, thought, feeling and action. The problem, is, not that we do not produce results … it is that often times they are not the results we desire.

All thought and creation in our lives are driven by Questions. The quality of our lives is largely determined by the quality of the questions we ask ourselves (and the honesty of our answers and our commitment to the desired outcomes, of course).

Some of these common questions are:

What do we want to do?
Where and when can we do it?
How can we make it happen?
Why is it or isn’t it working?

Some of these questions will drive or spur us on to do something differently about the outcomes. They are nearly always embedded deep at an unconscious level and yet influences our lives and the results that we produce in far reaching and all pervasive ways. The ‘driving question’ is almost not recognized until we consider the results we are producing in our lives. In uncovering them we almost always find limitation inherent in the type of question we are asking ourselves.

“If you don't ask the right questions, you don't get the right answers. A question asked in the right way often points to its own answer. Asking questions is the ABC of diagnosis. Only the inquiring mind solves problems.” Edward Hodnett

Driving Questions in our lives often come about based on our beliefs, decisions, history, environment and values. Questions can serve to limit us or build us up. What questions are you asking yourself? You can learn to let go of any old ones and replace them with new empowering driving questions of your own conscious creation. To do this, all you need to do is to ASK IT. And then, in all situations continue to ASK IT AGAIN.

Coming soon - examples of driving questions you can ask yourself and others.

The quality of our outcomes is often dependent on the quality of questions we ask ourselves.

Make your day count!

2009-01-20T10:42:00.002+11:00

Today is the first day of the rest of your life. Make it count! Make it an epic adventure. Make a difference. To yourself, to others - your family, friends, colleagues, clients, suppliers, employees.....

This day is a gift. You have the choice of what you want to do with it.

Just to get you started, here are 10 tips to make your day:

1. Live in the present

2. Choose your attitude

3. Believe in yourself

4. Persevere with courage, faith and trust.

5. Play at 100% and have fun

6. Focus on creating a constant flow of positivity

7. Speak and act from the heart.

8. Provide inspiration

9. Make a difference today

10. Live life on purpose

Want more articles and tips like this? Visit www.gameplancoaching.com

10 tips to choosing your attitudes and having a magnificent day

2009-01-19T11:51:00.001+11:00

Identify things you can do to remind yourself of your choices.
Create your own menu of outstanding resources and attitudes.
Have fun, play with respect in your work or life environment.
Make their day - With your clients, suppliers, colleagues, friends or loved ones. Engage them, include them, focus your attention on them.
Tap on your resources of energy.
Test your strengths and stretch them even more each day.
Exploit your amazing talents, develop them even more. Learn new skills where your passions lie.
Contribute - Give unto others.
Apply the attitude of gratitude.
Be mindful of each moment, acknowledge, appreciate and celebrate.

Want more articles and tips like this? Visit www.gameplancoaching.com

What attitudes are you choosing today?

2008-12-24T11:47:00.000+11:00

1) Pick attitudes from the heart – it is yours, it is personal and true to yourself.
2) Make it ecological, inspiring and positive.
3) Persist with faith, courage and consistency.

We cannot control what happens in the environment, but we can choose how we respond and how we approach the event. In the event, it’s what we choose to focus on and what meaning we choose to give that event in order to learn and empower ourselves to greater heights of growth.

Love and wishes,
Karyne

Choose your Attitude and Love what you Do

2008-12-24T11:18:00.000+11:00

As long as you are at work, you might as well have the BEST day you can have. This comes with your choice of who you are ‘being’ every day of your life.

Being outstanding or world famous or an employee extraordinaire makes your day much more enjoyable than being ordinary or mediocre. You can CHOOSE how you want to live each day.

The book Fish! by Stephen Lundin states that it is fashionable and almost romantic to believe that we should not settle for anything less than doing what we love. We tell ourselves “Life is too short, do what you love”.

The danger of that is we are focussed on the future ideal, and when that happens we miss or forget the amazing life that we have today, to love and enjoy the journey in the moment, right now.

The trick here is to love what you do, even if at the moment you may not be doing exactly what you love.

Each of us is an artist, a designer, a sculpturer, a master chef. With every choice, everyday, you are creating a unique work of art - something that only you can do to be uniquely you, from within you. This is your authenticity. Respect your creative urges, step out in faith and passion. You will discover that your choices are as authentic as you are. What is more, you will realise that your life on earth is all it was meant to be – a joyous serendipitous sonnet of thanksgiving.

What attitudes are you choosing today?

GCS contact details

2008-04-21T14:12:00.002+10:00

My Signature at last....

Karyne C.S. Ang | Personal Strategist and Development Trainer

Gameplan Coaching Services (ABN 27 330 538 73)

Mobile: 0422 475 225

http://gameplancoach.blogspot.com/

G.A.M.E = growth - achievement - motivation - excellence

What's your gameplan in life?

“Courage is not the towering oak that sees storms come and go;

it is the fragile blossom that opens in the snow.”

“Once we believe in ourselves, we can risk curiosity, wonder, spontaneous delight, or any experience that reveals the human spirit.”

Anthony Robbin's 6 Core Human Needs - Tip for Coaches

2008-04-20T22:44:00.000+10:00

Anthony Robbins intimates that peoples' behavior is ideally driven to meet the needs that are most important to them, more so the top 2 needs.

This behavior can be negative or positive. Either way, these people are moving towards meeting these distinctive needs.

Our goal in self improvement is, of course, to focus on positive ways to meet these human needs.

The need for Certainty
The need for Uncertainty (Variety/Adventure)
The need for Love and Connection
The need for Growth
The need for Significance
The need for Contribution

"It is in the moments of our decisions, that our destiny is shaped" -- Anthony Robbins

Using Robbins’ six core needs as a benchmark to illustrate this concept, we will now briefly examine each of the six needs and look at the way people generally try to meet them. It should be noted that these six needs can also be closely mapped to Maslow’s hierarchy of needs.

Certainty is the first basic need and is simply about achieving order and control in life. Its chief function is to ensure an element of security and it is manifested in safety and physical comfort. Those of us with a deep need for certainty do our best to avoid chaos and unexpected.

However, the desire for both chaos and uncertainty make variety the second core need we all share. It is a physical and emotional need that encourages us to bring the new, surprise, stimulation, the unknown and sometimes disorderly into our lives.

The third need we have is that of significance. It drives us to assert ourselves as individuals, look out for our own interests and put our own ego at the fore. To satisfy this need we find ways to feel important, unique or special and prove our self-worth, and can sometimes be judgmental of others.

The need for connection is represented by the human desire to communicate with, relate to and receive love from those around us. We are motivated to share and develop relationships with people to meet this need in our lives.

Through personal development and learning we fulfill the need for growth in our lives. This core need is what impels us to mature and evolve as human beings.

Finally, we all share the need for contribution, which is manifested in our desire to serve those around us and give love rather than simply receiving it. Contribution is about sharing what we have with others.

The amount of each of these core needs we invest in will shape our choices and actions. All of us are influenced and motivated by a combination of each of these six needs. The challenge we are confronted with on a daily basis is how to identify which needs are dominant in our lives and what environments, situations and people we function best in and around to meet those needs.

Someone who wants lots of certainty and control for example, is going to make different decisions to someone who enjoys and values variety. What types of job choices would they be attracted to? Who would they want to spend time with? How would they communicate?

Someone who values and needs lots of significance will make vastly different decisions to someone who values connection and love.

We all want these needs fulfilled in everything we do – it’s how we meet these needs that can shape our lives. Connection can be achieved through smoking – we connect with ourselves and with other smokers. Connection can also be met through friendships, reading, deep breathing, exercise… how we meet this need will absolutely shape the quality of our life.

The final two needs determine our level of happiness – growth and contribution is where we truly come to know what we are capable of, and gives us a sense of fulfillment. The less we grow and contribute, the less happy we will feel. The more we grow and contribute, the happier we feel.

We coach someone who needs tones of certainty and avoids growing and contributing. What quality of life do they have? What choices do they make? How do they communicate? What do they notice?

Because these six needs have such an important influence in our decision making process, as a coach, we often have the opportunity to guide people through these career or life changes and help them take a closer look at what really motive them. Having identified their dominant needs, we can create and develop a strategy to ensure those needs will be met in a new environment or future situation.

Compilation

What do we talk about in a coaching session?

2008-03-07T17:23:00.000+11:00

When you are a client what do you talk to me about?

The answer is, anything you want and everything that is necessary.

From what staff are doing and how to handle their issues all the way to how you are implementing systems that make more money or save time. Often your personal life creeps into your business and many clients ask for help in this area.

You are talking with me to stimulate your thinking and to be shown how to reach your potential. You are being helped with the way your business works and the way your mind works. They are closely correlated. The decisions you make can be based on flawed logic and / or emotion. I show you how to remove yourself from your thinking process and take a bird’s eye view.

You will benefit:

By making better and quicker decisions
By being committed to making a change
By eliminating fear and obstacles that hold you back
By changing behaviour
By arriving at own creative solutions
By taking action and responsibility to effect profound changes
By attaining desired outcomes according to one’s values

Pro-bono Coaching Agreement

2008-03-07T17:17:00.000+11:00

Fees: None. The pro-bono sessions will include a pre-agreed number of sessions of coaching (each between 45 mins – 60 mins). The first session may be longer as it involves the coach getting to know the client's world view and their needs.
Schedule: Session times and dates to be mutually agreed.

Procedure: Face-to-face coaching or phone coaching – client makes the phone call at the agreed time.

Payment: NA. By form of Written Testimonials or any references or recommendations to others would be fantastic. Client testimonials and feedback have reported that these sessions are extremely beneficial and of great value to them.

Appreciation tokens: Should the pro-bono client feel compelled to express appreciation or gratitude for the exceeding value of discovery and transformation they received, expressions by bartering, donation or gifting is warmly welcomed. Well, the coach will not say 'No' to this!

Changes: Rescheduling or cancellations of appointments should be done at least 24 hours before planned date, to avoid a full fee charge for the missed session.
(Standard Coaching Fees are charged at $150 per hour, rates valid till July 08).

Location: The coach is based in Sydney, Australia, but welcomes any phone coaching from anywhere in the world.

Your package: Please feel free to email or call me to share any insights or challenges you may experience.

Confidentiality: I recognise that anything the client shares with me is regarded as confidential, whether it is business or personal information. I undertake not to, at any time, either directly or indirectly use or disclose any information the client shares with me in a session unless permission has been granted beforehand.

Judgement free, secure zone: The coaching session is 100% confidential and judgment free. The client can rest assured that the coach is sensitive with the information and emotions disclosed in the session. The coaching sessions are conducted in a non judgmental, safe and secure environment.

Coaching: The client is aware that coaching is in no way to be construed as psychological counselling or any type of therapy. Coaching results are not guaranteed. The client enters into the coaching with the full understanding that they are responsible for creating their own results.

Validity: Probono coaching sessions are currently valid till May 08, dependent on the coach's scheduled availability.

Do you need a Life Coach?

2008-03-07T17:03:00.000+11:00

Do you need a life coach?

The coach supports, motivates and nurtures the client using empowering questions that digs deep within the individual and assists in:

Clarifying goals
Resolving issues, Overcoming obstacles
Attitude and belief exploration and consideration of alternative perspectives to achieve goals
Improving performance
Leadership development
Self esteem, assertiveness, confidence building

Life coaching suits those who are successful or 'over achievers' in at least one area of their life. Typically they are motivated and positive people who want to improve other aspects of their life by working one on one with a support person, not unlike a personal trainer.

Do you want something badly enough to do what it takes
Are you are sick of a situation and need it changed now?
Are you going through change or a life transition?
Are you willing to take yourself more seriously?
Do you want someone to treat you differently?
Do you want to be more like someone you admire or look up to?
Do you feel it's time to invest more in yourself?
Is it time to step out of the 'old you' into a more inspiring life?
Are you facing a significant challenge?
Are you looking for a practical and insightful running partner?
Do you want more of something in your life?

If you answered yes to any of these questions, you may want to consider talking to a life coach today.

What life coaching is and is not

2008-03-07T16:45:00.000+11:00

What Coaching Is and Is Not

A life coach is someone who believes in you, helps you define and set targets to reach your goals, encourages and motivates you, gives you feedback and support.

Coaching is about assisting the client close the gaps between where they are and where they want to be. A professional life coach works with the client to identify what is missing or what is out of balance for them.
They then work to ask questions, listen, reflect and more importantly challenge the client and their thinking, to help them create transformation in their life.

Coaching focuses on the present realities and works towards the co-creation of workable strategies towards a person’s future intentions. More often than not, the realities, beliefs and values in one’s world are influenced by their past experiences. The coach helps the client define their realities and assists the client in looking at their situation through different points of view for positive outcomes.

Coaching is in no way to be construed as psychological counselling or any type of therapy. It does not focus deeply on past events, trauma or psychological incidences. The coach does not solve the problems for the client, but provides motivation and challenge in a way that empowers the client to decision.

The client enters into the coaching with the full understanding that they are responsible for creating their own results. This requires full commitment and accountability for their decisions and actions.

Through working with a professional life coach a client will be able to achieve outcomes faster and more effortlessly. Through regular one-on-one sessions the coach will work with a client towards success.

Areas of your life and business which I can help coach or mentor you include:

Personal goal clarification, review and setting
Communication
Executive coaching - be a better leader, manager, sales person, team player, client servicing person
Confidence, assertiveness and self esteem
Managing change
Conflict resolution
Exploration of your values and beliefs that will serve and sustain you
Work life balance
Procrastination
Identifying road blocks and obstacles in your journey of growth and excellence

10 Procrastination busters you can use right now!

2008-03-07T16:37:00.000+11:00

10 Procrastination Busters you can use RIGHT NOW!!

Part of you wants to act… Part of you is sitting on the couch. What do you do when procrastination strikes? If you had never procrastinated, what would you have committed and then acted on? What would be different in your life, RIGHT NOW?

Get clear in your own mind what procrastination is costing you. What does sitting there, not acting, mean you don't get to have in your life? Does it cost you love? Happiness? The discovery of your courage?
Identify what it is you fear might happen or not happen through action. Most people procrastinate because of something they fear if they were to act. This fear can be real or imagined, and it's usually imagined! Think about this… we do more to avoid pain than we will to feel pleasure. We are pain avoiders, so if we perceive pain – read, fear – around acting, we won't.
Once you've identified what you fear, ask yourself – Who do I need to be to act anyway? This will give you the opportunity to have resources that are within you right now turn up and assist you to ACT!
Once you've noticed who you need to be, ask yourself – What would prevent me being that person, right now? This is the key to overcoming procrastination. If you answer “fear of failure”, then this is the real reason you're not acting.
Acknowledge yourself for wanting to keep you safe from harm. Most people beat themselves up (metaphorically) when they realise they are simply responding to fear. How about instead of following the pack, you tell yourself it's okay to be a little afraid… as long as the fear doesn't rule my life and I Rule My Life.
List all the reasons you MUST act… right now . What would be the biggest benefits to you of taking immediate action? What would change in your life? What would improve? What would you no longer be tolerating? What would you see in your life that until now hasn't been there?
How would this feel? What would you tell yourself?
Make the saying: If You Can't… You MUST! your new saying.
Ask yourself: What is one thing I could do, right now, that would show me I am willing to act? And then do that one thing… right now!
Replace fear with curiosity… “I am curious to know how this might turn out,” is far more empowering than “What if I fail?”
Celebrate each step you take along the way. Your mind is like a five year old child that wants to please you… give it enough strokes and it will keep you moving forward!

Bonus tip! Give yourself a big enough compelling reason why you would act, and how you will act will take care of itself. Imagine an area of your life or business where you are choosing to procrastinate, give yourself a moment to remind yourself of why you haven't acted, and now imagine this: Someone will take everything from you in one hour if you don't act! Now do you think you would find the courage, tenacity, will power, desire, willingness… whatever it is for you… to take massive and decisive action? This is called leverage. Get enough leverage and anything is possible!

Each time you notice the strategy of procrastination show up, follow these steps and notice the difference in your life. Successful people use these techniques to compel them to act. Decision, Commitment, Action is a MUST for them.

Gameplan Coach
(extract from The Coaching Institute)

Your coach for growth

2008-03-07T16:33:00.000+11:00

Embark on a journey of growth and excellence with me.
My intentions as a your personal strategist and executive coach is to support you in your commitment towards making an awesome and lasting transformation in your life.

This means being your mentor, sounding board, validator, brainstormer, cheerleader, supporter or challenger.

Growth is a universal journey each of us takes in our own stride. You either expand and grow, or sadly, contract and shrivel up. The choice is in our hands.