Preparing the Ground for Learning

When did you last support someone develop a skill or master something new?

Did you think about the stages they would go through? What related skills, strengths, or knowledge they already have? What obstacles might arise? How might you support them to learn?

Whether it’s a new subject, skill or task being learnt, facilitators, managers and trainers have a responsibility to provide guidance and the conditions that helps them achieve the goal.

We can however take it all for granted. Like scattering seeds hoping they’ll germinate and grow without providing adequate soil, water, or sunlight.

As a facilitator and trainer I find preparing the ground has many advantages for those learning and myself. Two models I use are the Conscious Competence Learning Theory (CCLT) and the Learning Zones.

Why I love them

• The Learning Zones acknowledges what might go on internally for learners.  Whilst the CCLT speaks to the stages and process of learning.

• Both are easy to explain.

• They provide useful insight, raise awareness, and create common language.

• They normalise the process and learners responses to learning.

• They prompt facilitators and trainers to consider where learners are on their journey and how to support them.

Conscious Competence Learning Theory

The CCLT, sometimes referred to as steps or ladder, maps the learning process. Having an awareness of this helps both learners and facilitators notice where people are and why they might be struggling. It provides a framework to aid reflection, insight and reassurance.

The model consists of four steps that combines two elements;

• Consciousness  - How aware are you of what you know and can do.

• Competence - Your ability. How well you can do the task or use the skill.

The four steps are: (see illustration)

1.    Unconscious Incompetence – you don’t know what you don’t know

2.    Conscious Incompetence – you are aware of what you don’t know

3.    Conscious Competence – you know that you can do it now and consciously practice

4.    Unconscious Competence – you can do it without thinking about it

Let’s walk through as a learner.

Step 1: Unconscious Incompetence 

You need to learn a new skill but don’t know if you can do it.  You’re possibly not aware of the skill, its relevance and benefits or your level of ability.

If you are unaware (unconscious) of the skill and have low or no ability (incompetent) you probably won’t see its benefit or the need for acquiring it.

It’s essential facilitators and trainers help learners become aware of the skill and its value. This step is important to pay attention to. Facilitators, trainers, managers often wrongly assume learners are aware and are on step two, Conscious Incompetence, when they are not.

We need to communicate and check. Demonstrating, debriefing, assessing and highlighting the benefits are ways this can be done.

Step 2: Conscious Incompetence 

Here you are aware of what you don’t know and aren’t able to do yet. You see its relevance and commit to learn.

Through applying the skill, reflecting and receiving feedback, you gain a measure of how competent you are. With practise your ability and effectiveness improves.

This stage requires you to persist and practise. In developing a new skill you move from the unknown to the known where it becomes familiar. There’s lots of trial and error, you may feel awkward, clunky or frustrated. Confidence can fluctuate. You might feel discouraged as you realise there is more to it. This is normal and encouragement is needed. 

Step 3: Conscious Competence 

As you continue to practise and apply your new skill your confidence, ability and awareness grows. You transition from clunky and awkward to capable and smooth.

You perform the skill reliably without assistance, yet still focus, paying conscious attention to what you are doing. Through application and reflection you hone the skill and can demonstrate it to another.
As you progress up the steps you may well experience Aha’s and ‘pennies dropping into place’.

Step 4: Unconscious Competence 

It is with continued practice and reflection that the new skill becomes automated. Some say it’s a place of mastery where you no longer need to pay conscious effort to use a skill.

It’s in your “bones”. You can demonstrate and describe using the skill, and could teach it to others.

Once unconscious competence is reached the danger is you might become complacent as you are no longer paying conscious attention and actively stop learning or developing. One way to guard against this is to reflect on your skill actively and regularly.

For some skills you never reach this final step. Instead circling between steps two and three as the arrows show. This actually can be desirable as you stay conscious to nauance and breadth involved in using the skill.

Learning Zones

I often combine sharing the CCLT and Learning Zones.

The value of the Learning Zones is it shines a light on our psychological process, acknowledging our mindset, attitude and feelings that can be present as we learn.

The model has three zones.

The Comfort zone is where you're able to do things. It maps to the Unconscious Competence step where you've already automated and gained a level of competence. Using the skill feels very comfortable as it's known and familiar.

Stepping into the learning zone can feel awkward or uncomfortable as you become aware of what you don’t know. Here those clumsy, slightly embarrassed feelings can arise.  You might notice a little fear and trepidation, resistance even to take risks because you don't want to be seen as lacking.

Equally, as you step over that threshold into the learning zone you might relish it with a sense of ‘bring it on, let me experiment’.  Knowing that making mistakes will aid your learning.  This can feel exciting, exhilerating. You feel eager. These are different responses to the same situation.

It is useful to acknowledge these feelings as both are normal. Learners who are aware of this can then welcome these feelings as evidence of learning.

Carol Dweck refers to these states as either a growth or fixed mindset. Engaging in with this knowledge allows you to be more open to taking risks and if you mess up you know there is learning to be gained.

As Chris Bertrum says “When you’re in a growth mindset, what that means is you choose to see struggle and challenge as an opportunity for growth and learning.”

Finally, the panic zone. Here you become overwhelmed, especially if you’re asked to learn too much too quickly. There's too much information and you feel at sea, unable to cope resulting in panic or stress. When this happens learning drops and even stops as you go into survival mode.

I’ve found sharing these two models helps people have compassion for themselves and others. When you know ‘not doing it perfectly’ creates such rich learning it takes the pressure off. So whether you’re learning or supporting others notice and acknowledge the learning journey and accompanying feelings.

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Conscious Competence Learning Theory – origins are disputed as there is evidence it is thousands of years old. However in the 1970s Martin Broadwell, W Lewis Robinson and  Noel Burch all separately worked on developing it.

The Learning Zones - based on Tom Sennenger.

Staying with it pays dividends

Do you remember a time you stood your ground and held a boundary even though it was tough at the time?

Some time back I ran a series of Action Learning Sets for assistant directors (AD) in a local authority. I had some experience, not a huge amount and this was my first time facilitating Action Learning for senior leaders within the same organisation. A lot of firsts so I was on my toes, definitely in my stretch, learning zone.

Three quarters way through there was a restructure.  A third of the AD posts were to go. Those who remained would see their spans of control increase sizeably along with the number of direct reports.

Suddenly colleagues became competitors. This shifted the dynamics within my Sets.

What I noticed was the types of issues they were bringing changed. Less personal leadership challenges. Now topics focused on the level of organisational change and concerns about the restructuring process.  It was evident certain topics affected them all. On these occasions I adapted so that everyone left with actions.

What I didn’t change was asking set members to be curious and ask open, helpful questions rather than give advise and tell each other what to do.

As a facilitator holding boundaries takes effort, especially when it runs the risk of participants not liking you because of it. As a people pleaser, this was hard for me. There were times I could see some got frustrated as they just wanted to share their opinion and fix the problem. Was holding out for questions not advise the best approach? Was there something else I should be doing that was better? I was plagued with self doubt. Yet I continued as I didn’t have a second plan and deep down I believed in the approach.

After the contract concluded, one Set chose to continue so they had support as they took on their new, expanded roles.

In the final session one assistant director shared how daunting the transition had been. He’d gone from five to nine a direct reports, managing service areas he had no previous experience of.

What he said next was so rewarding to hear. He said “When I sat across from these managers who were coming to me for guidance or solutions on service areas I know nothing about, I was stumped. They knew more about their areas than I did.”

“So I started asking them questions like we do in these sessions. I asked them what they saw as the problem and how they might solve it. They would share their thoughts and come up with ideas, solutions.  We’d talk them through and they’d go off with plan.

Using questions to get someone to reflect and problem solve has totally changed how I manage. And it reduced my anxiety.”

Hearing a senior leader share the tangible benefits he’d gained through learning and applying the skills he’d honed through AL reaffirmed my stance.  Sticking to the principle of questions not advice, and putting in the effort to help set members develop those skills is so worth it. Learning to question in an open way is a life skill.

A lot in my practice has changed since then but not this. It’s definitely a cornerstone for me. What about you? What’s changed and which boundaries do you continue to hold?

The value of being in an Action Learning Set

In conversation with Girda Gomez Niles and Carol Conway we surfaced 5 powerful P’s of why Action Learning is important to us as facilitators and as set members. 
  
The Process: is full of simple and complex secret sauce layers that give time to think, problem solve, be curious and take action.
 
It’s Practical: “unearths what I didn’t know I knew about this issue”, through the power in the pause that lets us get really practical. 

There is Potential: of being transformative “because it enables deep thinking and encourages us to be challenged to think differently. It opens doors of perception and possibility. It changes us. 
 
Brings Perspective: in the safety of the space, don’t get mad get curious, there is recognition of the burden of the issues we struggle with as these are shared –  a chance to come out of our echo chambers.
 
Practice: Whether as a set member or facilitator being in a set allows you to practice. “Helps me be authentic and out of my headspace to keep me integrated”, “ it has supercharged my listening and questioning”, “helps me be more open flexible calmer”.
 
What great conversations we had about why we are so committed and passionate about Action Learning and what it gives us personally as well as professionally. Big thanks to Girda and Carol for sharing some helpful insights into the power of their own experiences of Action Learning.

Hear the conversations in full

Carol Conway

Girda Gomez-Niles

Harnessing the change in seasons

Newsletter article - autumn 2023

I am writing this looking out at the trees changing from greens to reds, browns and yellows. Autumn is a season that divides us.

Some love the season of mists and mellow fruitfulness, the harvesting and getting foods stored for the winter.

Some feel a sense of melancholy as we loose the heat of the summer and prepare for winter cold.

Others just love the changing colours, the flocks of migrating birds, the festivals and rites that mark this season differently than others.

So how might we use the seasonal changes in our Action Learning and facilitation development? There are many themes, but three I want to pick out here:

·      Impact of the Seasons

·      Harvesting the learning

·      Festivals and Ritual

The Impact of the Seasons

We all have favourite times of the year. It might be the temperature, the colours, the food, or the cycle of nature. What do you feel in different seasons and how might this affect the way you work? Do you bring these feelings and responses into your Action Learning?

And if you notice how passing through the year affects you as a facilitator, what about your set participants?  Do you ever build this into your sessions and agreements in some way?  

I am curious about this and wondering how we might use these reflections to add nuance and depth to our Action Learning?

Ideas

• Make this check-in question or part of an arriving process.

• Pose it as part of the initial set contracting , to encourage personal reflections on how we might feel as we come into our ALS at different times of the year

• Incorporate it as part of your own facilitator reflection/preparation. Notice how your energy changes, your sense of possibility and how you facilitate and ask questions.

Harvesting the learning

‘Autumn is the seasons of mists and mellow fruitfulness.’ For some reason this line from a Keats poem is often in my head in the autumn. I personally love the abundance of this time of year, the  picking, bottling and jamming. The cupboards are full of chutneys and jams. This got me thinking in Action Learning terms, what have we been learning? How do we harvest learning and use this to resource and “feed” ourselves? Or is it just more jam in the cupboard – unused and quickly forgotten after the satisfaction of the making process?

We talk a lot about the layers of learning in AL Sets; whatever the presentation there is always some relevance, a provocation to think differently, an insight.

Reflections

• Check in with your groups regularly about how you are all holding learning review

• What more could you do to savour, integrate, and preserve the learning we harvest and play it forward?

Festivals and Rituals

There are many rituals -  feasts, celebrations, sharing of produce, races to finish the harvesting first. Lots of different ways to acknowledge the start and end of harvesting.

Do you remember Corn Dollys? These were created as a home for the “corn spirit” out of the last sheaf of wheat or grain, that was made homeless by the harvest, until it was ploughed back into the first furrow of the new seasons planting.  An interesting metaphor for AL.

Questions

• Is there a place for rituals and ceremonials in your AL? What do you currently do?

• What could you and your set develop that might add to the experience and honour the spirit - in Corn Dolly style?

• Could it be as simple as a regular appreciation exercise? Or a way of celebrating someone’s success?

• How about trying something small and familiar that adds to the experience of valuing and acknowledging?

 These autumn reflections remind me that autumn is a time to gather in the benefits and shift gear from the summer, to reflect and prepare for the winter. It’s that beginning of a new “school” year, that feeling of wanting to improve, do better, learn something new, and have a fresh start.

Let us know what it means to you and any ideas to share, or responses to these questions. We have our Pocket Question Bank competition continuing through to the end of the year so do let us know and maybe you will win yourself a Question Bank.

Using resources in Action Learning

Summer newsletter 2023 article

Having just finished running our Stretching Your Practice course we thought we’d share how we can use resources to bring that lighter touch, that brighter light, that lengthening of focus, into our Action Learning.

Over the years we have developed several resources to add to our Action Learning toolkits. In this article Janie will describe two ALC resources – the Question Bank and Word Cards, and explore some other ideas for developing your own resources.

What is the value in using resources? Surely the most important thing is for people to be focused on listening, questioning and supporting the issue holder. Don’t resources just confuse and distract from the main intention?

We need to be careful about how and when we introduce resources. We need to consider:

• Will they add value?

• What impact will they have on the mood and energy?

• How will people react to using them?

• Will they bring a lightening or a deepening touch to the session?

• Are we just using a tool or resource for distraction, or to meet our own need as facilitator?

So let’s start with some light, bright, easy to-pick-up resources.

1. Post-it Notes

Can be physical sticky notes or an application if virtually (whiteboard/Jam Board).

You need easily accessible resources – pens and a pile of post-its for in person, application open and set up ready for screen sharing if working online.

Clear instructions are key when using any resource or tool.

Ways to use Post-its

Setting off a round

• The issue holder presents as usual.

• Set members write their question on post-it.

• Each set member reads out their question and gives it to the issue holder.

• The issue holder decides which question to start with. They don’t have to answer all, just one and the session goes from there.

• Great way to get everyone involved.

Help focus attention on question crafting

• Use the post-it questions as an opportunity to support developing question skills.

• Invite set members to reflect on the type and quality of the questions raised.

• Identify type of question and reframe or rephrase to craft more insightful or succinct questions.

Question storm

• The issue holder presents as usual.

• Set members write down as many questions as they can (one per post-it).

•  Issue holder doesn’t answer any but listens and addresses the themes, raising what they spark initially.

• Issue holder takes all the questions away to reflect on.

• Great to use when short on time or for very reflective issue holders.

Feedback/appreciation round

• Write a word of appreciation for fellow set members and hand them over.

2. Picture Gallery

Have fun and create your own through gathering a selection of postcards, pictures and images (art cards from museums, old calendars, magazines are good sources).

Make sure it consists of a wide range of images, depicting a variety of situations, that evoke different emotions and represent inclusion.  

• Can be used virtually (load up your images into a doc or pdf) or in person.

• If on screen need easy way of people identifying which ones they choose such as a numbering system.

• If in person you need enough images to give choices to everyone in the room  -  rule of thumb, enough for at least 3 choices per person.

Ways to use picture galleries:

• Group check in – ask people to choose a card that represents how they feel, how they want to feel, how the time has been since last met, etc….

• Feedback round – use cards to feedback what happened last time for them and what issue they are bringing to this session.

• Group check out – could link to how they checked in – what image reflects how they feel as checking out.

• Present using pictures - Issue holder chooses images to help them present their issue. Set members help them explore through asking questions based on the images chosen.

Images add a whole new dimension to an issue that we often wouldn’t have known or had words to describe. The pictures tap into people’s experiences and feelings and allow for a different exploration.

3. Using the Question Bank

The Question Bank is pack of open questions and can be used at different stages in an AL session – outcome, exploration, action and review.  

Ways to use the Question Bank as a training/skill development tool.

• If Set members are asking complicated, opinion based questions, or lots of closed questions, spread the cards out for set members to choose questions they want to ask. Invite them to reflect on how it is to ask short, content free questions.

• Set members randomly choose questions from the pack and put them all on table for issue holder to decide which ones they want to go with.  Useful in new Sets learning the process or where set members are asking too long and complicated questions.

• Invite set members to ask outcome questions at the start before moving through explore questions then action ones to help the issue holder shape and define their actions. Invite reflection on what they are learning about effective questioning.

• Use the review questions to support issues holder reflect on action and surface learning in their progress updates.

Value added: Questions are the solar power of Action Learning. The Question Bank encourages people to use a wider range of questions, to unhook from the familiar and favourite ones we choose, and to teach set members to ask short, focused, clean questions.

4. Objects

Collect small objects to put into your “bag”. Anything that might be a prompt or curiosity such as a juggling ball, model car, key, small toy, tiny book, crystal etc…… keep your eyes open for little gems and things to add to the bag.

More suited to in-person sessions when people can hold the objects and choose one easily.

Can be adapted for virtual either by asking set members in advance to bring an object or create a visual of everything in the bag and people can choose an item on screen.

Ways to use objects

• Check in exercise -  choose an object that describes how you are feeling at the start of the session – tell the group.

• Check out at end of the session – choose an object again and describe the difference between the two.

• Use the objects for presenting an issue – issue holder selects one or several that helps them describe the issue .

• After a presentation - Set members choose an object that represents what they heard/ felt from the presentation.

Value Added: objects like the picture cards can bring in a new layer of description and reflection, helping people think differently about what is happening. Objects can take people out of their story and the way they always describe what is happening.

5. Word Bank

The Word Bank is a pack of 52 positive and active words that can be used virtually ( on-line version available) or in person. Examples of words include  charismatic, direct, strong, unique, resilient.

Ways to use the Word Bank

• Group check in – Choose a card that reflects how feel now and how want to feel at end of session.

• End of session – Randomly select three cards for how want to be around the actions and learning in the session – describe what the three cards mean.

• At end of issue holder’s slot and in feedback round - Set members choose a word to represent a quality they’d like to give the issue holder around their actions. Encourage people to write the word down so that they really take it away.

• A way to acknowledge and appreciate the skills and qualities of each set member - Invite everyone to pick a word that speaks to what they experience of each of the other set members.

• Use in the process review – Set members choose cards to describe how they felt it went, or what they want more of etc.

Value Added: these words can really resonate for people, adding a new dimension to their learning and be remarkably accurate and meaningful. They can become a useful touch stone and anchor for their actions or how they want to feel.

Having a toolkit of useful resources you can dip into adds flavour, nuance, energy, depth and lightness to a session. Do think carefully about why you are using any resources, when and how. Set members have different preferences so it’s important to check in and give clear explanations for why and how you’ll use them.

We hope you enjoy the new perspectives and ideas that using any of these resources might generate.

As part of our 10th Anniversary we have designed a pocket sized Question Bank.

Send us:

• Your experiences of using any of the resources mentioned in this article and how it went,

• Or share additional resources and tools you have used, and are happy for us to add it the ALC community collective tool kits.

and you could be one of 10 people finding a pocket sized Question Bank winging its way to you.

 Good luck

Improving Equality, Diversity & Inclusion in the workplace through Action Learning (EDI)

Improving Equality, Diversity & Inclusion in the workplace through Action Learning (EDI)

In recent times there have been several global events that have sharpened our focus on the inequities in the world. There are many. 

Here at ALC, Amy has been working with EDI champions across the engineering sector to help them create more inclusive workplaces and work cultures in which to recruit a more diverse work force. We have brought together an Action Learning Set made up of EDI champions who use the space to explore the challenges they face in this role and for themselves as humans in the world. The EDI journey should be challenging for all of us, it should stretch us to the core and having a space to explore this is important and can support you in your workplace to ensure the work is embedded and you and your organisation are exploring what it is to be truly inclusive.

We are passed the stage of needing to prove why diversity is important. However, as a reminder, the benefits of having a truly diverse team of people are well-documented. They include:

• Greater creativity, productivity and innovation.

• Enhanced decision-making.

• Attracting and retaining talent.

• Improved bottom line.

• A better place to work.

The key to sustaining diversity is to create a culture where diversity is welcomed and the culture is inclusive; all voices and contributions are heard and included.

Creating inclusive, diverse workplaces takes more than just implementing policies, although this is important. Done well it takes courage as for most, it requires some inner work. Supporting staff to explore what this means, uncovering their bias, prejudices, and privileges, and taking a conscious look in the proverbial mirror, underpins the change required to transform the societal and institutional racism and the inequities that have prevailed for far too long.

The structure and safety of Action Learning themed on diversity and inclusion is proving to be a supportive place for those in EDI roles to be addressing their organisational challenges alongside exploring what it means for them. It is humbling to see as this is world work and goes beyond the workplace.

If you’re interested in your organisation using Action Learning to support its EDI journey or would like to join a Set with other EDI leads get in touch.  

Positive Psychology and Action Learning

Many are living in difficult times with a heightened sense of anxiety, hopelessness, despondency and exhaustion. It can be hard for Set members to hold a sense of autonomy and possibility as they bring their personal and organisational challenges to the table in this social, economic and politically unsettled context. For some, it is getting tougher to deliver, to keep resourceful and keep learning. ‘What's the point? How can I keep going? What other challenges are on the horizon?’ Such thoughts can spiral downwards.
 
We thought we would turn to Positive Psychology to see what tools and ideas might be useful and relevant in this current climate. There’s lots of information available about Positive Psychology and the work of Seligman, Peterson, Dweck Csikszentmihalyi etc, and we have gone for a simple definition

“Positive Psychology is the scientific study of what makes life most worth living” Peterson 2008

 It is important to say here that Positive Psychology is not about unrealistic optimism. There is absolutely room for challenge and difficulty. It is about balancing negative bias with some concrete ideas and activities, how we can build resilience to deal with challenges, and acknowledge a range of emotions. It’s about the range of options and behaviours that help us create the different versions of positive living and achieve well-being.

The focus in Positive Psychology is on strengths, optimism, well-being, gratitude, compassion, self esteem, self confidence and hope.

We looked at three Positive Psychology concepts to see what might be useful in Action Learning. We have identified the key elements of each approach and some questions that might be relevant in Action Learning.

1.    Martin Seligman’s PERMA-H. It stands for:

P = Positive emotions -  enjoying ourselves in the moment

E = Engagement -  being absorbed in things we enjoy

R = Relationships – we are social creatures and good relationships are vital to our well being

M = Meaning - sense of purpose

A = Accomplishment – thriving when we achieve

H = Health, a more recent addition – establishing habits that increase physical and psychological health

In a nutshell what we get from this framework is that there isn’t just one route to wellbeing. For example, Positive Emotions, will depend on your disposition, social context and life events.

These six PERMAH pillars are the building blocks for leading a life of meaning, and fulfilment, to help us build resilience and well-being.

If, as facilitators, we notice from the content, tone and energy those feelings of anxiety, hopelessness, despondency here are some questions that might bring back some balance:

• What will help you experience more positive emotions?

• Where could you increase your engagement in the things you enjoy most?

• How could you more fully use your skills and talents?

• How could you improve one of your key relationships that isn’t working well?

• What purpose and meaning are you getting from your work, involvement, life?

• How do you acknowledge and value your achievements and accomplishments?

 2.    Carol Dweck’s “The Power of Yet”.

There is a lot of relevance here for Action Learning, in this seemingly simple approach of adding “yet”. This is about the idea of a Growth Mindset, where we believe we can improve, that our abilities aren’t fixed and that challenges and difficulties are opportunities to learn and grow.

A fixed mindset is one where we believe our abilities are set in stone and stay that way. We seek out approval and see failures as disasters, so we limit what we try in case we fail.

The brain is a muscle and can be trained to believe we can learn, change and grow even if we have had many influences on us shaping us into a fixed mindset  - school, upbringing, work culture etc.

The “yet” view of building mental muscles is all about helping us shift things beyond insights.

Some “Not Yet“ questions might include

• How could you use the power of “yet” around your challenge?

• When do you tell yourself I am not good at this, I can’t do this?

• What happens if you say to yourself “not yet”?

• What could you be doing if you took a “can do” position? 

3.    Dr Kristen Neff - Self Compassion.

Neff’s research is really valuable for our Action Learning work. In AL we invite set members to experiment, take risks for the sake of innovating, finding solutions and learning. Trial and error, failing is part of the learning process.

People who are compassionate towards their failings and imperfections, have more well being than people who always judge themselves.

Compassion is about self ( giving yourself the kindness you would a friend), humanity (recognising suffering is a shared human experience), and mindfulness (taking a balanced approach to emotions). This is about letting go of criticism, being kind to yourself, and working through self judgement. There’s a lot in here that is challenging for many of us.

Some self compassion questions might include;

• If you were your own best friend, what would you be saying to yourself now?

• Where do you need to be more compassionate towards yourself? Towards others?

• What does it look, sound, and feel like to treat yourself with compassion and care? 

• What does it look like to add compassion to any actions or intentions you're setting?

Some take aways from this brief dive into Positive Psychology

• There are real world as well as individual benefits from well-being. Research shows optimism is a key element and well being impacts on mental and physical health, relationships, productivity. When we are in a better place in ourselves, with inner strengths, resilience and resourcefulness we are more able to impact the world around us.

• There are tools and ideas within Positive Psychology that can help us be resourceful and resilient as facilitators as well as in our AL sets

• It might be a useful conversation with your sets to see if there is a place for bringing some resources into sessions – maybe as a check-in or check-out?

• There is power in even small shifts of perspective (towards gratitude and appreciation).