One minute of silent „not-doing“

23/01/2017

One minute of silent „not-doing“

Name educator: Gaetano Ruvolo

Name partner organisation: Kamaleonte

GENERAL INFORMATION

Description of the course: Individual coaching sessions with two coachees

– Each coaching session lasted 1.5 hours

– Reflection was not compulsory in this project

Aim of testing project: The aim of our testing project is to introduce, between different active moments, a couple of minutes of silent non-action, to test the impact that silence and not doing have on people as singular individuals and as a group. A feedback was then asked to participants about their experience regarding these minutes of silent non-action.

PRACTICAL INFORMATION

Date(s) of the testing project: __November 2015 – January 2016____

Target group:__ Managers of a fund investment Company in Italy____

Number of participants: 2

Nationality of the participants: Italian

Sex of the participants: ⁮woman 1 ⁮ man 1

Age of the participants: 45 to 62

Amount of meetings with the learners: 7

Number of people reflecting:

⁮ Solo (1 person)

⁮ Small group

(< 20 people)

⁮ Large group

(> 20 people)

The way(s) of sharing:

Feedback post – experience

Verbal:

⁮ Yes

Non-verbal:

⁮ Pictures /

⁮ drawings

⁮ Text

⁮ Embodied

⁮ sculpture

⁮ Other forms of expression

Digital:

⁮ Padlet

⁮ Social media

⁮ Digital diary

Place of reflection (where)

⁮ Indoors

⁮ Outdoors

⁮ On-line

YES, on both cases

D. Steps taken to implement

How did you organize your testing project (or to put it differently: as this is a testing project for experimenting, what will be different comparing to the same course you run the previous time)?

I have never asked any of my coachees to experiment silence and not-doing during a session

E. Your assessment of the outcome

In general, how do you look at the results of your testing project?

Amazed by the strong effect for such a short time experiment

Connecting with principles: which principle(s) were you taking into consideration mostly when facilitating reflection with learners? Please add 2 sentences about how you were translating the principle into practice. For more information: see postings on principles.

X ⁮

Raising awareness within learners to ‘own’ their learning in personally meaningful way

This is what happens in coaching sessions: raising awareness and let the coachee become responsible for his/her own life decisions

⁮

Developing a relationship between educator and learners based on trust, openness, empathy, honesty, dialogue and feedback

This is the basis, the start of a coaching session: establish trust, intimacy, openness, dialogue and feedback

⁮

Co-creating the reflective process

⁮

Managing the steering paradox of intrinsic learning processes

⁮

Creating the right reflective attention of learners

Creating a space/time for silent reflection

⁮

Slowing down and value moments of not-knowing,

Both Coachees realized that they are always „doing“ something. „non-doing“ was totally a new experience to them. One of the two, the male manager, replicated this non-action by himself on his sofa at home but did not quite experience the same impact. I suggested him to do it again together with his wife or any other person to check if there was any difference. Being by himself on his sofa at home is already a not-doing experience most of the time…

⁮

Deepening your questions progressively

⁮

Recalling that reflection can never be imposed, only kindly invited.

⁮

Always considering reflection as a broad and deepening process, that should be holistic.

⁮

Being careful how to asses reflection (or not at all)