presence-based coaching study summary 2006

Copyright 2006Copyright 2006

Presence-Based Coaching®Presence-Based Coaching®

The Practice of Presence inThe Practice of Presence inRelation to Goal-Directed ActivityRelation to Goal-Directed Activity

http://www.http://www.internationalcoachfederationinternationalcoachfederation.com/includes/docs/108-.com/includes/docs/108-PresenceBasedCoachingDissertation.PresenceBasedCoachingDissertation.pdfpdf


PBC study objectives:PBC study objectives:

1. Introduce the Presence-Based Coaching Model.1. Introduce the Presence-Based Coaching Model.

2. Evaluate the outcomes of PBC implemented by sample of2. Evaluate the outcomes of PBC implemented by sample ofentrepreneurs: formative study to discover the outcomes ofentrepreneurs: formative study to discover the outcomes ofpracticing Presence in relation to goal-directed activity:practicing Presence in relation to goal-directed activity:Presence + IntentionPresence + Intention..

3. Introduces new outcome measure: 360-feedback Survey3. Introduces new outcome measure: 360-feedback Survey


CoachingCoaching

Coaching is a profession that supports individuals in actualizing their potential bybecoming “flexible learners, capable of adapting to an increasing array of unexpectedevents and circumstances” (Sieler, 2003, p. 2). Specifically, professional coachesdevelop and deliver customized learning programs relevant to their client’s immediateneeds which results in “immediate and tangible benefits” (p. 3). Coach and author,Robert Hargrove (1999), defines a coach as a person adept at “unleashing thehuman spirit and expanding people’s capacity to achieve, stretch his or her goals,and bring about real change” (p. 6). Coaching is a form of Positive Psychology: theresult is the accomplishment of goals and the building of competencies (Seligman,2002).

A monk asked the teacher Yun Men: What is the teaching of an entire lifetime? YunMen replied: An Appropriate Response. (www.appropriateresponse.com)


PBC RelevancePBC Relevance The PBC Model introduces a new scholar-practitioner model to the field of

professional coaching. This research explored an approach to professional coachingbased on the practice of present-moment awareness and attention, here referred tosimply as Presence.

While this model aims to contribute a new, distinct model to the empirical coachingliterature, it is also believed to be a model relevant to all coaches, regardless of hisor her coaching orientation. Presence is often taught as a basic coaching skill inmany coaching training programs, however, emphasizing the practice of Presence asa core focus and specific methodology makes this model unique.

This research aims to broaden the foundational theories supporting the coachingprofession by introducing a counter-intuitive strategy to effectiveness and goal-attainment characterized as non-action, or Presence. Specifically, the inclusion ofTaoist philosophy as a foundational component of the PBC invites transpersonalphilosophy into the discussion as the coaching profession continues to develop andexplore strategies for human change and possibility.


Theories related to PBCTheories related to PBC

PresencePresence FlowFlow MindfulnessMindfulness TaoismTaoism


PresencePresence Definition:

1. Being there: The quality of being physically and psychologically available and attentive to whatis occurring in the present-moment.

2. For purposes of this study, Presence is defined as one’s quality of relating to the here and now,or present-moment.

3. Existential psychologist James Bugental (1987) articulates Presence in a way most relevant tothis coaching study. According to Bugental, Presence:

• calls our attention to how genuinely and completely a person is in a situation rather thanstanding apart from it as observer, commentator, critic, or judge . . . . Presence is aname for the quality of being in a situation or relationship in which one intends at adeep level to participate as fully as she is able. Presence is expressed throughmobilization of one’s sensitivity- both inner (to the subjective) and outer (to the situationand the other person(s) in it)—and through bringing into action one’s capacity forresponse. (p. 26-27)


Presence in the Psychological LiteraturePresence in the Psychological Literature

Helping ProfessionsHelping Professionspsychotherapy, nursing, pastoralpsychotherapy, nursing, pastoral

counseling, medicinecounseling, medicine

Anatomy of Presence:Anatomy of Presence:Physical Presence -Existence/AttendancePsychological Presence - Availability(Attention & Awareness - the Contents ofConsciousness)

Qualities/Levels of PresenceQualities/Levels of Presence•• determines the quality ofdetermines the quality of

interpersonal contact;interpersonal contact;•• used to describe the quality ofused to describe the quality of

exemplary, effective practitionersexemplary, effective practitioners

Virtual RealityVirtual Reality((teletele) presence) presence

Anatomy of PresenceAnatomy of Presence3 Layers of Presence- Evolutionarymodel based on Nervous System:proto, core, extended presence3 Dimensions of Presence: Subjectiveexperience of Presence: personal,social, environmental

Qualities/Levels of PresenceQualities/Levels of Presence•• efficacy and evaluation basedefficacy and evaluation based

on the on the ““potential to engenderpotential to engendera high degree of presence ina high degree of presence inthe user for each specificthe user for each specificapplicationapplication”” ( (Wiederhold Wiederhold &&WiederholdWiederhold, 2005), 2005)


Levels of PresenceLevels of Presence John Welwood (2000), transpersonal psychologist, author, and Buddhist

practitioner, also examines levels of Presence:1. Unconscious, pre-reflective immersion in our experience (identification)2. Thinking and talking about Presence (conceptual reflection)3. Having our experience directly (phenomenological reflection)4. Non-identified witnessing (mindfulness)5. Being-present with experience (unconditional Presence)6. Trans-reflective resting in open presence within whatever arises, which is no other other than

pure Being (self-liberation)

Charles Tart (1994) “Thinking about being present is not doing it” (p. 87).Language and description are no substitute for the experience:

Actually being present is not the same thing as describing it or thinking about it. I use theActually being present is not the same thing as describing it or thinking about it. I use theglobal word sensing, for example, to describe feeling your arms and legs, but it is not as ifglobal word sensing, for example, to describe feeling your arms and legs, but it is not as ifthere is a simple sensation in your arms and legs. There is a whole complex, changingthere is a simple sensation in your arms and legs. There is a whole complex, changingpattern of things. What you see also changes all the time, and what you hear changes all thepattern of things. What you see also changes all the time, and what you hear changes all thetime. (p. 88)time. (p. 88)


Presence in Action ModelsPresence in Action Models

StephenStephen McPhee McPhee, M.D. (2005) (Medicine), M.D. (2005) (Medicine)Presence - our connection, engagement, relationship with the client;Presence - our connection, engagement, relationship with the client;making onemaking one’’s s ““whole being felt.whole being felt.”” (time as (time as ““a filled presenta filled present””))

Availability (giving: at oneAvailability (giving: at one’’s disposal)s disposal) Listening (silence; deeper currents below the surface)Listening (silence; deeper currents below the surface) Exchange (understanding & acceptance)Exchange (understanding & acceptance) Reflection (silence &Reflection (silence & stillness)stillness)

Senge, Scharmer, Jaworski, Flowers (2004) (OD)Senge, Scharmer, Jaworski, Flowers (2004) (OD)Presence - a state of Presence - a state of ““letting comeletting come””

Suspension (observe, observe, observe)Suspension (observe, observe, observe) Redirection (retreat & reflect; inner knowing)Redirection (retreat & reflect; inner knowing) Letting-Go (act swiftly, with a natural flow)Letting-Go (act swiftly, with a natural flow)


Present moment action - FlowPresent moment action - Flow Associated with enhanced performance: primary subjects of Flow research were

exceptional athletes, artists, etc.

Flow - (Csikszentmihalyi) present-moment absorption; Actions, thoughts, emotions inconcert.

Encouraging Flow: Facilitators to Flow:Facilitators to Flow:

•• Entering Flow State (interest, enjoyment, self-efficacy)Entering Flow State (interest, enjoyment, self-efficacy)•• Remaining Flow State (clear proximal goals, emergent motivationRemaining Flow State (clear proximal goals, emergent motivation

(concentration), & immediate feedback)(concentration), & immediate feedback) Obstacles to Flow: (over-challenge, under-challenge, no relaxation)Obstacles to Flow: (over-challenge, under-challenge, no relaxation) Challenge/Skill BalanceChallenge/Skill Balance

Flow caveats: Flow happens with destructive behavior as well: loss of greater field ofawareness (other)


Present moment action- MindfulnessPresent moment action- Mindfulness

Associated with enhanced performance

Mindfulness intentional practice; broad field of awareness and all its contents.

From identified/unconscious to aware/conscious• waking up vs... trapped in rigid mind-sets, oblivious to context or

perspective, governed by rule and routine.

Research 1974 (health, business, education, psychology, politics, etc.; Langer,2002). Mindfulness Based Stress Reduction (MBSR) program in 1979 a way to bringthis “consciousness discipline” into a context “free of religious, cultural, andideological factors” (Kabat-Zinn, 2003, p. 149).

Mindfulness Practices to Increase Awareness: contribution to PBC Sensing, Looking, Listening Exercise: Charles Tart: Living the Mindful Life


Present-Moment (non)Action: TaoismPresent-Moment (non)Action: Taoism Chinese Philosophy: Two complimentary aspects of human life in the later Chinese tradition:Chinese Philosophy: Two complimentary aspects of human life in the later Chinese tradition:

Taoism (private, natural & spontaneous) in contrast toTaoism (private, natural & spontaneous) in contrast to Confucianism (public, conformist, & intellectual)Confucianism (public, conformist, & intellectual)

Taoism -Taoism - Lao-tzu Lao-tzu (Lao- (Lao-’’oldold’’; tzu- ; tzu- ‘‘mastermaster’’ (old master) (Master Lao); author uncertain (old master) (Master Lao); author uncertain

Taoism speaks of the ineffable in a secular manner, taking natural world for itTaoism speaks of the ineffable in a secular manner, taking natural world for it’’s imagery. Ans imagery. Anintuitive understanding of the order of the natural world. Power lies with him who understands theintuitive understanding of the order of the natural world. Power lies with him who understands theprinciples of nature.principles of nature.

Tao Tao -- the Way- the spontaneous natural order, the Way- the spontaneous natural order, ‘‘that which is naturally so.that which is naturally so.””(heaven is counterpart to earth, but both are preceded by the Way) (heaven is counterpart to earth, but both are preceded by the Way) ““Man modelsMan modelshimself on earth, earth on heaven, heaven on the way, and the way on thathimself on earth, earth on heaven, heaven on the way, and the way on thatwhich is naturally sowhich is naturally so”” (Tao Ching #69, p. 73). (Tao Ching #69, p. 73).

Te Te - virtue or power- the inherent force or movement of the natural world- virtue or power- the inherent force or movement of the natural world Wu-wei Wu-wei -- ‘‘taking no actiontaking no action’’ - there is no - there is no ‘‘actionaction’’ which is not spontaneous. (Being which is not spontaneous. (Being

in the Natural Flow)in the Natural Flow)

Different approach to Success or Productivity: Different approach to Success or Productivity: ““Inferior is superior, low not high.Inferior is superior, low not high.”” A Taoist A Taoistapproach to action is defined as Wu-wei, where one experiences both approach to action is defined as Wu-wei, where one experiences both ““supreme relaxationsupreme relaxation”” and and““supreme activitysupreme activity”” simultaneously, achieved by being in the natural flow of the universe. simultaneously, achieved by being in the natural flow of the universe.


PBC ProcessPBC ProcessI do not really know what enlightenment is, but I do know that it is possible to become moreI do not really know what enlightenment is, but I do know that it is possible to become more

present to what really goes on and to find a subtle, but very important, kind of pleasure inpresent to what really goes on and to find a subtle, but very important, kind of pleasure inliving more in the present.living more in the present. (Charles Tart, (Charles Tart, Living the Mindful LifeLiving the Mindful Life, p. 82), p. 82)

STOP- STOP- (meta-cognition moment)(meta-cognition moment)

OBSERVE- OBSERVE- (Mindfulness meditation to get present)(Mindfulness meditation to get present)

ALIGN- ALIGN- intention (unique for each individual)intention (unique for each individual)

ALLOW-ALLOW-Tao (respond in natural way)Tao (respond in natural way)


MethodologyMethodology Qualitative Research DesignQualitative Research Design

(open-ended questions submitted in weekly reflection papers)(open-ended questions submitted in weekly reflection papers)

1. How do participants experience and practice Presence in relation to goal-1. How do participants experience and practice Presence in relation to goal-directed, everyday activity? To describe the directed, everyday activity? To describe the process or experienceprocess or experience of ofindividuals as they implement the PBC Model, or Presence in Action.individuals as they implement the PBC Model, or Presence in Action.

2. What are the outcomes or effects of the practice of Presence? Goal: To describe2. What are the outcomes or effects of the practice of Presence? Goal: To describethe the outcomes or effectsoutcomes or effects, I.e. does the PBC model support one, I.e. does the PBC model support one’’ ability to ability toaccomplish or execute goals, and if it does, how does it support goal-attainment?accomplish or execute goals, and if it does, how does it support goal-attainment?

Quantitative Pilot InstrumentQuantitative Pilot Instrument360-degree feedback survey (self and outside observers)360-degree feedback survey (self and outside observers)


SampleSample EntrepreneurEntrepreneur

““a person who undertakes or controls a business or enterprise and bearsa person who undertakes or controls a business or enterprise and bearsthe risk of profit or lossthe risk of profit or loss””

SCREENING: PBC Agreement for SCREENING: PBC Agreement for ““right fitright fit””

Who are theyWho are they 28-48, mean 33yrs.; education: College 8, MA 5, MD 1; 8 female 628-48, mean 33yrs.; education: College 8, MA 5, MD 1; 8 female 6

male: 7 w/ familymale: 7 w/ family 14 entrepreneurs (9 full-time; 5 employed & part-time) working in14 entrepreneurs (9 full-time; 5 employed & part-time) working in

telecommunications, medicine, wellness, mortgage banking, real estatetelecommunications, medicine, wellness, mortgage banking, real estatedevelopment, pond design, flower/gift retail store, software design,development, pond design, flower/gift retail store, software design,education)education)

History (8 coaching experience; 10 therapy exp.; 12 introspective exp)History (8 coaching experience; 10 therapy exp.; 12 introspective exp) Life ConditionsLife Conditions; ; transitions, high responsibility, dreams & transitions, high responsibility, dreams & ““visionvision””


PBC 6-week ProgramPBC 6-week Program

Flow Assessment: PLANNING: (goals)Flow Assessment: PLANNING: (goals)Many participants changed their goals after beginning the program. Goals included the following:Many participants changed their goals after beginning the program. Goals included the following:

Goal that stayed the same: TGoal that stayed the same: To sign a platform licensing deal. Over the course of the coaching thenature of the contract that I was working to sign changed, but the goal to sign a contract did notchange.

Changed goal: Changed goal: I would like to increase the success & profitability of my business, thus relievingthe pressure/stress/fear of going ‘under’. My new stretch goal was to reduce my stress andincrease my sense of well-being.

A goal that stayed same but had different meaning for the study participant:A goal that stayed same but had different meaning for the study participant:My original goal for the words are the same – yet the meaning is entirely different! Goal as ofNovember 29, 2005: Measurable increase in my entrepreneurial standing as a leader in myprofessional field … by generating $65,000 in the year 2006 through passive and active incomefrom these entities. In addition, I had 2 very structured objectives which soon became notapplicable as my new and improved goal became: To define myself as a leader. To know who Iam as a leader while allowing the creative renegade to have her day in the sun. This goal wasabout finding balance, lightness, authenticity, fluidity, efficiency – and honesty.


Week 1Week 1

1. Insight (11): 1. Insight (11): ““Not always is actual action real movement.Not always is actual action real movement.”” [Troy]; [Troy]; “…“…I noticed that I donI noticed that I don’’t give people the amount of time they need to talk. My pauset give people the amount of time they need to talk. My pause

in conversation isnin conversation isn’’t long enough. If I let the pause be longer, people open upt long enough. If I let the pause be longer, people open upmore. Great realization since this is what I do for a living.more. Great realization since this is what I do for a living.””

““I see that I am involved in a cycle of procrastination and rushing. There isI see that I am involved in a cycle of procrastination and rushing. There issuspense in this and I think I like thatsuspense in this and I think I like that……but I see how it hurts me and othersbut I see how it hurts me and otherswho have to rush around too.who have to rush around too.””

2. Happy (6): 2. Happy (6): ““I enjoyed myself and found new and more time efficient solutionsI enjoyed myself and found new and more time efficient solutionsduring the week too!during the week too!””

“…“…felt more happier, relaxed, assertive than usual.felt more happier, relaxed, assertive than usual.””3. Calm (5): 3. Calm (5): ““I have been using this at moments when I start to feel overwhelmed andI have been using this at moments when I start to feel overwhelmed and

it resets me to a more calm baseline.it resets me to a more calm baseline.”” [Troy] [Troy]

OutcomesOutcomes(group)(group)

Notice level of Presence to Self: Notice quality of the conversation running in yourNotice level of Presence to Self: Notice quality of the conversation running in yourhead: head: ““WhatWhat’’s next/x/x/x !s next/x/x/x !””Presence to Work: focus on one thing vs.. multi-tasking (the next 5 things)Presence to Work: focus on one thing vs.. multi-tasking (the next 5 things)

SampleSamplePracticePractice

1. LEVEL 1 INTERVENTION: Cognitive reflection: what would it mean for you to1. LEVEL 1 INTERVENTION: Cognitive reflection: what would it mean for you tobecome more present- I.e. increase your quality of relating- to self, other, and work?become more present- I.e. increase your quality of relating- to self, other, and work?2. Noticing: Alan Sieler2. Noticing: Alan Sieler’’s s ““Way of BeingWay of Being”” (13/14) (13/14)Example: Example: Troy was Troy was ““overwhelmed.overwhelmed.””Body-tense, stomachBody-tense, stomachMood- fairly calmMood- fairly calmLanguage- Language- ““WhatWhat’’s next! Whats next! What’’s next! Whats next! What’’s next!- (rapidly)s next!- (rapidly)

SessionSessionContentContent


Week 2- Learning SOAAWeek 2- Learning SOAA

1. Difficult (7):1. Difficult (7): ““I am not very good at the presence drill. Try as I might, I was unableI am not very good at the presence drill. Try as I might, I was unableto do this while doing something else. When I tried to do this in the middle of otherto do this while doing something else. When I tried to do this in the middle of otherthings, I just could not pull it together. I think I need more practice.things, I just could not pull it together. I think I need more practice.””2. Focus (7): 2. Focus (7): ““A short mental exercise can help A short mental exercise can help ‘‘bring me into the momentbring me into the moment’’ whenever I whenever Iwant to elevate my concentration/productivity level in whatever I happen to be doingwant to elevate my concentration/productivity level in whatever I happen to be doingat the time. [I] found my mind wandered less, my distraction decreased, and I becameat the time. [I] found my mind wandered less, my distraction decreased, and I becamemore efficient.more efficient.””3. Communication (6): 3. Communication (6): ““I think that being present in my conversations made a hugI think that being present in my conversations made a hugdifference to the people I was speaking to. I have gotten into the habit of half payingdifference to the people I was speaking to. I have gotten into the habit of half payingattention and thinking about other things. I had some very positive reactions fromattention and thinking about other things. I had some very positive reactions fromothers during conversations in which I was fully involved. I tried to give my fullothers during conversations in which I was fully involved. I tried to give my fullattention to others when we were speaking, rather than try to multitask and not reallyattention to others when we were speaking, rather than try to multitask and not reallybe in the conversation.be in the conversation.””


(Mindfulness) Practice each day in silence (5 min.)(Mindfulness) Practice each day in silence (5 min.)(SOAA) Practice in Action: Stop, Observe (meditation), Align (unique for each), Allow(SOAA) Practice in Action: Stop, Observe (meditation), Align (unique for each), Allow


1. LEVEL II INTERVENTION: phenomenological experience: implementation and1. LEVEL II INTERVENTION: phenomenological experience: implementation andexperimentation= Presenceexperimentation= Presence

2. Session Meditation: Sensing, Looking, Listening (Charles Tart, 1994).2. Session Meditation: Sensing, Looking, Listening (Charles Tart, 1994). ““new, more sensitivenew, more sensitive””; ; ““good, challenging, felt on the ball, could concentrategood, challenging, felt on the ball, could concentrate

on multiple things, didnon multiple things, didn’’t have to abandon one, relaxedt have to abandon one, relaxed””; ; ““effort, kind of wild, soeffort, kind of wild, somany things I was noticing than I noticed beforemany things I was noticing than I noticed before…”’…”’ extremely calming, feeling extremely calming, feelingof just being here, just existingof just being here, just existing””””sharpersharper””



SOAA processSOAA process SOAA (Stop, Observe, Align, & Allow practiced modified by participants):SOAA (Stop, Observe, Align, & Allow practiced modified by participants):

Lay back; feel everything; sense everything; breathing: Lay back; feel everything; sense everything; breathing: ““here I amhere I am……this is methis is me…”…” ““The result of slowing down and centering is almost the same thing.The result of slowing down and centering is almost the same thing.”” ““SlowSlow……NoticeNotice……FeelFeel”” ““Readjusted practice: ask question first (align first) Readjusted practice: ask question first (align first) ‘‘what is essential in thiswhat is essential in this

moment?moment?’”’” ““Later I tried starting with all of them at once, attention to hands, feet, ears, eyes.Later I tried starting with all of them at once, attention to hands, feet, ears, eyes.

It seemed as though I could bring myself into the present more quickly and forIt seemed as though I could bring myself into the present more quickly and forlonger that way.longer that way.””

““Reigning myself in (getting back in my body, hearing through my ears, seeingReigning myself in (getting back in my body, hearing through my ears, seeingthrough eyeballs, sensing through body); finding stillness and satisfaction;through eyeballs, sensing through body); finding stillness and satisfaction;noticing (w/out judgment and not having to say or do anything about it).noticing (w/out judgment and not having to say or do anything about it).””

““Cachitada de ElizabethCachitada de Elizabeth””- white glove slap in the face. (a wake-up)- white glove slap in the face. (a wake-up)


SOAA exampleSOAA example ““For example, on New YearFor example, on New Yearʼ̓s Eve, my best friend called me at the last minute ands Eve, my best friend called me at the last minute and

said she wouldnsaid she wouldnʼ̓t make it to my party t make it to my party –– to which many of her friends were coming to which many of her friends were coming ––because she was not feeling well. I was talking to her on the phone, and I foundbecause she was not feeling well. I was talking to her on the phone, and I foundmyself being upset and rude to her because of my frustration with the situation. I didmyself being upset and rude to her because of my frustration with the situation. I didstop myself (mid-sentence!), observed that I was putting a negative assessment onstop myself (mid-sentence!), observed that I was putting a negative assessment onthe situation (unfairly), aligned with the facts (this situation is what IS, and I canthe situation (unfairly), aligned with the facts (this situation is what IS, and I canchoose to be mad and negative or just enjoy the night without my friend), and finallychoose to be mad and negative or just enjoy the night without my friend), and finallyallowed the night to unfold the way it did allowed the night to unfold the way it did –– in a great way! I know this is not in a great way! I know this is notparticularly goal-related, but itparticularly goal-related, but it ʼ̓s the most vivid situation I can remember in applyings the most vivid situation I can remember in applyingthis practice.this practice.””


Week 3-IntegrationWeek 3-Integration

1. Acceptance (11): 1. Acceptance (11): ““I have been back at work for a few days and have been presentI have been back at work for a few days and have been presentto the things that are a mess or the things I am not handling properly but I amto the things that are a mess or the things I am not handling properly but I amnot judging myself for those things. I am merely chipping away at them andnot judging myself for those things. I am merely chipping away at them andthinking how good it will feel when I have everything more thinking how good it will feel when I have everything more ‘‘in orderin order’’..””

2. Insight (12): 2. Insight (12): ““Now that INow that I’’m formally defining what m formally defining what ‘‘enoughenough’’ is, I think that these is, I think that thesework-related work-related ‘‘distractionsdistractions’’ are an important part of work tasks that need to be are an important part of work tasks that need to bedone and therefore need to be included in figuring out what is done and therefore need to be included in figuring out what is ‘‘enoughenough’’..””

3. Negative (9): 3. Negative (9): ““I walked out of a conversation when my dad began railing againstI walked out of a conversation when my dad began railing againstmy beliefsmy beliefs……I decided that instead of arguing, or feeling like crap, I was justI decided that instead of arguing, or feeling like crap, I was justgoing to leave. Now I know this isngoing to leave. Now I know this isn’’t a healthy long term option for a dealingt a healthy long term option for a dealingmechanism but I felt much better within minutes.mechanism but I felt much better within minutes.”” (see communication (see communicationoutcome in Week 5)outcome in Week 5)

4. Intentional (9): 4. Intentional (9): ““I accomplished the things that were more important to completeI accomplished the things that were more important to completeduring the week, specifically I do more acting, and less reacting.during the week, specifically I do more acting, and less reacting.””


Client created goal: Client created goal: ““I am working on actually feeling what I am feeling rather thanI am working on actually feeling what I am feeling rather thanavoiding it and acting a different way.avoiding it and acting a different way.””


Feedback & Integration: sessions 3-6 were spent deepening and applying theFeedback & Integration: sessions 3-6 were spent deepening and applying thepractice to their professional & personal lives.practice to their professional & personal lives.SessionSession

ContentContent


Week 4- IntegrationWeek 4- Integration

1. Insight (11): 1. Insight (11): ““ ……pausing and mindfulness create opportunities for betterpausing and mindfulness create opportunities for betterrelationships- particularly with self. I am finding that I am more and morerelationships- particularly with self. I am finding that I am more and moreresponsible for the quality of my relationships.responsible for the quality of my relationships.””

2. Acceptance (6): 2. Acceptance (6): ““When I was in pain and starting to get scared that my illness hadWhen I was in pain and starting to get scared that my illness hadreturned with a vengeance I stopped, got present, and surrendered to the pain.returned with a vengeance I stopped, got present, and surrendered to the pain.Just accepting took the suffering away- and suffering is much worse thanJust accepting took the suffering away- and suffering is much worse thanpain.pain.””

3. Negative (5): 3. Negative (5): ““There were two moments in particular, where I was asked what I do,There were two moments in particular, where I was asked what I do,and instead of doing my [mental] practice, I resisted, did the SOAA practice,and instead of doing my [mental] practice, I resisted, did the SOAA practice,and observed and allowed myself to fumble and hesitate. It wasand observed and allowed myself to fumble and hesitate. It wasuncomfortable, for sure.uncomfortable, for sure.”” (see insight outcome Week 5) (see insight outcome Week 5)

4. Intentional (5): 4. Intentional (5): ““I noticed that I am not so quick to jump into business gigs- I noticedI noticed that I am not so quick to jump into business gigs- I noticedthat a natural feeling of selectivity is occurring.that a natural feeling of selectivity is occurring.””


‘‘NoticeNotice’’ or self-awareness practices continued (21) or self-awareness practices continued (21)‘‘Being withBeing with’’ or inquiring into or inquiring into ‘‘what is true right nowwhat is true right now’’ (13) (13)Attitude practice, ex: Attitude practice, ex: ““punitive vs.. fluidity, generosity, & lightnesspunitive vs.. fluidity, generosity, & lightness””Aligning w/ intention: Aligning w/ intention: learn, kindness, engage, focus, quality, etc.learn, kindness, engage, focus, quality, etc.Scheduling more Free-timeScheduling more Free-time


Conversations: Emotional Intelligence, Time management, Free-time & Relaxation,Conversations: Emotional Intelligence, Time management, Free-time & Relaxation,values, who do I want to be?, Allowing vs.. forcing, Limits; Commitment;values, who do I want to be?, Allowing vs.. forcing, Limits; Commitment;Money; Leadership; Authenticity; Balance; Grounding Assessments (PamMoney; Leadership; Authenticity; Balance; Grounding Assessments (PamWeiss & Integral Coaching); Relationship Building; Self-CareWeiss & Integral Coaching); Relationship Building; Self-Care

Quality of Relating (Presence) Progress: Self, Other, and WorkQuality of Relating (Presence) Progress: Self, Other, and Work



Week 5- IntegrationWeek 5- Integration

1. Insight (9): 1. Insight (9): ““It was interesting to see the old [mental] practice as a way of It was interesting to see the old [mental] practice as a way of ‘‘beingbeingSupermanSuperman’’ and the new practice of presence as a way of strengthening Clark and the new practice of presence as a way of strengthening ClarkKent. What it means is that itKent. What it means is that it’’s a lot easier to be in a natural state and just bes a lot easier to be in a natural state and just bewho I am in that moment, and not have to worry about turning into someonewho I am in that moment, and not have to worry about turning into someoneelse, or trying to come from a specific place of my persona. Itelse, or trying to come from a specific place of my persona. It’’s easier to relates easier to relateas a more whole being.as a more whole being.””

2. Communication (7): 2. Communication (7): ““I am much more willing to do things, make the not-so-fun callsI am much more willing to do things, make the not-so-fun callsat work, talk with people in my family about issues that come up, whatever. Myat work, talk with people in my family about issues that come up, whatever. Myfear of these situations is diminishing.fear of these situations is diminishing.””

3. Limits (6): 3. Limits (6): ““Being more available makes me less available.Being more available makes me less available.”” ““I noticed with the re-engagement with work that I feel I noticed with the re-engagement with work that I feel ““finishedfinished”” and ready to and ready to

leave my home office by about 6-6:30 pm- after having started the day at 8:45-leave my home office by about 6-6:30 pm- after having started the day at 8:45-9 am. I noticed that I have taken a lunch- which allowed me an opportunity to9 am. I noticed that I have taken a lunch- which allowed me an opportunity toset a bit of structure to the morning and set a bit of structure to the morning and ““replenishreplenish”” around mid day. around mid day.””

4. Negative (6): I observed a peak in anxiety this week- old thoughts and feeling of4. Negative (6): I observed a peak in anxiety this week- old thoughts and feeling ofinadequacy and with these thoughts, wanting to launch out into some otherinadequacy and with these thoughts, wanting to launch out into some otherindustry- and delighted in the potential distractionindustry- and delighted in the potential distraction……I acknowledged that this isI acknowledged that this iscoping mechanism that leads to procrastination.coping mechanism that leads to procrastination.


samesamePracticePractice

Same- integrating into other areas of life, e.g. relationships.Same- integrating into other areas of life, e.g. relationships.ContentContent


Week 6- Wrap-UpWeek 6- Wrap-Up

SELF general (meta-cognition) (51): acceptance (36), calm (25), more aware (24),focus (23), wholeness (23), limits (19), non-attached (15), relax (14), centered (12),confident (13), creativity (13), less stress (12), taking time (11), authenticity (10),honesty (10), engagement (9), less avoidance (9)

INSIGHT (63), intentional (33), clarity (26), perceive differently (16),EMOTION general (70), fear (41), worry/anxiety (18), doubt (13), guilt/shame (12),happy (16),BODY general (44), energy (9), sleep (9)

OTHERS (119): communication (26), availability (16), differentiation (8)WORK (67): productive (20) efficiency (10), effective (6), leadership (6)

MISC.MISC.NEGATIVE (30): discomfort (22), confusion (8), conflict (6), vulnerable (4)TAO (21): just be now (23); effortlessness (20), silence/stillness (18), what IS or whatis true (11) non-judgment (8), void/nothingness (7), subtle (5)


Changes inChanges inquality ofquality ofrelating torelating toself, other,self, other,and workand work

FeedbackFeedbackPracticePractice

More information: Emotional Intelligence, etc.More information: Emotional Intelligence, etc.Continue/IncorporateContinue/IncorporateExamined changes in Presence, or quality of relating, to self, others, and work.Examined changes in Presence, or quality of relating, to self, others, and work.

ContentContent


Change SummaryChange Summary

New approachNew approachRe-engageRe-engagefocusfocus

CommunicateCommunicateEngageEngageLess avoidanceLess avoidanceLess reactivityLess reactivityRisk-authenticity &Risk-authenticity &honestyhonesty

Slow down- intentionalSlow down- intentionalNew approach to work:New approach to work:joy, energy, less effortjoy, energy, less effortWholenessWholenessEmotional IntelligenceEmotional IntelligenceGet supportGet support Focus Focus

WorkWorkOtherOtherSelfSelf

Example“I practiced the mindfulness (observing) while in various professional board meetings. In oneparticular situation, after discussion, I voiced objection and voted contrary to the rest of the groupon one very dicey matter – an occurrence that does not happen often with this particular group ofprofessionals. It felt both adventuresome and liberating to clearly define my views in calm and wellarticulated way, while not taking it personally that others did not vote on the issue the same way.

I noticed that when clearly provoked by peers, I remained non-entwined – participating in adiscussion, but not so easily caught up in the underpinning, negative pieces. A calmness allowedme to remain more objective and less bogged down. This is a good leadership quality to have.”


360-degree feedback instrument360-degree feedback instrument

4 (10-item) scales: 40-items4 (10-item) scales: 40-items Mindfulness: Mindfulness: “…“…is attentive to the physical environment aroundis attentive to the physical environment around

him/her.him/her.”” Flow: Flow: “…“…stretches his/her capacities by taking on challenges thatstretches his/her capacities by taking on challenges that

stretch his/her existing skills without overwhelming him/herself.stretch his/her existing skills without overwhelming him/herself.”” Presence: Presence: “…“…is accessible and available. He/she is approachableis accessible and available. He/she is approachable

and generous with his/her time when requested.and generous with his/her time when requested.”” Taoism: Taoism: “…“…seems to have good timing. He/she is both patient andseems to have good timing. He/she is both patient and

spontaneous and this results in positive outcomes.spontaneous and this results in positive outcomes.””

5 point Likert Scale: 1= needs improvement, 2= could benefit from5 point Likert Scale: 1= needs improvement, 2= could benefit fromdevelopment, 3= is capable and demonstrates effectiveness in thisdevelopment, 3= is capable and demonstrates effectiveness in thisarea, 4= is a role model, 5= donarea, 4= is a role model, 5= don’’t know/not applicablet know/not applicable


360-degree feedback instrument360-degree feedback instrument

Correlations for Scales: (Standardized Cronbach Coefficient Alpha)Correlations for Scales: (Standardized Cronbach Coefficient Alpha)Mindfulness: 0.71; Flow: 0.77; Presence: 0.69; Taoism: 0.72Mindfulness: 0.71; Flow: 0.77; Presence: 0.69; Taoism: 0.72(indicates scales well-constructed- anything over .6 good)(indicates scales well-constructed- anything over .6 good)

Pre/Post test; t-tests for all items;Pre/Post test; t-tests for all items;Self raters:Self raters: 15 pre-13 post 15 pre-13 post9 items out of 40 sig. changes in means from pre to post test9 items out of 40 sig. changes in means from pre to post testMindfulness (p<.05); Flow (p<.05); Tao (p<.05)Mindfulness (p<.05); Flow (p<.05); Tao (p<.05)

Other ratersOther raters: 69 pre-36 post: 69 pre-36 post15 items out of 40 (8 @ p<.01) sig. changes in means from pre to15 items out of 40 (8 @ p<.01) sig. changes in means from pre topost test: Mindfulness (p<.01); Flow (p<.01); Tao (p<.01); Totalpost test: Mindfulness (p<.01); Flow (p<.01); Tao (p<.01); Total(p<.05).(p<.05).


Does Practicing Presence make a difference?Does Practicing Presence make a difference?

Study suggests that practicing presence can influence both what weStudy suggests that practicing presence can influence both what wedo and how we do it.do and how we do it.

(a) the PBC model facilitates a relatively predictable growth process,(a) the PBC model facilitates a relatively predictable growth process,(b) affects the personal and professional relationships of clients, and(b) affects the personal and professional relationships of clients, and(c) supports differentiation, or authenticity, which may affect one(c) supports differentiation, or authenticity, which may affect one’’s goal attainments goal attainment

strategies or value system in general.strategies or value system in general.

Next Steps: Refinement of Model & Replication of Study; ValidationNext Steps: Refinement of Model & Replication of Study; Validationof 360.of 360.


Next StepsNext Steps Theoretical / Conceptual Materials of PresenceTheoretical / Conceptual Materials of Presence

Anatomy of PresenceAnatomy of Presence Additional language to support learning process:Additional language to support learning process:

•• Ex: Ex: ““Crystallizing intent, prototyping, rediscovering oneCrystallizing intent, prototyping, rediscovering one’’sspurpose, staying connected to the many possibilitiespurpose, staying connected to the many possibilitiesgenerated, synchronicitygenerated, synchronicity”” ( (Senge, Scharmer, Jaworski, Flowers,Senge, Scharmer, Jaworski, Flowers,2004)2004)

Focus on emerging present (action/allowingFocus on emerging present (action/allowingoutcomes vs.. existential) - coaching purposeoutcomes vs.. existential) - coaching purpose

presence-based coaching study summary 2006

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