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One of the most problematic thought trends I see in modern learners is the tendency to think in all-or-nothing terms. My guess is that multiple causes are behind this trend, including perhaps an overvaluing of speed and efficiency that precludes thoughtful exploration of complexity and grey areas. Whatever the origins, the result I see is a rush toward absolutes: "I'm a total failure/absolute success." "I can't do it at all/I am a complete expert." "This course is a disaster/I'm knocking it out of the park." Both the "all" end and the "nothing" end of this spectrum limit perspective and possibility. Someone who thinks there is no hope will lack motivation to try, and someone who thinks they have reached perfection may not access motivation to grow. These extreme positions prevent learners from seeing the truth and possibility that lie somewhere in the middle.
Scales to the rescue! The moment you pose a question that is framed in terms of a scale — asking the coachee to rate something on a scale from 1-5, say, or 1-10 — you shine a light on the range of possibility. Being asked to think about a scale sends a message that points in between are viable, worth considering, and perhaps true to someone (maybe even the someone answering the question). Sure, a person still might answer with a value at either end of the scale. But even thinking about the range might spark some noticing of nuanced possibilities. If the door is cracked open, it might swing wider down the line.
Scales invite a more thoughtful (and often more realistic) view and can play a role in all kinds of different questions. Consider how you might use and adapt these examples:
- How prepared do you feel for this exam, on a scale of 1-5? What actions can you take this week to move that number higher?
- What number, on a scale of 1-10, represented your comfort level with calc at the start of the semester? What number would you put it at now?
- On a scale of 1-5, how confident are you that you will complete your paper and turn it in on time? What can you do today that might increase your self-rating?
- How well is your new scheduling tool working for you, on a scale of 1-10? What number would you give your prior tool?
- Overall, what rating do you give your self-management this semester on a scale of 1-5? In which class would you rate your self-management lowest, at what number? What action could improve that rating and your performance?
Coaches benefit from nuanced thinking and scaled questions too. On a scale of 1-10, how would you rate your self-efficacy as a coach? See how a LifeBound training might lead to your increasing that self-assessment.
Explore which course is right for you at www.lifebound.com.
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