IT’S NOT JUST YOUR HEAD THAT’S IN THE GAME,
YOUR HEART AND YOUR GUTS ARE IN THERE TOO
Questions engage your head.
Answers engage your heart and your guts.
ACED is powerful, straightforward, and simple.
ACED focuses on success and is fueled by questions.
YOUR HEART AND YOUR GUTS ARE IN THERE TOO
Questions engage your head.
Answers engage your heart and your guts.
ACED is powerful, straightforward, and simple.
ACED focuses on success and is fueled by questions.
Effective questions help the performer see their future clearly.
It may be the big picture, an important event, the next few actions, or just the next step.
What matters is the performer sees that future clearly enough, not just to own it, but to want to own it.
Motivation is unlocked from the inside.
ASPIRE CONSIDER EXPLORE DO
The ACED question sequence empowers the performer to make the right decisions and to take the right actions. It also has a built-in review-and-improve process.
Not everyone performs perfectly from the get-go. And, even if they do, other factors can impact performance and results, so having a ready-made improvement process to hand, delivers even better results.
Here's an outline of the questioning sequence.
You see it explained and demonstrated in Chapter Eleven (Head, Heart, and Guts), Chapter Twelve (ACED It!), and Chapter Seventeen (Executive Summary: Do it Right, Do it Now).
A: ASPIRE
The coach and performer begin by agreeing on an issue, clarifying it, and rephrasing it as a goal to achieve or a problem to solve.
Some people are goal-oriented, and some are not. Therefore, what someone aspires to may not be seen by them as achieving a goal but as solving a problem, removing an obstacle, or improving efficiency.
It is essential that the coach is on the performer’s wavelength and follows the performer’s agenda.
Effective questioning ensures that.
The ASPIRE element:
Agreeing a session goal focuses the meeting and leads directly into clarifying the current situation and considering the details.
C: CONSIDER
In order to move forward efficiently and effectively, the performer must be clear about:
At this point, the performer is clear about the overall intended result, the current situation, and where they will focus.
E: EXPLORE
Explore questions enable the performer to explore options and potential actions.
It’s about being logical and practical, and also about thinking outside the box, being creative, making as long a list as possible.
In many cases, a stupid, or impossible idea sparks another thought and actually helps to come up with a practical idea. It’s a brainstorm/ideas shower.
The performer ends this part of the coaching by choosing one of the ideas to work on.
D: DO
Here, the performer builds a specific action plan to move forward.
The issue, level of authority, available resources, etc., all impact what the performer will do to create and complete their initial action plan.
What matters is the coach asks enough of the right questions for the performer to know:
It is in the Do part of the strategy that the performer determines the “Head, Heart, and Guts” element.
The ACED sequence touches all the bases, automatically incorporates, an End Goal, Performance Goals, Process Goals, and Session Goals, and it integrates personal motivation with action.
It may be the big picture, an important event, the next few actions, or just the next step.
What matters is the performer sees that future clearly enough, not just to own it, but to want to own it.
Motivation is unlocked from the inside.
ASPIRE CONSIDER EXPLORE DO
The ACED question sequence empowers the performer to make the right decisions and to take the right actions. It also has a built-in review-and-improve process.
Not everyone performs perfectly from the get-go. And, even if they do, other factors can impact performance and results, so having a ready-made improvement process to hand, delivers even better results.
Here's an outline of the questioning sequence.
You see it explained and demonstrated in Chapter Eleven (Head, Heart, and Guts), Chapter Twelve (ACED It!), and Chapter Seventeen (Executive Summary: Do it Right, Do it Now).
A: ASPIRE
The coach and performer begin by agreeing on an issue, clarifying it, and rephrasing it as a goal to achieve or a problem to solve.
Some people are goal-oriented, and some are not. Therefore, what someone aspires to may not be seen by them as achieving a goal but as solving a problem, removing an obstacle, or improving efficiency.
It is essential that the coach is on the performer’s wavelength and follows the performer’s agenda.
Effective questioning ensures that.
The ASPIRE element:
- Sets the scene.
- Clarifies the issue to be worked on
- Clarifies the intended outcome for the issue to be addressed.
- Enables and encourages crystallizing the intended outcome into a goal, (the End Goal.)
- Confirms what the performer expects to achieve in this session, (the Session Goal).
Agreeing a session goal focuses the meeting and leads directly into clarifying the current situation and considering the details.
C: CONSIDER
In order to move forward efficiently and effectively, the performer must be clear about:
- What’s happening now.
- What’s good.
- What could be better.
- What’s missing.
- Who or what’s standing in the way of progress.
- Which of those points are important and less important.
- Where the focus should be to move forward effectively.
- How much control the performer has over relevant elements.
- What’s been done so far.
- How effective those actions were.
- Deciding where to focus in order to progress.
At this point, the performer is clear about the overall intended result, the current situation, and where they will focus.
E: EXPLORE
Explore questions enable the performer to explore options and potential actions.
It’s about being logical and practical, and also about thinking outside the box, being creative, making as long a list as possible.
In many cases, a stupid, or impossible idea sparks another thought and actually helps to come up with a practical idea. It’s a brainstorm/ideas shower.
The performer ends this part of the coaching by choosing one of the ideas to work on.
D: DO
Here, the performer builds a specific action plan to move forward.
The issue, level of authority, available resources, etc., all impact what the performer will do to create and complete their initial action plan.
What matters is the coach asks enough of the right questions for the performer to know:
- What actions they will take.
- How they will take them.
- What standard they will work to (Performance Goal.)
- How long they intend working on the task(s) and how often (if necessary) they will work on it (Process Goals.)
- Who else (if anyone) will be involved so they make the intended progress.
It is in the Do part of the strategy that the performer determines the “Head, Heart, and Guts” element.
The ACED sequence touches all the bases, automatically incorporates, an End Goal, Performance Goals, Process Goals, and Session Goals, and it integrates personal motivation with action.