TAGS: Problem Solution; Performance Problem Solving; Knowledge; Power of Questions; Problem Solving Practitioner

I recently read a post from someone on twitter that got me thinking.

The message that we have to keep it simple (KISS).

In keeping it simple do we communicate understanding? Complexity, (whatever this might be) seems to be something that exists only in our minds, written on whiteboards on the walls of our offices or gyms following ‘pop up’ chats with our colleagues and in the text books, research papers and countless blogs that appear on social media. Is ‘complexity’ only for a select few, usually the ones who tell us to keep it simple following their latest coaching, planning, programming or sports science revelation? I think there might be a contradiction between keeping it simple and the ‘wrestling’ we all do to understand, figure stuff out, adopt ideas and increase our deep learning. Consider novice coaches and practitioners trying to connect the dots between theory and practice or get a glimpse of the complex patterns seen by the expert in ‘hot action’ and their subsequent coaching intervention. What do we communicate about curiosity, understanding and evolving expertise in KISS? I wonder whether simple messages, keeping it simple and real world application can either be a key characteristic of true expertise or a mask for the unconsciously incompetent to unwittingly hide behind. I am sure that KISS at times closes down learning and betrays the complexity of thought that goes in to peoples ideas, and that is a real shame.

Perhaps a KISSES are better than a KISS (Keeping It Simple Sometimes Encourages Stupidity)…

  • Could we better access the ‘tacit – unconscious competence’ of experienced coaches and practitioners through situated learning, apprenticeships and mentoring programmes?
  • Should we support experienced coaches and practitioners to ‘talk aloud’ their WHY more? Would this help us to see what they see and enable us to harness this expertise more deliberately?
  • How do we know whether coaches and practitioners have a level of competence and understand what they are doing?
  • Is there a danger that novice practitioners and coaches emulate and mimic skills and behaviour without understanding what they are seeing? If yes
  • How do we unpick it later down the line when whats been learned is wrong? and
  • How do we encourage novices to be curious, inquisitive and reflective?
  • When should we as coaches and practitioners give deep/complex rationales and explanations Vs simple and light? Is there a requirement for both approaches?
  • When working with novices, could we explore their approach more? Seek to understand what they see or how they approached the problem and show restraint when offering solutions and giving the answer?
  • Is there any learning for the recipient in a ready made answer or solution and is it possible to unlock learning through brilliant questions?
  • Is abstract theory useful in the real world?
  • Is wrestling with complexity a critical constituent of a journey towards simplicity?