An assumption becomes a certainty.
A response or outcome is anticipated, and a decision is made without verifying what is actually happening.
MINDSET AND CHANGE
Question your assumptions.
Find new ways to act.
Perspective, judgement and practice
for the challenges you face at work.
Examine the assumptions that hold back decisions
and try alternatives that fit your circumstances.
Assumptions and evidence
Perspectives with context
Actions to learn
WHEN A WAY OF THINKING CLOSES OFF OPTIONS
The situation changes.
Your response stays the same.
"If I ask, it will seem like I don't know." "It has always been done this way." "Until it's perfect, it's better not to show it." Certain conclusions become ingrained in the way of working and stop being questioned.
Exploring when they appear, how they are based, and what effects they have allows for the evaluation of other responses. The work begins with a situation that is important to the person.
An experience becomes a rule.
What happened once extends to other people or situations, even if the conditions have changed.
The intention to change is postponed.
Another way of acting is recognised, but it is difficult to implement, find support, or learn from a first attempt.
BROADEN YOUR PERSPECTIVE WITH DISCERNMENT.
What you infer.
What you can check.
We relate personal interpretation to the facts and conditions of the work. This allows you to choose where it is appropriate to review a situation and where an agreement or support is needed.
INTERPRETATION
Recognising where your response is coming from.
We make assumptions, unspoken rules, and experiences that influence a decision visible. We explore what helps to protect and what options might be being overlooked.
What I am assuming and how that influences my actions.
THE ACTUAL SITUATION
Understanding what the context allows.
We review responsibilities, resources, relationships, and the scope of action. Comparing reality helps to prepare a viable response and to identify what needs to change around it.
What is happening and what I need to do.
A useful perspective can be tested.
The conversation opens up possibilities; experience provides information. The person participates in choosing an action and in reviewing the consequences.
Does every difficulty in the face of change represent a limiting belief?
Doubts can highlight risks, lack of clarity, previous experiences, or conditions that require attention. They are listened to and compared before deciding how to address them.
Reviewing one's mindset expands the ability to choose. It can also lead to seeking resources, renegotiating expectations, or maintaining a reasonable limit.
QUESTIONS THAT OPEN UP THE WORK
From an automatic conclusion
to a considered response.
Six questions help to structure the conversation, explore alternatives, and connect reflection with concrete practice.
- What is happening
- Describe a specific situation: who is involved, what is being requested, and what conditions are influencing it.
- What assumptions do you make?
- Identify the conclusions and expectations from which you are interpreting the situation.
- What do you rely on?
- Review experiences and evidence, distinguishing what you know from what you anticipate.
- What other interpretations are possible?
- Consider different explanations and responses that deserve serious consideration.
- What can you influence?
- Define your scope of action and the agreements, resources, or changes you need from the environment.
- What you can try
- Choose a provided scenario and define what you will observe to learn from it.
These are conversation areas that are tailored to the specific needs. The tools and level of detail are agreed upon for each project.
WHAT YOU TAKE AWAY
A broader perspective.
One action you can take.
Reflection is concretized in a starting point, contrasting perspectives, and a practice with follow-up. Explore the three deliverables through a single example.
ESFERICALMINDSET AND CHANGE
FICTIONAL EXAMPLE: A NEW RESPONSIBILITY
“If I ask, they’ll think I don’t know.”
The situation
In a new role, a person receives a task where the criteria for completion are unclear.
The interpretation
Assume that asking for clarification will raise questions about their ability. They have not yet tested this assumption.
The typical response
Avoid asking and start working based on their own assumptions about what is expected.
An interpretation that deserves to be reviewed.The starting point involves understanding the individual's experience and the context of the situation; it is not a diagnosis.
Understanding what is happening and what you are taking for granted.
Analysing a specific situation: what happened, how you interpret it, and what decisions you make based on that interpretation. This helps distinguish a real challenge from a conclusion that still needs to be verified.
- Relevant facts and experiences, with their context.
- Assumptions that influence how you respond.
- Consequences of the current situation and open questions.
A specific focus to work on, without reducing the person to a label.
Let's talk about your projectIllustrative example: Materials, recipients, sessions, and follow-up are all specified in the proposal.
HOW WE WORK.
Observe. Test. Practise.
Then look again.
The same situation.
A different perspective to explore.
Changing the point of view allows for asking different questions. Contrasting with reality helps to decide which interpretation is useful and which action is worth trying.
Choose a relevant situation.
Start with a decision, conversation, or change that the person wants to address. We agree on the goal, participation, and confidentiality rules.
Make the assumptions visible.
Explore what is happening, what is being interpreted, and how that interpretation influences typical responses. We work with concrete examples.
Contrast other perspectives.
Review evidence and alternative explanations. Identify what needs more information and what depends on the working conditions.
To practice a possible action.
We prepare a distinct response, with clear support and limitations. The person chooses a feasible practice and defines what they want to learn by doing it.
Review and adjust.
We review what happened, compare expectations, and decide what to keep or change. The sessions and continuity are specified in the proposal.
FROM ASSUMPTION TO EXPERIENCE – AN ILLUSTRATIVE EXAMPLE
“If I ask, they’ll think I don’t know.”
How could you test that assumption?
A person takes on a new responsibility and avoids asking for clarification. Support helps to review that expectation and prepare a useful conversation for work.
Separating what happened from what was assumed
Identifying what information is missing and what reaction is being anticipated without verification.
Preparing a specific question
Choosing a clarification that helps to agree on the desired outcome and a suitable time to ask it.
Learn from the response
Review what happened, what was clarified, and what support or adjustments are needed for the next conversation.
Fictional case, without client data or results. The practice is agreed upon with the person and adjusted to their actual working conditions.
WHEN IT PROVIDES VALUE
More ways to respond.
A clearer basis for choosing.
In the face of a new responsibility.
When expectations and the previously effective ways of responding change, a review is needed.
More criteria for distinguishing what to keep, what to learn, and what to ask for.
In conversations that are postponed.
When anticipating another person's reaction makes it difficult to ask for help, clarify an expectation, or propose something.
Preparation for a conversation with a specific goal and request.
Learning a new way of working.
When a new practice encounters previous habits, doubts, or experiences, it is important to listen to them.
Defined steps to explore change and review its real conditions.
ACCOMPANIED THE CHANGE WITH RESPECT.
Your ability to act.
The conditions that make it possible.
The process is tailored to the individual: their experience, their reasons, and the goal they want to achieve. The support provides questions and alternative perspectives to help them decide how to proceed.
When agreements, resources, or organisational changes are needed, they are identified explicitly. The context is considered from the outset.
Address any questions or concerns that arise during the process.Participation and choice
The individual participates in the goal, compares different interpretations, and chooses practices they can implement. Disagreements can be expressed and discussed.
Shared responsibility
It is determined what the individual can do and what they need from others, such as a supervisor, team, or organisation. Support and boundaries are clearly defined.
Agreed confidentiality.
Before starting, it is determined what information will be collected, who will receive it, and what commitments will be made to facilitate the process.
ENSURING CONTINUITY IN DEVELOPMENT
A fresh perspective.
A path that builds on it.
Work can be connected to other services to broaden the context, practice skills, or continue agreements. Its scope is defined in the proposal.
BEFORE WE BEGIN
Questions
you may have.
Goals, participation, scope, and the method of supporting the practice.
What is "Mindset & Change"?
Professional support to review beliefs, assumptions, and interpretation habits that influence work decisions. We start with specific situations, contrast other perspectives, and prepare actions that allow for learning from experience.
What do we mean by a limiting belief?
A conclusion that reduces the options a person considers possible, such as anticipating that asking for help always undermines their ability. This is reviewed in context and with examples. Some concerns have a basis and highlight conditions that need attention; they are not dismissed simply because they are uncomfortable.
Who is it for?
For professionals and individuals who want to address a decision, a conversation, or a new way of working. The proposal can involve one person or several individuals within an organisation. Individual and group spaces are designed according to the objective and agreed-upon level of participation.
Is this about focusing on the positive?
The process involves expanding and comparing the understanding of a situation. An alternative must be credible, useful, and compatible with what is known. It is also possible to identify limitations, risks, or decisions that require more information before taking action.
What if the problem lies in the working conditions?
The individual is actively involved. If there is a lack of clarity, resources, support, or space for participation, it is identified what agreements or changes are needed, and who can facilitate them. Personal support does not replace the responsibilities of the organisation.
Is this therapy or a psychological evaluation?
This proposal focuses on professional situations and decisions. It does not offer clinical diagnosis or treatment. Reflection tools, practices, and any supplementary assessments are explained and agreed upon according to the project's objectives.
What does the person receive?
A summary of the starting point, contrasting perspectives, and a practice based on review criteria. The format and depth are specified in the proposal. The examples on this page illustrate the type of content, without establishing a single report or programme for all projects.
What information is shared with the organisation?
Before starting, the participation, recipients, and content of the feedback are agreed upon. The content of the sessions is distinguished from any commitments or support that may be appropriate to share for working purposes. The person is aware of these agreements from the outset.
How is progress reviewed?
Revisit the chosen situation: what interpretations have been explored, what actions have been practiced, and what has been learned from the response. Revising can also lead to adjusting the practice, seeking support, or recognising the need for a change in the environment.
How do we get started, and how long does it take?
We begin by identifying the need and the people to be supported. The proposal outlines specific objectives, sessions, modality, deliverables, follow-up, confidentiality, schedule, and investment. If incorporating training or another evaluation is appropriate, its scope is explicitly defined.
LET'S TALK ABOUT MINDSET AND CHANGE.
One change to explore.
A conversation to get started.
Tell us what situation you want to address and who needs support.
We’ll agree how to reflect, practise and review progress.
Assumptions and perspectives.Practice with contextLearning and review
Request a proposal We will agree on objectives, participants, sessions, format, deliverables, schedule, and investment.