1. Jane Stubberfield Modelling Excellence

2. By the end of this session you will be able to:  Explain the nature and importance of strategies  Identify the factors to consider in eliciting strategies  Analyse and use the TOTE model to identify parts of a strategy

3.  We achieve the results that we do by running programmes that enable us to be excellent, or not.  When we eat, drink, learn, talk, buy, sell, make friends, we do all of this unconsciously and rarely think about how we consciously do the things that are second nature to us.  Unconscious programmes run all of what we do so that we can get up each day and live our lives without having to think about everyday activities consciously.  These programmes are known as Strategies.

4.  A strategy is a series of representations that we put together in a particular sequence in order to achieve a specific result. For example in order for me to motivate myself to complete a piece of work, I will have a strategy. I will do, see, hear, feel, think things in a particular way and order that will end up with me being motivated. That will be my motivation strategy for completing pieces of work.

5.  Finding out the strategy you use to do a problem or helping someone else discover how they do a problem is important in being able to change it and move forward  By understanding your own resourceful strategy, you can then replicate it across contexts for yourself to achieve your goals. e.g. if I have discover my motivation strategy for completing pieces of work, I can use the same strategy for motivating myself to mow the lawn!  By eliciting, understanding and utilising someone else’s strategy, you will be able to feedback into their programmes for decision making, model their strategy and use it for yourself, or model it and use it to train others in a particular skill.

6.  The T.O.T.E. model was first introduced in Plans and the Structure of Behaviour published in 1960 by George Miller, Eugene Galanter and Karl H. Pribram.  It is a sequence based on computer modelling where the quality of the data that you receive is based on the quality of the data input. Miller, Galanter and Pribram identified that all complex behaviours are the result of a series of steps that happen as a TOTE model.

7. Set or access the criteria for the desired state Access or gather the data Compare or evaluate the data in respect to the criteria Select or prioritise the data T est O perate T est E xit

8. What starts or triggers the strategy e.g. if I am eliciting my hair brushing strategy. I am not thinking about brushing my hair all day everyday, something starts or triggers that behaviour in me. It sets the criteria and sets the standard for the second test. E.g. I will have a set of criteria for knowing that my hair is OK and I can stop brushing it. The criteria could be that I feel and see there are no tangles, I see it is straight and tidy and I feel good about it 1 st Test

9. The Operation stage gathers data by using different representational systems to move the strategy from the present state towards the desired state and feeds directly to the second test. For example with my hair brushing strategy, I will be gathering information by feeling and looking for tangles, looking for my hair to become straight and tidy and about how I feel about my hair Operate

10. The second Test is a comparison of some or all of the gathered data from the operate stage with the criteria established by the first test. The two things compared must be represented in the same representational system. For example, when I do the second test on my hair brushing I will be comparing what my hair is like with the criteria or standard I set in the first test. 2 nd Test

11. The Exit or Decision Point is a representation of the results of the second test. If at the second test all the criteria have been met the strategy exits. If they have not been met then the strategy will recycle. For example if when the second test has been done, my hair has met all my criteria I will stop brushing my hair. If I find that there are still some tangles then I will go back to the operations phase and brush some more Exit

12. If at the second test, the person discovers that not all the criteria have been met then they may:  Go back to the operations phase and get some more data.  Adjust the original criteria. For example, if one of my original criteria for brushing my hair had been that I should brush my hair a thousand strokes, I may find this is not necessary for what I want to achieve and adjust the criteria to brushing it 20 strokes of the brush  Refining or further specifying the outcome. For example, with the hair brushing, I may want to refine my outcome to being brushing my hair for when I am going to the office.

13. The TOTE model is useful to know because it gives a template for the questions you will want to ask to elicit a strategy. Ask them to remember on particular situation where they did what they did excellently.  1 st Test ◦ What triggers the behaviour? What is it outside of themselves that lets them know it is time to start the strategy? What criteria do they set? How will they know when they have got the result they want?  Operation ◦ What do they hear/see/feel/think? Then what do they hear/see/ feel/ think? Then what?  2nd Test ◦ How do they know when they have reached the result that met their criteria? What do they do when they find they haven’t reached their standard?

14. 1. Find a partner to work with. Ask them to think of something that they bought when they were on their own and which they were pleased with the purchase Discover how they used the TOTE model in their purchasing strategy by using detail questioning First Test Ask how they knew it was time to go and buy the purchase (what was it that triggered the strategy)? Ask them what they wanted in their purchase (their criteria)? Operation Ask them what they did to find what they wanted? What did they see/ hear/ feel/ think and in what order? Keep asking these types of questions until you discover exactly what the person did. 2 nd Test Ask them how they knew they had found what they wanted? Write down the sequence that you uncover

15.  This process is the same for uncovering any strategies  The TOTE model is useful for discovering strategies to model and for discovering strategies that coaching clients are currently using to achieve the results they are getting and so to examine where they may want to change  Practice with several other people so that you get expert at eliciting strategies.

16. This resource was created by the University of Plymouth, Learning from WOeRk project. This project is funded by HEFCE as part of the HEA/JISC OER release programme.Learning from WOeRk This resource is licensed under the terms of the Attribution-Non-Commercial-Share Alike 2.0 UK: England & Wales license (http://creativecommons.org/licenses/by-nc-sa/2.0/uk/).http://creativecommons.org/licenses/by-nc-sa/2.0/uk/ The resource, where specified below, contains other 3 rd party materials under their own licenses. The licenses and attributions are outlined below: 1.The name of the University of Plymouth and its logos are unregistered trade marks of the University. The University reserves all rights to these items beyond their inclusion in these CC resources. 2.The JISC logo, the and the logo of the Higher Education Academy are licensed under the terms of the Creative Commons Attribution -non-commercial-No Derivative Works 2.0 UK England & Wales license. All reproductions must comply with the terms of that license. Author Jane Stubberfield InstituteUniversity of Plymouth Title Discovering Strategies Description Using strategies to model excellence and in coaching Date Created 17.01.2011 Educational Level 6 Keywords Learning, development, strategy, coaching, modelling, modelling excellence, excellence, strategies, changing strategies Back page originally developed by the OER phase 1 C-Change project ©University of Plymouth, 2010, some rights reserved