Scientific Background
It turns out that the simple rule of selecting and interpreting statements, supported by the specific design of these statements, nudges users to unknowingly apply many good coaching practices.
Good
Coaching
Practices
Concept | Author | In Peerview |
|---|---|---|
Irreverence | Gianfranco Cecchin | It’s the cards that are doing the criticising. This creates a separation between appreciative relationship and critical content. |
Therapeutic Tertium | Burkhard Peter | The explicit conversation is about the meaning of cards; the case is often implied. This makes difficult conversations easier. |
Talking to the Campfire | Edgar Schein | People tend to share what the card does with them. They don’t address the case owner, nor the peers. |
Ironic alienation | Alfred Adler | Some cards set an (often humorous) tone that urges for a distance between the discussants and the statement. |
Reflecting Teams | Tom Andersen | Groups discuss the meaning of cards together. They often talk about the case and case owner, not to them. |
Reframing | Virginia Satir | Cards propose distant and different perspectives. No need to justify why. |
Situated Learning | Jean Lave, Etienne Wenger | Peerview makes learning happen in the context of problem solving. Ideas and concepts are being contextualised in the process. |
Dialectical Creativity | Daniel Dervin | Goldilocks zone of constraints by cards and peers, between random/contingent and overspecific. |
Strength of Weak Ties | Mark Granovetter | The best peer groups consist of people who are distant from the case. |