The Nature of the Connection

Comment 2 Comments

Understanding the nature of connection that lies at the heart of all communication and partnership, takes time and effort. Anthony Eldridge-Rogers FRSA believes that Fellows’ activities would benefit from such an investment.

I was sitting down to write this piece when the phone rang. A gentleman (let’s call him John, and sorry to all the Johns out there), who I think was calling from overseas, tried very hard in the opening 30 seconds of the call, to verify my name, postcode, marital status, and interest me in sorting out the problem he was certain I had with my laptop.

Miracle of miracles, John said they somehow knew that my laptop was in dire need and on the verge of total collapse, complete data loss and endless viral attacks; all of which could be averted by signing up for their amazingly low priced maintenance contract! I kind of nearly shouted something rude down the phone then just said ‘Ciao’ and put the phone down on John. How rude of me. Ruffled I sat down to restart this piece and realised that this was a perfect example of what I am about to write about. Bear with me.

Connection is a buzzword. Get connected! Let’s connect! We connected last night! It is used in all kinds of contexts and covers as many types of situations as can be imagined.

From my perch as a coach there are three components to human connection. First there must be a method or structure of communication; think phone, TV, email, newspaper, blog, mutually agreed appointment to which you both turn up, even carrier pigeon and so on. (John used the landline). Then there is the chosen language, the written or spoken word, the sound, music, the code if you like (John used a base of English with some quirky colloquial bits and pieces). Finally and most importantly there is the nature of the whole connection itself.

This third component is the bedrock of the coaching relationship; underlying each connection are the core beliefs that the parties about to communicate hold about each other. These colour the whole relationship. If you think a person is incompetent then no matter how much you try to mask that belief it percolates as a subtle energy through the relationship, informing the feeling and nature of how you connect with the person. If you hold a person as creative, resourceful and whole (as I do in the coach/client relationship) then this also impacts on the energy of the relationship.

John made many assumptions in his approach to me. That I had spare time. That I had the inclination to speak to him; was stupid, malleable, ignorant about computers, fearful and weak willed. Perhaps most insulting of all, he assumed I was daft enough to not back up my data. Ok I have not done so for a few weeks but all the same… really! These assumptions are a product of what is underneath them: how John was considering me as a fellow human being. Clearly he was not seeing me as creative, resourceful and whole.

So, whether in the doctor’s surgery with the receptionist, at work with your manager or in the corner shop or with the guy who tries to flog you a maintenance contract for your laptop, the nature of the connection is what defines our feelings and responses to all these interactions. This is regardless of the actual ability of the doctor, the skills of your manager or the quality of the goods in the shop (maybe John does offer a good service; we’ll never know).

I attended the RSA Whole Person Recovery project seminar in Peterborough a few weeks ago as I specialise in recovery coaching. In the main those attending were managing, developing and supplying various services to the community focussed around recovery from substance use and addiction. You could say that the focus of the speakers and the break out groups was centred on consideration of the structure and language of the connection to their service users. Important and valuable work. I would have liked to have been able to spend a lot more time exploring the nature of the way all these services and service users were connected, for it is in the nature of the connection where the real power and impact of these services can be accessed for service users.

This is where the real power of understanding and working with the nature of the connection lies. Often we already have valuable and well financed services and resources and this may not be perceived by those who use those services. This perception is fundamentally shaped by the nature of the connection between those responsible for running and delivering those services with each other and then with the community they serve.

The nature of the connection is the foundation on which we build a coaching relationship. Once created it provides a launch pad for real achievement, personal transformation and fulfilment. Given what the RSA stands for, I hope to create a RSA Coaching Network, which lies at the heart of the Fellowship and supports people in the activities they are embarking on. If we give enough time, thought and attention to the nature of how we are connected, I believe this can be the foundation of creativity, resourcefulness and wholeness needed to underpin the greater positive changes we want to make.

I am sorry I have given John such a hard time. My wife says he is just trying to make a living. If he calls back I might just offer him a few coaching sessions!


Anthony Eldridge-Rogers (FRSA) is a coach, (recovery, business, leadership) coach trainer and social entrepreneur. Please connect with www.thecoacheslunch.com or [email protected]

Join the discussion

2 Comments

Please login to post a comment or reply

Don't have an account? Click here to register.

  • This is a thought-provoking
    piece that I regard as highly relevant in the educational context.  Schools are (among other things) about communication; learning and
    teaching is communication, as is interaction with all stakeholders like the
    local authority, parents, care-givers, supporting staff etc.

    Eldridge-Rogers’ insightful
    way of defining successful and effective communication as a triangle consisting
    of method, code and core assumptions, manages to define one thing that is
    wrong with education today. 

    Education has skillfully used
    the first two, method and code, but more or less ignored or misinterpreted the
    third and the most important of them, the core assumptions or core beliefs.

    20th century,
    industrial age and post- industrial age education leaned heavily on the assumption
    that the teacher possesses skill and knowledge that he/she can successfully
    distribute to the less knowledgeable. In G. Attwell’s words “knowledge has
    escaped the academy”. It has also escaped the classroom. Learning takes place
    at all times and in all places.  And
    today’s students possess skills that the current system does not take into
    account. A school that fails to acknowledge the skills and the knowledge
    students already possess is wasting resources and time.  We need to change our view on learning and
    develop our understanding of the true nature of communication and learning.  We can start by redefining the teacher –
    student relationship, changing the core beliefs the teacher holds about the
    student. The mentor, tutor, guide, learner a.k.a the teacher will in the future
    regard the learner, student as a creative, resourceful and whole person.
    Another important relationship is of course the parents (care-givers) that are
    important stakeholders in education and an important part of educational success.
     I believe that a lot can be accomplished by improving
    the communication, the method, the code and the core beliefs, thus paving the
    way for parents to become a positive force in the education of their children.

  • A great piece that got really got me thinking - especially about my connection to myself in coaching so that I can bring my full presence  and use that to work with my client in total connection.  Thank you.

Related articles

  • Worlds apart

    Frank Gaffikin

    We are at an inflexion point as a species with an increasing need for collaborative responses to the global crises we face.

  • Why aren't consumer durables durable?

    Moray MacPhail

    A tale of two toasters demonstrates the trade-offs that need to be considered when we're thinking about the long-term costs of how and what we consume.

  • You talked, we listened

    Mike Thatcher

    The RSA responds to feedback on the Journal from over 2,000 Fellows who completed a recent reader survey.