During the last years I have been studying the fascinating discipline of Ontological Coaching. This is a learning modality aimed at transforming the type of observer we are. It has the goal of expanding our possibilities and capacity for action, managing to increase our effectiveness and well-being.

The concept of Observer Change is one of the most powerful Ontological Coaching tools. When we approach a new goal of change or growth, our positioning as an observer may involve resistance or new transformational learning, and this will determine the results we obtain.

The Observer and the World

“We don’t see things as they are, we see things as we are.”

The observer appears when we consider the meaning we give to our actions. Every time we face a problem, the way we interpret it leads us to consider some actions and leave aside others. But if we change the way we view a problem, there will be a readjustment in our actions.

From the perspective of Ontological Coaching, there are no problems to solve externally, regardless of our thoughts and emotions. The way we see the problem is part of the problem. This is why the interpretation we have about a situation and the sensations it generates in us are central aspects that we must address to act effectively.

There are circumstances in which it is not about solving the problem, but about taking a new look at it. These are the cases in which, by transforming our observation perspective, modifying our interpretation of the facts, the situation no longer seems so problematic to us. Many times this change allows us to see possibilities or opportunities that until now seemed nonexistent to us.

“The world has problems that cannot be solved by thinking the same way we did when we created them.” – Albert Einstein

The Objective of the Observer Change

Coaching conversations aim to achieve a change in the observations and explanations we have about ourselves, about others, about the environment and circumstances, about what we judge possible or impossible, about what we value as a threat or opportunity.

The Ontological Coach approach helps the client separate the phenomenon from its interpretation. Our experiences are the things that happen to us in life and about them we develop interpretations and tell ourselves stories. These narratives give meaning to what happens and it is this meaning that opens or closes possibilities for us. In this way, our interpretation expands or restricts our actions.

The coaching process ensures that the coach can discriminate between verifiable facts and the opinion that has been formed about them. That he can review the foundations and validity of the judgments made and recognize his client’s beliefs.

Accessing a different observation or reframing one’s own interpretations allows one to observe events from another perspective. This opening of new horizons of meaning is what allows us to expand the capacity for action and achieve a significant change in results.

The OSAR Model

The OSAR model refers to the Ontological Coaching technique developed by Rafael Echeverría that explains the interactions between the Observer (O) the System (S), the Actions (A) and the Results (R).

The OSAR model in Ontological Coaching explores the interactions between the Observer (O), the System (S), the Actions (A) and the Results (R). This model is used to understand how individuals perceive, interpret and respond to situations. Here is an explanation of the OSAR model in Ontological Coaching:

Observer (O)

The Observer in the OSAR model represents an individual’s perspective, perception, and way of seeing the world. It encompasses your beliefs, values, emotions and cognitive processes. The Observer influences how individuals interpret and give meaning to their experiences. It’s about how they see themselves, others, and the world around them.

System (S)

The System refers to the context or environment in which the individual operates. It includes all external factors, people, relationships and circumstances that contribute to the situation. The System is the broader context in which an individual’s Actions and interactions take place. It can affect the way the individual perceives and responds to his or her environment.

Actions (A)

Actions in the OSAR model encompass the behaviors, decisions, choices and responses that an individual makes within a given System and based on their Observer perspective. Actions are a reflection of the individual’s beliefs, emotions and interpretations. They are influenced by both the Observer and the System.

Results (R)

Results represent the outcomes and consequences of actions taken by the individual within the System and influenced by their Observer perspective. Results can be both tangible and intangible and provide feedback that can inform the individual’s future actions and decisions.

The OSAR model suggests that there is a dynamic interaction between these four elements. The Observer’s perspective influences how they interpret the System, which, in turn, affects the Actions they take. These Actions lead to certain Results, which can further shape the Observer’s perspective and the cycle continues.

Learning Levels in the OSAR Model

Rafael Echeverría’s OSAR Model provides a framework for understanding learning and the Observer Change in the context of Ontological Coaching. Using the OSAR model, we can define three different types of learning that represent different levels of awareness and change:

• First Order Learning
• Second Order Learning
• Transformational Learning

First Order Learning

Any Result has as its origin some Actions, which led to the fulfillment of said Result. Therefore, if we want to change something (Result), we will always have to see what Actions caused it.

That is why, first of all, the questions we must ask ourselves are “what should I do to obtain a different result” or “what should I not do, that I did do, to obtain a different result.”

Observer (O): In the context of First Order Learning, the Observer represents an individual’s existing perspective, beliefs, and interpretations. This perspective often reflects habitual or automatic ways of seeing the world.

System (S): The System encompasses the external environment and the context in which the individual operates. It includes the people, relationships, and circumstances that influence the individual’s experiences.

Actions (A): First Order Learning focuses on Actions that arise from the perspective of the existing Observer (O). These Actions are often habitual, based on pre-existing beliefs and assumptions, and may not lead to the desired Results.

Results (R): Results in First Order Learning are typically consistent with the existing Observer perspective. If an individual’s Observer has Limiting Beliefs, her Actions and Results will reflect those limitations.

In summary, First Order Learning consists of recognizing and improving the quality of Actions based on the perspective of the existing Observer. It involves making incremental changes to Actions within the framework of the existing belief system.

Second Order Learning

Here we go directly to the Observer of the Actions, we take a step back. If we are able to modify the Observer, or make him see another point of view that leads to another Result, then we will be performing Second Order Learning.

That Observer is influenced by your judgments, beliefs, positions and his ideas. Here the questions are more directed to “why” and “what are you basing it on”. For example: “You have always obtained the result with the same action plan. What would happen if you stopped doing it?”

“Insanity is always doing the same thing and expecting different results.” – Albert Einstein

Observer (O): In Second Order Learning, the Observer perspective is more conscious and open to change. The individual begins to question existing beliefs and interpretations of him.

System (S): The System remains the same, but the individual becomes more attuned to how his or her perspective influences his or her interactions within the System.

Actions (A): Second Order Learning involves Actions that are influenced by a changing perspective of the Observer. The individual is more open to trying different approaches and experimenting with new behaviors.

Results (R): Second Order Learning Results reflect the evolving perspective. The individual may experience some improvements and positive results as a consequence of the changing actions.

In summary, Second Order Learning involves exploring and adjusting Actions based on a changing Observer perspective. The individual becomes more open to new possibilities and begins to make behavioral changes based on this evolving awareness.

Transformational Learning

Here we are able to change the “Hard Core” of the Observer. We change our judgment, opinion or position, always immersed in the same System. They are the most profound changes, those that affect the Observer and the way he interacts with his System.

If we do not achieve the objectives of the original Observer that we are being, then we will have to change Observer to develop another Action plan that obtains different Results.

Observer (O): In Transformational Learning, the Observer’s perspective undergoes a profound change. The individual experiences a fundamental change in their beliefs, values and ways of seeing the world.

System (S): While the System remains the same, the individual’s transformed perspective allows him or her to interact with the System in entirely new ways.

Actions (A): Transformational Learning leads to Actions that are radically different from those of the individual’s previous self. The individual is willing to take risks and explore uncharted territories.

Results (R): Results in Transformational Learning reflect the profound and lasting changes in the individual’s life. They experience significant growth, both personally and professionally.

In short, Transformational Learning is the highest level of learning and change. It involves a profound change in the Observer’s perspective, which, in turn, leads to radically different Actions and Results. The individual is no longer bound by old patterns and limitations and adopts a new way of being.

Conclusions

The OSAR model suggests that there is a dynamic interaction between the Observer (O), the System (S), the Actions (A) and the Results (R). In Ontological Coaching, understanding this dynamic relationship is crucial to helping people make significant changes in their lives.

Coaches use the OSAR model to explore how the individual’s (Observer) perspective can be transformed to generate more effective Actions and achieve desired Results. By identifying and changing limiting beliefs and patterns in the Observer, Ontological Coaches help clients create more positive and constructive outcomes in their lives.

The OSAR Model in Ontological Coaching provides a structured framework to understand and facilitate different levels of learning and change. First Order Learning focuses on incremental improvements, Second Order Learning involves a changing perspective and evolving actions, while Transformational Learning represents a deep and lasting transformation in an individual’s beliefs, behaviors and outcomes. These concepts help coaches guide clients through various stages of personal and professional development.