The concept of Observer Change in coaching is closely related to the practice of Mindset Intervention. Both concepts involve helping people change their perspectives and beliefs, which ultimately leads to personal growth, greater self-awareness, and better decision making.

Below is a detailed explanation of how the concept of Observer Change in coaching relates to Mindset Intervention.

The Observer Change in coaching refers to the process of encouraging people to step back and observe their thoughts, emotions, behaviors and circumstances from a more objective and distant point of view.

This practice involves developing self-awareness and mindfulness to better understand automatic reactions and thought patterns.

Mindset Intervention focuses on changing an individual’s core beliefs, attitudes, and thought patterns, especially from a Fixed Mindset to a Growth Mindset or other positive mindsets.

The goal is to challenge and change Limiting Beliefs that can hinder personal development and replace them with Empowering Beliefs that promote resilience, self-improvement and a positive outlook.

The Relationship between Observer Change and Mindset Intervention

Observer Change is a technique that improves self-awareness, allowing people to observe their thoughts and emotions without judgment. This self-awareness is a key aspect of a Mindset Intervention.

Self-awareness gained through Observer Change can reveal Limiting Beliefs and thought patterns that contribute to a Fixed Mindset. This self-awareness is the first step in addressing and changing mindset.

The Observer Change allows individuals to identify and recognize their Limiting Beliefs, which are often deeply rooted in their thought processes and behavior.

When individuals observe their thought patterns and emotional reactions from an objective point of view, they can become aware of counterproductive beliefs that need to be addressed in a Mindset Intervention.

As explained above, the goal of a Mindset Intervention is to help the person adopt a Growth Mindset rather than a Fixed Mindset. This is clearly associated with the idea of Observer Change.

A Mindset Intervention is never just First Order Learning. It is not just about changing the Actions, it is always about changing the Observer.

Therefore, the consequences of a successful Mindset Intervention will always be Second Order Learning or Transformational Learning.

The Process of an Effective Mindset Intervention

Once Limiting Beliefs are identified through Observer Change, the next step is to challenge and reframe these beliefs. This is where Mindset Intervention comes into play.

Coaches, therapists or mentors work with people to question the validity of their Limiting Beliefs and guide them towards adopting more empowering beliefs consistent with a Growth Mindset.

The goal is to replace the Fixed Mindset with a Growth Mindset. The Observer Change helps people understand how their Fixed Mindset works by shedding light on their thought processes.

Mindset Intervention builds on this understanding to facilitate the transformation from a Fixed Mindset to a Growth Mindset. Clients learn to replace self-limiting beliefs with empowering beliefs that support their personal and professional development.

Shifting to a Growth Mindset through a Mindset Intervention and Observer Change can lead to changes in behavior, decision making, and problem solving.

People are more likely to take on challenges, push themselves, and face setbacks with resilience when they view their abilities and potential through a growth-oriented lens.

Both concepts require continuous practice and self-reflection. Observer Change and Mindset Intervention are not isolated events; They involve continuous self-improvement and maintaining a positive mindset.

Mindset Intervention in the Context of Coaching

Generally, in the context of a coaching session, the coach attempts to identify whether the client has a particular Limiting Belief. The coach then asks challenging questions that can trigger an Observer Change. As a consequence, the client may be able to abandon their particular Limiting Belief and adopt a more positive Empowering Belief in its place.

If the coach understands and adopts Mindset Theory, she can attempt to identify the client’s mindset rather than looking for a specific belief. So, instead of simply trying to challenge this particular belief, the coach can adopt the practice of Mindset Intervention. As a consequence, the client can move from a Fixed Mindset to a Growth Mindset.

Limiting Beliefs will likely never appear in isolation. A person who has a particular Limiting Belief probably also has several other similar Limiting Beliefs. Changing a specific belief will not be enough for this person to reach their full potential.

Therefore, the idea of Mindset Intervention is probably more effective than simply challenging a specific belief. If the coach is able to help their client leave a Fixed Mindset and adopt a Growth Mindset, the positive consequences will have a greater impact on the client’s well-being and will probably also last longer over time.

How can we improve our decision-making process? We could say that a decision is always a choice among possible alternatives. We like to believe that we are able to analyze a situation, then we understand it, then we know which alternatives are possible, and then we make a decision by choosing one of these alternatives.

According to this view, the decision is a choice, and the number of possible alternatives to choose from depends objectively on the situation (it is part of our reality).

However, when we analyze a situation, we actually derive from it our own personal interpretation. Different people will have distinct interpretations for the same reality. This individual interpretation may open some possibilities and close others. Therefore, the number of possible alternatives we have is subjective and depends on our personal interpretation.

The point is that we can choose our interpretation. For example, when we choose an optimistic interpretation we may have more alternatives than when we choose a pessimistic interpretation. As we say: “Every adversity contains, at the same time, a seed of equivalent opportunity!”

Based on our choice of interpretation, we will be able to make our decisions. If we choose a positive interpretation, we can actually expand the range of possible alternatives to be selected. In contrast, if we adopt a negative interpretation, we limit the number of alternatives we can choose from.

Therefore the choice of interpretation is a first-order choice, while the decision itself is only a second-order choice. Our ability to make decisions is directly impacted by our approach when interpreting the situations we are facing.

The way we choose interpretations to our reality can be called our attitude towards life. It is related to our mindset.

We should learn to make better interpretations in order to create more favorable alternatives and thus make better decisions.

Our Mindset is a set of beliefs that shape how we make sense of the world and ourselves. Our Mindset influences how we think, feel and behave in a given situation.

The Mindset Theory, developed by researcher Carol Dweck, is a psychological framework that explores the beliefs people have about their abilities and how these beliefs influence their behavior, learning, and success.

Mindset Theory distinguishes between two main types of mindset: a Fixed Mindset and a Growth Mindset. These mindsets are characterized by specific principles and beliefs.

Fixed Mindset

Belief: People with a Fixed Mindset believe that their abilities and intelligence are fixed traits and cannot change significantly.

Challenge Avoidance: People with a Fixed Mindset tend to avoid challenges because they fear that failure will expose their lack of ability.

Limited Effort: People with a Fixed Mindset may not put in much effort because they believe their abilities are innate and that extra effort won’t make a substantial difference.

Frustration over setbacks: When faced with setbacks, people with a Fixed Mindset often become discouraged and can give up easily.

View of effort as fruitless: People with a Fixed Mindset perceive effort as a sign of incompetence rather than a path to mastery.

Threatened by the success of others: People with a Fixed Mindset may feel threatened by the success of others and may react with envy or insecurity.

Growth Mindset

Belief: Those with a Growth Mindset believe that their abilities and intelligence can be developed through effort, learning, and perseverance.

Accept challenges: People with a Growth Mindset accept challenges as opportunities to learn and grow, and see them as a way to expand their abilities.

Emphasize effort: People with a Growth Mindset understand that effort is the path to mastery and are willing to work hard to achieve their goals.

Resilience in the face of setbacks: People with a Growth Mindset see setbacks as part of the learning process and are more resilient in the face of failure.

View of effort as a path to mastery: For people with a Growth Mindset, effort is seen as a positive and necessary part of the learning process.

Inspired by the success of others: Those with a Growth Mindset are inspired by the success of others and see it as a source of motivation and learning.

Development and Learning

Mindset Theory emphasizes the idea that people can develop and change their way of thinking. People can move from a Fixed to a Growth Mindset through self-awareness, deliberate effort, and practice. This developmental perspective is critical to understanding the potential for personal growth and achievement.

Our Mindset significantly influences our behavior, learning and achievement. A Growth Mindset is associated with the willingness to take on challenges, push yourself, learn from mistakes, and ultimately achieve greater levels of success and satisfaction.

Mindset Theory has practical applications in education and coaching. Teachers, parents, and coaches can use Mindset Theory principles to encourage a Growth Mindset in students and individuals, fostering a love of learning and resilience in the face of challenges.

Strategies for developing a Growth Mindset include self-reflection, reframing beliefs, accepting challenges, setting goals, seeking feedback, and learning from failures.

Types of Mindsets

While the Fixed Mindset and the Growth Mindset are the most well-known types of Mindsets, there are other Mindsets that people can have that can affect their attitudes, behaviors, and perceptions. Here are some other types of Mindsets with explanations and examples.

Open Mindset

Belief: An Open Mindset is characterized by the willingness to consider new ideas, accept change, and adapt to different perspectives.

Example: A person with an Open Mindset is willing to try new foods, learn new languages or explore different cultures. They readily accept feedback and seek diverse points of view.

Closed Mindset

Belief: A Closed Mindset involves resistance to change, being unwilling to consider new ideas, and being determined in your own ways.

Example: Someone with a Closed Mindset may refuse to try new technologies, stick to traditional methods, and dismiss any suggestions or comments that challenge their existing beliefs.

Optimistic Mindset

Belief: An Optimistic Mindset is characterized by a positive outlook on life, seeing challenges as opportunities and believing that, generally, things will turn out well.

Example: An optimistic person may view job loss as an opportunity to explore new career paths and believe that even in difficult times, there is something to learn and gain.

Pessimistic Mindset

Belief: A Pessimistic Mindset involves a tendency to focus on the negative aspects of situations, expect the worst, and often view challenges as insurmountable.

Example: A pessimistic individual may anticipate that a project will fail and that any effort will be futile, leading to reduced motivation and a self-fulfilling prophecy.

Abundance Mindset

Belief: An Abundance Mindset is characterized by the belief that there are many opportunities, resources, and successes for everyone, and that the success of one does not limit the success of others.

Example: Someone with an Abundance Mindset views business competition as healthy and believes that their success does not mean that others cannot also thrive in the same market.

Scarcity Mindset

Belief: A Scarcity Mindset is the opposite of an Abundance Mindset. It involves the belief that resources, opportunities, and successes are limited and that one’s benefit comes at the expense of others.

Example: A person with a Scarcity Mindset may feel threatened by the success of their colleagues, fearing that it will diminish their own chances of advancement.

Expert Mindset

Belief: An Expert Mindset is characterized by a high level of confidence and a belief in one’s extensive knowledge and competence in a particular area.

Example: An Expert Mindset can be seen in a seasoned professional who has accumulated years of experience and feels very competent in his or her field.

Beginner Mindset

Belief: The Beginner Mindset involves approaching life with curiosity and humility, as if you were a novice eager to learn and explore.

Example: Someone with a Beginner Mindset is open to acquiring new skills or knowledge in a field they are unfamiliar with and does not assume they know everything.

Proactive Mindset

Belief: A Proactive Mindset is characterized by taking initiative, assuming responsibility, and actively seeking solutions to challenges and opportunities.

Example: A proactive person does not wait for problems to arise; They anticipate problems and take steps to prevent or address them before they become major obstacles.

Conclusions

Carol Dweck’s Mindset Theory is a framework that distinguishes between Fixed and Growth Mindsets, based on people’s beliefs about their abilities and potential.

A Fixed Mindset believes that skills are static, while a Growth Mindset believes that skills can be developed through effort. A person with a Fixed Mindset may avoid challenges, believing that they do not have a natural talent in that area, while a person with a Growth Mindset accepts challenges, knowing that effort can lead to improvement.

Understanding and adopting a Growth Mindset can lead to greater motivation, resilience, and a greater capacity for personal development and achievement. The fundamental principles of Mindset Theory serve as a foundation for fostering positive changes in people’s lives, particularly in the areas of education, personal development and coaching.

There are also other different types of Mindsets such as Open and Closed or Optimistic and Pessimistic. These various Mindsets can shape the way people approach life, make decisions, and respond to challenges and opportunities.

While people may naturally lean toward certain Mindsets, it is possible to cultivate them and shift between them through self-awareness and deliberate efforts. The choice of Mindset can significantly influence personal and professional growth and overall quality of life.

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.

Beliefs are principles of behavior on which we act as if they were true. We build our beliefs based on our experience, and in turn, our beliefs influence our experiences. Our beliefs make some experiences possible and others not.

A belief is a public declaration of our way of seeing the world. To give an example, “money doesn’t buy happiness.” Each person has their own beliefs. There will be those who do not agree with the above and think that “having money is the only way to guarantee that our basic human needs are fully met.”

Some of our beliefs can limit our possibilities, and for this reason they are called Limiting Beliefs. In contrast, other beliefs may expand our possibilities and as such they are called Empowering Beliefs.

Limiting Beliefs

Limiting Beliefs are those things you believe about yourself that place limitations on your abilities. These Limiting Beliefs are a way of observing the world from perspectives that do not allow us to progress in many areas of our lives, depriving us of thriving as a person.

A Limiting Belief is something that manifests itself in your mood or something you believe about yourself that, in some way, conditions you. All of us have some beliefs that limit us, but if we learn to identify them we can avoid them proactively.

Limiting Beliefs are simply assumptions about reality that are not true. For our actions to have the greatest positive effect, we need to have beliefs that are as close to reality as possible; Deceiving ourselves will take us further from the goal.

These Limiting Beliefs tend to be based on certain experiences or on ideas and norms that we have acquired from our culture, education or peer group.

Examples of Limiting Beliefs

• “I’m not able to do business, I’m too honest for this kind of negotiations.”
• “It is impossible for me to be a public speaker, I’m too afraid to face an audience.”
• “I can’t have serious relationships, probably I will never get married.”
• “I’m incapable of learning a foreign language, it is too difficult for me.”
• “I do not deserve to lead this project, I do not have the right skills.”

Empowering Beliefs

Empowering Beliefs, on the other hand, are responsible for improving our mood and self-esteem. Empowering Beliefs are those that help us move towards the goal that each of us sets for ourselves. They are beliefs that drive you to grow, to enhance the best in yourself and to meet your proposed goals.

These Empowering Beliefs come from the information and experiences that a person stores in the subconscious at different times in their life. When we have encouraging experiences, we have the strength, energy and inspiration to develop a positive and enthusiastic personality towards the world.

These are some of the characteristics of Empowering Beliefs:

• They do not limit. They motivate us to achieve something specific.
• They encourage the person to bring out the best version of themselves.
• They help us to develop our full potential, focusing on achieving our goal.
• They generate action, they do not paralyze, but rather they invite us to carry out actions.
• They provide security and positive motivation.

Examples of Empowering Beliefs

• “With great dedication, I will be able to learn French in a short period of time.”
• “I already have many achievements and I will continue to be successful.”
• “The selection process is tough, but I am prepared for the exams and interviews.”
• “There are many candidates, but I am more qualified than most of them.”
• “Although I have not found the perfect partner yet, it is just a question of time.”

Conclusions

A Limiting Belief can block you and not allow you to carry out actions that are totally logical. In contrast, an Empowering Belief can lead you to achieve the most impossible challenges. Therefore, changing your beliefs can change your life experience, and improve your life in a very decisive way.

It is important to recognize which are our Empowering Beliefs to find a way to continue enhancing them, and identify which are our Limiting Beliefs to find a way to change them.