[vol.2] What should I do to acquire 'execution ability'? (Execution Edition)

This time, I would like to organize methods for 'executing' by referring to 'The Art of Not Procrastinating' (by Lee Min-gyu).
In particular, this time (partly due to my own work), I will summarize concrete actions for learners to execute from the perspective of coaching for entrance exams.

The book also contains many ideas that adults can utilize when working, so I highly recommend reading it.
It is rich in case studies and research content, and among books of this type that tend to be abstract, I have the impression that the concrete actions and meanings are easy to understand.
The Art of Not Procrastinating (by Lee Min-gyu)

In this article, to make it easy to compare with the book, I will quote the titles and descriptions from the book and add my own perspective as an entrance exam coach regarding them.
I apologize that it will be very long because I will be quoting, but I hope you will read it as material to connect to concrete actions during coaching.

Since it will be quite long including quotes, this time I will write about 'vol.2 Execution Edition'.
I hope you will also read the remaining two. (I include the [Major Premise] every time because it is an important part.)
vol.1 Determination Edition
vol.3 Maintenance Edition

[Major Premise] Execution ability is a skill, not a talent

I believe that the value coaching can provide as a service is based precisely on this idea.
In coaching, it is said that it is important to listen based on the idea that 'the answer lies within the person themselves.' I think that is absolutely true.
However, I must say that there is a high possibility that nothing has actually changed just because the thoughts were organized and the person feels refreshed.
If it is a short-term worry, that is fine, but for goals that should be considered long-term, such as entrance exams (work, life, and self-realization are actually almost never short-term issues), you can only move forward by organizing your thoughts, deciding on a goal, considering concrete actions (means), and then 'executing' them. Nothing is born from just thinking.

Therefore, after organizing thoughts, making them 'execute' to solve them is the value of coaching, and 'executing' is not a matter of motivation, but a reproducible skill, which is why it can be acquired by anyone, meaning it can be learned.

This may seem obvious, but that is precisely why we can reorganize the stages of that know-how into what kind of skills can be realized.
Below, I will organize the attitudes and ways of thinking necessary for coaching by dividing them into these three stages: 'Determination, Execution, and Maintenance'.

[Execution 1] Why do New Year's resolutions only last three days?

What a coach should be aware of is that what is said is not always correct, and the person may not be aware of it.
The learner themselves speaks positively about 'starting from XX' as an active expression of intent, but it is actually just a convenient expression of an excuse for procrastination.
Why not 'from now'? It is important to dare to ask if they are unconsciously trying to escape.

🌟Coaching Point🌟
A declaration to 'do' that has been postponed is the same as saying 'I will not do it'.
Let's re-question the urgency of the action.

[Execution 2] The most destructive word in life is 'later'

🌟Coaching Point🌟
Make them strongly aware that the means only have meaning when they are executed, and have them try the means they thought of starting today anyway.

[Execution 3] Why can't we start 'that'?

For anything, the hardest part is overcoming the hurdle of starting.
Conversely, once you have started, you can almost always continue for a while.
Since it is fine to start from something really simple, be conscious of starting above all else.
Successful people understand what kind of tasks and environments make it easy for them to start, so they can start immediately, take action, and produce results.

🌟Coaching Points🌟
The hurdle to starting is the highest.
Organize your tasks and environment to find actions that allow you to 'start first' as a habit.

[Execution 4] Once you start running, you are already halfway there

🌟Coaching Points🌟
Whether you have motivation or not does not matter; rather, it is important not to rely on it.
Let's set up an environment where you can get started even if you do not want to.

[Execution 5] Switch on the 'Success Spiral'

Let's start with the bare minimum.
It is unreasonable to suddenly do something for two hours when you have not made it a habit yet.
The important thing is to acquire a habit that you can do long-term.
Even 30 minutes is enough at first, so instead, think of actions to ensure you definitely do those 30 minutes.

🌟Coaching Points🌟
Do not make a high-load (long-time) plan at first.
To make it a habit, think of actions you can definitely perform, even if they are for a short time.

[Execution 6] The surprising effect of a 'Start Deadline'

An end deadline is a so-called due date, but at the same time, decide on a deadline for when you must start.
People expect to act with time to spare, but in reality, the vast majority start moving just before the deadline.
In other words, if you only have an end deadline, you will end up starting just before the deadline, so by having a sense of a 'deadline' for starting as well, you increase the possibility of being able to secure the correct amount of time for action.

🌟Coaching Points🌟
Set deadlines not only for the end (completion) but also for the start.
Have a sense of a 'deadline' for starting as well.

[Execution 7] People start work according to deadlines

In short, people are more likely to think about doing something in a negative situation than in a positive one. (Or rather, perhaps it is a feeling of 'I must do it.')

However, it is necessary to be careful that this is a matter of the learner's mindset.
For those who know that they must produce results when they act (for example, in the case of studying, they must understand it to the extent that they can explain it), I think this method is highly effective.

On the other hand, for learners who still have a sense of being forced to do it, it may lead to just doing it half-heartedly.
Therefore, this way of thinking is best utilized when you have at least established a minimum habit and want to take it to the next level in terms of quality.

🌟Coaching Point🌟
By setting your planned action time a bit strictly, you may be able to act more efficiently by feeling as if you are desperate before a deadline.
However, this should be a theme for when you have already established a minimum level of habituation and are looking to improve the quality of your actions.

[Execution 8] If you think of everything as an experiment, your life will change 180 degrees

This is an important mindset for all execution.
There are countless ways to tailor actions for habituation to fit a learner.
Therefore, especially in the phase of building habits, have them approach everything thinking it is an experiment to see if it suits them.

By trying it as an experiment using yourself, the hurdle for execution is lowered, and there are definitely things you will see while trying it out.
As a coach, be the person who receives reports on those experiments, and make sure to confirm what they were able to do and what they were not.

🌟Coaching Point🌟
Have the learner approach every action thinking of it as an experiment using themselves.
The coach should examine actions concretely together with the learner and confirm together what was done and what was not done as the results of the experiment.

[Execution 9] Observing and recording changes behavior

Although it is often said, make sure to keep records of your plans and actual results.
If habituation progresses well, the time spent on actions that lead to actual results will definitely increase, but there is meaning in grasping that as a fact rather than just a feeling.
In that sense, it is also important to take records quantitatively (things that can be left as numbers).
Since a learner will stop doing this on their own and will not be able to correctly recognize their own habits, the coach should play the role of confirming it.

🌟Coaching Point🌟
When making a plan, confirm the schedule and actual results using quantitative values such as time.
Make them recognize it as a fact, not a feeling.

[Execution 10] Starting to clean your desk to avoid studying

As a point of reflection when execution is not going well, it is effective to check what you are doing right before the action.
There is a high possibility that that behavior is hindering the necessary action.

If you know specifically what is getting in the way, next, think of an environment or action that prevents that behavior. By repeating this, you will build an environment where you have no choice but to do what you need to do.

For example, if you end up cleaning your desk as in the title this time, avoiding studying at the desk in the first place can be considered as a countermeasure.
There are things that are possible and things that are difficult, but start with simple things, and think about what kind of environment you should have to execute the necessary actions.

🌟Coaching Point🌟
When execution is not going well, have them specifically list the hindering behavior right before the action.
Then, first as an experiment, consider an action that makes that behavior itself impossible.

[Execution 11] The more people procrastinate, the longer their preparation time

Although it is almost the same as the previous topic, in short, it is about making environmental adjustments so that you do not take time for warm-ups.
The example this time is relatively easy to do, but for example, it is effective as a way to ask yourself questions and lead to action when you find yourself looking at your smartphone.

🌟Coaching Points🌟
Make environmental adjustments to eliminate unnecessary warm-up time before taking action.
Change your smartphone wallpaper to something that makes you ask yourself questions, so you can stop unnecessary actions yourself.

Summary (vol.2 Execution Edition)

I will summarize the coaching points covered so far.
This time, there are many points to think about specifically while executing, so let's organize thoughts and actions while communicating based on the following themes.

It is important to pursue them until they are thorough, even to the point of being annoying.
If there is any part that feels a bit vague, there is almost certainly a part that still needs to be thought through.
A coach exists to be that persistent, so keep this strongly in mind, even if it makes the learner dislike you.

The next one will be "vol.3 Maintenance Edition".
Also, I have created an article that summarizes all the coaching points for "vol.1 Determination Edition", "vol.2 Execution Edition", and "vol.3 Determination Edition".
I hope this will be a hint when conducting coaching that focuses on "execution".
What are the points of coaching that lead to "execution"?

🌟Coaching Points🌟
① A "I will do it" declaration that has been postponed is the same as saying "I will not do it."
Re-examine the urgency of the action once more.

② Make them strongly aware that means only have meaning once they are executed, and have them try the means they thought of starting today regardless.

③ The hurdle to start is the highest.
Organize tasks and the environment to find actions that allow you to "start first" habitually.

④ Whether you are motivated or not does not matter; it is more important to ensure you do not depend on it.
Have them prepare an environment where they can start working even if they don't want to.

⑤ Do not make the plan high-load (long-time) at first.
To make it a habit, think of actions that can be reliably implemented, even if they take a short time.

⑥ Set deadlines not only for completion (end time) but also for starting.
Have a sense of a "deadline" for starting as well.

⑦ By setting the planned action time a bit strictly, there is a possibility that you can act efficiently with a sense of being desperate before the deadline.
However, this should be a theme for when minimum habits are formed and you are improving the quality of actions.

⑧ Have the learner engage in all actions thinking of them as experiments using themselves.
The coach examines actions specifically with the learner and checks together what could and could not be done as experimental results.

⑨ When making a plan, check the schedule and actual results with quantitative values such as time.
Make them recognize it as a fact, not a feeling.

⑩ When execution does not go well, have them specifically list the actions that are hindering them just before the action.
Then, first consider actions that prevent that behavior itself as an experiment.

⑪ Make environmental adjustments to eliminate unnecessary warm-up time before taking action.
Change your smartphone wallpaper to something that makes you ask yourself questions, so you can stop unnecessary actions yourself.