[Vol. 1-3] What should I do to acquire 'execution ability'?

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

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

In this article, to make it easier 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.
I apologize for the length as I will be quoting, but I hope you will read this as material to connect to concrete actions during coaching.

Since it became very long, I have also posted versions divided into three parts: Determination, Execution, and Maintenance.
If you prefer to read them separately, please read those.
Vol. 1 Determination
Vol. 2 Execution
Vol. 3 Maintenance

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

I believe that coaching provides the most value as a service precisely when this idea is the premise.
In coaching, it is said that listening based on the idea that 'the answer lies within the person' is important. I completely agree with that.
However, I must say that there is a high possibility that nothing has actually changed if it ends just because thoughts were organized and one feels refreshed.
That is fine for short-term worries, but for goals that should be considered long-term, such as entrance exams (work, life, and self-realization are actually rarely short-term matters), 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, having the person '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 know-how regarding what kind of skills can be realized.
Below, I will organize the attitudes and ways of thinking necessary for coaching, divided into these three stages of 'Determination, Execution, and Maintenance'.

[Determination 1] Why does just imagining a goal lead to failure?

First, this point is important from a coaching perspective, and communication that only makes them imagine the goal is absolutely no good.
Solutions to reach the goal (purpose) are important, and in a sense, the goal is an afterthought.
In other words, execution is what is important.

🌟Coaching Point🌟
Rather than making them imagine the goal, concretely examine the execution process

[Determination 2] Characteristics of people who can continue to practice

If the learner themselves has an attitude of always searching for means, they will succeed in anything.
However, in reality, the honest truth is that if they could do that, they wouldn't have any trouble.
That is precisely why the coach's role is to support that and think together.

🌟Coaching Point🌟
Help them find the process (means) to execute, and have the learner acquire that attitude

Personally, I think this can be organized into long-term goals and short-term goals.
In the first place, the reason you want to do something is because you have a large, long-term goal, but to realize it, you need to achieve small, short-term goals.

Long-term goals (purpose of action) serve as a place to return to when you are troubled or about to lose heart.
Short-term goals are concrete actions that should be cleared one by one within a process that allows for correct effort.

🌟Coaching Point🌟
Use long-term goals (=ultimate purpose) as a place to return to, and have them decide on short-term goals (=intermediate goals) as small, concrete actions (things to do) to realize them.
Example) Long-term goal: Pass XX University
　　Short-term goal 1: Get □□ points on the △ month mock exam
　　Short-term goal 2: Memorize ×× by 2 weeks from now

[Resolution 3] A good 'question' is better than a good 'answer'

When things don't go well, there is always a reason.
And that should not end with something abstract like 'I don't feel motivated,' but must be explored as a problem: 'Why am I not motivated? What is getting in the way?'
It is not something that progresses easily, but the coach's role is to always help the person recognize and grasp the problem concretely and explore concrete solutions (actions).

🌟Coaching Point🌟
Do not let problems end in abstract talk; have them recognize them concretely, think of concrete solutions, and execute them.

[Resolution 4] Successful people all work backward

When thinking about the execution process, you must always think in reverse.
It might be easier to consider things in order from the beginning, but that is only for listing what needs to be done; when breaking it down into a schedule, it is better to think in reverse.
Ultimately, it is about scheduling with an awareness of 'time (deadlines).'

🌟Coaching Point🌟
Be aware of deadlines for your objectives, and think about the schedule in reverse according to those deadlines.

[Resolution 5] Those who have alternatives win

This point is also truly important when doing anything.
There is almost never a case where the plan you made goes exactly as intended, and some kind of interference will definitely occur along the way.
And most people stop there, using it as an excuse for why they couldn't do it while their thinking is paralyzed.

Thinking of alternatives means anticipating the situation in advance.
If you anticipate it, you can move to action without being confused.
Since the time spent being confused is a waste and you will end up creating more reasons not to do it during that time, you should think about what to do when you cannot (as anticipated) so that you can always move to action immediately.

🌟Coaching Point🌟
Have them consider alternative actions to take when things do not go as expected.

[Resolution 6] Even great leaders are afraid

Thinking about alternatives is not only useful when unexpected situations actually occur, but it also leads to the ability to consider multiple ways to execute in the first place.
Ultimately, learners are required to control themselves and make execution a habit, and understanding multiple methods that make it easier for them to form habits is a great strength.
Also, by anticipating, even if an unexpected situation beyond that occurs, it becomes possible to continue thinking on the spot rather than stopping.

Precisely because there is a coach, be sure to make them develop the habit of considering alternatives.

🌟Coaching Point🌟
Have them develop the habit of always thinking of alternatives as a way for the learner themselves to control their own actions.

[Resolution 7] 'Publicized thoughts' are hard to change

Try to make the schedule you have set public to as many people as possible.
This is especially effective if you make it public to people you would not want to know if you failed.
For example, family, friends, or social media where many people can see it.

The coach's role is significant here as well.
Learners who know the tricks of execution will intentionally make it public to corner themselves and create an environment where they have no choice but to execute, but many learners receiving coaching may not be able to make it public on their own.
That is why the coach should encourage them to do so (in some situations, the coach may contact them) to make the plan public.

🌟Coaching Point🌟
Make the plan public to people you do not want to know about your failure.
The coach should encourage them to make it public in a way that is, in a sense, forced.

[Resolution 8] Self-control method used by the world's strongest boxer

In addition to the public disclosure mentioned earlier, decide what to do if the plan fails.
Set something you would want to do as little as possible.
For example, paying XX yen, doing YY for someone, etc., but in particular, it should be something that involves others and cannot be completed by yourself alone, meaning something you absolutely must do.

Humans are lazy creatures, so basically, they often prioritize the feeling of "not wanting to do" over "wanting to do."
That is why, by setting a "strong thing you do not want to do" in case of failure and declaring it, you can create a situation where you have to do it even if you do not want to.

🌟Coaching Point🌟
Set something you would find "more unpleasant than failing" to work on if you fail.
Make this something that does not end with just yourself, but involves others (= something that must be done).

[Resolution 9] Get to the bottom of 'why you must do it'

Ultimately, the reason you cannot move to action is that you do not have a reason within yourself to do so.
It is natural to start with thoughts like 'let's try it' or 'it would be nice if I could do it,' but on the other hand, there is basically no one who can actually move to action based on that alone.

For example, waking up early is a typical case; everyone thinks 'I should wake up early,' but in a situation without a particularly strong motive, most people end up spending their time lazily, don't they? Humans are lazy creatures.
Conversely, if there is an urgent reason why you must do it, such as having work early in the morning or having school (even if you might dislike it), you should be able to wake up.
In the end, the sense of urgency for the reason becomes the trigger for action.
※People who cannot wake up even for reasons like work or school, excluding cases of illness, can be said to have a lower priority for going to work or school.

Therefore, if you have a coach, while the spirit of 'just trying it' is important, try to confirm how urgent the purpose is and whether it is worth achieving before that.
When alone, this part tends to be neglected... or rather, it is surprisingly difficult to deepen your thinking by yourself, so it is good for the coach to probe things like 'What specifically is good if you can do it?', 'What specific problems are there if you cannot do it?', and 'What is specifically wrong with staying as you are now?'

🌟Coaching Point🌟
The reason you cannot move to action is that the purpose (the reason you should do it) is not urgent.
Rather than 'let's try it,' focus on 'why must I do it' and ask questions that deepen the purpose. In particular, focus on 'what problems arise if you cannot do it.'

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

What a coach should be aware of is that what is said verbally is not necessarily correct, and there is a possibility that the person themselves is not aware of it.
The learner themselves speaks positively about 'starting from [a certain date]' as an expression of active intent, but in reality, that is just expressing an excuse for procrastination in a favorable way.
Why not 'from now'? Is it possible that you are unconsciously trying to escape? It is important to dare to ask that question.

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

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

🌟Coaching Point🌟
Make them strongly aware that means only have meaning once they are executed, and have them start doing the means they thought of from today, regardless.

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

In anything, the hardest part is overcoming the hurdle of starting.
Conversely, once you have started, you can almost always continue to some extent.
It is fine to start from something truly simple, so be conscious of starting above all else.
Successful people understand what kind of task and environment make it easy for them to start, so they can start immediately, take action, and produce results.

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

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

🌟Coaching Point🌟
Whether you have motivation or not doesn't matter; rather, it is important not to rely on it.
Create an environment where you can get started even if you don't want to.

[Execution 5] Turn on the switch for the 'success spiral'

Let's start with the bare minimum.
If you haven't been able to make it a habit, it's unreasonable to suddenly try to do it for two hours.
The important thing is to acquire a habit that you can sustain in the long term.
Even 30 minutes is enough at first, so instead, think of actions to ensure you definitely do those 30 minutes.

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

[Execution 6] The surprising effect of a 'start deadline'

A finish deadline is what we call a due date, but at the same time, you should also decide by when you must start.
While people expect to act with plenty of time, in reality, the vast majority start moving just before the deadline.
In other words, since having only a finish deadline leads to starting just before the deadline, having a sense of a 'deadline' for starting as well increases the likelihood that you can secure the correct amount of time for action.

🌟Coaching Point🌟
Set deadlines not only for finishing but also for starting.
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 negative situations than in positive ones. (Or rather, 'I must do it', perhaps?)

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 studying, that 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 the consciousness that they are being made to do it, this could lead to just going through the motions.
Therefore, this way of thinking is best applied when you have at least established a minimum habit and want to take it a step further in quality.

🌟Coaching Point🌟
By setting the planned action time a bit strictly, you may be able to act efficiently with the feeling of being desperate before the deadline.
However, make this a theme for when you have already established a minimum habit 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.
How to tailor actions for habituation to fit the learner varies from person to person.
Therefore, especially in the phase of building habits, have them approach everything thinking it is an experiment to see if it suits them.

Trying it out as an experiment using yourself lowers the hurdle for execution, and there are always things you will discover while doing it.
As a coach, act as someone who receives reports on these experiments, and make sure to confirm what they were able to do and what they were not.

🌟Coaching Points🌟
Have the learner approach all actions thinking of them as experiments using themselves.
The coach should examine actions concretely 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 this as a fact rather than just a feeling.
In that sense, it is also important to take records quantitatively (things that can be recorded in 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 this.

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

[Execution 10] Starting to clean the 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.
It is highly likely 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, one possible countermeasure is to avoid studying at the desk in the first place.
While some things are possible and others are difficult, start with simple things and think about what kind of environment you should create to execute the necessary actions.

🌟Coaching Points🌟
When execution is not going well, have them specifically list the behaviors that are hindering the action right before it.
Then, as an experiment, consider actions that make that behavior itself impossible.

[Execution 11] The more you procrastinate, the longer your preparation time

Although it is almost the same as the previous story, in short, it is about making environmental adjustments so that you don't take time for warm-ups.
This example is relatively easy to do, but it is effective as a way to ask yourself questions and move toward action when, for example, you find yourself looking at your smartphone.

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

[Maintenance 1] Your self-image determines your actions

Since this is a matter of consciousness, it is not something a coach can directly influence.
Whether one can define oneself in this way is up to the learner alone, and a coach cannot directly change their consciousness.

However, one important attitude for a coach is to believe that the learner is capable of execution.
You cannot change people, but there is a possibility that their consciousness will change, triggered by the coach's attitude of belief.

Rather than just talking about this, a coach should convey that they always believe in the learner as part of their coaching stance.

🌟Coaching Point🌟
It is important for the learner to define themselves as 'I can do it'.
However, since it is difficult for a coach to change a learner's consciousness, at the very least, maintain the attitude that you believe they can do it.

[Maintenance 2] Do not rely on willpower

As I have mentioned many times before, it may be late to say this, but do not trust in willpower.
If willpower alone were enough, everyone would be successful.

It is important to rely on habits rather than willpower, and to prepare the environment to build those habits.
It is not that your willpower is weak, but that you have not prepared an environment where you can execute.

🌟Coaching Point🌟
Execution is achieved not by willpower, but by an environment that allows for habituation.

[Maintenance 3] The tremendous power of a 'last stand'

Creating a situation where you will definitely suffer a disadvantage if you do not execute is also a very effective method.
Let's make good use of the nature that it is easier to act on 'I have to' than 'I want to'.

However, it is painful to force yourself into such a situation alone, which is why the presence of a coach is of great value.
In reality, there are few learners who have a clear purpose and are fully prepared (especially during the initial maintenance period), so have the mindset that the coach will help set up the environment. (e.g., doing service registration together)

🌟Coaching Point🌟
If you force yourself into an environment where you will suffer a disadvantage if you don't act, you will inevitably be able to execute.
Since it is difficult to push yourself, the coach should give you a nudge.

[Maintenance 4] You see obstacles because you take your eyes off your goal

When you start to see habituation but it becomes routine, confirm your purpose again.
Since the world you see may have changed because you have executed some things, confirm your purpose and means with your coach with those eyes.
It is also meaningful to try a test that shows your degree of achievement toward your purpose at that point (such as mock exams or past questions for entrance exams).

The fact that you are clarifying the significance of achieving your purpose and its means from beginning to end never changes.
Let's confirm it together again and again so that the learner can truly believe from the bottom of their heart that what they are doing is correct.

🌟Coaching Points🌟
Make them clarify the significance of achieving the purpose and its means to the point of persistence.
Learners seem to understand, but their awareness fades over time, so have them regain a strong sense of purpose every time they talk to the coach.

[Maintenance 5] If you keep your antenna high, hints will gather on their own

This is also a problem of the learner's awareness, so there is a part where the learner themselves thinks about it in the end.

However, as something that can be coached concretely, it is conceivable to actively fill the learner's environment with things related to the purpose.
For example, (as mentioned above) setting the smartphone standby screen to something that matches the purpose.
Also, if the coach has extra capacity, it is good to convey information or news related to the purpose each time you coach.
In any case, try to increase opportunities to come into contact with information close to the purpose.

🌟Coaching Points🌟
Prepare the environment or give advice to increase opportunities to come into contact with information related to the purpose.

[Maintenance 6] Three triggers to keep your eyes on the goal

As mentioned above, stimuli that evoke action toward a purpose can be broadly classified into three types.
Everything written so far can be classified into one of these, so use it as a hint when preparing your environment.

Verbal & Symbolic Prompts are stimuli that remind you of your purpose when you are about to be unable to act, such as by setting your smartphone standby screen, computer wallpaper, or posting your motto.

Situational Prompts are stimuli where the situation itself can promote action, such as going to a place where many people are studying or using a timer to manage time.

Social Prompts, in short, mean being with people who have the same purpose. If you have the same purpose, you will inevitably be less likely to forget it.
Coaches can introduce learners with similar goal senses, share schedule progress (with the person's permission), or even try to make efforts together from the perspective of habituation even if the purpose itself is different.

🌟Coaching Points🌟
To maintain execution, devise ways to make stimuli that remind you of the purpose exist around the learner.
Example)
Verbal & Symbolic Prompt: Set your smartphone standby to your purpose (desired school, etc.) and recall the purpose when you feel you cannot act
Situational Prompt: Go to the library to study, etc., and evoke action toward the purpose through the surrounding situation
Social Prompt: By aiming for the goal together with people who have the same purpose, you will become more strongly aware of the purpose

Summary

It has become very long, but the above is a summary of points that can be utilized from a coaching perspective from the book "The Art of Not Procrastinating".

In a sense, this is where the guiding principles and the mindset of the coach, which could be called 'the study of execution,' begin to emerge.
When learning coaching, topics like empathy and active listening often come up, but I feel these are skills on the coach's side and do not directly fulfill what the learner specifically needs to achieve.
While maintaining an attitude of empathy and active listening, it is important to work together with the learner to explore ways to get them to take the action of 'executing,' using points like those discussed here as a foundation.

I hope this long text will be of some help in that regard.
I intend to continue learning and hope to summarize things more clearly in the future, so I look forward to your continued support then.

I have created an article that summarizes all the coaching points from "Vol. 1: Determination", "Vol. 2: Execution", and "Vol. 3: Determination".
I hope this serves as a hint when conducting coaching with a focus on 'execution'.
What are the key points for coaching that leads to 'execution'?