When turning apprehension about the whitewater world into an opportunity for new learning, I must first do some assimilating. I must find a way to move beyond just Awe regarding the turbulent world face. I must somehow make this world of whitewater make some “sense.” There are three actions I might take. First, I can appreciate what I already know and what I have done in other whitewater worlds. Second, I can remain clear, as Vail (1996, pp. 187-188), proposes, about mission and purpose.
Why have I chosen to linger in this turbulent Interlude. Why am I on the river? Why the ocean? And why am I seeking to learn something new? Why am I traveling on the river or leaping into the sea? I am leaving firm land “on behalf of” something of importance. I am reminded of the Tarot card of the Charioteer. He is traveling forward–yet carrying his chariot with him. At a more mundane level, it is like a snail carrying its shell while moving through its environment. My mission and purpose are the chariot and shell.
Third, I launch my kayak on the turbulent river or face my board toward the Surf knowing that I will make mistakes. I must frequently correct myself. The capacity to correct oneself is one of the reasons to embark on the journey in a kayak rather than a less “agile” canoe or skiff. Vaill (1996, p. 82) submits that a successful reflective learner will view the learning process as “continual experimentation rather than a system that gives the learner only one or two chances to ‘get it right’.’” We must balance the challenge with adequate support (Sanford, 1980). Surfboards come with a line attached to the surfer. The board and surfer will often disengage one another in high Surf. No one is a perfect navigator of whitewater environments. A safe place proves valuable when engaging in Vaill’s “continual experimentation.” As a coach, we can help our clients find and maintain this safe place.
Accommodation
We must be open to doing things differently when faced with the prospect of making a mistake. The Interlude is safe only if we are allowed to make a mistake. As Peter Vaill (1996, p. 82) notes, this means that we must be aware that we are about to learn something new and try something different. An assumption is made in a learning organization that everyone will be engaged in ongoing growth through learning. Vaill (1996, p. 82) suggests that this means we should feel free “to ask for help without embarrassment of apology and [are] able to be non-resentfully dependent on someone who has more knowledge or expertise.” Ultimately, effective accommodation doesn’t just require safety. It requires our capacity and willingness to learn from and about the context and environment in which we operate. We are taught by the mistakes we make. We learn most about the world in which we work when we fail. This is especially the case when we are operating in a whitewater environment.
It is also important to recognize that we must never only engage in accommodation. We must retain our fundamental values and reasons for entering the whitewater. The chariot we ride and the shell we carry must never be abandoned. As Peter Vaill reminds us, we are always accommodating (and learning) on behalf of some enduring mission and purpose. Thus, we can blend accommodation and assimilation.
Abundant challenges face us in navigating a whitewater world. The challenge is a little easier to address when (to quote the Beatles) we “get a little help from our friends.” These “friends” can be other people in our life. They can also be our coach. The friends and coach provide both support and ideas. In an environment of safety, it is critical that we find this support, alongside our willingness to take risks and disclose thoughts and feelings about our whitewater environment. As a coach, we can provide our client with an occasional micro-nudge in a certain direction or a micro-insight while our client is navigating their white-water environment.
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