THE SCIENCE
Fieldnotes from Metapraxis exists to share our inside insights and observations around learning, agency and human behaviour.Â
GoFIOW
A discipline for not jumping to solutions before you understand the problem
Most teams skip straight to fixing things. GoFlOW is the structure that stops that. It's a five-step loop — Get Oriented, Find the Gap, Lead the Solutioning, Organise Work, Watch Progress — designed for real-time, collaborative problem-solving. It keeps a group moving in the right direction without losing the relational thread that makes solutions stick.
Draws on action learning theory (Revans, 1980), sensemaking (Weick, 1995), and problem-based learning (Barrows; Hmelo-Silver).
RAMPED
Grounded in Bandura's social cognitive theory (1986) and Bateson's ecosystemic thinking (1972).
The performance map that tells you where the real problem is
When someone isn't performing, it's tempting to reach for a training course. But the real constraint is usually somewhere else — in how they think about the situation, what they believe about themselves, or what outcomes they're actually accountable for. RAMPED gives coaches, leaders, and L&D professionals a shared map of five performance domains: Results, Action, Mindset, Paradigm, and Efficacy Development. It makes the root cause visible before any intervention begins.
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Coaching
Evidenced by Wampold (2001), Grant & Cavanagh (2007), Bachkirova (2011), and Whitmore (2009).
A coaching architecture built to grow the coachee's capability, not the coach's relationship with them
Our Coaching Framework integrates INOVA, RAMPED, and NVISION into a single coaching architecture — each framework doing its own job, all in service of one goal: building the coachee's genuine capacity to influence outcomes, not their dependence on a coach to do it for them. Eight non-negotiable tenets and nine hallmarks of superior practice define what this looks like in a real session, turn by turn.
DPF
Integrates andragogy (Knowles, 1970), heutagogy (Hase & Kenyon, 2000), integral theory (Wilber, 2001), and complexity modelling (Snowden, 2003). Co-authored with Dr Cliff Brunette (2023).
The facilitation method that creates real change in a room, not just better conversations
Most corporate facilitation is designed to smooth discomfort away. DPF - Disruptive Process Facilitation - does the opposite. It's the pedagogical method that makes group learning genuinely transformative, by generating and holding productive discomfort long enough for something structural to shift. It's how assumptions get challenged, paradigms get questioned, and insight becomes embodied rather than just noted.
HCCF
Rooted in McClelland (1973), Boyatzis (1982), Spencer & Spencer (1993), and Wiek et al.'s sustainability competencies (2011).
A clear picture of which human capabilities are present — and which need building
HCCF is the capability framework that underpins everything else. It specifies 22 developed human capacities across four domains — Self-Mastery, Problem Solving, Collaboration, and Economic Acumen — plus an Eco-Attuned tier that asks whether those capabilities are being used for something worth using them for. It turns "this person needs development" from a vague verdict into a specific, evidence-based profile.
NVISION
Built on Feuerstein's Structural Cognitive Modifiability and Mediated Learning Experience (1980, 2010), Vygotsky's Zone of Proximal Development (1978), Kozulin's psychological tools (1998), and Sternberg's triarchic theory (1985).
The loop that builds capacity as a by-product of every action taken
NVISION is our operational core. It's a seven-step loop - Name, Verify, Imagine, Steer, Impel, Observe, Narrate - that runs at every scale of work, from a ten-minute decision to a twelve-month strategy. What makes it unusual is its goal: every loop is designed to make the person running it more capable than when they started. Not just the problem solved, but the solver grown.
The moral compass that keeps the work honest about who people are becoming
Anchored in Vervaeke's four modes of knowing (2013), Bateson's second-order cybernetics (1972), and Heron & Reason's participatory inquiry (1997).
INOVA
Technique without purpose produces theatre. INOVA holds the deeper question underneath every coaching session, workshop, or leadership programme: not just what someone should do differently, but who they are becoming by doing it. It's the outermost frame in our architecture — the one that asks whether the direction is worth travelling in the first place.
Seven spicy frameworks.
One architecture for change.
Most learning programmes leave people with knowledge but not with the ability to use it when it counts. Our work is built differently. The Education for Agency architecture is a family of seven integrated frameworks — each doing a distinct job, all pointing at the same outcome: people who can reliably influence results in the world they actually work in, not just under ideal conditions.
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The integration is the architecture. None of these frameworks works alone — and none is optional. The measure of success isn't whether someone can recite them. It's whether, six months later, they still reach for them without being asked.