#1: David Manning – Leadership, Executive Coaching and Organizational Change

Sasha Raskin:  So I want to welcome everyone who are listening and watching this podcast. This is go new, and what we’ll be talking about in this series is personal transformation and how you can go in different areas of your life and potentially help others do the same.

And I’m very excited to be talking to you, David, today. And I will let you introduce you in the moment. David Manning is an exceptional leadership coach that I actually met in a meditation retreat. He lives in Mexico right now and worked a lot and still is working with school principals, and I’ll let you tell more about that.

What we’ll be talking about today is leadership qualities and how to develop those in myself and in others. So take it away, David. And just a few important things the listeners and viewers should know about you.

David Manning:  Okay, well, I’ve been in education all my life. Well, all my adult life. I started as a teacher and then as an art teacher as a matter of fact, and then as I got my master’s in educational psychology I became a counselor in a middle school, then became administrative assistant to the superintendent of schools in a very large affluent school district in San Antonio, Texas.

Leadership, Executive Coaching and Organizational Change

Then I will jump from there to say I ended up working as a principal in schools, as an alternative high school principal where every kid that I had was diagnosed as severely emotionally disturbed. I took all the kids that most … that the high school principals, the five high school principals wanted off their campus.

Sasha Raskin:  You embraced the challenge.

David Manning:  Yeah, so it was all of the above. It was stressful, it was at times a little scary, but I grew so much from having to look at what motivates kids who are not like every other kid. At that time and still in this day and age we have some high schools that have 3,000, think about that, kids, it’s like a little village, like that’s the mayor of the town there who the principal has been. And even elementary schools with a thousand kids these days or more than that.

So it just doesn’t … One size doesn’t fit all in that respect. So there are kids who don’t make it in those big high school, so I took those kids, but I’ll fast-forward to say where I am now. I am now I guess you’d call me semi-retired. I do leadership coaching over the phone with school administrators. I have been doing this for the last 16 years or more. And I get a lot of satisfaction, a lot of pleasure.

I started a coaching program at a regional service center in Austin, Texas. We provided services for … I was the leadership development coordinator, we provided services for 66 school districts in the surrounding Central Texas area around Austin, Texas. That was my job that I most … I love being a principal, but I love doing leadership development and mentoring and coaching about 50 aspiring administrators for about 15 years.

Sasha Raskin:  And you practice what you preach, which is something I really admire about you. And you did some big changes in your own life, one of them is moving to Mexico to San Miguel de Allende, which a beautiful town, and moving to a new country, something I did myself twice is not easy.

David Manning:  No, in fact, I definitely had a period of adjustment. There are two kinds to it, it was more than that maybe different kinds of adjustments, one is just retiring or becoming or letting go of I guess what you’ve been, really where a lot of your identity comes from. And your friends, you know? And then not only leaving and retiring and staying in the same town but leaving and coming all the way to Mexico with a completely different culture, economic system, customs, all of the above, language, all of the above.

And I was lost for a while, and I adjusted pretty well because I still was going back and forth to the States, because they still allowed me even though I was retired to work as a consultant for at least two years. And what I was doing was training coaches; leadership coaches myself with a team of two other women, two women who I hired to work with me who the service center hired also to work with me. And so we did that for about two years, until it grew so large that in Texas they said, “We need either free to come back or we need somebody to hire people to do what you’ve been doing.”

And so I said, “I’m not coming back.” But after six years, Sasha, I actually did go back. But what I was doing was I was selecting and screening what they call turn around principles, which was a project out of the University of Virginia, and they’re still doing this now, they were doing research on the qualifications or the competencies based on turning a school around, which is a different kind of principle than just a principal who comes in and does basic school improvement. These are chronically low-performing campuses, and so that was a whole different set of I guess competencies that in regard to a campus that’s running pretty well, and they just need a principal there to kind of keep things improving and keep up the academic process there.

Sasha Raskin:  Yeah. So I’m hearing this thread of you going towards challenges. And in some ways seeking them out. And I’m wondering if this has something to do with leadership. Well, it’s a bit of a guiding question. I know it is, this is one of the biggest things in leadership is the ability to work with challenges and maybe taking this energy that builds up with those and using it as an excitement versus an anxiety, right? And how do I create big changes in my life and in the lives of others and make it fun, right? And when do I say yes and when do I say no to other things? So what do you think? What are the commonalities between maybe you embracing challenges and you helping others that you coach to do the same?

David Manning:  Well, that’s a great question. And I look back and I find myself in positions that I have no reason why I said yes to.

Sasha Raskin:  Oh, that’s funny.

David Manning:  So whether this is conscious or not, if you are conscious that’s the best way to be. I love the fact you pointed out this balance or this interplay between excitement and anxiety. And there are times when I have sort of consciously said, “I’m going to say yes to things.” There’s some deep trust in me that says, “Go ahead and go for it.” Especially if my heart is pulled in that direction.

A reason you become a principal is so that you can affect the lives of more children. And it’s awesome when you think about the power you have the higher up you get, but the farther away you get from kids. I mean, we hire principals to work with the adults that work with the kids. Even though I love working with the kids there came a point in my life where I said, “I really want to work with the adults in the building that are the closest to the kid.” That’s where the action is, that’s where the magic happens – in the classroom, not in the upper levels of administration. Even though there’s a lot of power and authority in those.

But there’s something in there that comes a bit naturally, that that isn’t very helpful I don’t think to people trying to grow administrators and leaders. Unless you understand that a good … The principal cannot separate himself from who he is. In other words there’s a wonderful … I brought in a poet named David White to talk to my school administrators, he wrote a book. Do you know him?

Sasha Raskin:  No, I’m just … It’s interesting that you brought a poet to a management environment.

David Manning:  Yeah, well, so I was an art teacher, I mean, so I didn’t approach my leadership from the left side of the brain. I really went for the symbolic, spiritual, and that’s a hard thing. You don’t talk about spirituality in a public school, because it’s too confused with religion or something like that, but this sort of artistic, symbolic, spiritual quality of leadership. Who are you … Who are you as a person you cannot separate from who are you as a leader.

David White talks about in a book called The Heart Aroused, he talks about how when you are sitting in your car … or the way I interpret this anyway, when you’ve driven to the school and you know you’re the principal, that you can’t just roll up the windows and say, “Before I get out of this car I’m going to leave this part of myself inside the car, because I can’t take that into the school building.”

Sasha Raskin:  I love what you’re saying. You’re talking about authentic leadership, right?

David Manning:  Yes. You got it, Sasha. That’s exactly it.

Sasha Raskin:  Yeah, like necessarily putting my principal hat on right now, but how can I lead from a place of authenticity? And those are my core beliefs, those are my values, and I want to have an authentic deep connection with other humans that I work with or that I lead. Can I let some of the masks go, right?

David Manning:  Yes. Can I bring all of who I am into the boardroom, into the school building, into anywhere that I go? Because sometimes it takes that kind of courage when the organization is going off the cliff to say, “It’s doesn’t feel right to me.” I mean even if you don’t have it all technically processed in your head, you receive, I think we all do from the environment around us, from the energy. I mean, if I’ve got to go with anything when I’m in front of a group, is it energy or content? I’m going to go with energy. If I’m presenting myself or presenting some technological process or training some school administrators, I’m going to gauge the energy in the room first.

There’s a bit of what I believe now is about results come from actions that you take, but the actions that you take come from your ability to be self-reflective as a leader. Can you get out of just the whole … the thing that’s happening physically in the moment, and look at what language am I using to say what I need to say to myself and what’s my internal language? What are the moods and feelings I’m putting across? What is my somatic disposition? Am I open, is that showing up in my body? Am I resolved like I’m going to do this? Is that how I’m showing up physically? Am I flexible when I’m in a meeting? Can I listen to this and listen to that and be flexible? That’s another somatic disposition that’s part of your body.

Which is new for me, this is all new. I think I did it naturally, but not until I took the new field ontological coaching course last year, at 69 years old, after 17 years of coaching to get deeper into where I was headed anyway. And it felt like a glove to me, but there was language in it that I had not I guess materialized within my own self to be able to use the language that I’m using now about ontology, which is the study of being. And we are human beings rather than human doings, and from our being comes our doing is what I always believed. And now I’ve got the language around it.

And actually even that the text books that I studied and the papers that I’ve got to become a credential new field coach, which I am now. So I began more as a beginner last year looking at performance coaching as a much more narrow way of being a coach to school leaders, and broadening that into more of the being process which I knew all along but I don’t think I had the words and the training or it didn’t hit with me until I went to this program last year.

Sasha Raskin:  Yeah, and I think this is an important quality of you being a leader who leads other leaders who hopefully create leaders in the kids that they are leading, right? And the teachers. And the self-reflection and the humbleness to say, “Hey, like whatever age I’m at, whatever experience I have, I still have something to learn. And I have the need and desire to go,” right?

David Manning:  You’re right. I mean, I think the concept of not being afraid to be a beginner, no matter how old you are that’s how mastery of anything starts. You come to the process as a beginner. And learning that for me I had to unlearn some of the way I coached before when I’m talking to my administrators.

Sasha Raskin:  That’s such a good point. So my PhD is on counseling education and supervision, and there is one model of supervision and counselor development, and I think it can be applied to any profession really, that really speaks to me, and I see it in myself and I think you talked about that as well. And this is the curve bell, at the beginning you learn, learn, learn, and then you reach this critical mass of, okay, I kind of know enough, right? I still have a place to go, but now I kind of need to unlearn, unlearn, unlearn what I already know, right?

David Manning:  Yeah.

Sasha Raskin:  And that’s flexibility, right? And that’s the authenticity. I can show up as a whole being in whatever I’m doing, right? I don’t have to play any parts. I can trust myself in what I’m doing, right? And actually combine it with the knowledge and the skills that I’m learning.

David Manning:  Well, you’re right. You’re right, Sasha. Because what happened for me is that you … It’s blended, it becomes kind of a blended process. Because I don’t need to throw out, for example, the process of planning something with somebody, the process that we used to call a conversation map which we call the backward planning model. Like, if you have a school principal show up and say, “David, I want to use this coaching session to plan a meeting with a very difficult teacher that’s not doing what they need to do,” or something like that.

So there’s a process of starting with what’s the outcomes that you wanted? Going to the end, it’s a backward planning dialogue basically. What outcome do you want? How will you assess that you’ve got that? What strategies will you use? What’s a learning goal for you? What do you want to watch about yourself during this meeting? And do you think this was effective or how do you feel about the planning process?

So I keep that.

Sasha Raskin:  Yeah. So you have a template that you work with?

David Manning:  That’s a process. And they bring the content to my coaching sessions, and I bring the process. And that still works, believe it or not. And yet you also … What I had to learn not to be was the expert, Sasha. Because I had been the expert in many situations, I mean, that’s not easy for me to say, I’m a humble guy. But I do know what I’m talking about because I have been there and I had years of experience working with school administrators.

But when you’re really trying to figure out … basically you come deeper into who this leader is, you have to live … You have to be curious, you have to live in not knowing, which you have to have a tremendous curiosity about trying to figure out how would this leader and asking that question – how would you like to show up in this situation? Explore who he is as an observer, who he or she is as an observer to what they need to do to shift to get what they want.

Sasha Raskin:  Yes.

David Manning:  So that involves slowing down, giving the client time to answer. Sit with the client even if they’re uncomfortable. Breathe, relax, and be stay curious, and live with the questions that come up. That was more difficult, that’s more difficult than performance coaching in my opinion.

Sasha Raskin:  Yeah. So slowing things down. And actually I just finished one of my classes that I’m teaching at Naropa University, and I talked to my counseling students about the balance between owning it and saying, “Well, yeah, I have expertise.” And maybe expertise is a big word, but I do know a few things and I did develop skills. And what is the balance and maybe the difference between that and the dogma of I have all the answers and you are going to listen to me, right?

David Manning:  Yeah. I think that’s the difference in … a slight difference in mentoring and coaching. I have coached an alternative high school principal, and I was one, but I was careful not to say, “Here’s the way you do this?” That’s not coaching. I could say as a mentor, “This worked in my experience,” but even that is pushy, it’s not … I didn’t want to be the mentor; I wanted to be the coach with her. And I am not at her school; I know nothing about her staff. She’s the expert in that building, and so I have to figure out and let the client look deeper who they are and let them tell me what’s going on rather than me being an expert in that situation.

Because my staff I did, this was 35 years ago when I was a high school principal, and things have changed to say the least. So yeah, I think you’re onto something about it.

And that word expert, it’s a little shaky. What I mean is what I meant by that is that I didn’t want to tell him what to do. I wanted to leave the responsibility on their shoulders. I wanted to be a thinking partner with them. And that’s all, just a thinking partner.

Sasha Raskin:  So collaborative leadership, right? And I’m thinking about the difference between power over and power with, right?

David Manning:  Say that again.

Sasha Raskin:  The difference between power other and power with, right?

David Manning:  Oh, power over and power within.

Leadership, Executive Coaching and Organizational Change
Organization Training and Skills Upgrade as Concept

Sasha Raskin:  Yeah. I can be a leader who throws my authority at people and demands and micromanagers, right? And I can be a leader that empowers others who work with me, not under me necessarily, whatever the structure is, to be leaders themselves, right? To think for themselves, to challenge me even, right? And truly building a culture where people feel empowered to be big and strong in the world.

David Manning:  Right. I think that is the ultimate goal. I mean, that is actually I would say one of my life purposes is to help people realize and experience their own personal power, which isn’t power over. It is what you’re talking about; it is we all have a sense of this personal power of who we are. And maybe, and I’d like your view on … Have you ever heard the term situational leadership?

Sasha Raskin:  I have not.

David Manning:  Well, when we were talking about what is needed to be … what skills and what talent is necessary to be a good administrator, there are moments when the theme of being in command are really necessary. And you can imagine, and that’s a situational kind of leadership, and it’s the same as when I was talking about a chronically low-performing campus requires a different kind of leader than a high-performing campus who the kids are all above averages and motivated and parental support and high socio-economic range as to a low socio-economic, a diverse campus in the projects or urban communities, there are different qualities come out.

But what I want to go back to was this talent of being in command comes in when let’s just say there’s a fire in the building, there’s an emergency going on. You step up in this situation and you bring out your command commanding leadership skills. Does that make sense?

Sasha Raskin:  It does. So they need to adjust and maybe there are different qualities and maybe certain amount of this clear decision-making and top-down instructions that are needed maybe in crisis modes versus things kind of go smoothly.

David Manning:  Yeah. And to balance … probably the toughest thing to do when you’re under pressure which in this day and age and I don’t know about other states because my experience is mostly in Texas, but it happens in other states too because I do have clients from other states, the need to perform well above standards or at least make the standards in standardized testing situations is tremendous pressure on school leaders in the public school system these days.

Sasha Raskin:  Yeah. So what can help leaders not to play it safe in terms of I’m just going to do whatever it takes for adults to see me as competent?

David Manning:  Yeah, I mean, I think it will take a huge overhaul in our system of testing, of how often what we test for, how we test. Frankly the system is so outdated. We’re still on the same calendar schedule as if we were in an agrarian society. We still in many places have the classroom setup with rows of desks and the teacher in the front of the room. Now that’s changing, in many, many ways, that’s changing with computers, with personal computers and things like that. So the system is changing. It’s like turning a ship around, a cruise ship around rather than a row boat, turning it around, it will take something like that.

Sasha Raskin:  Yeah. That’s interesting. In my classes we sit in a circle, always. And I think it’s going back to this communal fire and sitting around the fire and meeting each other on the same level and seeing everyone, right? Not staring back at the backs of majority of other people, right? Not seeing the people behind me, not seeing the people in front of me if I’m sitting in rows and giving a bow just to one person.

David Manning:  Yeah.

Sasha Raskin:  Because we’re in this together, right?

David Manning:  Well, yeah, what you’re talking about in my opinion is having … There are certain I think necessary elements of having a deep conversation. And in order to have a deep conversation you have to all be somewhat on the same level. We have to see each other as fellow human beings rather than as in the positions that we have or the roles we’re playing if you want to have a deep conversation with someone. And that’s what I think needs to happen in many schools is to just sit with the kids and really be humble, get out of your role as a teacher, really listen to what the kids have to say.

And from a standpoint of learning and really realizing that it’s okay for the conversation to be a little bit messy for a while, because that’s the way we learn. Things are a little messed up until we get them straight in our head.

Sasha Raskin:  Yeah. And if we expand the conversation outside of the realm of education system, into those lives of anyone who might be watching and listening, how do you think people can actually step out of their comfort zones into just being stuck from living their life fully, from maybe letting go of the fear of being judged for taking risks and for being different and trying new things. What can help people do that?

David Manning:  Well, that’s a great question. And with that what you’re talking about here I think is a level of trust that you really have to be … you have to be conscious of. But what is most important is the relationship. That’s where the magic happens, within this relationship with another human being to be able to share honestly and openly and to have a level of trust with like a leader with his or her teachers, and their staff to allow them to take risks and make mistakes and not be ashamed for trying something new. If it doesn’t work, it doesn’t work, and you don’t spend a lot of time criticizing that part of it. You go like, “Hey, what do we think would work now?”

And I think it’s a matter of the leader just saying, “What do we want to generate in our school? And when this kid leaves my high school, when he graduates, what do we want him to know and be able to do and be as a human being? Have we done our job to see that this is a functioning, happy, emotionally intelligent human being that we’ve spent 12 years getting through the system?”

Sasha Raskin:  I am so happy to hear that intention behind your work, because the whole reason I started go new is to create a platform for transformational education and to talk and learn about the things that are not being talked about in schools, like relationships, and parenting, and finances, and developing your own business, and all of those things that may be somehow neglected and being lost in the details of grades, big classes, some power dynamics in terms of, well, if I’m the teacher, how do I keep my authority in the face of a large group of people, right?

And you’re talking about how can we as an education system create better human beings? Like, not better math students, not better grammar machines, right? But just better students.

David Manning:  I think you’re hitting on something that really, really we need to be clear about or we need to talk about. And is how valuable is compliance? I mean, I understand you have to have an orderly classroom, but are we just teaching kids to be compliant and do what the teacher tells you to do? Or to really think, think innovatively? There’s a wonderful … he’s a speaker and he’s an educator, his name is George Couros, and he wrote a book and I’m looking for it in my shelves call The Innovator’s Mindset, and he just believes that we’ve really got to …

Ah, here it is, hold on.

Sasha Raskin:  You got the book right there.

David Manning:  Yeah, right here.

Sasha Raskin:  Yeah. This conversation is so interesting to me, because …

David Manning:  So here’s the book called The Innovator’s Mindset, empowering learning, unleash talent, and lead a culture of creativity. And I just want to quickly read this.

Sasha Raskin:  Please do.

David Manning:  Kids walk in just in schools full wonder and questions. How you as an educator respond to students’ natural curiosity can help further their own exploration and shape the way they learn today and in the future.

And it almost makes you want to cry, because just imagine kids coming into schools with that, and we tell them to just sit down and be quiet and do what the teacher tells you to do.

Sasha Raskin:  What is the name of the book and the author again for our viewers.

David Manning:  It’s called The Innovator’s Mindset.

Sasha Raskin:  Got you. By whom?

David Manning:  It’s by George Couros. And he has a blog, and he has a newsletter that I get … I send it to my administrators when it’s something I really think is valuable. He’s just thinking outside the box and he’s saying we all need to do that, and especially this creativity aspect of things.

Sasha Raskin:  Why do we need to do that? From your perspective, why can’t I just be in and stay in my comfort zone, go to work, 9:00 to 5:00, and punch my card, watch Netflix, and do the same thing again?

David Manning:  Yeah, well, I think it’s because the world isn’t … That’s not realistic in the world today. How many people really do go to work 9:00 to 5:00 these days? I mean, the future … I mean, what we know now about what kids are going to be doing … we don’t even know … we can’t even predict the jobs that will be available to our young people these days. And it’s rare now that anybody goes to one job and sticks with one job. They’re changing jobs all the time, they’re working from home, they go in … [Cross talking 40:47]

Sasha Raskin:  … to succeed, if the job market constantly changes we cannot know what’s going to happen in five years and what jobs will exist and what will not. What are the core things that someone needs to have and develop in order to thrive in a constantly changing world?

David Manning:  Well, I think it’s again creating these ongoing opportunities for innovation. In other words taking something and saying, “Well, here’s how this is usually used, but what if we use it this way?” Or, “Here’s something that we have to have more effective measures of measuring progress with kids and use what we know and embrace change and do something amazing with something that other people wouldn’t do that with.”

It’s this thinking, this innovative educating kind of thing, and it begins with … it’s a mindset. I mean, I think that’s what he’s saying with his book, it’s a mindset. And we just have to initiate these conversations that like what we’re doing now, Sasha, I’m grateful that I get to ramble on here about things that I believe and have believed for so many years.

And I’m still learning, I mean, that’s the deal, that we have to support teachers and leaders as learners. Like I said I was a beginner in learning ontological coaching just last year at 69 years old. It’s never too late to learn.

Sasha Raskin:  So let me ask you before we wrap up the million dollar question. It’s coming. If you look at the person, and let’s not talk even about what they do for a living, any person, what do you think is the main thing that stops people from really stepping into their power, into the leadership … I don’t know, skills or leadership way of living, not necessarily being in a leadership role. And what is maybe the main antidote for that? How can people maybe pass that threshold of I let life happen to me versus I am creating the life for myself and others that I want to be creating?

David Manning:  Well, several things come to mind, and one probably the reason what stops people is fear I think. Fear of risk, of not being able to take a risk, or making a mistake, or that kind of thing. Or fear of what I might find if I look deeply into myself. But most of us we all know that once you shine a light on something it’s light, it’s not dark anymore. So it takes courage I think to do that.

The other thing I think you’re getting at is self-reflection – Can I look at how I’m showing up in this situation? We have to be reflective leaders. I used to make my administrators in my program, my aspiring administrators, do reflections. Every week I had them write up something, an incident that happened, and I had them connect it with the skills and the knowledge and skills that it took to the framework that we had to be able to be certified as a school administrator, and it was a whole concept, it was a whole list of knowledge and skills, and all of that.

But I used to have them take an incident every week and self-reflect, and then find where that fit in as far as their skills and knowledge – What skills that they learned did they use in that situation? What knowledge did they use in that situation? And reflect on their behavior and how they handled it, and how it went. How they felt about it also, I mean, we got to bring in the feeling aspect of it. And so I think it boils down to hiring a coach.

Sasha Raskin:  Yes, yeah.

David Manning:  But hiring somebody. Or you don’t have to hire them even, just find somebody that you trust, that you can have a deep meaningful conversation with and debrief something if you need to debrief, plan with somebody, get deeper into it. Look at what’s underneath the surface of what you’re doing. I mean, see how deep you can go with your own self-reflection.

Because usually the first emotion that comes out is not … There’s usually something below that, there’s something deeper inside that you really have to figure out what is causing me to take this action to get the results that I’m getting.

Sasha Raskin:  So you’re talking then about the antidote being self-reflection?

David Manning:  Exactly.

Sasha Raskin:  And waking up into why I even do what I do and what stops me from doing what I actually want to be doing, right?

David Manning:  Yeah.

Sasha Raskin:  And the honesty and the courage that comes with that. Maybe when I’m working as a coach with groups, organizations, individuals, it doesn’t really matter and it can be CEO or it can be a father who just wants to be a better father, it doesn’t really matter – but how do you gradually expand your comfort zone by taking small steps that are new, right?

David Manning:  Yes. There’s a book … here we go with books.

Sasha Raskin:  I think sharing …

David Manning:  There’s a book that’s called One Small Step Can Change Your Life. And I asked my clients, “What’s a small step you could do? What’s just something?” You’re exactly right, Sasha, we’re talking the same language here today. I’m grateful for that.

Sasha Raskin:  So what is a small … Can we use an example I think to wrap up and take it from theory to practice? Let’s say a person is really struggling to start working out. They want to be going to the gym, but they don’t for years. What is a small step that they can do?

David Manning:  Well, that’s a great question, and you could break that down to its … You can set a goal, you can create an action plan and all that kind of stuff, but this is a really simplistic way to look at it – You start by putting your tennis shoes on. Just put your shoes on.

Sasha Raskin:  Oh, I love that.

David Manning:  You know what I mean?

Sasha Raskin:  That’s not too hard.

David Manning:  Yeah. I mean, and when someone isn’t following through with something that they said that they were committed to. The other part of going back to is why, why do you want to work out?

Sasha Raskin:  Yeah, what motivates me?

David Manning:  Yeah, what’s your motivation?

Sasha Raskin:  And by the way, I think I would really enjoy to read your future called Just Start with Putting Your Tennis Shoes.

David Manning:  Yes.

Sasha Raskin:  Yeah, you hold it here first, a book is coming out.

David Manning:  Thank you. I like it. That’s good.

Sasha Raskin:  David, it’s been such a pleasure talking to you. David Manning an amazing coach. Anyone who wants to reach out, I think that would be a great gift for anyone really. And I would encourage the viewers and listeners also go to go-new.com and explore all the video classes that we have there and the possibilities of coaching, so you actually start getting those changes in your lives.

And David, what’s your email address if you want to share, if people want to reach out to you?

David Manning:  Yes. I have two emails, and I’ll give you the professional one, which is really, really long, Sasha. But also you can tell … I will say now if they contact you, Sasha, you have my permission to give them my contact information.

Sasha Raskin:  Great, yeah.

David Manning:  But it’s a long one, it’s called [email protected] I’m sorry it’s so long. Somebody else did this for me and I’ve never changed it because I’ve got no time.

Sasha Raskin:  Well, if it works, it works. Thank you so much, David.

David Manning:  Thank you. It’s so nice. I’m honored that you set this up and will you send me that … where will it be?

Sasha Raskin:  So it would be on all the major broadcast platforms and on YouTube as well and on the website go-new.com where people can find all the podcasts episodes and some really good resources beyond that.

David Manning:  Okay, thank you, Sasha.

Sasha Raskin:  Until we talk again.

David Manning:  Okay, all right.

About the Author Sasha Raskin

Sasha Raskin, MA, is an  international #1 bestselling co-author , the founder and CEO of  Go New , a transformational education program, a  life coach, and business coach and a  psychotherapist in Boulder, CO. He is working on a P.h.D in Counseling Education and Supervision and is an adjunct faculty at the Contemplative Counseling master’s program at Naropa University, from which he also graduated. Sasha has been in the mental health field for more than 10 years, worked with youth at risk, recovery, mental health hospitals, and coached individuals, couples, families, startups, and groups. He has created mindfulness stress reduction and music therapy programs within different organizations. Whether it’s in person or via phone/video calls, whether as  a counselor , a  life coach or a  business coach, Sasha uses cutting-edge, research-based techniques to help his clients around the world to thrive.   As a  coach Sasha Raskin provides individual and group  coaching in Boulder, Colorado, and worldwide via video and phone calls, drawing from over ten years of experience. His services include:  life coaching,  business coaching,  career coaching,  ADD / ADHD coaching,  leadership coaching, and  executive coaching. Schedule your free 20-minute  coaching phone consultation with Sasha Raskin As a  counselor in Boulder, CO, Sasha provides  individual counseling in Boulder, CO ,  family therapy in Boulder, CO, and  couples therapy in Boulder,  marriage counseling in Boulder, and  couples intensives /  couples retreats, drawing from over ten years of clinical experience.  Schedule your free 20-minute  psychotherapy phone consultation with Sasha Raskin

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