Behaviours of the best coaches
They can:
Listen fully and with real interest and concern for the learner
Communicate a genuine empathy and understanding
Adjust to another environment, terminology and work habits
Set challenging yet realistically high expectations
Diagnose accurately ?what is going on’ and see ways forward
Develop a shared interest in the learner and their issues
Experiment and explore, suspending judgements
Find patterns in information and processes
From: Paul Pohlman
Seven ways to manage a consultant
Check the consultant’s credentials
Clearly specify your needs
Ensure a positive organisational fit
Clarify evaluation arrangements and outcomes
Monitor closely – especially new consultants
Give clear feedback to the consultant throughout
Be prepared to ask awkward questions
Source: Phil Lewis
&
The STRETCH model of coaching
S et the context
T ransfer issues to the learner – ensure ownership
R evisit what outstanding performance looks like
E stablish what’s in it for the learner
T ake time to agree what specifically must change
C atch them doing something right – praise and reward
H ave time set aside to celebrate success
Source: John Burdett
Seven levels of interest in your own development
I have development needs, but I’m not interested in working on them.
I have development needs, but I don’t know what they are.
I have development needs, I know what they are, but refuse to do anything about them.
I have development needs, I know what they are, but I need a push to do anything
about them.
I know about my development needs, I’m motivated to do something, but I don’t know
how to go about it.
I know about my development needs, I’m motivated to do something, and I’m doing so.
I have no development needs.
Source: Leslie Rae
Seven principles when helping people to learn
People know more then they think they know
Everyone has resources for improving performance
Useful questions are worth more than commands
Each person is responsible for their own contribution to the organisation
Every set back provides a learning opportunity
Experiments precede learning
Challenging but achievable goals bring out the best in people
Source: King and Eaton
Seven important coaching skills
Attending
Giving and receiving feedback
Drawing out
Silence
Suspending judgement
Recognising and expressing feelings
Paraphrasing
Source: David Megginson
Seven coaching competencies
Framing questions that make learners think deeply
Being a resource – removing barriers to learning
Holding back, not providing all the answers
Creating and promoting a learning environment
Using analogies, scenarios and examples
Engaging others to support the learning application
Providing feedback constructively
Source: Ellinger and Bostrum
Six musts for a coach
Trust
Mutual respect
A sense of common purpose
Integrity
Openness
Honesty
Source: John Burdett
Six questions on self directed learning
- Do people really want to be self directing?
- Is everyone capable of being a self directed learner?
- Is self directed learning the best option always?
- Does top management, with its emphasis on personal accountability for results,really buy into it?
- Are trainers capable of learning to be facilitators of self directed learners?
- Are learning contracts an essential ingredient of self directed learning?
Source: Brian Knowles
Six barriers to learning
Perceptual
Cultural
Emotional-motivational
Intellectual
Expressive
Environmental
Source: Temporal and Boydell
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Six big problems with training and development
A failure to identify the specific needs of learners and for learners to own their own development needs
Objectives set by trainers, rather than the learners
Little acceptance by learners of the need to take responsibility for their own development
Constraints of time for preparation and participation in learning events
A failure to follow through learning beyond an event or course
Failing to achieve high value via transfer of the learning
Source: Jeff Gold
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Six keys to value added development
Everything is driven by business needs
All activities help achieve organisational goals
Providing people with skills and knowledge needed to improve personalperformance
Assessing the readiness of the workplace to support learning skills
Achieve management acceptance of responsibility for a supportive workplace that encourages the pplication of learning
Measurable results that can be tracked
Source: Robinson and Robinson
Accept and manage blog links
Hi
As a trial I am allowing people to link to this site and I will link back
lets see how it goes – I’m trying the wp-link-directpry plugin from http://www.seanbluestone.com/wp-link-directory
[wplinkdir]
Deleted until formatted is corrected….
Six threads for learning
Ambition, which when properly focused, is an asset
Adaptability, the ability to work with others and respond to different challenges
Resourcefulness, the ability to use good judgement in different situations
Faith, both in yourself, and your team
Fight – the ability to pick yourself up and try again
Patience, reliability, integrity, honesty and sincerity
Source: Kaye and Kleiner
Six principles of adult learning
Adults are autonomous and self-directed
Adults need to connect new learning with previous life experiences and knowledge
Adults are goal-oriented – and will look for this
Adults are relevancy-oriented
Adults are practical – seeking application of learning
Adults need respect and recognition for what they can contribute
- Malcolm Knowles
Six ways to develop adults to mature learners
To support the development of adult learners there are a six ’scales’ or preferences. helping to move learners from:
- Dependency to autonomy
- Ignorance to insight
- Using shallow abilities to deep abilities
- Selfishness to altruism
- A need for certainty to a tolerance of ambiguity
Source: Malcolm Knowles
Five rules for coaching high performers
Quickly get their attention
Demand commitment
Connect via a common language
Hit hard enough to hurt
Engage curiosity and competitive instincts
Source: Ludenes and Erlandson
Five early stages in getting people development right
- Agree desired changes in organisational effectiveness
- Set criteria against which to measure progress towards the desired state
- Define the skills and other resources necessary
- Assess the existing skills and resources
- Implement the development intervention
Source: Peter Bramley
Five reasons to evaluate
Proving Convincing stakeholders that training is making a necessary contribution
Improving To highlight how training activities can be improved
Ritual Going through the motions – not meaningful
Controlling Ensuring standards and quality are maintained throughout a training activity
Learning Determining what individuals have learned
From: Mark Easterby-Smith
Four principles of learner-centred design
Learners are responsible for their own learning
Training is the process of helping people to learn, but not necessarily meeting their conditioned responses to learning
The learning opportunities should provide the greatest amount of choice and freedom in how learners learn
The learning opportunity should be fun-filled and free from fear and embarrassment
Source: Trevor Bentley
