Learn/Perform Mixtape

3.6. Learning Technologies

Learning Objective: Explain why it is important for talent development professionals to know the current and emerging learning technologies

Importance of Being Aware of New Learning Technologies & Leveraging Technologies to Train:

• Instructional design techniques and training delivery options are evolving
• Advances in digital learning/training offer talent development professionals more ways to offer learning solutions
• It is critical to pair the appropriate instructional methods with the right training delivery method
• Technologies leverage new ways to offer learning when, where, and how you prefer to train

Virtual Training Basic, 2nd Edition “Rules” by Cindy Huggett:

• The term virtual training has many meanings; when discussing virtual training with someone, make sure you are on the same page and using the same terminology: online learning, digital learning, e-learning, webcast, webinar, blended learning, social learning (web 2.0), informal learning, virtual instructor-led training (vILT), synchronous virtual classroom, asynchronous training
• Virtual training can be an effective learning solution; but it might not be the right training option for every learning initiative in every organization
• Trainers should ask very specific questions during virtual delivery
• Mobile devices, smart phones, tablets, etc.can offer some training classes; however the screen size and features might have limitations in a classroom app, as it does not always lend to facilitation.
• Be sure to test your classroom software program prior to launching any virtual training program. You want to know about the set up features, access, and how participants will engage, interact, and use this digital platform.
• Familiarize and play around with the tools and settings in your virtual class to identify the features you want to use for discussions, questions, interactions, and synchronous/asynchronous activities. 
• Have at least one backup plan or way to troubleshoot for any technology issues with software, hardware equipment, or the internet connection. Plan for multiple modes for learning. E.g. check your Internet connect; secure a phone line option; downloadable presentation slides, handouts, etc.
• Engage participants: make it matter; keep it relevant; capture their attention from the start; say participants’ names frequently; create interactivity using technology; encourage networking; bring the training class to life; focus on the learners -- e.g. in a synchronous session (webinar/lecture) be sure to ask polling questions, encourage chat comments, pause for checks, breakout groups/room options; whiteboard drawing/contributions; see if hands are raised in webinars (every 4 minutes)
• Practice with these technologies -- it gets complicated in multitasking

READ: HOW TO: Virtually Team and Facilitate Meetings by @laurapasquini 

REVIEW: Checklist: Selecting Technology for Learning via @laurapasquini

RESOURCE: Choosing and using media in education: the SECTIONS model by Tony Bates

Modified questions for training delivery:

1. Who are the professional learners and employees your training?
2. What are the desired learning outcomes from the training?
3. What instructional strategies will be employed to facilitate the training/learning outcomes?
4. What are the unique characteristics of each medium/technology, and how well do these match the learning and training requirements?
5. What resources are available?

Be sure to check out AOE 6. Managing Learning Programs; 6.2. Learning Technologies and Support Systems to learn more about other options. 

Books mentioned in this episode:

• Virtual Training Basics, 2nd Edition by Cindy Huggett
• Teaching in a Digital Age, 2nd Ed. by Tony Bates 
• Technology for Trainers by Thomas Toth

3.5. Delivery Options and Media [For Training Delivery]
Learning Objectives:

• Define blended learning
• Discuss two examples of when classroom learning or online learning are most appropriately used, and explain why
• Define environmental considerations that ensure optimal classroom learning
• Discuss the benefits of message boards and chat rooms to learning groups and online communities
• State two benefits of online learning, and list two requirements for audio & video plug-ins
• State the purpose of an electronic performance support system, and discuss when to use or not use one
• Explain what is meant by self-directed learning, and describe two situations in which it is most appropriate
• Identify the benefits of using games and simulations to deliver training

Blended Learning: “the practice of using several mediums in one curriculum. Typically refers to a combination of classroom and self-paced computer training” and it offers the best of both online and face-to-face experiences of learning environments (Biech, 2015, p. 49, 77)

• Optimizes resources, providing the greatest impact for the least investment
• Delivery format for a blended-learning solutions to solve a business problem
• Technology characteristics will lend to the audience, location, content, & delivery of training for certain skills and knowledge
• A marketing plan will inform and communicate this type of training program

Online Learning: describes how technology is leveraged via computers, mobile devices, Intranets or the Internet, etc. is used to apply learning concepts and delivery training. Other technologies that have been used: CD-ROM, DVDs, learning portals, learning management systems (LMS), email, collaborative tools, smartphones, wearable technology, electronic job aids, help systems, TV, etc. Here are a few things to help you determine if online learning is the best training delivery method before investing resources to develop it:

• What is the performance deficiency or the learning opportunity that the intended program is expected to address? Is training the most appropriate solution? Would a performance support tool work just as well? Or better access to information?
• Where is the target audience - all in one place or widely dispersed? How many people need to be trained? How quickly?
• Is the budget adequate for online learning?
• Is there technology available for online learning? Is there IT support?
• Will the learning be developed internally or with the help of suppliers? Are there standards and protocols for working with supplier partners?

Asynchronous learning: learning/training where the trainer and learner do not participate simultaneously e.g. discussion board, email. 

Classroom Training: a learning space set up like a traditional classroom environment led by an instructor/trainer/facilitator. 

READ: Why Can’t Learning in the Analog and Digital Just Get Along? By @laurapasquini

Selecting the Facility & Preparing the Environment

The facility for training will require a process, a trainer, facilitator or program coordinator to identify what this space should look like to enhance learning goals and plan for the physical setting to enhance reaching those objectives, activities, etc. This space might be set up for reception, a meal, theater seating, conference seating, classroom set up, or U-shaped seating arrangements.

You will want to consider the following factors for the room, set up, and space:

• Screen size is important to determine the distance the last row of your seats should be and how they can view the screen for potential presentations
• Peripheral facilities will consider the Wi-Fi connectivity, access to speakers for sound, or other outlets needed in the room if people are bringing their own devices
• Environmental factors to reduce distractions, obstacles, and remove any barriers for participants view, audio, etc.
• Preparing materials and equipment: allow for set up time to move any furniture, technology, or equipment before the training starts
• Room arrangements for Training Sessions: circle, broken circle, circular table, square table, rectangular table, u-shaped table, classroom/lecture style, theater style

READ: Preparing Your Training Environment by Elaine Biech

Distance Learning: educational delivery in which the instructor and students are separated by time, location, or both; can be synchronous or asynchronous; characterized by interaction between the learner and the trainer, among learners, or between learners and learning resources by using one or more learning technologies

READ: What is Distance Education? Via MSU Office of Instructional Technology

Ways to train with electronic presentation and distribution methods:

• Presentation software: PowerPoint, Prezi, Keynote, etc.
• Web conferences: Zoom, Adobe Connect, GoToMeeting, etc.
• Distribution Channels: social media, microsharing, cloud-based, apps, podcasts, etc.
• Collaborative spaces: wikis, Google docs, Slack, etc.
• Engaging Activities Using Common Virtual Tools (Huggett & Corbet, 2009):
  • Share documents, whiteboards, polling, chat, interactive discussions, multimedia

READ: 6 Tips To Design Interactive Virtual Classroom Training

Benefits of Technology-Based Training include:

• Cost-effectiveness
• Speed and precision
• Access anytime, anywhere
• Self-direction for learners
• Synchronous vs. asynchronous options
• Online communities: In episode 3.4., we talked about Communities of Practice (CoPs) -- where a group of people who have a common interest in an area of competence and who share their experiences of their practice - might also form informal networks and build learning communities online. 

Technology-Based Terms and Definitions for Training:

• Asynchronous learning
• Audio
• Blog (weblog)
• Browser
• Chat room
• Collaboration technology
• Community of practice (CoP)
• Electronic bulletin board
• Electronic performance support system
• Electronic text
• Mobile learning
• Multimedia 
• Online help
• Online learning 2.0
• Podcast
• Simulation
• Teleconferencing
• Video
• Virtual classroom
• Virtual world
• Web 2.0
• Wiki

This is what's listed in the ATD guide -- what needs to be added? Removed? Revised?

Talent Development Performance Support Systems

Job Aid: is like a cheat sheet or stage place for information that employees will want to refer to when performing a task. This could be a reference or check list of things to remember for steps or a process for functions of their job. Typically it offers step-by-step guidance for performing a task within their job e.g. pilots use a pre-flight checklist before take off

• a task performed with r...

3.4. Ways to Facilitate Informal Learning & Build Learning Communities

90% of learning occurs outside of formal training settings and environments, so talent development professionals needs to foster these activities and encourage informal learning experience for training and learning.

Learning Objectives:

• List at least 3 ways to facilitate informal learning
• Describe 3 ways to encourage learners to develop their own personal learning network

Informal Learning: describes anything that’s not learned in a formal program or class; on the job through talking, observing others, trial and error, discovery, collaboration, studying or reading books, MOOCs, and seeking knowledge or information through social media. E.g. conversation, communities of practice or virtual communities, and the web (blogs, videos, social networks, podcasts, videos, discussion forums, search engines, etc.)

Formal Learning: defines learning as a behavior change and rooted in a philosophy of behaviorism

Constructivism: suggest that knowledge is built (or constructed) through experience and influenced by interactions with people; ways of knowing and learning from others

Learning Platforms/Applications: on the Internet there are a number of growing digital spaces that allow people to exchange information, develop ideas together, post questions, share advice, and disseminate things. e.g. blogs, tags, wikis, screencasts, communities of practice, instant messaging, podcasts, videos, etc. 

Techniques for Encouraging the use of Informal Learning: WHY? It leverages existing materials and relationships without requiring a classroom, a learning designer, or training facilitator. To support informal learning, you will need to set clear expectations among stakeholders in the organization about what informal learning is and the potential for supporting employees in their work.  Here are a few group activities that promote informal learning at work:

• Orient workers to the technical aspects of a job
• Onboard workers to the culture and values of the group
• Expand the scope of assignments a worker can handle
• Build workers’ proficiency
• Help workers address undocumented challenges
• Update workers’ skills and knowledge
• Help workers for their next jobs
• Address ongoing initiatives

READ: Thinking About Promoting Informal Learning in Groups by Juana Llorens

It’s important that talent development professionals coach employees and managers to accept and leverage informal learning by:

• Setting clear expectations about informal learning among stakeholders
• Gaining executive support for informal learning efforts
• Building an internal repository of content that can be leveraged for informal learning e.g. policies, procedures, processes, etc.
• Continually promoting the availability of resources for informal learning
• Clarifying goals and desired outcomes -- which helps managers and employees focus on challenges
• Assisting managers and employees in identifying gaps in their knowledge and skills 
• Providing resources and guidance to managers and employees to develop specific opportunities and skills
• Letting employees lead their own learning efforts when possible
• Helping employees develop skills in independent study, research, and collaboration

Developing Personal Learning Network (PLN): a PLN is an informal learning network that consists of the people a learner interacts with and derives knowledge from in a personal learning environment; From the theory of connectivism (Siemens & Downes, 2007), it purports that learners create connections and develop a network to contribute to their professional development and knowledge. 

BONUS READ: Thoughts my My PLN by @laurapasquini

Types of Learning Communities: Groups of people who share a professional interests or background and discuss opportunities, challenges, and feelings related to it. These can meet in person or online or a combination of the two on a regular basis (weekly, monthly, annually, etc.) to share a common interest and share resources. 

MORE ABOUT: Introduction to Communities of Practice

REVIEW: Networked Communities of Practice - Research Project

EXAMPLE: Connect and share with people in your industry: https://www.fishbowlapp.com/ 

BONUS COMMUNITY: Higher Ed Podcast Project 

Ways to Grow and Foster Learning Communities in an Organization: informal learning is a journey and to grow or foster your learning communities within your own organization, here are a few suggestions:

• Encourage employees to use internal proprietary, social learning tools, blogs, & so forth
• Provide quick-reference job aids 
• Share success stories in company communications about how learning communities 
• Educate managers about the culture changes needed to support learning communities
• Share strategies for engaging in a community
• Use social software to enable employees to find communities of interest and of benefit to them personally or to their roles

A PLN you should join if you are studying for the CPLP Exam:

ATD Certificied Professional Learning & Performance (CPLP) Candidate Preparation LinkedIn Group: https://www.linkedin.com/groups/8664160/ 

Books mentioned in this episode and to read more:

• Situated Learning by Lave & Wenger
• The New Social Learning by Bingham & Conner
• Cultivating Communities of Practice by Wenger, McDermott, & Snyder

3.3. Instructional Methods

Learning Objective: Explain what is meant by instructional methods, and list five factors that talent development professionals should consider when selecting an appropriate method

Choosing an Instructional Method: science + art + feeling = decision; After you write the learning objectives to define the knowledge, skills, and attitudes, that professional learners should acquire as a result of training, the selective method or activity should relate to the LO and other factors, including:

• Type of Learning: intellectual & cognitive skills, motor skills, attitudes
• Audience: level, department
• Demographics or Profile: age, gender, level of education
• Number of Learners: individual, small groups, large groups
• Media Available: select by appropriateness, number of learners, financial considerations
• Budget: funds available for development as well as presentation
• Physical Site: centralized, decentralized, specialized
• Trainer’s Skills and Training Style

READ: Choosing and Using The Right Instructional Methods and Training Activities 

READ: Selecting the Instructional Setting

Refer to more about choice for instructional methods for training, teaching, and learning in AOE 2. Instructional Design; 2.9. Instructional Methods. 

Books mentioned in this episode:

• Virtual Training Tools and Templates by Cindy Huggett

3.2. Individual Learning Preferences

Learning objectives:

• List the four elements of Ned Herrmann’s brain-based approach, and briefly explain each
• Explain why it is important for trainers to understand the various intake methods 
• Describe Howard Gardner’s 10 multiple intelligences
• List the seven preferred learning modes outlined in the perceptual modality model
• Define characteristics of adult learners (CAL) and chain-of-response (COR) from Cross’s adult learning model
• Explain the purpose of accelerated learning (AL) techniques
• State three key principles of AL
• List two factors that may affect the speed at which adults learn
• List two considerations for identifying presentation styles

The Learning Style Neuromyth: A neuromyth describes fallacies scientists discover about how the brain functions (Biech, 2017). There are a number of misconceptions about your brain and how you learn -- specifically being there is no measurable proof that learning styles exist, all learners learn differently and have their own preferences -- even though we know that all of us learn well through all modalities.If you provide learning that encompasses many different modalities: 

• Accept that participants learn in different ways
• Use different methods to facilitate learning for different preferences
• When delivering training, strive to create a variety of approaches that use techniques and activities suited to all learning preferences

Herrmann’s Whole Brain Approach is related to the Herrmann Brain Dominance Instrument: a method of personality testing developed by Ned Hermann that classifies learners in terms of preferences for thinking in four modes based on brain function. This is a personality testing related to brain dominance to understand how people learn in terms of preferences for thinking in 4 modes based on brain function:

1. Left Brain (cerebral): logical, analytical, quantitative, factual, critical
2. Left Brain (limbic): sequential, organized, planned, detailed structured
3. Right Brain (limbic): emotional, interpersonal, sensory, kinesthetic, symbolic
4. Right Brain (cerebral): visual, holistic, creative

Multiple Intelligence: how people prefer to receive information, intelligence reflects how they process information. Gardner (1983) suggests that intelligence is multifaceted and the traditional measures such as IQ tests do not accurately measure all its facets and defines intelligence as:

• A measurable aptitude
• An aptitude that people use to create and solve problems
• An aptitude valued by the culture

Multiple Intelligence Theory:  (Frames of Mind, 1985) Gardner describes how intelligences reflect how people prefer to process information; believes that most people are comfortable in three to four of these intelligences and avoid the others. READ: Multiple Intelligences: What Does the Research Say? Via Edutopia

Perceptual Modalities: a learner’s primary perceptual modality and the preferred mode of learning may be one of these:

• Print: learns from texts, pencil-paper, books, etc.
• Visual: learns from slides, films, videos, exhibits, demonstrations, graphics, charts, etc.
• Aural: learns from listening to discussions and questions-and-answer sessions
• Interactive: learns from talking in discussions and questions-and-answer sessions
• Tactile (manipulative/haptic): learns from hands-on activities, model building & sketching
• Kinesthetic (enactive/psychomotor): learns from role plays, physical games, & activities
• Olfactory: learns from and associates learning with smells and tastes

Cross’s Adult Learning: the barriers to adult learning, such as participation and development stages and conceptual frameworks to describe aspects of adult learning and stimulate related research:

• Chain-of-response (COR): pertains to adult learning and the framework to identify the relevant variable and hypothesize their interrelationships. 
• Characteristics of adult learners (CAL): suggests ideas for further research and for implementation for adult learners; specifically difference between adults and children so that alternative teaching strategies could be developed. 

Accelerated Learning (AL) Techniques and Principles: a method for speeding and enhancing both the design and learning processes. AL uses the techniques that maximize learners’ long-term retention by honoring the different learning preferences of each learner and using experiential learning exercises e.g. role plays, mnemonics, etc.

Myers-Briggs Type Indicator: an instrument to help determine personality type based on preferences for extraversion (E) or introversion (I), intuiting (N) or sensing (S), thinking (T) or feeling (F), and judging (J) or perceiving (P); used in career development and team building; the MBTI was not designed to assess the level of maturity, degree of motivation, state of mental health or intelligence. This is a jool based on the work of Carl Jung to ask people to self-report on preferences. READ: An Overview of the Myber-Briggs Types Indicator 16 Personality Types

Silver and Hanson’s Learning Style Inventory: MBTI was used to adopted as a spectrum of four distinct styles that help students learn:

1. Sensing-Thinking (ST): Mastery Style 
2. Intuitive-Thinking (NT): Understanding Style
3. Sensing-Feeling (SF): Self-Expressive Style
4. Intuitive-Feeling (NF): Interpersonal Style 

Adult’s Learning Rates: a variety of factors can influence the speed at which adults learn; factors that influence the time it takes for employees to learn includes: psychological, environmental, emotional, sociological, physical, intellectual, experiential, and age.

WATCH: The first 20 hours -- how to learn anything | Josh Kaufman | TEDxCSU

BONUS READ: Make Your eLearning Stick: 8 Tips & Techniques for Learning Retention

Identifying Training & Presenting Styles: this can impact the delivery of the learning and impact the training process; the key is to be a flexible presenter and consider how you facilitate learning to adapt the content in a manner that a...

AOE 3: Training Delivery        

Delivering learning solutions in a manner that both engages the learner and produces desired outcomes; managing and responding to learner needs; ensuring that learning is made available in effective platforms and delivered in a timely and effective manner (ASTD, 2013). This section is weighted 13-14% of the exam; 20-21 questions)    

This AOE for Training Delivery we are going to emphasize all about learning. To train effectively you need to build a culture of learning (ATD, 2016) -- as this results in a high-performing organizations that is:

• 5 times more likely than lower performing companies to have extensive learning cultures
• 2x more apt to say their learning functions help meet organizational business goals
• Share knowledge with colleagues at a rate 4x greater than that at employees at lower-performing firms

Training Delivery: Deliver informal and formal learning solutions in a manner that is both engaging and effective (ASTD Handbook, 2nd Edition)

The Value of Training (IBM, 2014) report says that 84% of employees in the best performing organizations are receiving the training they need, compared with 16% in the poorest performing companies. Key knowledge areas for talent development related to training delivery includes (also related to AOE: 2 - Instructional Design): 

• Learning theories
• Instructional methods
• Ways to facilitate informal learning and build learning communities
• Various delivery options and media
• Existing and emerging learning technologies
• Facilitation and presentation techniques and tools
• Individual learning modalities
• Organizing or cultural differences
• Own personal training preferences
• Familiarity with content
• Legal and ethical issues related to training delivery

Books read and referenced for AOE #3 on Training Delivery:

• ASTD Handbook: The Definitive Reference for Training & Development Edited by Elaine Biech
• Training and Development for Dummies by Elaine Biech
• Virtual Training Basics, 2nd Edition by Cindy Huggett
• Employee Training & Development, 7th Edition by Raymond Noe
• Technology for Trainers, 2nd Edition by Thomas Toth
• Virtual Training Tools and Templates by Cindy Huggett
• Telling Ain’t Training, 2nd Edition by Harold Stolovitch and Erica Keeps

3.1. Learning Theories

Learning Theory: What cognition and learning theories form the foundation for the talent development profession to improve skills, knowledge and performance deficits that support business strategy? (AOE 3. Training Delivery; 3.1. Learning Theories)

Learning objective: Discuss the importance of adult learning theories and techniques for delivering training.

Key goals for learning theories in talent development: 

• To motivate adult learners
• Plan instruction for adults
• Work with groups of professionals
• Work with individual learners
• Help learners transfer training/learning experience
• Deal with the barriers adult learners face for training

Adult learning theories: attempt to explain how adults learn. Some look at what is observable -- stimulus and response; and other look at memory and propose environmental factors

• To create relevance by mapping courses with perceived learner needs 
• To devise instructional strategies in alignment with real learning contexts
• To choose the technology that best supports the instructional strategy 
• To plan instructional strategies relevant for digital-age and on-the-go learners 

READ: 3 Adult Learning Theories Every E-Learning Designer Must Know via ATD

1. Andragogy: Tapping Into Prior Experience 
2. Transformational Learning: Revealing Perspectives to Create Aha Moments
3. Experiential Learning: Tying Reality to Create Meaning 

Stay tuned and/or check out Learning Theories in Section 2. Instructional Design -- there will be more of a deep dive there. This was just a teaser or follow up -- depending on the order you are listening to and reviewing my study notes. 

READ: Applying Adult Learning Theory to Training by Elaine Biech

Books mentioned in this episode:

• When by Daniel Pink
• Nappuccino: A Scientific 5-Step Guide to the Perfect Nap by Daniel Pink

AOE 8. Coaching; Sub-section 8.2. Ethical Guidelines and Standards of Conduct Related to Coaching

Learning objectives:

• Discuss how ethical guidelines govern the coaching relationship
• Detail the primary coaching issues with regard to privacy, confidentiality, conflicts of interest, and coaching-relationship limitations

Ethical Guidelines: talent development professionals must be conscious of the effects of their products, services, and actions on an organization’s employees they include the follow code of ethics for coaching conduct:

• The Association for Talent Development Code of Ethics
• The International Coach Federation Code of Ethics

Standards and practices related to ethical behavior include:

• Trade practices - general standards & practices in different industries: contacting, developing, and maintaining
• Self-governing behaviors: focus on values and consistent ethical behaviors, such as:
  • Honesty
  • Fairness
  • Lawfulness
  • Compassion
  • Respect
  • Loyalty
  • Dependability

Privacy and Confidentiality Expectations: this includes offering objectivity and confidentiality; typically outsider coaches are welcome as they are unbiased and can focus on the client’s success without any hidden or personal agendas. Trust expectations allow developments and coaching to take place.

Conflicts of Interest: this might occur if a coach has an interest that impedes or interferes with the ability to act in the best interest of a client. To avoid any personal gain or interests, coaches need to engage in a coaching agreement that avoids a conflict of interest. The International Coach Federation (ICF) code of conduct and ethics guidelines offer coaches suggestions, such as:

• Avoiding misleading statements about credentials and expertise
• Being open about any conflict of interest
• Disclosing any potential conflicts, such as third-party payments
• Honoring all contracts and agreements made in the context of the coaching relationship
• Maintaining a client’s confidentiality 
• Maintaining, storing, and disposing of records
• Providing only the best advice and coaching
• Refusing personal, professional, or monetary advantage
• Respecting the client’s right to terminate
• Setting clear, appropriate, and culturally sensitive boundaries governing physical contact
• Terminating the coaching relationship when someone else could offer better services

Relationship Limitations: coach-client relationship it is important to establish an agreement about expectations and boundaries. It is important to manage and set up the boundaries for the coaching relationship to determine if/when the coaching relationship will be terminated. 

Pitfalls of coaching:

• Agreeing with the client when another response would be more helpful 
• Being judgmental or rigid 
• Going too fast or too slowly for the client

Tips for Successful Coaching:

• Coordinate activities from the start. 
• Encourage managers to orient coaches & their clients about expectations for and benefits
• Be aware that individual performer and senior management will approach coaching differently
• Suggest follow-up activities to improve performance and increase knowledge between coaching sessions 
• Competency modeling & tools for performance improvement may or may not already be in place 
• Leverage various methods for collecting data for the clients you coach
• Top management support for a coaching program is a critical success factor
• Document the progress of the coaching relationship

Why ICF? https://coachfederation.org/why-icf

BONUS RESOURCES:
Coaching Training - Dr. Katie Linder https://www.drkatielinder.com/training/ 

An Introduction to the Coaching Training  (episode) https://www.drkatielinder.com/ygt161/

Podcast: Coach to Coach https://www.drkatielinder.com/coach/ 

Welcome to the CPLP Area of Expertise (AOE) 8: Coaching
Using an interactive process to help individuals develop rapidly and produce results; improving others’ ability to set goals, take action, make better decisions, and make full use of their natural strengths. This section is weighted 8-9% of the exam; 12-14 questions.

• International Coach Federation (ICF): is a not-for-profit membership organization for professionals worldwide who practice business and personal coaching
• READ: What is Coaching? Back to Basics via ATD
• Coaching: defined by ICF “a professional partnership between a qualified coach and an individual or team that supports the achievement of extraordinary results, based on goals set by the individual or team. Through the process of coaching, individuals focus on the skills and actions needed to successfully produce their personally relevant results”
• More about ICF and Coaching Certification: https://coachfederation.org/ 

AOE 8. Coaching; Sub-section 8.1. Core Coaching Competencies

The learning objectives for Core Coaching Competencies: 

• Define coaching
• Discuss the role of the talent development professional as a coach
• List the core competencies of effective coaches
• List the techniques used to create effective communication in coaching relationship

Coaching: is not counseling or mentoring; it is a conversation focused on helped others (clients) move forward relative to their goals, hopes, and curiosities -- things they want to accomplish or achieve. The coaching practice believes that the clients have the answers within and the coach uses tools and techniques to draw it out

READ: The Difference Between Coaches, Mentors, Advisors, and Consultants by Mike Krupit

Role of a Coach: for talent development, coaches are designated to improve employee performance to impact the organization. A successful coaching client will be highly motivated and generally have some combination of the following characteristics:

• Eagerness to succeed
• Openness for support 
• Interest in trying different things
• Learning orientation 

READ: Boundaries in Coaching by Skh Mishraa, PCC via ICF

The Purpose of the Coach: typically it’s part of a larger strategy for helping individuals, units, systems and organization to improve performance; it gives 1:1 personal attention to focus on the client/employee for just-in-time needs for issues beyond a training/learning solution. 

• Single-Loop Learning
• Double-Loop Learning
• Triple-Loop Learning

Setting the Foundation for Coaching - the most important skills for a productive coaching relationship includes these skills for any coach:

• Communication
• Client motivation
• Self-management
• Technical skills

BONUS READ: Minimal Skills Requirements for what ICF assessors evaluate when reviewing recorded coaching sessions for ACC level certified coaches.

Co-Creating the Relationship & Building Trust: coaching requires a safe and comfortable environment that encourages open, two-way conversation. This includes verbal and nonverbal cues, when/where/how you meet, and creating a space to form this new coaching relationship.  Elements of Great Dialogue shared by Lisa Haneberg from Coaching Basics, 2nd Ed, includes:

• Play 
• Relevance
• Inquiry
• Freedom
• Reception
• Empowerment
• Connectedness

READ: From the Toolbox: Trust and Intimacy Explained by David Ander via ICF

Effective Communication: helps to clarify clients goals and thoughtful communication can help move these goals to be meaningful and actionable. 

Asking Questions: Two most common types of questions often asked:

1. Closed-ended questions for short or one-word responses. 
2. Open-ended questions for longer individualized answers
   1. Provocative questions should excite and stimulate conversation
   2. Evocative questions pulls a client in to help bring things to mind

The Socratic Method: probing and open-ended questions; expose contradictions for thoughts and ideas to guide your clients toward solutions and their own actions.  E.g. Can you give me an example? What does that mean? How does this relate to what you said before?

Setting Expectations: a coach should reach an agreement with the client that identifies the following aspects about coaching and the coaching sessions: 

• The format 
• The frequency and duration
• The purpose and scope
• The group rules about confidentiality, candor, coachability, and participation

Providing Feedback: for coaching feedback is a valuable tool to help the client improve performance, motivate, etc. If done poorly it can lead to demotivation or impact to their self-esteem. Two types of feedback for coaching:

1. Evaluative Feedback:
2. Developmental Feedback

Some guidelines around feedback:

• Ask clients to self-assess performance 
• Be descriptive rather than evaluative
• Be specific, factual, and actionable rather than general 
• Discuss only behavior that clients can change
• Consider the coach’s and the client’s needs 
• Communicate clearly
• Ask questions rather than make statements 
• Comment on the actions that clients did well, as well as areas for improvement 
• Observe personal limits 

Creating Talent Development Opportunities

Maslow’s Hierarchy of Needs: a motivation theory from Abraham Maslow (1954) from his book Motivation and Personality that said people have complex needs, which they strive to fulfill and which change and evolve over time. 

Theory X and Theory oY (McGregor): Theory X explains the importance of heightened supervision, external rewards, and penalties, while Theory Y highlights the motivating role of job satisfaction and encourages workers to approach tasks without direct supervision. 

Career Building Options and Descriptions: There are a number of reasons why employees seek out 1:1 coaching to improve their learning and performance at work and beyond, here are a few ways clients seek to build their career:

• Enrichment:
• Reassignment
• Job Rotation
• Education or Training
• Professional Organization Mem...

AOE 1. Performance Improvement; Sub-section 1.10. Group Dynamics Process

Learning objectives for Group Dynamics Processes:

• Explain group dynamics
• Explain why understanding group dynamics is important in improving performance
• Explain groupthink
• List strategies to ensure full group participation in team decisions
• List behavioral styles of individuals
• Describe the Tuckman model
• List the five stages in the Tuckman model
• List the five stages in Cog’s Ladder

Group dynamics: the interaction of individuals working or learning together & includes things like setting goals, communicating, making decisions, providing leadership,& resolving conflict; facilitation strategies can affect and impact these dynamics, as shared in Ep. 1.7.

Personal identity issues: Will I belong? Will I be listened to? Will I have a chance to contribute?

Relationship issues: Will everyone get along? How will people from different departments and levels interact? Will the working atmosphere be friendly or businesslike? Will communication be open?

Inclusion Practices

• Establish clear communication methods and styles
• Establish agreement and maintain focus on the objectives, goals, and mission of the team and project with clear defined relationships
• Assist team members with relationship building - introductions, social meetings, etc.
• Ensure that team members remain connected to daily work
• Become familiar with any cultural differences, and address these differences with individuals and with the team
• Establish a code of conduct - communication style, conflict management, roles in the group, consequences of conduct, norms, meeting expectations, etc. 

Groupthink “occurs when a group of well-intentioned people make irrational or non-optimal decisions that are spurred by the urge to conform or the discouragement of dissent. This problematic or premature consensus may be fueled by a particular agenda or simply because group members value harmony and coherence above rational thinking.”

Conditions that allow for groupthink: isolation of the group, high group cohesion, directive leadership, lack of norms related to methodical decision-making procedures, homogeneity of members, and high stress from external threats. 

Ways to avoid groupthink:

• Assign a member of the group the role of devil’s advocate to argue against the consensus view
• Create avenues for anonymous feedback e.g. suggestion forms/boxes
• Provide mechanisms in which any member of the group is free to appeal to someone outside the group
• Ensure the group uses methodological decision-making processes

Decision-Making Processes — see Ep. 1.7.; allow others to contribute their ideas and perspectives and allow the group to avoid narrow thinking. E.g. brainstorming, nominal group technique, affinity & interrelationship diagramming

Social Psychology Dynamics: behavioral styles categorize personality differences, information-processing styles, and social interaction differences. One common way to identify behavioral style model is the DiSC Personality Profile (Marston, 1928) refers to the four basic behavioral styles:

• Dominance (direct and decisive) 
• Influence (optimistic and outgoing)
• Steadiness (sincere and cooperative)
• Conscientious (concerned and correct)

 What’s your DiSC Personality? Find out: https://www.123test.com/disc-personality-test/ 

Tuckman Model of Group/Team Development

1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning

Cogg’s Ladder: Model of Team Development

1. The Polite Stage
2. The “Why Are We Here?” Stage
3. The Power Phase; Bid For Power
4. The Cooperation Phase; Performance Progress
5. The Esprit de Corps Phase; Synergy 

What sort of models do you use for team development? Are there assessments that you prefer for assessing individual and group dynamics? Let me know!

AOE 1. Performance Improvement; Sub-section 1.9. Communication Techniques & Tools

Learning Objective Communication: Describe the importance of planning communication for a performance improvement initiative.

For performance improvement and solution implementation, you need to know the audience to communicate these initiatives and the appropriate communication style that will be the most helpful. This might be a verbal presentation or even clear and concise written communication. Consider the following communication items for performance solutions:

• Stages in the process:  the performance initiative, analysis, planning, and execution
• Stakeholders to target this information and sharing 
• Best communication channels in the organization
• Organizational culture and power structures from within the company
• Communications channels external to the organization - media, press, broadcast, etc.
• Conversations and meetings to adopt this change

READS:

• How to Communicate Clearly During Organizational Change by Elsbeth Johnson
• 10 Tips for Communicating Change, Leadership, and Delegation via Inc.
• Leading Change: Why Transformation Efforts Fail by John Kotter