How Edgy are YOU?



Lynn Meinke

As coaches we “dance” with our clients as we follow where they lead. This is a major premise of coaching and one that serves our clients well. There is another aspect of coaching that allows us to take coaching into the outer reaches of what is possible and that is when our clients and we engage in “Playing to the Edge.”

“Playing to the Edge,” means that we are willing to stretch or challenge our thinking, our ways of being, allow ourselves not to know and take appropriate risks. “Playing to the Edge” encourages us and our clients to step out of mediocrity and move into the vastness and excitement of potential. If age, money, health or education were not a consideration, what would you do? Who would you be? What is your wildest, most outrageous dream? What would it take for you to move in that direction?

“Playing to the Edge” is the theme of this year’s ICF International Conference. The Educational Steering Committee chose this theme for many reasons. First, the Conference is in Las Vegas, which is known for risk taking. Second, as coaching continues to mature, we need to stay fresh, look at new realities, and challenge our beliefs and knowledge. Third, “playing,” indicates a sense of spontaneity and freedom, so how can we light-heartedly continue our growth as human beings and coaches as we examine and explore new ideas, challenge old concepts and arrive at new plateaus of meaning?

Join us in Las Vegas from September 24-27 for the ICF International Conference and pick the topics and presenters that will stretch you and support you in “Playing to the Edge.”

Also, have fun during the entire Conference and especially at the opening reception that is designed to inspire your creativity as you enjoy a comparative wine tasting, or if you’re not a wine drinker you’ll engage in a comparative chocolate tasting.

Go to: www.coachfederation.org/conference for more in depth information.

Please introduce yourself…I’d love to personally greet you!

cheers!

Lynn MeinkeChair: 2011 ICF Conference Educational Steering Committee

We are ICF

Since the end of February, we have been sharing the multiple reasons coaching professionals choose to be a part of the International Coach Federation. These reasons have spanned educational and networking opportunities, as well as ethics, standards and credibility. 

Pedro has been an ICF member since 2008.

Pedro Amador, ACC, of Spain, belongs to the ICF “because it’s a professional way to grow the coaching business and it helps me keep in contact with other professionals.”

Likewise, he finds his shared experiences with other ICF members a value-added member benefit.



Other reasons people choose to be a part of the ICF will be shared in future blog posts.

Learn how you can become a member of the ICF here.

Never too early to begin planning!

In less than four months, professional coaches from every corner of the globe will convene in Las Vegas, Nevada, USA at the Mandalay Bay Resort to be a part of the ICF Annual International Conference. Are you planning to attend?

Register by May 31 for a chance to win two tickets to a Vegas show! More details.

If you’ve already registered, great! Here are a few additional things you can do now to make the most of your time in Vegas this September 24-27:

• Follow the latest conference news at Coachfederation.org/conference. As updates are available, news items will be posted online. Most recently added news item? Registered conference attendees staying at the Mandalay Bay Resort will be offered a special 15 percent savings on Mandalay Bay Resort spa treatments, September 25-29.
• Explore education sessions and speaker biographies as they are posted. New information is posted to the website daily. This year’s sessions and speakers will stretch, provide a new way of thinking, offer alternative perspectives and get your “creative juices” flowing. You can access conference speaker bios here and education sessions here, as confirmed.
• If you (or someone you know) is interested in exhibiting at or sponsoring the 2011 International ICF Conference, learn more at Coachfederation.org/conference. There are many great opportunities still open for those interested in exhibiting or sponsoring the 2011 conference! See if the ICF Conference is a good fit for you.
• Begin making travel accommodations and flight schedules. Begin your travel booking search here. And if you want to begin looking at the fun things to do in and around Las Vegas, start perusing here.

The 70:20:10 Model of Adult Learning and the Ebbinghaus Forgetting Curve

There are many adult learning models which can have great application in coaching and which could improve the client experience, knowledge retention, skill application and eventual goal attainment.

The two that my colleagues and strategic alliances find the most useful are the 70:20:10 Model of Adult Learning and the Ebbinghaus Forgetting Curve.

In this blog post I’ll share some overview definitions, links for you to do further exploration, and some information about how these two models have impacted our coaching product and services offering and organisational policies.

Definitions
The 70:20:10 Model of Adult Learning stems from a significant amount of research that indicates that:

• 10% of learning comes from the actual learning event such as workshops, courses, seminars, tutorials and even in some cases reading books and articles and watching videos.
• 20% of learning comes form informal conversations about the learning content, including sharing ideas, experiences and coaching and mentoring about the learning topic. (Reflective learning activities such as journaling also fit here.)
• 70% of learning comes from the actual application and practice of the learning information in a real and practical sense, such as on the job usage or in the pursuit of goals. (Active learning activities fit here, including learning on the job without any formal learning event.)

As you can see, coaching is the “connector” between someone attending a formalised learning event and putting the information into practice in a real and meaningful way.

The Ebbinghaus Forgetting Curve refers to the decline of memory across time and is relevant in both training and coaching. For training events, participants begin forgetting the information they’ve gained nearly immediately. Of course, participants have the opportunity to retain the memory longer if they engage in activities to immediately put the new knowledge into practical application.

Some of the research suggests that there is a 6-9 hour window before learners forget about 50% of the learning if they haven’t done some practical application steps.

This applies similarly to coaching in that the coachee has a limited window of opportunity to act, at least in part, on the discussion and commitments from the coaching session or the strength of the memory of those commitments will begin to fade away.

Links
If you would like to know more about these, here are some links for you:

• http://www.askacoach.com/default.asp?section_id=78 - This page on our website is dedicated to 70:20:10 and has links to further research, case studies and other information by Charles Jennings, Managing Director of Duntroon Associates. Charles is a world-leader in this area and we are happy to celebrate the work he has done and freely shares with others.
• http://psychclassics.yorku.ca/Ebbinghaus/index.htm - This is Hermann Ebbinghaus’ original piece from 1885, “Memory: A Contribution to Experimental Psychology”

Impact
My colleagues and strategic partners are so committed to these models that we have even created some branding around it – seventy20ten™.

Furthermore, we have developed an organisational policy that all of our combined training/coaching solutions must meet the 70:20:10 principles to be effective. We will NOT design any solutions that do not fully meet these principles as we believe that by doing so would not ensure a return on investment for any of the key stakeholders.

For example, when approached to just design/deliver training, if coaching is not included in the design (whether delivered by us or internally or another party), then we refuse the work. In such cases we also refuse to provide a referral to another provider as our policy does not allow us to recommend providers who would be willing to provide ineffective solutions.

We share this information with potential clients and define how these models could work for them to ensure “learning that sticks” and a much greater return on investment.

As a result, we have found that those clients who commit to our policies and are also committed to ensuring quick activity-based learning directly after learning events, that they are achieving amazing outcomes and quite quickly.

Those that decide not to work with us often state that although they get the theory behind these models, that it’s “too much” to ask of their team members when “things are so busy around here.” They frequently comment that they would rather just send people to training events and trust that those who are “go getters” will do something with the opportunity.

When challenged on this and particularly questioning whether or not it is a waste of investment if only possibly 10-30% of the participants will follow through and implement what they’re learning, some very brave and honest clients confess that “that’s just the way training is run around here and effective or not, we’ll stick with this way for now.”

So the impact for us as a business is that the work we do acquire is often more robust, interesting, rewarding and achieving positive outcomes for individuals, groups and organisations very quickly. We also appreciate that we could have a lot more business coming through us if we didn’t have such strict policies. However our reputation for being ethical and best-practice-minded certainly does help us secure “good work” that all of us in the team feel proud and energised to be a part of.

At the end of the day, we’re quite proud of the policy and the outcomes for us as individual training and coaching practitioners and as a team.

Questions for Further Exploration
Being consistent with our own policy, after reading this blog post (10% learning) here are some questions you may wish to consider for yourselves and/or engage with others (20% learning) which could also lead to specific actions or behaviour changes (70%):

• What have you found interesting in this blog post?
• What have you agreed with, and specifically what has been your experience?
• What have you disagreed with and specifically what has been your experience?
• Who can you share this information with? What beneficial outcomes would you expect for you, them and others?
• When will you share this information? (What are you committing to?)




Noel Posus


• What changes will you make, if any, to your own business model and/or policies? (What are you committing to?)

Noel Posus is the Managing Director and Master Coach for www.askacoach.com. He was awarded Coach of the Year 2008 and 2009 by the Australian and New Zealand Institute of Coaching (and finalist for the 2010 Coaching Business of the Year), where he has also earned the distinction of Fellow Coach (one step above Master Coach) as well as Master Coach from the International Institute of Coaching. To read his bio click here.

ICF Definition of a Mentor Coach

Greetings Colleagues,

In the April edition of Coaching World, ICF announced the approval of an improved ICF definition of Mentor Coach. As we continue on our journey toward improving the ICF Credential Program it is important that I provide the full context for this board decision.

Based upon the Credentialing and Program Accreditation Committee (CPAC) research, the following points are important and were considered in developing this policy change:

• Engaging with a qualified mentor coach for the purpose of core coaching competency, skill and behavior development is recognized globally as an effective professional development activity;
• The absence of a definition for "qualified" mentor coach has created inconsistency in the experience of being mentored everywhere in the world;
• The brevity of the current definition does not provide guidance for a person to select a suitable mentor coach for professional development and/ or preparation for a credential exam;
• That an ICF Credential is evidence of being a "qualified" mentor is valuable, it is not sufficient;
• Outside of North America, no credential is required to be a "qualified" mentor coach;
• Membership growth is higher outside of North America, e.g. during the first two quarters of 2011 the ratio is 39 percent North American to 61 percent in all other countries; and
• The creation of specific competencies (skills and behaviors) of a qualified mentor coach is recommended along with a training requirement and an assessment process to demonstrate qualification.

CPAC recommended a three-phase approach. The global ICF Board of Directors endorsed and approved Phase I for immediate implementation in order to:

• Improve access to higher quality mentor coaching outside of North America;
• Create a clear, simple policy that is easy to understand everywhere in the world;
• Provide guidance for an individual to select a qualified mentor coach that supports their professional development based upon their known needs and learning preferences; and
• Establish a basis from which to develop Phases 2 and 3 without perpetuating known inconsistencies around the globe.

The announcement in the April edition of Coaching World introduced the rationale for Phase I and can be viewed at http://www.coachfederation.org/includes/docs/April-2011.pdf. The policy change provides guidance for selecting a suitable mentor coach based upon experience and skills. The criteria were developed through dialogue with our large community of ICF Assessors and Faculty in ICF recognized training programs that currently provide mentor coach services. A waiting period is being established to respect individuals who are in the process of working with a mentor coach to complete a credential application process.

The committee is now working on Phase 2, to develop mentor coach competencies and will then proceed to Phase 3, to develop training and assessment processes and provide a globally consistent policy.

ICF is in the process of having the improved ICF definition of Mentor Coach policy translated into Spanish, French, German and Portuguese, which will be posted on Coachfederation.org as soon as it is available. In June, ICF will begin distributing a quarterly Credentialing Newsletter to provide continual updates on the work and accomplishments of the various CPAC Workgroups.

Sincerely,
Janet M. Harvey, MCC
Global ICF President-Elect