This article by Dagley (full reference below) is incredibly insightful for anybody who wears a coach label as it describes coaching practices that have exceptional outcomes. I used it for a literature review in my doctorate, but I want to share it here as well. Dagleyâ€™s (2010) point was to articulate the differentiating factors between mainstream and exceptional coaches. The interviews provided insights that intense early engagement, variety in conversational approaches, and business-centric awareness are all elements of the exceptional … [Read More]
The desired outcome of mentoring or coaching adult learners is to help those individuals achieve self-actualization through transformational experiences. The more self-actualized an individual, the more aware and able that individual is to transition into or improve within knowledge-based careers. Therefore, it is important to understand how motivations are realized in individuals, as well as understand what characteristics demonstrate a self-actualized individual. Rather than career, income, or social status, a truly self-actualized individual will exhibit very specific behaviors that Maslow … [Read More]
In my mental preparation for Agile Coaches Camp in Minnesota, I am excited to talk to coaching practitioners after a couple months of research and study of current coaching practices. My research is about exploring the adult learnerâ€™s ability to enact personal change using coaching techniques within formal education that inspires a growth mindset. For the scope of coaching I am inferring, I discard terms of mentorship, training, and consultancy and rely on the definition of Jatkauskiene, Jatkauskas, and Jovarauskaite … [Read More]
The sessions and conversations gave me tremendous insight into future improvements for my own life and team. Agile 2011 in Salt Lake City was a ridiculous amount of fun and learning, two things that should always be synonymous.
Agile coaching requires observant facilitation with an ability to engage learners actively. This parallels almost identically with accelerated adult learning at the university level. â€œGuide on the sideâ€ instead of â€œsage on the stageâ€ is a common mantra necessary for all effective facilitators to embrace when motivating adult learners. There are scores of interactive instructional strategies that not only provide relevance to the learners, but also allows for quantifiable assessment of the learning growth. However, for this post, I will … [Read More]