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Peer Assistance | Mentoring | Coaching | Join the Peer Resources Network
The Coaching News
ISSN 1708-9026
(June 13, 2005)
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TOPICS:
- Understanding the Learning Process is the Key to Managing Change
- The Life Strategist Network: Dr. Phil Spoken Here
- Two Offers for Coaching News Subscribers
- Attend Any of Nine Coaching Conferences
- Five Studies to Guide Coaching Practice
- Featured Newsletters by and for Coaches
- What's New in Coaching Schools
- Online Coach Training Organizations Seeks a Business Manager
- Subscribing and Unsubscribing to Coaching News
UNDERSTANDING THE LEARNING PROCESS IS THE KEY TO MANAGING CHANGE
by Rey Carr, Ph.D.
In the early 1970's I became certified to teach classes called Parent Effectiveness Training (PET). I was trained as an educational coach by the creator of the model, Dr. Tom Gordon (www.gordontraining.com), who became one of my mentors. He expanded his model (to some degree based on the work of Carl Rogers) to include other courses: Teacher Effectiveness Training, Leadership Effectiveness Training, Youth Effectiveness Training, and Family Effectiveness Training.
Effectiveness trainers often met together to discuss various issues associated with what we were learning as trainers, improve the curriculum, and provide peer support. One member of our group talked about a four stage model he created based on his observations of his course participants. He described the stages as "unconsciously incompetent," "consciously incompetent," "consciously competent," and "unconsciously competent." This model mirrored what we were seeing in our classes, and helped us understand how learners were experiencing what we were trying to teach. Unfortunately, I can no longer remember the name of the colleague who created this learning continuum.
Basically the model described what class participants experienced as they went through the process of learning the skills and attitudes associated with the course. The rapid spread of PET across North America and the thousands of instructors that were trained to deliver this course led to the dissemination of this four stage model to many other venues. It's likely that people who were not associated with PET started using this model without any connection to its origin and consequently had no inkling (nor were concerned about) its origin. A quote from Seneca seems appropriate here: "Whatever is well said by another, is mine."
The idea that learners go through stages or a predictable process in learning seems to have received less attention than describing a learner's learning style or preference. Tools such as the Myers-Briggs Type Indicator, Anthony Gregorc's Mind Styles, David Keirsey's Temperament Sorter, David Kolb's Learning Style Indicator, and a dozen others have gained significant popularity as a way to diagnose or describe learner characteristics. (For more details about these instruments,visit: http://www.personality-project.org/perproj/others/heineman/diagn.htm.)
But what started as a way for people to learn more about themselves and maximize their learning evolved in many cases as a way to excuse rather than explain. I still chuckle at the many times when we would share knowing looks or nod in sudden understanding when a person revealed their profile abbreviation or diagnosis from one of these psychometric tools. "Oh, now I get the reason you don't listen: you're an ENFJ." Or "No wonder your desk is a mess, you're an abstract-random."
While I've had a great deal of fun and some very worthwhile discussions with others about our learning styles or temperament, I've found that the original model of learning stages has been more useful to me as a trainer, mentor, coach, and peer leader. I say this because managing change (learning) requires certain interventions that transcend learning "preferences." I'm not dismissing the value of these diagnostic tools, it's just that my observations have led me to use a less complicated and more robust way to maximize learning.
I still use the four-stage model (described above), but as a result of discussions with one of my mentors, Dr. R. Vance Peavy (www.sociodynamic-constructivist-counselling.com/), I've changed the names of the stages to reflect simpler and less jargon-like terms. The learning stages are: ready, skilled, competent, and expert.
In the ready stage learners want to make some kind of change. They may want to stop something from continuing or move away from something, or they may want to gain something or move toward a goal. At this stage, learners typically don't know what to do or why it might be necessary or valuable to use a particular skill. If they do try something new, there is a high potential that they would give up very quickly if they encountered any difficulty or frustration.
The ready stage is typically the point where learners might drop out, give up, or not return. The ready stage is also accompanied by "blaming" the skill or the learning requirement rather than accepting responsibility for learning something new ("This is stupid" or "this doesn't make sense" compared to "I feel awkward" or "I don't understand what I'm doing").
Another activity of this first stage is "Stump the Expert." Learners will ask questions regarding what they should do with respect to a particular case. I've heard this also called the "What if...?" scenario. A variation of this beginning stage is "Trap the Expert." Learners take what they understood from the trainer, coach, peer leader or mentor as a set of rules, apply them with rigidity back home, and return to tell the trainer that the trainer's "advice" didn't work.
As the learning or change manager, my role is to identify the learner's specific goal of moving forward or leaving something behind, acknowledge the feelings associated with making such a change, and provide encouragement for continuing. Sometimes it can be helpful to describe the learning stages and normalize what happens at the beginning of the change or learning process.
If the new learners stick with it, then they enter the second or "skilled" stage. In this stage the learner is able to perform the skill or manage the change with some consistency, but often does so in a mechanical, robot-like or formulaic fashion. The most common example and sometimes the most humorous occurs when practicing a skill such as paraphrasing or active listening: "I hear you saying..." or "I understand you to mean..." or "So you're feeling.." etc.
In the skilled stage learners still operate on formulas or rules, but they start to develop an overall plan or strategy and only stumble when they encounter unusual experiences. They treat others (those they hope will benefit from their new learning) in a more personal fashion and are able for the most part to transcend the "formal" delivery of their new learning. There is usually a high commitment to doing well.
The third stage is the "competent" stage. Now the learner is able to perform the skill with great consistency, but is mostly a clone of the person who taught them how to do it. The learner strongly resists alternative ways to perform the skill and is strongly connected to the original teacher. Some trainers refer to this as the disciple stage.
During this stage, the learners are often highly enthusiastic about what they have learned and can do, and they are eager to convince others to join with them in their journey. Often the learner is so immersed in the learning that everyone they encounter becomes a person in need of their new knowledge and skill. They also strongly defend the what they have learned and who they learned it from. Some trainers have named this the "advocate" stage.
The fourth stage is called the expert stage. Here the learner has found his or her own voice or style and is continually modifying the skill or learning to fit circumstances, new learning, and context. The expert no longer "thinks" about what to do, and instead knows the right thing to do. What is "right" emerges out of the situation the expert encounters. Also at this stage the expert can accept making mistakes, and rather than becoming upset or paralyzed by errors, uses them as a learning opportunity.
A paradoxical aspect of this stage is that an expert often plans less and instead just "is." Experts often rely on their ability to "tune-in" to a situation. Rather than preparing a full speech ahead of time, for example, an expert may actually construct his or her comments "on-the-fly."
As is often the case, at this point in the life space of the expert, they have often surpassed or accelerated beyond the knowledge and skill level of their original teacher or trainer. But without an understanding of the process they went through to get to this point, they may not be able to truly create the same learning for others.
As a coach, trainer, mentor or peer leader we encounter a wide variety of people who enter into a relationship with us in order to achieve something important to them. By knowing the stages they go through to make the changes they desire, we can more likely and more quickly help them to get there.
In addition, by understanding that we experience these steps as learners, we can maximize our own learning, and coach ourselves through the challenges and obstacles that prevent us from gaining knowledge and new skills.
(For another perspective on a stage model of managing change, see Alan Deutschman's "Making change: New insights from psychology and neuroscience offer surprising answers—and ways to improve the odds," in the May, 2005 issue of Fast Company.)
"Quite deliberately, I designed the course to be completely different from the medical, or treatment, model with its own distinctive language (therapy, doctor, patient, treatment, fees). Instead, I wanted parents to see this leadership program as an educational experience. I used the language of education (course, training, students, instructor, textbook, homework, tuition), and I carefully chose a name to fit this educational model: Parent Effectiveness Training."
THE LIFE STRATEGIST NETWORK: DR. PHIL SPOKEN HERE
One of the most popular daytime TV-programs in the United States is the "Dr. Phil" show, hosted by Dr. Phil McGraw, a board-certified and licensed clinical psychologist, author, and parent. In a typical show, Dr. Phil will work with a variety of couples and help them learn to "get real" about their own behaviour and coach them to create more positive lives. He has successfully combined insight, entertainment, empowerment, and solid, theory-based practice into a package that is attracting millions of viewers.
While Dr. Phil has written at least five popular books that outline his practices to help relationships, families and children, many people desire to work with a coach like Dr. Phil. His direct style, friendly nature, and compassion for the situations that people find themselves in, as well as his ability to generate results in a short period of time, have prompted people around the US to seek out practitioners who can achieve the same outcomes.
To attend to this demand, the Life Strategist Network (www.life-strategist.com) has emerged to train and bring together practitioners who want to learn the theoretical foundations, ethical principles, and specific interventions used by Dr. Phil. Co-created by Dr. Phil's mentor, friend, and his show's content advisor, Dr. Frank Lawlis, himself a well-known and respected psychologist, a curriculum is now available online to assist practitioners to learn to "speak Dr. Phil" and learn the Dr. Phil approach.
The Life Strategist Network consists of coaches who have received accredited coach-specific training or are pursuing certification as a professional coach. In addition each coach must have completed specific courses that feature the work, practice and philosophy of "Dr. Phil". Three levels of Life Strategist Coach are available: Associate, Senior, and Weight-Loss. The levels are based on the particular courses completed. The courses, 'Ethics and the Dr. Lawlis Series on Dr. Phil's Approaches', 'Self Matters', 'Life Strategies', 'Relationship Rescue', and 'The Ultimate Weight Solution' are all available online and fees and contact hours vary. Each course is accompanied by an online examination, and participants can earn CEU credit. Participants can also print out the course content for study and reference.
The Network provides on-going professional development, case supervision from experts, peer supervision, and additional support for those persons who plan to put into practice the ideas learned. The courses are suitable for therapists, social workers, and psychologists as well as professional coaches. For additional information contact the managers of this system at Learning Information Technologies, Inc., 316 North Florida Avenue, DeLand, Florida 32724; Tel: (386) 822-9893; Tel: (877) 307-6603; Fax: (386) 822-9894.
"It's only when we truly know and understand that we have a limited time on Earth–and that we have no way of knowing when our time is up–that we will begin to love each day to the fullest, as if it was the only one we had."
~ Elizabeth Kubler-Ross ~
TWO OFFERS FOR THE COACHING NEWS SUBSCRIBERS
Certified Dream Coach Training, August 1-7, 2005 with America's Dream Coach, Marcia Wieder. This world-renowned coach and speaker has again agreed to provide a complete scholarship for tuition in her upcoming Certified Dream Coach Training. This training will take place in Tiburon, California (near San Francisco) August 1-7, 2005. Normally the cost is $2950.00 (US) for seven full days of training, all training materials, and six months of post-training consultation with Marcia.
The workshop is limited to only 30 persons. This program will provide you with the necessary skills to coach anyone on achieving any dream, show you how to create a profitable speaking and coaching business with proven ideas to jump start or advance your career, provide a step-by-step process for connecting you to your life's purpose and passion, teach you how to create new dreams and make major life changes, reveal how we sabotage dreams and show you how to remove any obstacles (including time and money issues), offer a simple and potent strategic planning and coaching process, with accountability for success, and show you how to use these processes with your coaching clients.
All graduates of this program will become a Certified Dream Coach® with all the necessary tools and skills. In addition all graduates who qualify for the "Lead Generation" program will be linked to Marcia's website. Because of Marcia's busy speaking schedule, she no longer offers one-on-one coaching; instead, coaching inquiries will be referred to qualified Certified Dream Coaches™.
Peer Resources will hold a random draw from all eligible names on June 30, 2005. Last year, PRN member Cindy Maki (maki@confederationc.on.ca) won this draw and found it to be one of the most beneficial trainings and experiences she has ever had.
Travel, accommodation, or other expenses are not included in the draw. Winning the draw will provide a space in the session, all materials, and post-session support. This offer cannot be exchanged for cash value, however, the winner may transfer the ticket to another person.
Only members of the Peer Resources Network are eligible for the draw. Any Coaching News reader is eligible for the draw by becoming a member of the Peer Resources Network prior to June 30, 2005, when the draw will be held. As a bonus members can gain additional chances in the draw for each additional year included in the renewal. And members who refer another person who becomes a member prior to the draw will receive an additional ticket in the draw for each new member referred. To become a member of the Peer Resources Network and gain a ticket in the draw worth $2950.00, go to the secure membership site: https://www.islandnet.com/~rcarr/SPRN.html and check the box to participate in the draw for the Dream Coach training.
For more information about the Certified Dream Coach Training, go to http://www.dreamcoach.com.
Time-Limited Preview Access to the Career Advisor. The most powerful self-coaching tool on the Internet, the newly-created Career Advisor (www.bbmcareerdev.com), is a must for clients experiencing career transition, balance issues, or a desire to move to the next level. Designed by international career expert, author and national newspaper columnist, Dr. Barbara Moses, this tool has 19 diagnostic instruments and personal reports, 39 assessments, and over 90 modules including skills, work style, suitability for self-employment, career intelligence quotient, how to define and find ideal work, overcome career distress, and much more.
Career Advisor has received high praise from coaches, managers, and executives. One coach who was provided the time-limited access by Peer Resources initially wanted to explore the site to determine whether it would be suitable to recommend to a client. However, after a short exploratory phase, the coach found himself "totally blown-away" and was able bring his coaching to a higher level to assist his client.
Career Advisor starts at $250 per end client user (minimum order usually requires access keys for 5 clients) with volume discounts for larger orders. Peer Resources is so convinced about the value of this new resource that we have made arrangements with the creators of this interactive career management tool to distribute a limited number of access keys at a significant discount of $25.00. The access key provides each user with a one-week preview opportunity to use all features of the site. If a Coaching News subscriber decides to go ahead and use Career Advisor for his or her clients, the $25.00 preview access will be deducted from the cost of the minimum purchase of access keys for five or more clients.
Any Coaching News subscriber that currently has (1) an active coaching practice and (2) is in a position to recommend the Career Advisor environment to a business or corporate organization for its employees is eligible to obtain one of the discounted keys.
To obtain a password, email Rey Carr at rcarr@peer.ca with brief details about eligibility.
The executive coach said to the plumber after receiving the bill for repairing a sink, "I don't charge that much and I'm an executive coach!" "Neither did I," the plumber replied, "when I was an executive coach."
ATTEND A TOP LEVEL COACHING EVENT
Several coaching conferences and training events are scheduled over the next few months. A selection of those events from the Peer Resources website include:
Worklife's Career Coach Certification Program
June 21-23, 2005
Sydney, Australia
www.worklife.com.au
Worklife's Career Coach Certification Program
July 6-8, 2005
Singapore
www.worklife.com.au
martin.ross@worklifeasia.com
Peer Coaching for Aboriginal Youth - Train-the-Trainer Workshop
July 11-15, 2005
University of Victoria
Victoria, British Columbia
www.peer.ca/trng.html
Tel: 1 800 567-3700
info@peer.ca
Second Annual Intrinsic Coach Conference
October 19-22, 2005
Scottsdale, Arizona
www.totallycoached.com/registration
(480) 515-5220
awilburn@totallycoached.com
International Coach Federation Australasian Regional Conference
September 29-30, 2005
Queensland University of Technology, Gardens Point Campus, Brisbane, Australia
www.icfaustralasia.com/
+61 2 4340 8871
admin@icfaustralasia.com
Second Australian Conference on Evidence-Based Coaching
October 7-8, 2005
University of Sydney, Sydney, Australia
www.psych.usyd.edy.au/coach
61 2 9351 6792
anthonyg@psych.usyd.edu.au
International Coach Federation Annual Conference
November 9-12, 2005
McEnery Convention Center, San Jose, California
Presentation proposals requested and due by March 28, 2005
www.coachfederation.org
European Mentoring & Coaching Conference
December 1-2, 2005
Zurich, Switzerland
0114 225 5210
d.f.megginson@shu.ac.uk
Call for papers, proposals, cases, research studies (due March 18, 2005)
Peer Coaching in the Workplace
December 2, 2005
Victoria, British Columbia
Tel: 1.800.567.3700
info@peer.ca
www.peer.ca/trng.html
For additional coaching events, go to http://www.peer.ca/coaching.html. To add an event, contact Rey Carr at rcarr@peer.ca.
"It's what you learn after you know it all that counts."
~ John Wooden ~
FIVE STUDIES TO GUIDE PROFESSIONAL PRACTICE
Peer Resources continually scans the professional and popular literature for articles, books, videos and other useful reference materials. They provide a brief synopsis of the latest work as well as citation details and summaries on their website at http://www.peer.ca/coaching.html. They also provide a searchable format on their site at http://www.peer.ca/SearchB.html. Here are some recent additions:
Belluck, P. (March 13, 2005). With mayhem at home, they call a parent coach. New York Times.
This article describes the experiences of different parents and different coaches as they seek ways to help parents manage the stresses of parenting. Although unlicensed, many parent coaches have background training from well-known coaching schools and there is even a school that specializes in parent coaching. Another advantage of parent coaching appears to be the low fees charged that make it available to a wider-variety of parents who would not be able to afford the typical fees of parenting experts. (Retrieved online March 14, 2005 from www.nytimes.com/2005/03/13/education/13parent.html?. Registration may be required.)
Immen, W. (March 30, 2005). Leadership: 'C-suite' coaching losing its stigma: More CEOs, COOs and CFOs are seeking leadership consultants. Globe and Mail, Section C, 1-2.
Executives describe the importance and impact of coaching on their ability to more successfully grow and develop themselves, their companies, and their staff. Their coaches also provide ideas about what makes coaching successful. A sidebar included with the article provides information about the factors that prompt people to hire a coach, six potential outcomes associated with good coaching, and five ideas on how to select a coach. (Coaching News Editor's note about this article: While several qualified coaches are quoted in this article, it was unfortunate that a quote from one of the individuals (not a coach) interviewed for the article was integrated into the headline. The personquoted was completely in error when he said that coaching once had a "stigma" or was perceived as "remedial education." In addition, the same person also mistakenly says that an executive coach's role is to help a leader mesh or fit-in with the organizational culture and avoid conflicts with other executives or managers. Unless this is a specific goal outcome desired by a particular executive, it is typically neither a common practice nor a focus of executive coaching. It is ironic that the person providing the mistaken views works for an organization that describes itself as providing executive coaches, but neither the representative nor any of the CEO coaches noted on the company website belong to either of the two leading professional coaching associations: the International Coach Federation or the Worldwide Association of Business Coaches. Many companies have rushed to join the rapidly-growing coaching movement by re-branding their management consultant role as "executive coaching." In many cases, however, they do not have the specific coach training from an accredited organization; they have not earned appropriate coaching credentials, and they are applying outdated deficit psychology models to effective business leadership. Their disguise as executive coaches may lead to confusion for other executives who want to gain similar benefits described in this article.)
Anonymous. (April 10, 2005). Life coaches can help sharpen a vision for change. Spokesman-Review Newspaper, F7+ (Article requires a paid online subscription or a paid print subscription).
A newspaper project recruited 54 women to volunteer to work for five weeks with four coaches on a number of life issues. This article reports on the results of that project and provides a list of resources and details about each coach.
Wasylyshyn, K.M. (Winter, 2005). The reluctant president. Consulting Psychology Journal, 57, 1, 57-70.
Coaching CEO successor candidates is challenging and deeply nuanced. The stakes rise exponentially when the sitting CEO owns the company, resents having "anointed" an eventual successor, and has been phenomenally successful despite the bruising effects of his narcissism and toxic micromanagement. This case study describes how a data-driven, insight-oriented coaching methodology helped the CEO candidate accelerate his effectiveness, instill hope in the organization, and forge a more stable relationship with the CEO—a sufficiently functional relationship for the future CEO to decide to remain with the company. Furthermore, this work highlights the importance of clinical skills and three coaching metaprinciples (traction, trust, and truth-telling). Finally, this longer term coaching engagement illustrates the dynamic role shift from coach to trusted advisor. Through this deepened relationship, coaching gains were consolidated and an objective sounding board was retained for both the CEO and his eventual successor.
Goldberg, R.A. (Spring, 2005). Resistance to coaching. Organization Development Journal, 23, 1, 9-16.
Coaching has become a popular method to develop senior executives, yet its effectiveness is open to debate. First, coaching is often conducted without addressing the environment in which the executive operates, making gains derived from coaching difficult to sustain. Second, executives often resist being coached, inhibiting them from learning or acting differently. This article demonstrates executive coaching to be an effective management and organizational development tool, particularly when coaches become more aware of their own resistance to coaching.
"As you move through life, set aside good ideas and give them to others to encourage and inspire."
~ Peter J. Daniels ~
FEATURED NEWSLETTERS BY AND FOR COACHES
As a service to coaches, Peer Resources provides a descriptive list of newsletters available from various coaches. Many coaches have discovered the value of publishing some type of e-news, so the list has grown exponentially since 1998. Although the list is not complete, the current number of publications available can make scrolling the list difficult and time-consuming.
Instead of continuing to list all the newsletters in alphabetical order, Peer Resources has added a "featured" newsletters section, where especially noteworthy publications are highlighted. For the most part, the term "noteworthy" refers to newsletters where self-promotion of services or products is minimal or a small portion of the newsletter, and education, idea-generation, or practical value is maximized.
The three newsletters recently featured include:
The Coaching Insider (www.coachinginsider.com), launched in February, 2005 and provides an independent, non-commercial focus on coaching. Edited by highly experienced journalist and life coach, Ken Winston Caine, and produced with team member Susan Austin, this newsletter provides content that is challenging, educational, and investigative.
Outside the Lines (www.boxofcrayons.biz), which is a monthly newsletter created by certified coach, lawyer and Rhodes Scholar Michael Bungay Stanier who's company is called "Box of Crayons." Each issue includes articles written with intelligence and researched support as well as references for further study or reading.
Business Coaching Worldwide (www.wabccoaches.com/ezines.htm) started in March, 2005 and includes articles written by the some of the leading experts in the business coaching field. This quarterly publication is owned by the Worldwide Association of Business Coaches (WABC) and delivers solid, practical and relevant leading-edge international content about topics associated with business coaching.
More details about each featured newsletter as well as more than 200 other newsletters designed by coaches for coaches, for clients, or for managers and other personnel are available at http://www.peer.ca/coaching.html.
"It isn't so much what's on the table that matters, as what's on the chairs."
~ William Schwenck Gilbert ~
WHAT'S NEW IN COACHING SCHOOLS
The number of coaching schools listed in the Peer Resources Coaching Directory currently stands at 169. Here are a few of the latest entries.
The UK College of Life Coaching is now delivering its total training and study program (350 hours) in various locations in the United States (Denver and Philadelphia, so far) and has installed Dr. Patrick Williams, MCC, as Dean of its North American operations. Patrick is also currently the CEO of the Institute for Life Coach Training.
The Certified Energy Coach Program is an eight week, 16-hour course people already engaged in helping professions. The focus is on integrating energy work (quantum energy) into existing coaching and therapy. As part of the telecourse-based training, participants receive private coaching and a program manual. They also provide an optional three-week practicum. Their website contains an interesting chart describing the differences between consulting, energy coaching, and psychotherapy.
The newly-listed SIX ADVISORS Coaching Academy provides a certification where all courses are delivered by teleconference with web-based and print materials. This program builds on the work of Og Mandino and describes its key feature as the use of a revolutionary assessment tool.
The International Meta-Coach Training System is an Australian organization that brings together a focus on self, coaching skills, and coaching business development through a five-module training program that draws upon Neuro-Linguistic Programming (NLP) and Neuro-Semantics. Participants work with a buddy coach throughout the training cycle. Some of the modules can be waived if persons are already certified in NLP.
The Academy for Coaching Excellence is accredited by the International Coach Federation and offers in-person course training in Sacramento, California. Successful completion of all program requirements, including approximately 18-hours of intensive workshops, a practicum (teleconference, 12 bi-weekly sessions), "Ethics and Coaching" (teleconference, 4 bi-weekly sessions), "Coaching Your Business" (teleconference, 4 bi-weekly sessions), "Individual Mentor Coaching" (15 hours with Academy-approved coach), and paid coaching (125 paid coaching contact hours), and passing a final exam result in certification.
Creative Consciousness International (CCI) Coaching Academy in Cape Town, South Africa provides six sequential in-person coach training levels: Master I (four seminar days, focusing on awareness basics), Master II (four training days and 2 practice months, focusing on coaching basics), Master III (2 sets of 4 training days and 3 practice months, focusing on advanced coach training and the ICF standards), Master IV (six days, focusing on executive, business, and relationship coaching), Master V, Part I (focusing on trainer education) and Master V, Part II (deeper skill development). Certification is available as a Practitioner Coach and a Professional Coach. All courses currently take place in Cape Town and each participant receives personal coaching from a master coach.
Wellness Coach Training, Certification and Business License Program has been initiated in cooperation with the American College of Sports Medicine and consists of a 10-week training program primarily to enable health and fitness professionals to add wellness coaching to their portfolio. Training consists primarily of telecourses, recorded lectures, telecourse-based practice sessions, and coaching from an experienced coach. Participants receive a manual, course outlines, and email and telephone support. Certification is provided contingent upon each participant completing the course work within 12 months, verification of prerequisites, an in-person, supervised examination, a 30-minute practical evaluation, documentation of a minimum of 15 coaching hours.
The Naropa University Coaching for Authentic Leadership Certificate Program is designed for professional coaches, consultants, organizational development/HR specialists, managers, leaders and executives who want to deepen their skills as a leader, coach and teacher. The Authentic Leadership program may be taken for graduate credit, and consists of two courses: Authentic Leadership (15 weeks, including two five-day on-site sessions) and Advanced Coaching Skills (12 weeks, including one two-day, on-site session, one five-day on-site session, and additional coaching hours).
"It's no use waiting for your canoe to come in unless you have sent one out."
~ Grey Owl ~
ONLINE COACH TRAINING ORGANIZATION SEEKS A BUSINESS MANAGER
An Online Business Manager for a well-established six-to-seven figure online coach training organization is needed by June 19, 2005, but late applications will be considered until June 26, 2005.
This is a 100 percent virtual position and can be based anywhere in the world. Compensation will be highly competitive and include a base salary plus profit share to be negotiated. A rigorous interview process will be conducted by Online Business Manager/Multiple Streams of Coaching Income and includes hands on scenario-based testing.
The position is especially ideal for the lifelong learner who has a genuine heart for the planet and is dedicated to strengthening the future of the coaching profession, albeit not as a 1-1 coach.
For a full position description, including requirements, characteristics, skills and intake questions, go
http://www.multiplestreamsofcoachingincome.com/hiringOBMDWSBCOM.pdf. For further information contact: Andrea J. Lee, President & CEO of Multiple Streams of Coaching Income at 403-615-1237; email: andrea@andreajlee.com.
The Coaching News is a copyrighted publication of Peer Resources, 1052 Davie Street, Victoria, British Columbia V8S 4E3 Canada. All articles are written by Rey Carr unless otherwise indicated. Back issues are available online at http://www.peer.ca/thecoachingnews.html. To subscribe or unsubscribe send an email to info@peer.ca.
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