Coaching And Mentoring Level 5 Slides Nov 2009


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Coaching And Mentoring Level 5 Slides Nov 2009

  1. 1. ILM LEVEL 5 Certificate in Coaching & Mentoring In Management
  2. 2. Aims, objectives and assignment details
  3. 3. Aims and Objectives <ul><li>The ILM Level 5 Certificate in Coaching and Mentoring in Management aims to equip practising managers with the knowledge, skills and confidence to perform effectively as coaches or mentors as part of their normal work role. </li></ul>
  4. 4. 3 Units <ul><li>Understanding how management coaching and mentoring can benefit individuals and organisations </li></ul><ul><li>Reviewing own ability as a management coach or mentor </li></ul><ul><li>Undertaking management coaching or mentoring in the workplace </li></ul>
  5. 5. Assignment <ul><li>Structure your work by using the headings shown in bold when writing up your assessments </li></ul><ul><li>The total marks available for each section and the minimum required to pass is shown in brackets on each mandatory assessment </li></ul><ul><li>The overall pass mark is 50 marks, but you also have to achieve the minimum marks in each section on the mandatory assessment </li></ul><ul><li>Study the assessment criteria shown for each unit carefully and check to see that your work “measures up” before you submit </li></ul><ul><li>Whilst you will not be penalised for weak spelling and grammar, you should remember that this may affect the meaning of your document. It is therefore expected that appropriate attention be given to such matters </li></ul><ul><li>All material will be kept confidential and secure as far as is reasonably possible </li></ul><ul><li>Ensure that you do your own work and do not plagiarise work from others. </li></ul>
  6. 6. Work Based Assignment <ul><li>Prepare a proposal for a management coaching or mentoring programme and explain how you will ensure best practice in your coaching or mentoring practice </li></ul><ul><ul><li>Context </li></ul></ul><ul><ul><li>Ensuring best practice </li></ul></ul><ul><ul><li>Strategies to overcome barriers </li></ul></ul><ul><ul><li>Prepare a business case for using coaching or mentoring in workplace and evaluate </li></ul></ul><ul><li>Assess your potential as a management coach or mentor, undertake 12 hours coaching or mentoring, and reflect on your performance </li></ul><ul><ul><li>Assess own potential strengths and weaknesses </li></ul></ul><ul><ul><li>Planning and undertaking coaching sessions </li></ul></ul><ul><ul><li>Reflections on your performance </li></ul></ul>Coaching Diary
  7. 11. What is Coaching? <ul><li>Performance Sports Coaching </li></ul><ul><li>Life Coaching </li></ul><ul><li>Training v Coaching v Mentoring v Counselling </li></ul><ul><li>Pull v push </li></ul><ul><li>Qualities of a coach </li></ul>
  8. 12. Training v Coaching
  9. 13. The Role of Mentoring <ul><li>The main role of the mentor is to help the mentee through reviewing learning that takes place at work. </li></ul><ul><li>The mentor is expected to: </li></ul><ul><ul><li>Provide support </li></ul></ul><ul><ul><li>Foster a self-managed approach to learning </li></ul></ul>
  10. 14. Mentoring Activities <ul><li>Sharing experience </li></ul><ul><li>Agreeing objectives </li></ul><ul><li>Exploring career options </li></ul><ul><li>Providing a positive role model </li></ul><ul><li>Listening to their ideas </li></ul><ul><li>Agreeing training requirements </li></ul><ul><li>Giving praise and encouragement </li></ul><ul><li>Helping them think things through for themselves </li></ul><ul><li>Identifying development opportunities </li></ul><ul><li>Asking questions </li></ul><ul><li>Discussing personal issues </li></ul><ul><li>Giving advice </li></ul>
  11. 15. What is Mentoring? <ul><li>Stage 1 - Getting to know each other </li></ul><ul><li>Stage 2 - Develop a learning plan </li></ul><ul><li>Stage 3 - Supporting your mentee </li></ul>
  12. 16. Co-Active Coach
  13. 17. The Coaching Star
  14. 18. Anthony Robbins <ul><li>“ A coach is a person who is your friend, someone who really cares about you. A coach is committed to helping you be the best you can be. A coach will challenge you, not let you off the hook. Coaches have knowledge and experience because they've been there before. They aren't any better than the people they are coaching. </li></ul><ul><li>In fact, the people they coach may have natural abilities superior to their own. But because a coach has concentrated their power in a particular area for years, they can teach you one or two distinctions that can immediately transform your performance in a matter of moments. </li></ul><ul><li>Sometimes coaches can teach you new information, new strategies and skills; they show you how to get measurable results. </li></ul>
  15. 19. <ul><li>“Coaching is supporting individuals to generate the plan and action necessary to achieve their clear goals and empowers them to succeed. </li></ul><ul><li>The coach facilitates, provides context, structure and gently pushes – the coachee has all the answers” </li></ul>What is Coaching?
  16. 21. Performance Improvement Models
  17. 22. Hersey and Blanchard
  18. 23. Direct Coach and support Partner The Coachee does not yet understand the task and what is expected of him. He will be unsure of himself and his ability to perform The Coachee is growing in confidence and is looking for a deeper understanding and recognition for successful performance The Coachee can perform the task successfully on his own. He is self reliant and wants to be trusted and supported when necessary Competence HIGH Self Reliance HIGH LOW
  19. 24. Learning by Reflection <ul><li>Without reflection learning fails to develop from trial and error (Bateson 1973) </li></ul>
  20. 25. Reflection in experiential learning - Kolb 1. Experiencing 3. Conceptualization 2. Reflection 4. Planning
  21. 26. Learning loops <ul><li>Single-loop learning </li></ul><ul><li>Single feedback loop connects outcomes to strategies </li></ul><ul><li>Assumptions modified to keep performance within range set by norms </li></ul><ul><li>Processes tend to be self-seeking </li></ul><ul><li>Emphasis on techniques and improving efficiency </li></ul>Governing variable Action strategy Consequences Single-loop learning (Argyris and Sch ő n 1974)
  22. 27. Learning loops – Argyris 1973 <ul><li>Single-loop learning </li></ul><ul><li>Single feedback loop connects outcomes to strategies </li></ul><ul><li>Emphasis on techniques and improving efficiency </li></ul><ul><li>Double-loop learning </li></ul><ul><li>Involves questioning assumptions behind goals and strategies </li></ul><ul><li>More creative and flexible </li></ul>Governing variable Action Results consequences mistakes Single-loop learning Double-loop learning
  23. 28. McGregor’s Theory X & Y THEORY X People lazy Need coercing THEORY Y Enjoy responsibility Hard working
  24. 29. Herzberg Hygiene Motivators ACHIEVEMENT Rewards and income Working conditions Inter personal relations Style of supervision Company policy Recognition Achievement The work itself Growth Responsibility Career advancement IRRITATORS
  25. 30. Gardner’s Multiple Intelligences <ul><li>Dr. Howard Gardner - 1983 </li></ul><ul><li>IQ testing is too limited </li></ul><ul><li>Introduced eight different types of intelligences </li></ul><ul><ul><li>Logical/Mathematical </li></ul></ul><ul><ul><li>Linguistic </li></ul></ul><ul><ul><li>Musical </li></ul></ul><ul><ul><li>Spatial </li></ul></ul><ul><ul><li>Bodily-Kinesthetic </li></ul></ul><ul><ul><li>Naturalist </li></ul></ul><ul><ul><li>Interpersonal </li></ul></ul><ul><ul><li>Intrapersonal. </li></ul></ul>
  26. 31. The Eight Intelligences <ul><li>Logical-Mathematical (number/reasoning Careers: Scientist, Mathematician </li></ul><ul><li>Linguistic (words, language) Careers: Poet, Journalist </li></ul><ul><li>Musical Careers : Composer, Violinist </li></ul><ul><li>Spatial (Pictures, images, space) Careers : Navigator, Sculptor, Gamer </li></ul>
  27. 32. The Eight Intelligences <ul><li>Bodily-Kinesthetic (Body, movement) Careers : Dancer, Athlete </li></ul><ul><li>Naturalist (Plants, animals, growing) Careers : Botanist, Farmer, Hunter </li></ul><ul><li>Interpersonal (People, moods, emotions) Careers: Therapist, Salesman </li></ul><ul><li>Intrapersonal (Self-smart, own feelings, self aware): Careers: Therapist, Leader </li></ul>
  28. 33. Learning and Development <ul><li>What typical strategies does your organisation use for learning and development? </li></ul><ul><li>How can Gardner’s multiple intelligences help learning and development within your organisation? </li></ul><ul><li>How can it improve traditional development? </li></ul><ul><li>What alternative L&D strategies can you consider? </li></ul>
  29. 34. Johari’s Window
  30. 36. <ul><li>Quadrant 1: Open Area </li></ul><ul><ul><li>What is known by the person about him/herself and is also known by others. </li></ul></ul><ul><li>Quadrant 2: Blind Area, or &quot;Blind Spot&quot; </li></ul><ul><ul><li>What is unknown by the person about him/herself but which others know </li></ul></ul><ul><li>Quadrant 3: Hidden or Avoided Area </li></ul><ul><ul><li>What the person knows about him/herself that others do not </li></ul></ul><ul><li>Quadrant 4: Unknown Area </li></ul><ul><ul><li>What is unknown by the person by others </li></ul></ul>
  31. 39. GROW <ul><li>Think of an objective or goal that you have </li></ul><ul><li>Grab a partner and ask them to GROW this goal with you </li></ul> 
  32. 40. COACH <ul><li>Competency </li></ul><ul><li>Outcomes </li></ul><ul><li>Action </li></ul><ul><li>CHeck </li></ul>What have you done so far? What does success look like to you? How could we go about that? How are you getting on?
  33. 41. PESOS <ul><li>Prepare </li></ul><ul><li>Explain </li></ul><ul><li>Show </li></ul><ul><li>Observe </li></ul><ul><li>Support </li></ul><ul><li>Motivate </li></ul><ul><li>Explain </li></ul><ul><li>Demonstrate </li></ul><ul><li>Imitate </li></ul><ul><li>Coach </li></ul>MEDIC
  34. 42. MEDIC <ul><li>Think of a skill or something you know well </li></ul><ul><li>Pick a partner and teach them this using MEDIC or PESOS </li></ul><ul><li>Spend a little time preparing yourself first </li></ul> 
  35. 43. Force Field Analysis <ul><li>Analysis tool used to identify forces that help or hinder a change or solution </li></ul><ul><li>Helps coachees focus on change from the “current state” to the “desired state” </li></ul><ul><li>Highlights both weaknesses and strengths, pros and cons, barriers and opportunities </li></ul>
  36. 44. Developing Force Field Analysis <ul><li>1) State topic of Force Field Analysis at top paper </li></ul><ul><li>Draw a vertical line in centre </li></ul><ul><li>Write “Helping Forces” on the left and “Hindering Forces” on the right </li></ul><ul><li>3) Brainstorm forces for the selected topic and record (helping or hindering) </li></ul>
  37. 45. Restraining Forces Driving Forces Now Goal Force Field Analysis
  38. 47. Models to aid understanding of your coachee
  39. 48. <ul><li>Towards and away from </li></ul><ul><li>Matching and mismatching </li></ul><ul><li>Big chunk/small chunk </li></ul><ul><li>Internal and external </li></ul>NLP Meta Models
  40. 49. NLP Thinking Styles <ul><li>Visual </li></ul><ul><li>Auditory </li></ul><ul><li>Kino </li></ul><ul><li>Digital </li></ul> 
  41. 50. Visual
  42. 51. Visual
  43. 52. Visual
  44. 53. Auditory
  45. 54. Auditory
  46. 55. Auditory
  47. 56. Kino
  48. 57. Kino
  49. 58. Digital
  50. 59. Digital
  51. 60. Auditory
  52. 61. Strength Deployment Inventory (SDI )
  53. 63. Blue <ul><li>MVS based on: </li></ul><ul><ul><li>Protection of others </li></ul></ul><ul><ul><li>Growth of others </li></ul></ul><ul><ul><li>Welfare of others </li></ul></ul><ul><ul><li>Genuine help </li></ul></ul>
  54. 64. Red <ul><li>MVS based on: </li></ul><ul><ul><li>Task accomplishment </li></ul></ul><ul><ul><li>Organising others </li></ul></ul><ul><ul><li>Towards goals </li></ul></ul><ul><ul><li>Being resourceful </li></ul></ul>
  55. 65. Green <ul><li>MVS based on: </li></ul><ul><ul><li>Self sufficiency </li></ul></ul><ul><ul><li>Being logical and accurate </li></ul></ul><ul><ul><li>Fairness and order </li></ul></ul><ul><ul><li>Autonomy </li></ul></ul><ul><ul><li>Principled </li></ul></ul>
  56. 66. Hub <ul><li>MVS based on: </li></ul><ul><ul><li>Welfare of group </li></ul></ul><ul><ul><li>Doing what group wants </li></ul></ul><ul><ul><li>Membership </li></ul></ul><ul><ul><li>Being flexible </li></ul></ul>
  57. 67. Applying the SDI <ul><li>Group Discussion </li></ul><ul><li>How can we use the SDI model to help us in our coaching and mentoring </li></ul>
  58. 68. Legal Aspects of Coaching <ul><li>Group Discussion </li></ul><ul><li>What are the various legal aspects of coaching and mentoring and ethical issues </li></ul>
  59. 69. Influencing Styles <ul><li>Pull Influencing </li></ul><ul><ul><li>The quality of the questions used </li></ul></ul><ul><ul><li>Put yourself in the coachee’s shoes </li></ul></ul><ul><ul><li>Build on your coachee’s proposals </li></ul></ul><ul><ul><li>Forge relationships and coalitions </li></ul></ul>
  60. 70. Influencing Styles <ul><li>Push Influencing </li></ul><ul><ul><li>The quality of your ideas and reasoning </li></ul></ul><ul><ul><li>Your credibility and authority </li></ul></ul><ul><ul><li>Getting right people to support you </li></ul></ul>
  61. 71. Influencing Powers <ul><li>Personal </li></ul><ul><li>Positional </li></ul><ul><li>Expert </li></ul><ul><li>Coercive </li></ul><ul><li>Reward </li></ul>
  62. 72. Presenting a Business Case <ul><li>Costs of coaching and mentoring </li></ul><ul><li>Costs of different training activities </li></ul><ul><li>How to linking corporate goals to coaching goals </li></ul><ul><li>Overcoming organisational barriers to coaching and mentoring </li></ul><ul><li>Measuring the effect on the coachee and the ROI – return on investment </li></ul>
  63. 73. SMART Goals <ul><li>Specific </li></ul><ul><li>Measurable </li></ul><ul><li>Achievable </li></ul><ul><li>Relevant </li></ul><ul><li>Time bound </li></ul>
  64. 74. Dealing with performance problems and how they affect our coaching style
  65. 75. The “Amygdala Hijack” <ul><li>Pre-frontal lobes </li></ul><ul><li>Amygdala </li></ul><ul><li>Brain stem </li></ul>
  66. 76. Amygdala Hijack <ul><li>A trigger: a catalyst </li></ul><ul><li>An instant impulsive, irrational or uncontrolled reaction </li></ul><ul><li>A strong emotion (anger, desire, frustration) </li></ul><ul><li>A subsequent feeling of regret </li></ul>
  67. 77. Stages of an Amygdala Hijack High Low Time Emotional Intensity Trigger Over-reaction <ul><li>Strong Feelings (anger, fear, excited, etc) </li></ul><ul><li>Physical Arousal (rapid breathing, etc.) </li></ul><ul><li>Automatic Reaction (want to yell, say something nasty) </li></ul>All learned early in life, so not always appropriate in adult situations. Regret or Remorse
  68. 78. Amygdala Hijack Exercise <ul><li>Please discuss in trios recent personal experiences you have that relate to this </li></ul><ul><li>Take turns to talk and listen, and try to identify the common themes or triggers </li></ul><ul><li>Please be prepared to share your discussions, thoughts and learning with the whole team </li></ul>
  69. 80. Conflict Sequence
  70. 81. Resolving Conflict <ul><li>Recognise your own conflict ‘triggers’ </li></ul><ul><li>Calm down, tune into your feelings and express them </li></ul><ul><li>Show willingness to discuss the issue rather than escalate it </li></ul><ul><li>State your point of view clearly and directly </li></ul><ul><li>Try to find ways to resolve the dispute which both sides can accept </li></ul>
  71. 82. Categories of feedback <ul><li>Positive </li></ul><ul><li>Constructive </li></ul><ul><ul><li>Actions </li></ul></ul><ul><ul><li>Impact </li></ul></ul><ul><ul><li>Desired outcome </li></ul></ul><ul><li>Destructive </li></ul>
  72. 83. Just Stick to the Facts <ul><li>A fact is… </li></ul><ul><li>A judgement is… </li></ul><ul><li>Irrelevant information is… </li></ul>
  73. 84. Giving Feedback
  74. 85. Good feedback <ul><li>Positive </li></ul><ul><li>Facilitative </li></ul><ul><li>Specific </li></ul><ul><li>Descriptive </li></ul><ul><li>Actionable </li></ul><ul><li>Prioritised </li></ul><ul><li>Constructive </li></ul><ul><li>Well-timed </li></ul>
  75. 86. Burger Feedback What I noticed that was good and the impact What you could do differently Overall favourable impression
  76. 87. Accentuate the Positive We have done a lot of work so far and we still have a lot to do. We have done a lot of work so far but we still have a lot to do.
  77. 88. Giving Feedback <ul><li>Person A is to carry out a skill such as juggling balls, skipping, bat and ball, card trick. </li></ul><ul><li>Person B and Person C are to give burger feedback afterwards </li></ul>
  78. 89. Constructive Feedback <ul><li>Please consider one person in your organisation or you have come across who has/had a performance problem. </li></ul><ul><li>Now consider how you might handle them differently/same and prepare to present this to the group. </li></ul>
  79. 90. Reviewing our own ability to communicate effectively
  80. 91. Face To Face Communication
  81. 92. Questioning Skills <ul><li>Open questions </li></ul><ul><ul><li>What, why, when, how, where and who </li></ul></ul><ul><li>Closed questions </li></ul><ul><li>Probe questions </li></ul><ul><li>Assertions </li></ul><ul><ul><li>Verbal </li></ul></ul><ul><ul><li>Non verbal </li></ul></ul><ul><li>Pause </li></ul><ul><li>Summarise </li></ul>
  82. 93. Can you tell me? That’s interesting…? I was wondering...? I am curious to know…?
  84. 95. Considerate Questioning Asks un-softened questions Answers normally Asks softened questions Answers normally
  85. 96. Intimate Zone less than ½ metre Personal Zone ½ metre - 1¼ metre
  86. 97. Listening Exercise
  87. 98. Listening Exercise Person A is to pick a topic and talk to the others about the topic for a few minutes
  88. 99. Listening Exercise The people B’s are to deliberately match person A’s posture and give eye contact. You are not to listen.
  89. 100. Listening exercise The people C’s are to deliberately mis-match person A’s posture, i.e. to change your posture to the opposite. You are not to give eye contact but must listen.
  90. 101. In their shoes <ul><li>Person A </li></ul><ul><li>Talks for a few minutes on a subject they know a bit </li></ul><ul><li>Person B </li></ul><ul><li>Sits with their back to person A or covers their eyes and listens out for tonality and expression. Focus on warmth of the voice, energy levels, enthusiasm, pace, excitedness, sorrow etc and comment at the end on what you really heard. </li></ul><ul><li>Person C </li></ul><ul><li>Sits facing person A and must cover their ears so they can’t hear. Your job is to look for body language and other visual signals to help you hear what is being said </li></ul>
  91. 102. The Great Controversy <ul><li>Person A </li></ul><ul><li>You need to think of a topic or issue that is very close to your hearts and one which you believe in wholeheartedly and without doubt. You need to tell person B about your topic within 1 minute. And then you need to listen intently to what they have to say without interrupting. </li></ul><ul><li>Person B </li></ul><ul><li>Listen very carefully to Person A and talk back to them for 3-5 minutes arguing against their point of view. </li></ul><ul><li>Person C </li></ul><ul><li>Rate Person A on his/her listening skills </li></ul>
  92. 103. Listening <ul><li>Level 1 – Internal </li></ul><ul><li>Level 2 – Focussed </li></ul><ul><li>Level 3 – Global </li></ul>
  93. 104. What Can You Match? <ul><li>Mood </li></ul><ul><li>Posture </li></ul><ul><li>Eye contact </li></ul><ul><li>Voice </li></ul>
  94. 106. Social gaze
  95. 126. Open Closed Arms folded Legs crossed Bodies turned away Back Forward Leaning forward Pointing towards you Open hands Fully facing you Both feet on ground Leaning back Looking up at ceiling Fiddling
  97. 128. <ul><li>What networks do you have? </li></ul><ul><li>What’s the value to you of networking? </li></ul><ul><li>How do you network? </li></ul><ul><li>How much time do you have to network? </li></ul>Networking
  98. 129. <ul><li>Take deep breath </li></ul><ul><li>Give </li></ul><ul><li>Don’t sell </li></ul><ul><li>Listen and beware of others </li></ul><ul><li>Ask right questions </li></ul><ul><li>Ask what you want </li></ul><ul><li>Stay in touch </li></ul><ul><li>Patience </li></ul><ul><li>Social Networking? </li></ul>Networking Tips
  99. 130. Undertaking Management Coaching or Mentoring in the Workplace
  100. 131. Plan, Do, Review <ul><li>Plan </li></ul><ul><ul><li>Learning styles, colour and characteristic </li></ul></ul><ul><ul><li>Requirements of job </li></ul></ul><ul><ul><li>Self assessment of ability/skills </li></ul></ul><ul><ul><li>Motivation </li></ul></ul><ul><ul><li>Learning objectives </li></ul></ul><ul><ul><li>Coaching Plans </li></ul></ul><ul><li>Do </li></ul><ul><ul><li>How often, duration, where </li></ul></ul><ul><ul><li>Records </li></ul></ul><ul><li>Review </li></ul>
  101. 132. Training Cycle Identify training needs Design training Conduct training Has training worked?
  102. 133. Company Objectives Team & individual objectives Departmental objectives Strategic objectives INDIVIDUALS DEPARTMENTS DIVISIONS
  103. 135. Characteristics Essential Desirable Physical attributes Mental attributes Education and qualifications Experience, training and skill Personality Special circumstances
  104. 136. Characteristics Essential Desirable Physical attributes Good health record Excellent health record Few absences from work Tidy appearance Smart appearance Creates good impression on others No significant disabilities which would affect performance of the job Capable of working for long hours under pressure Mental attributes Top 30% for general intelligence, verbal ability and numerical ability Top 10% for general intelligence, verbal ability and numerical ability Education and qualifications Good general school results with a particular aptitude for English Excellent school results with ‘A’ levels, Baccalauréat or equivalent Certificate or Diploma in Management Membership of Professional body Membership of Institute of Purchasing and Supply Experience, training and skill Five years’ experience in purchasing Ten years’ experience in purchasing Two years’ experience of supervising a small office or section Successful record of supervising qualified staff Good social skills Successful completion of reputable management training course Ability to write good reports and to understand basic financial information Ability to plan, organise, co-ordinate and control work under pressure Personality Career record shows ability to adjust to normal social circumstances Mature and socially well adjusted Able to communicate at all levels Special circumstances Able to work overtime and at weekends Willing to work long hours when required, and to transfer to other locations in Able to travel to suppliers Fully mobile with valid driving licence
  105. 137. Skill or Quality Scale 0 –10 Importance To Me To Company 1 2 3 4 5 6 7 8 9 10
  106. 138. Skill or Quality Low High 0 2 4 6 8 10 1 2 3 4 5 6 7 8 9 10
  107. 142. Activist (Experiencers) Thrive on new experiences Open minded Involved Thrive on challenges Theorist (Conceptualisers) Create theories Analysts Rational Require certainty Pragmatist (Experimenters) Keen for new ideas Impatient Practical Keen to see business benefit Reflector (Evaluators) Stand back and ponder Cautious Low profile Listeners HONEY & MUMFORD’S LEARNING STYLES
  108. 145. Sense Do Think Watch
  109. 146. U nified Communications And Collaboration B usiness Intelligence E nterprise Content Management W orkflow S earch B usiness Data Catalog E xtensible UI O pen XML File Formats W ebsite and Security Framework S ecured, Well-Managed Infrastructure Sense Do Think Watch Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety Know facts What do experts think? Research internet Analyse Structured Practical uses Test theories Edit info Hands on experience Solve problems Hidden connections Self discovery Experiment Transfer to the real world Variety People/social based Absorb info Seek meaning Personally involved Experience things Look other perspectives Know facts What do experts think? Research internet Analyse Structured Reflect alone Practical uses Test theories Edit info Hands on experience Solve problems Nothing fuzzy Hidden connections Self discovery Experiment Transfer to the real world Variety Adapt and change 1 2 3 4 1 4 2 1 4 3 2 1 4
  110. 147. Hook Sell Engage Share Content Practise Do Experiment Perform Apply Why What How If
  111. 148. <ul><li>Sell </li></ul><ul><li>Motivate </li></ul><ul><li>Excite </li></ul><ul><li>Connect to job </li></ul><ul><li>Big picture </li></ul><ul><li>Teach </li></ul><ul><li>Show and demo </li></ul><ul><li>Logical order </li></ul><ul><li>All sense instruct </li></ul><ul><li>Test </li></ul><ul><li>Allow practise </li></ul><ul><li>Solve problems </li></ul><ul><li>Coach </li></ul><ul><li>Test theories </li></ul><ul><li>Perform and share </li></ul><ul><li>Allow experiment </li></ul><ul><li>Transfer to job </li></ul><ul><li>Discuss other ways </li></ul><ul><li>Evaluate success </li></ul><ul><li>Extend learning </li></ul>3 2 1 4
  112. 149. Belbin’s Team Roles <ul><li>Co-ordinator </li></ul><ul><li>Resource investigator </li></ul><ul><li>Shaper </li></ul><ul><li>Plant </li></ul><ul><li>Monitor/evaluator </li></ul><ul><li>Specialist </li></ul><ul><li>Team worker </li></ul><ul><li>Completer/finisher </li></ul>
  113. 150. <ul><li>Plant Lawrence Llewellyn-Bowen </li></ul><ul><li>Resource Investigator Del Boy Trotter </li></ul><ul><li>Coordinator John Harvey-Jones </li></ul><ul><li>Shaper Alex Ferguson </li></ul><ul><li>Monitor Evaluator Robin Day </li></ul><ul><li>Teamworker Alan Titchmarsh </li></ul><ul><li>Implementer John Major </li></ul><ul><li>Completer Bill Gates </li></ul><ul><li>Specialist Alan Hansen </li></ul>Example Belbin’s Team Roles
  114. 151. Tuckman Forming Storming Norming Performing Adjourning
  115. 152. Myers Briggs (MBTI) <ul><li>The Myers Briggs Type Indicator (MBTI) comes from Jungian psychology and was developed by a mother and daughter team in the 1940’s </li></ul><ul><li>“ Whatever the circumstances of your life, the understanding of type can make your perceptions clearer, your judgments sounder and your life closer to your heart’s desire” </li></ul><ul><li> Isabel Briggs Myers </li></ul>
  116. 153. Let’s classify you <ul><li>Extroversion - Introversion </li></ul><ul><li>Sensing - Intuition </li></ul><ul><li>Thinking – Feeling </li></ul><ul><li>Judging – Perceiving </li></ul>
  117. 154. Four Temperament Scales 2. Information-Gathering 3. Decision-Making 4. Life Style E xtrovert: With People S ensing: Facts and Data T hinking: Logical, Rational J udging: Systematic, Organized F eeling: Impact on Others I N tuitive: Big Picture I ntrovert: Independent S P ontaneous: Changes Direction 1. Energy Source
  118. 155. Sixteen MBTI Types ISTJ-7 ESTJ-7 ISFP-1 ESTP-3 ISTP-3 INTJ-3 INFJ-2 ISFJ-4 INTP-6 INFP-3 ENFP-9 ESFP-4 ESFJ-5 ENFJ-6 ENTJ-11 ENTP-12
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