The Talent Factor: Coaching for SuccessKari Weston
Organizational excellence is dependent on the successful performance of employees. Coaching for success leverages individual strengths to meet organizational needs. Employee performance is enhanced through a research-based coaching process which includes a targeted goal, structured support, deliberate practice and focused feedback.
Congratulations! You’ve developed the greatest training program ever. The content is ideally suited to your business problems, the technology works, and the employees seem to like it. There’s only one problem… nobody knows what to do with it when they return to their jobs.
If that’s not a nightmare scenario for a training professional, we don’t know what is!
Ultimately, we need our employees to learn, retain, and then apply what they learn to improve their knowledge and skills and reach higher levels of performance. That’s the goal. But how many times do we fail to see the ROI we expect? How many times do we see well-executed content NOT applied on the job? How many times do we have to go back to the CFO and explain why the ROI we expected never materialized.
Kristi McNabb, Revenue Operations Manager at BizLibrary, will help you discover how and when employees apply learning to improve their job performance, explain the role managers play in helping employees retain training and drive ROI, and help you understand how microlearning can be a great tool to help employees in their moment of need.
During this webinar, Kristi will provide easy-to-understand insights on:
- How to help employees apply their learning and improve job performance
- A manager’s role in employee retention and training ROI
- How microlearning is a great tool for helping employees acquire skills just when they need them
- ... and much more!
Watch the full webinar here: http://webinar.workforce.com/boost-employee-performance-with-microlearning-and-manager-training
The Talent Factor: Coaching for SuccessKari Weston
Organizational excellence is dependent on the successful performance of employees. Coaching for success leverages individual strengths to meet organizational needs. Employee performance is enhanced through a research-based coaching process which includes a targeted goal, structured support, deliberate practice and focused feedback.
Congratulations! You’ve developed the greatest training program ever. The content is ideally suited to your business problems, the technology works, and the employees seem to like it. There’s only one problem… nobody knows what to do with it when they return to their jobs.
If that’s not a nightmare scenario for a training professional, we don’t know what is!
Ultimately, we need our employees to learn, retain, and then apply what they learn to improve their knowledge and skills and reach higher levels of performance. That’s the goal. But how many times do we fail to see the ROI we expect? How many times do we see well-executed content NOT applied on the job? How many times do we have to go back to the CFO and explain why the ROI we expected never materialized.
Kristi McNabb, Revenue Operations Manager at BizLibrary, will help you discover how and when employees apply learning to improve their job performance, explain the role managers play in helping employees retain training and drive ROI, and help you understand how microlearning can be a great tool to help employees in their moment of need.
During this webinar, Kristi will provide easy-to-understand insights on:
- How to help employees apply their learning and improve job performance
- A manager’s role in employee retention and training ROI
- How microlearning is a great tool for helping employees acquire skills just when they need them
- ... and much more!
Watch the full webinar here: http://webinar.workforce.com/boost-employee-performance-with-microlearning-and-manager-training
East Central University hosts Oklahoma Business Week each summer to give 120 high school and college students a one-of-a-kind opportunity to learn about business in a fun, experiential way. Partnerships with business professionals augment student learning and opportunities.
Workshop by Charlotte Hall, Innovation Agency: Reflecting on our learnings for our next project for PReCePT at the North West Coast Maternity and Neonatal Learning System: PReCePT Celebration event on Wednesday 20th November at Haydock Park Racecourse
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
Developing the Coaching Skills of Your Managers and Leaders [Webinar 04.13.16]BizLibrary
What are the obligations of managers? The answer to this question varies from organization to organization based upon a number of factors such as industry, culture, department, skill level of the team, etc. Regardless of the organization, at the very heart of this question lies a dilemma. Managers may have to perform well, depending upon a variety of situations at various places along a continuum, ranging from ensuring employees comply with established processes and procedures at one end, to career development and skill improvement towards the other end. Who’s to say which of the outcomes is more or less important? In fact, we’d probably agree that the outcomes suggested by such a continuum are all important depending upon the situation. With so many possible outcomes and objectives legitimately competing for our managers’ attention, are there a set of uniform skills or competencies we can use to guide our managers ongoing training and development? In this webinar you'll learn:
Why coaching skills are important for your managers, leaders and organization
What is coaching and how to apply key skills to align with specific employees and situations
An overview of traditional coaching models and what you can do to improve them
How we can get managers to make time to coach
A "coaches toolkit" that includes emerging competencies for managers and leaders
The key difference between coaching and mentoring
www.bizlibrary.com
View the latest Coaching Supervision webinar presentation with Professor Peter Hawkins, a leading writer and practitioner in the use of coaching and coaching supervision and Christopher Smith, Managing Director of Bath Consultancy and an experienced coach, team coach and coaching supervisor.
During this session they explore 3 ways in which supervision can make a difference to:
•Coaching individuals with their teams and the organisation in mind
• Team coaching - maximising the value of the process for the wider business
• Your work as a practitioner in organisation development.
View the presentation to get the latest, leading edge thinking on the practice of systemic supervision.
Listen to the webinar here: http://www.bathconsultancygroup.com/what-we-do/coaching-supervision/coaching-supervision-webinar-recordings.shtml
Part 4 of a 5 part series for Youth Development Leaders and Managers in Redwood City, CA led by Lynn Johnson, Director of Community Field Building for Community Network for Youth Development (CNYD)
East Central University hosts Oklahoma Business Week each summer to give 120 high school and college students a one-of-a-kind opportunity to learn about business in a fun, experiential way. Partnerships with business professionals augment student learning and opportunities.
Workshop by Charlotte Hall, Innovation Agency: Reflecting on our learnings for our next project for PReCePT at the North West Coast Maternity and Neonatal Learning System: PReCePT Celebration event on Wednesday 20th November at Haydock Park Racecourse
According to Mind, 1:4 of people in the UK will encounter a mental health problem in the UK, each year. Although awareness of mental health as a physical illness is starting to increase, many organisations are still unaware of the impact such illnesses can have on the individual, and the devastating effect poor management practices can have on colleagues in certain situations. Such ignorance is concerning – in far too many cases, anxiety, depression and other conditions are treated with ‘lip service’ at best; or as taboo at worst. This session will try and tackle some of the main, down-to-earth matters surrounding mental health in Higher Education Institutions. Sometimes, performance is affected, and this can have a serious adverse effect on the morale and performance of a team or department at large. How straightforward is it to identify and help people who might be struggling? How is it best to tackle poor performance while, at the same time, help an individual or individuals cope with mental health difficulties? Should HEIs introduce transparent strategic mental health awareness policies at the very top? How would one do that? How might it be possible to change an institutional or departmental climate for the better, with other positive knock-on effects this could have on welfare, happiness and performance? How would it be possible to transform understanding and practice at a local and institutional level? Following a brief presentation, this session will be an open forum for the sharing of experiences, suggestions and best practice.
Developing the Coaching Skills of Your Managers and Leaders [Webinar 04.13.16]BizLibrary
What are the obligations of managers? The answer to this question varies from organization to organization based upon a number of factors such as industry, culture, department, skill level of the team, etc. Regardless of the organization, at the very heart of this question lies a dilemma. Managers may have to perform well, depending upon a variety of situations at various places along a continuum, ranging from ensuring employees comply with established processes and procedures at one end, to career development and skill improvement towards the other end. Who’s to say which of the outcomes is more or less important? In fact, we’d probably agree that the outcomes suggested by such a continuum are all important depending upon the situation. With so many possible outcomes and objectives legitimately competing for our managers’ attention, are there a set of uniform skills or competencies we can use to guide our managers ongoing training and development? In this webinar you'll learn:
Why coaching skills are important for your managers, leaders and organization
What is coaching and how to apply key skills to align with specific employees and situations
An overview of traditional coaching models and what you can do to improve them
How we can get managers to make time to coach
A "coaches toolkit" that includes emerging competencies for managers and leaders
The key difference between coaching and mentoring
www.bizlibrary.com
View the latest Coaching Supervision webinar presentation with Professor Peter Hawkins, a leading writer and practitioner in the use of coaching and coaching supervision and Christopher Smith, Managing Director of Bath Consultancy and an experienced coach, team coach and coaching supervisor.
During this session they explore 3 ways in which supervision can make a difference to:
•Coaching individuals with their teams and the organisation in mind
• Team coaching - maximising the value of the process for the wider business
• Your work as a practitioner in organisation development.
View the presentation to get the latest, leading edge thinking on the practice of systemic supervision.
Listen to the webinar here: http://www.bathconsultancygroup.com/what-we-do/coaching-supervision/coaching-supervision-webinar-recordings.shtml
Part 4 of a 5 part series for Youth Development Leaders and Managers in Redwood City, CA led by Lynn Johnson, Director of Community Field Building for Community Network for Youth Development (CNYD)
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
Over the past five years we have seen a significant consensus emerge from academics and the world of neuroscience in terms of what makes great teaching and learning. I am in the final stages of drawing together this research and will be publishing Great Lessons in 2017. The Powerpoint slides repeat my Diamond Lesson Plan which many of you will be familiar with but within a firmly evidence-based context. At a time of change in education we need to ensure that all can step forward. Great Lessons will address how we can assist all to achieve their full potential. Our greatest test as teachers is lift forward the dependent and directed learners and this is within our grasp with clear consistent, team strategies. You may book a Great Lessons CPD and/or its sister programme 'Great Learning' and the other CPD opportunities highlighted on the last slide by emailing bradley@collegnet.co.uk.
2. Changing Seasons Nature works in cycles- water cycle, seasonal cycle, lunar cycle. May look different from different perspectives but the “big idea” remains the same. Leadership at Sweet Home may look different but the big ideas of our work together will remain.
3. What are the “big ideas?” Results: Commitment to learning and results- what kids produce matters; not the adults. Learning as the Mission: The reason the organization exists and the adults have jobs is to help students learn. It’s not about grades, test scores, and rankings- those are indicators of the mission but not the mission itself. Proficiency: I know it well and I can use it- independently- in new situations.
4. What are the “big ideas?” The Importance of the Teacher- The single most important element in the success of kids and schools is the teacher. Adult Proficiency: The quantity and quality of what students learn in school is directly correlated adult proficiency- what they know and if they can use it independently.
5. What are the “big ideas?” Collaboration: The most effective form of learning for teachers is in collaboration with others.” Learning Community Questions: What exactly must kids be able to know and do and how well? What evidence will we accept that they have learned? What learning experiences are most likely to produce learning? What will we do when kids have already learned before we teach it? How will we respond when, despite our best efforts, some kids still have not learned?
6. What are the “big ideas?” The Role of Expectations: Most people- both kids and adults will rise to meet expectations if they know what they are and feel that they will the support needed to meet them. Raising the expectations for the students by necessity means increased expectations for the adults. Accountability: We are all accountable- all the time. Student Results Antecedents: Doing “What Works”
7.
8.
9. District Mission Learning for All- every student proficient in each subject area. Great teaching for every child every day in every classroom.
10. People and Ideas Marzano- what works, Art and Science, Balanced Leadership Reeves- Writing, Data Teams, Accountability, Antecedents Dufour- PLC, Intervention, Expectations, Results Silver- Teaching Tools; Translating What Works Wiggins/McTighe- UbD, Performance Assessment, Rubrics, Feedback
11. Reflections We have accomplished a great deal in some areas. Our teachers have learned- some more than others. We can’t work on one thing- its all too connected. We’ve not focused our efforts on a piece small enough to “get done” and build understanding. We’ve not spent enough time administratively before asking you to get out and lead it. We’ve implemented but not reflected and adjusted.
12. Reflections We haven’t given enough feedback to teachers- either directly or in models of expected practice. Our expectation for kids in daily experience is not high enough. There are pockets that differ but in general, kids don’t produce enough independently- they copy, select or fill-in.
13. Reflections We work very hard administratively- trying to “get things done.” We are what we talk about. We’ve gotten away from talking about what matters most- learning. We’ve not focused our efforts on a piece small enough to “get done” and build understanding. We’ve not spent enough time administratively before asking you to get out and lead it. We’ve implemented but not reflected and adjusted.
15. Be Leaders of Learning Understand and communicate the mission and vision of our District and your school. Be Involved in Curriculum, Instruction and assessment. Try it yourself, offer models; clarify expectations, learn with staff. when appropriate and needed. Intellectual Stimulation- facilitate staff conversation and action around C, I, A and your goal areas. We are what we do. Focus- set achievable goals for student achievement and teacher performances.
16. Be Leaders of Learning Monitor and Evaluate your program and your progress by gathering evidence of learning Informal Observations Formal Observations Student Tasks/ Work CDEP teamwork Results of Assessments Celebrate accomplishments and reward those whose performance and hard work merit it. Be the Optimizer- Be the driving force behind the effort; Be positive about the importance of what is being done and the ability of the staff to accomplish it. Believe in what you’re doing and inspire others to share that belief.
17. Be Building Managers Establish Order- clearly understood routines and procedures. Communicatewell and often with students, staff and parents. BeVisible- in classrooms and common areas. Plan for it. BuildRelationships. Listen. Seek opportunities for inputbut not necessarily agree or promise.
18. Be Building Managers BeFlexiblewhen appropriate and situationally aware. Manage Resources well. Advocate and ask for resources to make progress towards the vision. Protect teachers’ instructional time; shelter staff from distraction; maximize focus on instruction.
19. Personal Attributes Personal Growth: Learn and grow. Don’t settle. Build your own understanding. Be knowledgeable. Accept feedback at face value. Commitment: Maintain the balance of personal and professional but be sure to provide enough time to get the job done. Ideal/ Beliefs: Believe in what we’re trying to do. Make your actions congruent with your beliefs. Personal Efficacy: Believe in your own efficacy; know and live that you make a difference. Assertiveness- If you have a question, ask. If you have something say- say it. Don’t leave your concerns unspoken.
20. Expectations of District A focus on Learning and its antecedents. Narrowing the focus to a tangible component. Facilitate the creation and promotion of the District Vision. Setting Goals with the Administrative team for Student Achievement and Classroom instruction. Establish and reinforce a broad but consistent instructional framework.
21. Expectations of District Time to understand before leading. Time to reflect and engage in feedback before adapting or changing. Defined autonomy- the power to lead locally within the boundaries defined by the District’s goals and vision. Visibility and curiosity what is happening in your school or area of responsibility.
22. Expectations of District Realistic expectations and a willingness to hear feedback on those expectations. Quality information, processes and discussion required for informed decision-making. Information needed to be successful. Triaging information to assist in time management. Resources needed to get the job done- within realistic parameters. A questioning stance- probing to ensure good decision-making rather than micromanagement.