1. Coach As Teacher COS 4850

2. When “Coaching” means “Teaching” Transferring Knowledge Transferring ability to perform a task Transferring a skill

3. Teaching a Skill or Process Being good at doing something can be very different from articulating how to do something. Match the teaching approach with the learner’s primary learning style. Responsibility for learning resides with the learner.

4. Learning Styles Visual/Non-verbal Visual/Verbal Auditory Kinesthetic

5. Visual/Non-verbal Learners Learn best when information is presented visually as a picture or design. Use visual aids that include pictures and graphics. Help them create mental pictures that represent information.

6. Look For… Affinity for putting jigsaw puzzles together. Doodling during meetings. Good at reading maps. Keen observation. Interest in art.

7. Visual/Verbal Learners Learn best when information is presented visually using letters, words and phrases. Use visual aids that include bullet points, graphs, flowcharts. Use worksheets to help them write instructions and process steps in their own words.

8. Look for… Reading books as a favorite pastime. Enjoyment of crossword puzzles. Keen observation. Affinity for printed instructions.

9. Auditory Learners Learn best when hearing information that is being presented. Use oral presentations. Encourage as much verbal interaction as possible. Have them repeat key points back to you.

10. Look For… Tendency to ask a lot of questions. Reading out loud. Affinity for learning in groups. A collection of books on tape. Attentive listening.

11. Kinesthetic Learners Learn best when physically engaged in an activity. Use “hands-on” learning exercises. Incorporate physical activity as much as possible. Use physical objects as symbols. Encourage repetitive practice of the skill/task.

12. Look For… Hobbies that involve physical activity such as sports, dancing, or building models. Short attention span during verbal discussions. Dislike of sitting still for long periods. Affinity for solving three-dimensional puzzles.

13. HARGROVE’S TRIPLE-LOOP LEARNING How you are BEING How you are THINKING How you are ACTING Unintended Results Goals, Aspirations

14. POWERFUL QUESTIONS Questions send people in particular directions. Questions as “tunnels” vs. “expansive plains” How a question is framed shapes where the listener goes

15. POWERFUL QUESTIONS Avoid WHY questions Avoid HOW questions Avoid compound questions Avoid asking the same question twice – but in slightly different words Avoid long questions Avoid “smart” questions

16. EIGHT ‘DUMB’ QUESTIONS What do you want? Where are we? What’s next? Where do you want to do from here? What do you see? What did you learn? What will you do? What do you think?

17. INQUIRY A SPECIAL KIND OF QUESTION An inquiry is a thought-provoking question for the purpose of introspection and reflection There is no right or wrong answer It is meant to be pondered for an extended period of time Goal is deeper understanding

18. REQUESTING May I make a request? You may accept it, refuse it, or make a counter-offer. My request is….. Will you do that?

19. REQUESTING May I make a request? You may accept it, refuse it, or make a counter-offer. My request is….. Will you do that?

20. FOLLOWING UP ON REQUESTS AND INQUIRIES If you make a request, be sure to follow-up Hargrove’s questions: What worked What didn’t work? What’s missing What’s the opportunity? What’s next?