Research Paper: How Coach Training Impacts Design, Facilitation and/or Delivery of Training Programmes

The writer acknowledges the following persons who were so kind in responding to her request to be interviewed for the research, as well as giving permission to use their names in the research report.

1. Alexandra Barosa (ICA Trainer) who went out of her way to facilitate the interview process. Skype was not functioning well, and Alexandra placed a telephone call from Portugal to Jamaica to complete the interview! Alexandra, thanks is certainly not enough for your kindness!
2. Ann Betz, CPCC  whose name came to my attention while reading an article she wrote in Coaching World, Theory and Practice, Issue 7 magazine on the ICF’s Website. She positively responded to my email in less than 15 minutes after it was sent!
3. Rosangela Pedrosa, an ICA student who saw my request and contacted me about her desire to participate.
4.  Leon VanderPol, who made life so much simpler by emailing a recording of the Interview.  This certainly helped me to capture the refreshing interview in its entirety.
5.  Rob Stringer, (ICA Trainer) who was very patient during the interview process.
6.  Jennie Douglas, also an ICA student who was referred to me by an ICA trainer.
7.  Helen Omand – (ICA Trainer) who expressed her willingness to participate but did not fit the research criteria.

Thanks to everyone!

Bibliography

Cronin, E. (2012, May 25).  Do coaches need to be subject matter experts in areas in which they coach? [Online forum comment]. Retrieved from http://www.linkedin.com/groups/Do-coaches-need-be-subject-157066.S.115305208Dolny, H. (2009). Team coaching: Artists at work. (p. back cover). Johannesburg, South Africa: Penguin Books.
FAO (1998) page 1, section 1, Food quality and safety systems. A training manual on food hygiene and the                Hazard Analysis and Critical Control Point (HACCP) system.  Principles and Methods of Training.                Introduction,  para 3-6.   Pub.1998 Series Title:  FAO Agricultural Policy and Economic         Development    Series. Retrieved from http://www.fao.org/docrep/W8088E/W8088E00.htm
Khoury, N. (2013, July). Do coaches need to be subject matter experts in areas in which they coach?       [Online forum comment]. Retrieved from http://www.linkedin.com/groups/Do-coaches-need-            be-subject-157066.S.115305208
Kinder, J. (2012, May 18). Do coaches need to be subject matter experts in areas in which they coach? [Online forum comment]. Retrieved from http://www.linkedin.com/groups/Do-coaches-need-be-subject-157066.S.115305208International Coach Federation (2010). Retrieved from Red-Flags-It-is-coaching-unless-July-       2010.docx, para 8.
Lieb, S. (1991). Principles of Adult Learning. Retrieved from (http://www.lindenwood.edu/education/andragogy/andragogy/2011/Lieb_1991.pdf)
Mintzberg, H. (2004). Managers not mba’s: A hard look at the soft practice of managing and management development. (1st ed.). San Francisco, CA: Berrett-Koehler Publishers Inc. Retrieved from
Passmore, J. (2010). Excellence in coaching: The industry guide. (2nd ed., p. 9). London, United Kingdom: Kogan Page Limited.
Rausch, B. (2012, June 11).  Do coaches need to be subject matter experts in areas in which they coach? [Online forum comment]. Retrieved from http://www.linkedin.com/groups/Do-coaches-need-be-subject-157066.S.115305208
Rogers, E. (2009, November 20). [Web log message]. Retrieved from
Roger, P. (n.d.). Do coaches need to be subject matter experts in areas in which they coach? [Online forum comment].
Showers, B. (1984) Peer Coaching: A Strategy for Facilitating Transfer of Training. A CEPM R&D Report. Oregon University, Eugene. Center for Educational Policy and Management. Retrieved on 31/10/2013 from http://files.eric.ed.gov/fulltext/ED271849.pdf 
Taylor, C. (n. d.) What is Group Coaching and Facilitation? Retrieved from http://en.outreach.ca/             

APPENDICES

Appendix 1:

Letter sent to Respondents via email21/10/2013Dear __________,I am Dorian Lennon, a Jamaican who is completing studies in Certified Coaching through the International Coach Academy (ICA). I am a Consultant Trainer and would like to complete a research on Coaching and its impact on training facilitation.   I have experienced a difference in my facilitation style and training design and even how I engage participants since I started my coaching course in January 2013.I would be overjoyed to get an opportunity to interview you around the topic. It could be an interview via Skype at a time that is convenient to both of us or I could email you a few questions to which you could respond.I would appreciate your response on whether this would be possible.

Thank you
Warm Regards
Dorian Lennon
Tel 876-821-9254

Email: dorie_12@hotmail.com

Emails were sent to the following persons

Ann Betz, CPCC  Partnerp: 952.457.8802     Responded and participated.         

Dr.  Dorothy E. Siminovitch MCC  at awareworks @aol.com; however, no response was received.

Both Ann and Dr. Siminovitch  were ‘found’ via Coaching World – Theory & Practice (ICF published)

Members of ICA Faculty and Students:

Robyn Logan, (CEO); Merci Miglino, Training (Global) and Kathy Munoz, (Community Groups) – all 3 are members of the ICA Leadership Group.

Alexandra Barosa, Helen Omand, Rob Springer and Leon VanderPol (all 4 are ICA Coaches in the Training Faculty), and Rosangela Rezende Pedrosa and  Jennie Douglas, both ICA students.

Appendix 2: Research Questionnaire

I am Dorian L. Lennon, a Jamaican National, who is completing studies in Certified Coaching through the International Coach Academy (ICA).  I am a consultant trainer and in partial fulfillment of my coaching qualification, I would like to complete a research on:

The impact of Coaching knowledge and skills on Training design and facilitation and Transfer of knowledge and skills to the workplace.

Interest in this topic has emanated from changes in my training design, and facilitation style since I started my coach training. I would like to know whether persons who were trainers before studying coaching, have been similarly impacted.

I appreciate your response to the questions below and ask that you return via email by November 20, 2013. I hope that with your help, I can contribute to the discussion on coaching and its influence on training and transfer of knowledge and skills to the workplace.

In questions 1-4 below, please respond to areas that are relevant to you.

1. Number of years as a Training Facilitator: _________

2. Number of years as a practicing coach: __________

3. Number of years as a certified/trained coach:  __________

4. Number of years as a trainer and coach: ___________

5. How would you define training facilitation? _______________________________________________

_____________________________________________________________________________________

6. What is Group Coaching? ______________________________________________________________

_____________________________________________________________________________________

6 a.  How is it similar to Training? _________________________________________________________

_____________________________________________________________________________________

6 b. How is it different from training? ______________________________________________________

_____________________________________________________________________________________

7. Has there been a difference in your design, facilitation/delivery of training since practicing as a coach?                     Yes     No

7 a. If Yes, what has been different_________________________________________________________

_____________________________________________________________________________________

8. How has training and coaching complemented each other?___________________________________

_____________________________________________________________________________________

1. What are some situations in which coaching can substitute for training and training for coaching?

_____________________________________________________________________________________________

2. What are some situations that would give rise to a shift from training facilitation to coaching in a group or team setting? _________________________________________________________________________________

_____________________________________________________________________________________________

11. To be effective, the trainer must have extensive knowledge of the training topic(s), the culture, and other factors that may impact participants from a national, regional and global perspective.  What knowledge does a coach require about:

a) the subject area brought by the coachee to coaching? _______________________________________

_____________________________________________________________________________________

b) other factors that may impact the coachee ______________________________________________

_____________________________________________________________________________________

12. ‘Coaching the participant after training helps to increase the transfer of training on the job’.  What is your opinion on this statement? __________________________________________________________

_____________________________________________________________________________________

End of Questionnaire

Appendix 3: Principles of Adult Learning

Adults As Learners

Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new area of study.

The field of adult learning was pioneered by Malcom Knowles. He identified the following characteristics of adult learners: