Frequently Asked Questions About Peer Coaching Groups

Peer Coaching

Frequently Asked Questions About Peer Coaching Groups (PCGs)

Information on this page assumes that you have read the information at
How to Start Your Private Peer Coaching Group.

Standard Questions

Miscellaneous Questions


What is a PCG? What Process Does a PCG Use?

Who Joins a PCG?

What Does “Coaching” Mean in a PCG?

What Do People Get Coached On in a PCGs?

What is the Role of a Group Member?

What is the Role of the Group Facilitator?

How Many People Are in a PCG?

How Many Meetings Do PCGs Have?

How Long Are PCG Meetings?

How Do I Know What Priority to Get Coached On?

Choose whatever priority is most important to you now. You are the expert at what is most important to you. Do not worry about how small or large the priority is.

How Do I Help/Coach a Group Member in a Meeting?

You might ask the member who is getting help during the “Sharing Help” in the meeting, “What kind of help would be most useful to you now? Advice? Materials? Questions? Brainstorming?”

How Are Meetings Evaluated?

How Do I Know What Actions to Take Between Meetings?

The actions that you take (as a result of the help that you get from other group members) is up to you to select. However, it should be an action that is realistic to accomplish before the next meeting.

How Do Members Communicate Virtually?


General Resources

Forming Your Own Study Groups

The above agenda for a support group could be slightly modified to form a study group, as well. During each member’s time in the meeting, he or she can get help, especially with understanding and applying the content from some source of expert knowledge about a topic, for example, a lecture from a class, a chapter from a book, or content from a podcast. Here is more information about forming study groups.

Forming Your Own Coaching Group

The above agenda could be modified to form a peer coaching group, as well. During each member’s time in the meeting, he or she can get help, especially in the form of thoughtful questions about the member’s perceptions, assumptions and conclusions.


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Start Your Private Peer Coaching Group

A peer coaching group deliberating together

How to Start Your Private Peer Coaching Group

Introduction

Purpose of This Information

The following information and resources are focused on the most important guidelines
and materials for you to develop a basic, practical and successful PCG. The
information is intended for anyone, although it helps if you have at least some
basic experience in working with groups.

All aspects of this offering are free, including guidelines and materials.
The offering is sponsored by ActionLearningSource
(ALS) as a free community service to citizens around the world. The founders
of ALS have been providing long-lasting, and highly successful peer coaching
groups (PCGs) since 1995.

The following basic information is adapted specifically from the peer coaching
group format
of Authenticity Consulting’s Authenticity
Circles
. Those wanting more advanced information and materials to customize
peer coaching groups for specific applications and/or cultures should consider
ALS’s
advanced group coaching
. The information on this page is provided in accordance
with the terms of a creative
common license
.

What is a Peer Coaching Group (PCG)?

People have been solving complex problems and achieve challenging goals for
1,000s of years — by counting on each other. They form close communities of
support in which each member gets help from the others.

Help can be in the form of ongoing advice and materials — and especially thoughtful
and respectful questions (coaching). This is most useful when people also share
support and accountabilities to actually apply the help that they get
from others in the group.

Getting that kind of help is much easier than you might think. Here is how
you can conveniently arrange that help, with even one or two other people —
and it can done over the Internet. In your group, you all are equals — or peers
— in coming together to support each others progress and learning.

Would You Benefit From a Private PCG?

History and research have shown there there are many benefits of PCGs, including
for personal, professional and organizational development. This webpage is especially
about using them for the personal development of yourself and your group members.
PCGs are useful for each group member to work on a current and important priority
that each member selects themselves. For example, do you need help with:

  • Getting ongoing support to solve a problem or achieve a goal?
  • Responding to the coronavirus crisis?
  • Better managing your time and stress?
  • Achieving a personal or professional goal?
  • Improving a certain skill?
  • Applying guidelines from a favorite article?
  • Others?

The PCG framework has been used many times over many years to help members
solve problems, achieve goals and cultivate confidential networks. As long as
the members are caring and curious about each other, the results from the framework
can be transformative.

PCGs are based on a powerful peer-based process called Action Learning that
is used around the world in numerous types of organization. Other benefits of
PCGs are listed at
Results
from Action Learning

First, Watch This Video to Orient You to PCGs

The very practical, 30-minute video An
Overview of Action Learning: Peer Coaching Group Format
teaches you all
about a common format of a peer coaching group, including about:

  • The peer coaching group process
  • How to select a priority to get coached on in your group
  • Doing the coaching in the meetings
  • The types of useful follow-up after each meeting
  • Useful activities to do between meetings
  • How to know if you are “doing it right”
  • Where to learn more

The video refers to “Circles,” which is a common term for peer
coaching groups. The video also refers to two key tools for conducting a successful
peer coaching group meeting, including the Authenticity Circles Quick
Reference
and the Session Management Form that each
member of a group gets. You might print out those tools to have available as
the video references them. A PDF of the slides for the video can also be downloaded
from An Overview of Action Learning: Peer Coaching Group Format.

Then, Draft the Initial Design ofYour PCG

Key Considerations

  1. What is the common goal or challenge that each of you wants to address?
  2. How many members will you have (Four to five is typical, but no more.)
  3. How many group meetings will you have? (Six is typical.)
  4. How long will your meetings be? (Ninety minutes is typical. See the suggested
    agenda below.)
  5. How often will you meet? (Every two to four weeks is typical.)
  6. How will you communicate among yourselves (in-person or virtual)?
  7. Who will facilitate each meeting? The Circles Quick Reference includes the
    tasks of the facilitator.

Consider These Ground Rules

These ground rules have been used in many meetings. They are listed in the
Circles Quick Referencet that each member gets. They are mentioned at the beginning
of each meeting.

  1. Start and end on time.
  2. Confidentiality is assured.
  3. Keep the session process highly focused.
  4. Manage your time slot; help the Circle to help you.
  5. All opinions are honored.
  6. One can disagree with other members and the facilitator.
  7. Contact the facilitator and other members if you cannot attend the next
    session.

Then, Organize and Train Your Group Members

  1. Select at least one additional person who might have a similar interest
    or need as you.
  2. Share this web page with them.
  3. Encourage them to see the video.
  4. Ask them if they have any questions or suggestions about the information
    on this page.
  5. Ask them if they would like to try forming your own peer coaching group.
    It doesn’t have to be perfect. You can improve it as you go along.
  6. You all could plan your progress in the group by each of you having a personal
    Learning
    Plan
    .
  7. Hold your first 90-minute meeting in which all of you:
    1. Share your confidential contact information among each of you.
    2. Share your impressions of the information in the video.
    3. Share your introductions.
    4. Schedule your next six 90-minute meetings.

Consider This Agenda for Each Group Meeting

The recommended step-by-step agenda is itemized in the section “Circle
Session Agenda” in the Circles Quick Reference that each member gets. Notice
that peer coaching groups are not trainings or discussion groups. Instead, they
are structured meetings intended to meet the current needs of each member of
the group.

Opening (7 minutes)

    1. Review values and ground rules in the Circles Quick Reference
    2. Each member selects a priority to get coached on.
    3. Do a brief check in from each member.
    4. Quickly share any materials suggested in the previous meeting.
    5. Review guidelines for coaching and coaching others (in the Circles Quick
      Reference).

Sharing Help (up to 75 minutes)

In round-table approach, each member gets 15 minutes to:

    1. Share the status of any actions that they took from the previous group
      meeting, and what they learned from those actions.
    2. Share a current priority that they’d like to get help with.
    3. Get help from other members in the form of advice, materials and especially
      thoughtful questions.
    4. Select at least one realistic action to take toward addressing
      their priority.

With four members instead of five, each member would get 18 minutes. Even though
coaching sessions are 15-18 minutes, all members learn durig the entire meeting.

Closing (8 minutes)

  1. Each member documents learning and results from the meeting.
  2. Members optionally share out loud what they have learned.
  3. Each member shares out loud, a rating of the quality of that meeting from
    “1” (very low) to “5” (very high), and what could be done
    to improve future meetings.
  4. Verify date and timing of next meeting.

Consider These Actions for Members Between Meetings

Each group member conducts the action(s) that they selected when they were
coached. They also might share questions, answers and suggestions to help members
address their priorities and improve their meetings. They also update their
Learning Journals. Here is a sample Learning
Journal
in which each member can document their own new learning from the
meetings.


Frequently Asked Questions

Frequently
Asked Questions About Peer Coaching Groups


General Resources

About Facilitation
About Meeting
Management
How
to Improve Your Listening Skills
Skills
in Questioning
Numerous
Activities for Learning

Forming Your Own Study Groups

The above agenda for a support group could be slightly modified to form a study
group, as well. During each member’s time in the meeting, he or she can get
help, especially with understanding and applying the content from some source
of expert knowledge about a topic, for example, a lecture from a class, a chapter
from a book, or content from a podcast. Here is more information about forming
study groups.

Five
Tips for an Effective Study Group

How
to Form a Successful Study Group: Tips and Strategies.
How
To Create an Effective Study Group
How
to Run a Successful Study Group

Forming Your Own Coaching Group

The above agenda could be modified to form a peer coaching group, as well.
During each member’s time in the meeting, he or she can get help, especially
in the form of thoughtful questions about the member’s perceptions, assumptions
and conclusions.

Ultimate
Guide to Coaching Groups
Effective
Group Coaching 101
Group
Coaching: Benefits and Key Characteristics
All About
Coaching


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.

Related Library Topics

Recommended Books


Frequently Asked Questions About Peer Coaching Groups

peer-coaching-groups

Frequently Asked Questions About Peer Coaching Groups (PCGs)

We assume that you have already read the information on the page Start a Virtual Support Group to Help With Stresses of COVID-19. The information on that page would answer all of the typical questions about planning and operating a support group. However, the following questions still tend to get asked. The phrases “support group” and “peer coaching group” (PCG) are used interchangeably.

About the PCG Process

About Membership

About Facilitating

About Coaching

About Modifying the PCG Process

About Using Materials and Getting Help


Who Are the “Peers” in PCGs?

All members are “peers” in that they come together as equals to support every member’s progress during the group’s meetings. Thus, in a PCG intended as a support group, you could have a senior executive from one company with a secretary from another company — and they’d still be peers in the group.

How Are the PCGs So Good at Helping Members to Support Each Other?

Support means more than letting people express their feelings — and affirming and validating them, as well. It also means helping people to perceive their situations differently and to act on those situations. PCGs are great for helping people to do all of that. In PCGs around the world over the past two decades, members often report that networking and support are the two biggest outcomes that they are getting from each other.

How Can People Feel Safe and Accepted in PCGs?

All of the members in the PCG have something in common — they all understand each other’s situation. Members also share biographies and introductions with each other. The ground rules (that are asserted at the beginning and end of each meeting) ensure confidentiality, that all opinions are honored and that members can respectfully disagree with each other.

However, the most powerful experience of safety and acceptance for each member is when he or she is getting help from other members in each meeting. Help is in the form of nonjudgmental feedback, advice and thoughtful questions, as well as contacting each other between meetings.

Are PCGs Really Just Therapy Sessions?

No. PCGs are focused on each member’s current priority in life or work, and about what he or she can realistically do about it before the next group meeting. Unlike therapies, PCGs are not focused on continuing to analyze each member’s past in order to address a strong, recurring emotional and/or mental problem that has had a significant and adverse effect on the member’s life. (Note that some approaches to therapy, for example, Carl Roger’s self-directed therapy, would seem somewhat similar to the approach used in support groups.)

Don’t I Have to Be a Therapist to Do a Support Group?

No. There is a large number of support groups started by the members themselves. Many of the topics correspond to the vast range of medical maladies that many people experience around the world. In those groups, members help each other by doing what many people do with their friends: they listen, they affirm, they encourage and they empower.

How is the PCG Process Evaluated?

Near the end of group meeting, each member shares out loud, a rating of the quality of that meeting from “1” (very low) to “5” (very high), and what he or she could have done during that meeting in order to improve that meeting. Also, more comprehensive evaluations can be done half-way through the number of meetings and shortly after the last meeting.


Where Can I Get Members for My PCG?

There are millions of people concerned about the virus and many of them have concerns like these. To recruit two to four people for your group, you could reach out to your friends, neighbors, members of organizations that you belong to, contacts in your social media groups and contacts in your email. Give them the Web address of this page Help Each Other Deal With COVID-19 Impacts and ask them to read the “Introduction.” It concisely explains the need for support groups and how they could be so very helpful.

I Want to Join a PCG. Can You Help Me?

At this point, we are not equipped to manage a waiting list of facilitators and potential group members, and then to begin matching them together. Thus, we are counting on people to self-organize their own groups now. (If you’ve got ideas, we’d love to hear them.)

How Can a Person Know If They’ll Be a Suitable PCG Member?

If a person isn’t sure whether they would be comfortable in a PCG process, then read this article and decide:


What Do I Do When I Facilitate?

The specific tasks of the facilitator are itemized in the section “Facilitation Tasks” in the Quick Reference. There are even more specific talking points in facilitating through a Quick Reference in the document:

Where Can I Learn Even More About Facilitating PCGs?

In addition to the tasks in the section “What does the facilitator do?” in the Circles Quick Reference, the facilitator could review the guidelines in the following document:

That document is about when to intervene, what to do if the process is not working for some members, how to deal with conflict, how to address problems in attendance and participation, how to remove and add members, and how to deal with strong emotions.


How Do I Know What Priority to Get Coached On?

Choose whatever priority is most important to you now. You are the expert at what is most important to you. Do not worry about how small or large in scope that the priority is. Your priority can change from one meeting to another.

What is “Coaching” in Each Meeting?

Coaching is the nature of the help that members use to help each other in their meetings, whether it is advice, brainstorming or thoughtful questions.

NOTE: There are strong feelings, especially among practitioners in the profession of personal and professional coaching, that coaching is only the asking of thoughtful questions. Thus, they might strongly disagree with the above definition of coaching. However, the goal of PCGs for support is to be helpful to each member according to their nature and current needs in their meetings.

What Are Some Coaching Approaches (or Models) to Use in PCGs?

There is a vast number of coaching models available to practitioners today. Many of them pertain primarily to one-on-one coaching formats. However, in a group format like PCGs, there are several people coaching concurrently and their time is limited for all of them together. Thus, it is often best to use models that are simple and straightforward to use in a group.

Two examples are “Head, Heart, Hands,” meaning to ask questions about what the member thinks and then feels, but then always what he or she will do (for example, with the hands). Another example is “Caring, Curious and Concise,” meaning that all questions should come from a place of caring and curiosity regarding the member who is currently getting coached in a meeting. Also, because of the tight time frame in a meeting, all questions should be posed concisely to the member.

How Do I Know What Kind of Help to Give a Member?

You might ask the member who is currently getting help during the “Coaching Time Slots” part in the meeting. For example, ask “What kind of help would be most useful to you now? Advice? Materials? Questions? Brainstorming?”

What If a Member Finishes Their Time Slot Early?

Each time slot should include the member’s selecting at least one realistic action to take before the next meeting. If a member believes that he or she has finished the coaching because an action was selected already, then the member should get coached on how that action could occur. The coaching should continue until all of the member’s allotted time has been used.

What is “Successful” Coaching?

A member is doing successful coaching if he or she is continually attending to the member who is currently getting helped. Successful coaching does not mean that the member’s priority or problem has been successfully solved.”

How Do I Know What Actions to Take Between Meetings?

The actions that you take (as a result of the help that you get from other group members) is up to you to select. However, it should be an action that is realistic to accomplish before the next meeting.


How Much Can I Modify the Process?

You can modify the process to suit the nature of needs of your members. However, you should always retain:

1) individual time for each member to get coached in each meeting,

2) verifying that each member’s actions from the coaching are indeed realistic, and

3) an evaluation activity in each meeting that requires each member to rate (out loud) the quality of each meeting.

How Can I Modify the PCG to Suit My Culture?

If you believe that your members would benefit from having the PCG process adapted to a particular culture. then use the guidelines in this article:

How Do Members Do Virtual PCGs?

See the section Select Which Virtual Technologies to Use.


Can I Use Your Materials in My Group?

All of the resources marked with the Creative Commons terms on the bottom can be freely shared.

Where Can I Get Help?

See Sources of Help

(In order of above photos, courtesy of Pixabay, Prateek and Tembella Bohle on Pexels.htm)


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Design Your Personal and Professional Development Program

Professional Development

How to Design Your Personal and Professional Development Program

© Copyright Carter McNamara, MBA, PhD, Authenticity Consulting, LLC.

Self-directed learners can use these guidelines to develop their own training plan. Whether their training goals involve learning certain topics and/or skills, learners can start their learning by starting their planning.

NOTE: Do not be intimidated by the length of this framework. If you looked at a list of all of the steps necessary to go grocery shopping, you’d likely stay at home! You can complete these guidelines without being an expert. All you need is to make a commitment and take a few hours of your time — time during which you’ll be learning, too!

Sections of This Topic Include

Also consider
Related Library Topics

Optional: Also See the Library’s Blogs Related to Designing Training and Developments Plans

In addition to the articles on this current page, also see the following blogs that have posts related to training and development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


Directions to Follow These Guidelines

Fill In This Template

As you go through each of the guidelines in this document, fill in this Learning Plan document.

If Designing a Leadership, Management or Supervisor Development Plan:

If you are designing a training plan to learn any of those topics, then follow the directions in the respective topic: How to Design Your Management Development Program, How to Design Your Leadership Development Program or How to Design Your Supervisor Development Program. Each topic includes resources about leadership, management or supervision and guides you through the steps in these “Complete Guidelines …”


Preparation for Designing Your Training Plan

Don’t Worry About Whether Your Plan is Perfect or Not — The Plan is Guide, Not Law

Don’t worry about whether you completely understand key terms in training or whether your plan is “perfect” or not. The key is to get started. Start simple, but start. Do the best that you can for now. There is no perfect plan. You’re doing the plan according to your own nature and needs.

Also, it’s not important to stick to the plan for the sake of the plan. The plan will likely change as you go along. That’s fine, as long as you’ve notice that it’s been changed and why.

Remember that Training and Development is a Process

So often when we design a plan, the plan becomes the end rather than the means. The plan is a general guide — the real treasure found from implementing your plan is the learning you achieve. Learning is an ongoing process.

Get Some Sense of These Basic Terms

You don’t have to be expert at the following terms — just get a general sense about them.

Training Goal

overall results or capabilities you hope to attain by implementing your training plan, e.g.,

  1. pass supervisor qualification test

Learning Objectives

what you will be able to do as a result of the learning activities in this plan, e.g.,

  1. exhibit required skills in problem solving and decision making
  2. exhibit required skills in delegation

Learning Methods / Activities

what you will do in order to achieve the learning objectives, e.g.,

  1. complete a course in basic supervision
  2. address a major problem that includes making major decisions
  3. delegate to a certain employee for one month
  4. etc.

Documentation / Evidence of Learning

evidence produced during your learning activities — these are results that someone can see, hear, feel, read, smell, e.g.,

  1. course grade
  2. your written evaluation of your problem solving and decision making approaches
  3. etc.

Evaluation

assessment and judgment on quality of evidence in order to conclude whether you achieved the learning objectives or not

The following articles might improve the quality of your training plan

The following topic might give you additional ideas of topics to learn about.
Personal Development (setting goals, learning styles, studying, taking tests, remembering, etc.)


Determining Your Overall Goals in Training

This section helps you identify what you want to be able to do as a result of implementing your training plan, for example, qualify for a certain job, overcome a performance problem or meet a goal in your career development plan, etc. Learners are often better off to work towards at most two to four goals at a time.

  1. Optional: You may want to re-review some of the following information:Goals — Selecting the Training and Development Goals
  2. Are there any time lines that you should consider in your plan?
    Do you have to accomplish any certain areas of knowledge or skills by a certain time? If so, this may influence your choice of learning objectives and learning activities to achieve the objectives. (Record your time lines in the Framework to Design Your Training Plan.)
  3. Are you pursuing training and development in order to address a performance gap?
    A performance gap is usually indicated from the performance appraisal process. The performance appraisal document should already include careful description of the areas of knowledge and skills that you must learn in order to improve your performance. To understand performance gaps, see
    Employee Performance Management
  4. Or, is your plan to address a growth gap?
    If so, carefully identify what areas of knowledge and skills are needed to reach your goals in your career. Consider referencing job descriptions, lists of competencies or even networking with others already in the positions that you want to reach in the near future. The following links might help you.
    Job Descriptions | Competencies | Networking | Career Planning | Job Searching
  5. Or, is your plan to address an opportunity gap?
    If so, carefully identify what areas of knowledge and skills are needed to perform the job or role that soon might be available to you. Again, consider job descriptions, lists of competencies or even interviewing someone already in the job or role that may soon be available to you. The following links might help you.
    Job Descriptions | Competencies | Networking | Career Planning | Job Searching
  6. Get feedback from others
    Ask for advice from friends, peers, your supervisors and others. They can be a real treasure for real-world feedback about you! For example, you (and your supervisor, is applicable) could work together to conduct a SWOT (an acronym) analysis, including identifying the your strengths, weaknesses, opportunities and any threats to reaching the your desired goals.
  7. Should you conduct a self-assessment?
    For example, you (and your supervisor, is applicable) could work together to conduct a SWOT (an acronym) analysis, including identifying the your strengths, weaknesses, opportunities and any threats to reaching the your desired goals. There are also a wide variety of self-assessments available at Self-Assessments (numerous self-assessments)
  8. Is a list of competencies, job descriptions or job analysis available to help you identify your training and development goals?
    A competencies list is a list of the abilities needed to carry out a certain role. The list can be very useful to you when identifying your learning objectives in your training and development plan. See information in the sections
    Job Analysis | Job Description | Competencies
  9. Begin thinking about how much money you will need to fund your plan.
    You might need money, e.g., to pay trainers, obtain facilities and materials for training methods, pay wages or salaries for employees during attendance to training events, etc. Begin recording your expected expenses in the “Budget” section of the
    Framework to Design Your Training Plan.
  10. Identify your training goals.
    By now, you should have a strong sense of what your training goals are, after having considered each of the above steps. It’s important that goals be designed and worded to be “SMARTER” (an acronym), that is, specific, measurable, acceptable to you, realistic to achieve, time-bound with a
    deadline, extending your capabilities and rewarding to you. (For more guidance, see Goals and Objectives Should Be SMARTER.) Write down your training goals in the Framework to Design Your Training Plan.

Determining Your Learning Objectives and Activities

The purpose of this part of your planning is to design learning objectives that ultimately accomplish your reaching your overall training and development goals. You will also identify the learning activities (or methods) you’ll need to conduct to achieve your learning objectives and overall training goals.

  1. You may want to re-review information in the sections:
  2. Identify some preliminary learning objectives for each new area of knowledge or skills that you need to learn.
    Carefully consider each of your training goals. What specifically must be accomplished (that is, what objectives must be reached) in order for you to reach those goals? Which of these objectives require learning new areas of knowledge or skills? These objectives are likely to become learning objectives in your training plan. Similar to the nature of training goals, learning objectives should be designed and worded to be “SMARTER”. (See Basic Guidelines and Examples for Writing Learning Objectives.)
  3. In what sequence should the learning objectives be attained?Usually, learning builds on learning. It may be useful to learn certain areas of knowledge and skills before learning new areas.
  4. Carefully consider — When you have achieved all of your learning objectives, will you indeed have achieved all of your overall training goals?
    Now you’re read to write down your learning objectives in the Framework to Design Your Training Plan.
  5. What are the best learning activities (methods) for you to achieve your learning objectives?
    Do the methods match your particular learning style, e.g., reading, doing or listening? Do the methods stretch your styles, too? Are the methods readily accessible to you? Do the methods take advantage of real-life learning opportunities, e.g., use on-the-job training opportunities, real-life problems that occur at work, use of projects and programs at work? Note that learning activities do always match learning objectives on a one-for-one basis. You might benefit from the following links, Some Typical Ways of Learning, Some New Ways of Learning in the Workplace and Learning Style Inventory.)
  6. Do your learning activities include your ongoing reflections about your learning?
    You (and your supervisor, if applicable) will benefit from regularly taking time to stand back and inquire about what is going on in your training, what are you learning and how, if anything should be changed, etc. Skills in reflection are critical for ongoing learning in your life and work. Consider using a private learning journal. Now you’re read to write down your learning activities in the Framework to Design Your Training Plan.
  7. What observable results, or evidence of learning, will you produce from your learning activities that can be reviewed for verification of learning?
    For ideas about what results to design into your plan, see Samples of Learner’s Results as Means to Verify Learning. Now you’re ready to write down your evidence of learning in the Framework to Design Your Training Plan.
  8. Who will verify that each of your learning objectives were reached?
    Ideally, your learning is evaluated by someone who has strong expertise in the areas of knowledge and skills required to achieve your training goals. Now you’re ready to write down your evaluator in the Framework to Design Your Training Plan.
  9. Now that you know what activities that will be conducted, think again about any costs that will be needed, e.g., for materials, facilities, etc.
    You may want to update the “Budget” section in the Framework to Design Your Training Plan.
  10. How will you handle any ongoing time and stress management issues while implementing your plan?
    Professional development inherently includes the need for self-development, as well. Therefore, you might consider information in the sections
    Stress Management | Time Management | Work-Life Balance | Self-Confidence | Emotional Intelligence | Maintaining a Positive Attitude

Developing Any Materials You May Need

The goal of this phase of your planning is to obtain or develop any resources you need to conduct the activities you selected in the previous phase of the plan.

  1. You may want to review information in the sectionDeveloping Training Materials (developing facilities, documents, graphics, etc.)
  2. Consider if you need to obtain, or start:
    Enrolling in courses, buying books, scheduling time with experts,
    getting a mentor, scheduling time with your supervisor, etc.
  3. Now that you’ve thought more closely about learning methods and associated materials, think again about any costs that will be needed, e.g., for materials, facilities, etc.
    You may want to update the “Budget” section in the Framework to Design Your Training Plan.
  4. Should any of your planned learning methods be pretested?Should you have anyone else use the methods and share their impressions about the methods with you? Have you briefly reviewed the methods, e.g., documentation, overheads, etc? Did you experience any difficulties understanding the methods?

Planning Implementation of Your Training Plan

The goal of this phase of your planning is to ensure there are no surprises during the implementation phase of your training.

  1. You may want to review information in the following sectionImplementation – Conducting or Experiencing the Training
  2. During your training, how will you be sure that you understand the new information and materials?
    Periodically conduct a short test, e.g., everyone once in a while, try recall the main points of what you have just learned, test yourself, etc. If you are confused, tell your trainer now.
  3. Will your learning be engaging and enjoyable?
  4. Are you sure that you’ll receive the necessary ongoing feedback, coaching, mentoring, etc., during your training and development activities?
    Consider information in the sections
    Sharing Feedback | Coaching | Mentoring | Motivating Employees | Counseling | Sustaining Morale |
  5. Where will you get necessary administrative support and materials?
  6. During implementation, if any changes should be made to your plan, how will they be tracked? How will the plan be redesigned? How will it be communicated and to the right people?

Planning Quality Control and Evaluation of Your Training Plan
and Experiences

The goal of this phase of your planning is to ensure your plan will indeed meet your training goals in a realistic and efficient fashion.

  1. You may want to review information in the section:Evaluating Training Process and Results
  2. Who’s in charge of implementing and tracking your overall plan?
    How will you know if the plan is on track or needs to be changed?
  3. Consider having a local training expert review the plan.The expert can review, in particular, whether
    – your training goals will provide the results desired by you (and your organization, if applicable),
    – learning objectives are specific and aligned with your overall training goals,
    – the best methods are selected for reaching your learning objectives, and
    – your approach to evaluation is valid and practical.
    You may want to update the “Budget” section in the Framework to Design Your Training Plan.
  4. Are approaches to evaluation included in all phases of your plan?
    For example, are your methods being pretested before being applied? Do you understand the methods as they’re being applied? Are regularly providing feedback about how well you understand the materials? How will the you (and your supervisor, if applicable) know if implementation of the plan achieves the training goals identified in the plan? Are there any plans for follow-up evaluation, including assessing your results several months after you completed your plan?

Follow-Up After Completion of Your Plan

This is often the part of the plan that gets neglected. In our society, we’re often so focused on identifying the next problem to solve, that few of us have the ability to acknowledge successful accomplishments and then celebrate. The design and of this plan has probably been a very enlightening experience for you — an experience that brought a perspective on learning you can apply in a great many other arenas of your life. Congratulations!

  1. Are follow-up evaluation methods being carried out?
  2. Did you (and your supervisor, if applicable) complete a successful experience to develop and implement a training and development plan? Is this accomplishment being fully recognized?Consider information in the section Reward Systems

Go to main Training and Development page.


For the Category of Training and Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Critical Thinking Skills: What It Is, Examples and Guidelines

Critical thinking

Critical Thinking Skills: What It Is, Examples and Guidelines

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections in This Topic Include

Also consider

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


What is Critical Thinking?

“What is critical thinking? It refers to the ability to analyze information objectively and make a reasoned judgment. Critical thinking involves the evaluation of sources such as data, facts, observable phenomenon, and research findings. Good critical thinkers can draw reasonable conclusions from a set of information and discriminate between useful and less useful details to solve a problem or make a decision.” Adrian Doyle at:

WikiPedia provides several different definitions of critical thinking at:
Definitions of Critical Thinking

One of the most comprehensive overviews of critical thinking is from the Foundation for Critical Thinking. Here is their very comprehensive “definition” of critical thinking:
Defining Critical Thinking

The Foundation also provides a brief history of critical thinking:

Benefits and Examples of Critical Thinking

Similar to creative thinking, there are numerous examples of critical thinking in our lives, but we usually don’t think of them as such, for example, when you think about

How Good Are Your Critical Thinking Skills?

Take this self-assessment:
Critical Thinking

The next topic includes articles to help you improve your critical thinking skills.

Developing Your Critical Thinking Skills

As with any skill, it takes practice. First, you get new information about how something could be done and then you practice applying that information.

Also consider

General Resources


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Creative Thinking Skills: What It Is, Examples and Guidelines

Persons-holding-different-inspirational-bubbles

Creative Thinking Skills: What It Is, Examples and Guidelines

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections in This Topic Include

Also consider

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


What is Creative Thinking?

“Creativity simply means being able to come up with something new. Therefore, creative thinking is the ability to consider something – a conflict between employees, a data set, a group project – in a new way.” Alison Doyle in this article:

Benefits and Examples of Creative Thinking

There are numerous examples of creative thinking in our lives, but we usually don’t think of them as such, for example, when you discover a more efficient way of getting something done. In that situation, you were using your creative thinking skill to be creative. Here are articles about other examples, as well as about the benefits of creative thinking of which there are many.

Developing Your Creative Thinking Skills

As with any skill, it takes practice. First, you get new information about how something could be done and then you practice applying that information.

Also consider


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Concentration: What It Is, Examples and Guidelines

Man-totally-fixated-on-his-laptop

Concentration: What It Is, Examples and Guidelines

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections in This Topic Include

Also consider


What is Concentration

As we try to deal with the increasing amount of information in the world and increasing demands on our time, it becomes increasingly difficult to concentrate. As a result, it seems we’re increasingly hearing the word “concentration”, or similar words like focusing the mind, controlling the mind, and mindfulness. But as often as we hear the word concentration, what is it really?

“Concentration is the ability to direct one’s attention in accordance with one’s will. It means control of the attention. It is the ability to focus the mind on one subject, object or thought, and at the same time
exclude from the mind every other unrelated thoughts, ideas, feelings and sensations” … “Concentration is a state, in which one’s whole attention is engrossed in one thing only, and being oblivious to everything else. During concentration, the mind focuses on the object of concentration,
and only one thought occupies the mind. The whole energy of the mind becomes concentrated on this one thought.”– Remez Sasson in the article What is Concentration?

Causes of Poor Concentration

Test – How Well Do You Concentrate?

Take this online test and decide how well you concentrate.

How Well Do You Focus?

Consider the strategies in the following section.

Strategies to Improve Your Concentration

As with any skill, it takes practice. First, you get new information about how something could be done and then you practice applying that information.

Also consider


Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Improve Your Memory: Guidelines and Resources

Capsules-on-top-of-green-leaves

How to Self-Reflect: Guidelines and Resources

Copyright Carter McNamara, Authenticity Consulting, LLC

Sections in This Topic Include

Also consider
Related Library Topics

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


What is Self-Reflection?

Wikipedia defines self-reflection as “… the capacity of humans to exercise introspection and the willingness to learn more about their fundamental nature, purpose and essence.
Self-Reflection

Researchers and educators are emphasizing the importance of self-reflection, especially as means to continually learn from our own experiences. It is important because the world is rapidly changing around us like never before. What we learn today can become obsolete tomorrow.

Self-reflection is a term that many us believed was in the realm of psychology and therapy. Yet, many of us self-reflect on a regular basis, and don’t know that the term is applying very much to what we are doing.

For example, when we think back on our lives, we might recall painful lessons that we learned and do not want to repeat. We also might recall times that when we were particularly courageous — times that we particularly proud of. That activity of thinking back is essentially the nature of self-reflection. Especially
as we gain more experiences in our lives, as our lives are changing and as we encounter more complex situations and problems, the ability to self-reflect becomes even more important.

Here are additional perspectives on reflecting and self-reflection.

How to Improve Your Self-Reflection

As with any skill, it takes practice. First, you get new information about how something could be done and then you practice applying that information.

Also consider


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


How to Improve Your Thinking Skills

A-man-thinking-while-staring-at-his-laptop

How to Improve Your Thinking Skills

Thinking skills are how you use your brain to recognize, interpret, analyze and come to conclusions about information. It is you use your brain to make decisions and solve problems. It also is how you use your brain to convey information to others, including to clarify what you want to convey, to whom and how. How the skills are used ranges from a very spontaneous and unfolding approach to a very planned and orderly approach. Let’s look at some other definitions.

Sections of this Topic Include

Also consider

Learn More in the Library’s Blogs Related to Thinking Skills

In addition to the articles on this current page, see the following blogs which have posts related to thinking skills. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog.


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.


Improving Your Learning

A-woman-reading-in-a-library

Improving Your Learning

The focus of the Library is on resources for personal, professional and organizational development. At the core of these is personal development. Without personal development, it’s difficult to sustain professional and organizational development.

Sections in This Topic Include

Also consider
Related Library Topics

Learn More in the Library’s Blogs Related to Personal Development

In addition to the articles on this current page, also see the following blogs that have posts related to Personal Development. Scan down the blog’s page to see various posts. Also see the section “Recent Blog Posts” in the sidebar of the blog or click on “next” near the bottom of a post in the blog. The blog also links to numerous free related resources.


Are You Learning Everyday?

© Copyright Marcia Zidle

Jack Nichlaus was asked if there are really talented golfers who never make it. “Oh, hundreds of them”, he replied. “A lot of people out there are more talented than I am and yet, through the years, I’ve passed them by. That’s because I never was satisfied with my game. I was learning new shots every single day.”

It’s up to you to make sure you are continually improving, growing, and learning every day. It’s up to you to make sure you never go out of style! It’s up to you to take charge of your professional development. Here’s how.

1. Have a learning perspective.

Be on the lookout for teachable moments. Approach each learning experience, whether you want to be there or not, with the questions: What can I learn? What one or two things can I take away that I can use immediately? Who else would find value in this learning?

2. Benchmark your skills periodically.

Do it at least once a year. For those in a fast moving profession or industry every three months may be required. In other words, what’s in your work portfolio? Is it filled with skills or competencies that are up-to-date and sought after? Or, is it filled with skills which are obsolete and not very portable?

3. Create a learning plan.

Pinpoint specific skills and knowledge that you need to acquire or up-grade. Then identify the professional development activities that are available to you. They can include mentor relationships, special assignments at work, in-house and public seminars, professional conferences, on-line courses, university education, books, journals, blogs, etc.

Are you learning every day?

I hope so. If not, you may find yourself a professional dinosaur…out of touch, out of skills and out of work. Just as a company invests in its own research and development, you need to invest in your own career growth and development. Remember, as you never outgrow your need for milk, you never outgrow your need for professional development.

Learn, Grow, Lead: Stand Out In the Crowd

© Copyright Marcia Zidle

Is Experience the Best Teacher?

Yes, says The Center for Creative Leadership. Their research found that a variety of challenging assignments contribute greatly to the building and seasoning of new and emerging leaders.

However, not all challenges are equal. The ones that will enhance leadership skills are those that:

Require working with new people or high variety or time pressures. Call for influencing people with no or limited direct authority or control. Involve building a team, starting something from scratch or solving a problem. Demand a “take charge” attitude, quick learning, coping with uncertain situations.

Choose Your Challenges Wisely

It’s not necessary to change one’s job to build leadership capabilities. Rather be on the lookout for or request these kinds of assignments, projects or tasks. They are developmental. In other words, they will help you learn, grow and lead more effectively.

  1. Be part of a task force on a pressing business problem
  2. Handle a negotiation with a customer
  3. Present proposal report to top management
  4. Work short periods in other units or departments
  5. Plan an off site, meeting or conference
  6. Serve on a new project / product review committee
  7. Manage the visit of a VIP
  8. Go off-site to troubleshoot problems
  9. Take a board position at a community organization
  10. Be part of the company’s trade show booth team
  11. Redesign a work process with another function
  12. Resolve conflict among warring subordinates
  13. Take over a troubled project and get it back on track
  14. Manage projects requiring coordination across the organization
  15. Supervise assigned office space in a new building
  16. Spend a day with customers and write report
  17. Do postmortem on a failed project
  18. Evaluate the impact of training
  19. Write a proposal for a new system, product, etc.
  20. Interview outsiders on their view of the organization

Pick one or two of the above professional development assignments that would help you develop your leadership capabilities now.

Career Success Tip

You learn on the job every day. But are you learning what you really need to learn to develop your leadership and advance your career? It’s up to you to make sure you’re continually improving, growing and learning. It’s up to you to take charge of your professional development.

Various Perspectives

Recommended Articles

Additional Articles

Also consider


For the Category of Personal Development:

To round out your knowledge of this Library topic, you may want to review some related topics, available from the link below. Each of the related topics includes free, online resources.

Also, scan the Recommended Books listed below. They have been selected for their relevance and highly practical nature.