Coaching is becoming more common in training programs and other ministry initiatives. But why?
We’ve all likely experienced going to a great conference, workshop or class. It may have been in person or online. We enthusiastically learned the material, thought it was great and had good intentions to put the training or program to use.
Then we went home. The books and three ring binder found their place on the corner of our desk, the bookshelf or the closet. And there they sat. Then immediately we were sucked into the daily tasks that need our attention. We may have been reminded of a few things we learned and even shared a few of the ideas. But after a few months the training was a distant memory.
In the end, not much really changes. Does this sound familiar? Sure, we may have been motivated, but there are so many “headwinds.” For example, what we want to try may be breaking cultural norms and expectations of “what we do” around here. Maybe we lack support from our peers or those who will be impacted by what we are doing. Then sometimes we need just a little more help than the book or class notes provide. That gap or doubt gives us pause and we think we had better not risk it. So even when we are motivated, there’s plenty that can slow us down if not stop us altogether.
This thing called learning transfer or training transfer, or the lack thereof, is a real challenge. Overcoming this is one reason why coaching is becoming more common in training and other ministry initiatives. While training is often necessary to convey the new material or information, coaching helps with the hands on implementation. Michale Bungay Stanier, author of The Coaching Habit and other books, speaks about the difference between coaching and training when he says, “people don’t learn when you tell them something (and training is all about telling). No, people only really learn when they have a moment to reflect on what just happened – and asking a question is a beautiful way to do it.” (https://www.mbs.works/coaching-vs-training/ ) In other words, coaching is about the application of the training after it has taken place.
In the well known book, Telling Ain’t Training, the authors explain that motivation for learning and change increases when there is a higher perceived value and immediate relevance in the information received. Furthermore, they differentiate between declarative and procedural learning. That is, explaining (declarative) on the one hand and practice (procedural) on the other. This is where the declarative provides a framework for the application which can then be adapted for new situations in the future. So in the end what is matters is less about the information declared but whether the learner applies what is taught. If application doesn’t happen then the information becomes worthless. Now certainly the information declared is important and we want to work hard and get it right. Yet if the information is so important then we will also want to work equally hard in facilitating the procedural and putting it into practice! Coaching is often the missing ingredient for applying what is learned.
Years ago, researchers at the Center for Creative Leadership came up with a model for learning and development. It was called the 70-20-10 model or formula. It says that individuals obtain 70% of their knowledge from job-related experiences, 20% from interactions with others, and 10% from formal educational events. The point is that hands on learning, the seventy percent, enables people to discover and refine their skills and make adjustments along the way, thus learning from their mistakes and real world experiences. ( https://trainingindustry.com/wiki/content-development/the-702010-model-for-learning-and-development/)
These findings have been studied and debated and refined over the years. The good news is that the vast majority of people still want formal learning and development opportunities in spite of it being only ten percent. Yet coaching helps people to be intentional about thinking things through in order to transition into doing or using what they have been learning. But it doesn’t stop there. After one seeks to put the learning to good use, the next step is evaluating and adjusting in order to improve. This action, review, evaluate and adjust process or learning cycle can be a rich and rewarding experience. Yet it is often fraught with hesitancy, fear, uncertainty and discouragement. The bottom line is that application of what is learned is weak or doesn’t happen. Moreover it impedes personal learning and development.
Coaching is often the missing piece. Having someone “walk beside you” before, during and afterward as you travel this development journey is often the critical success factor. Yet not just anyone, but someone specifically trained to work with someone to process, implement and apply what is being learned. That person is a trained coach.
Scott Gress
