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Performance Pointers The Knowledge-Transfer Continuum I had an interesting discussion the other day, about the differences between teaching, coaching and learning. The way I presented my take on it was by looking at what I call the ‘Knowledge Transfer Continuum”. Think of it as a scale, with at one end “Teaching” and the other end “Learning”. In my view, “Coaching” is roughly in the middle of the scale. Further refinement of the scale gives me “Training”, in between teaching and coaching, and “Facilitating” in between coaching and learning. See the image below.
There are many more ways to look at the scale, I’m sure. But when I look at it as a representation of the flow of knowledge (or insights) it helps me and my clients understand what coaching is - and should be. It’s a partnership. And fundamentally, an exchange of knowledge and insights. The more I “learn” about my client, the better I am able to “teach”. Another way of looking at it is as “talking/lecturing” on the left, and “listening/absorbing” on the right. With coaching in the middle, it is quite clear that effective coaching does both - in roughly equal percentages. The client must speak truthfully about her challenges, doubts, ideas, hopes and concerns. The coach must ask questions, probe, and listen. Very carefully. Not just to what is being said, but to what is not vocalized: body language, facial expression, voice inflection and tone. If coaching must be done via the telephone, the “non-vocalized” information comes almost entirely from inflection and speech rhythms - brief pauses, hesitations, nervous giggles, self-deprecating humour, flat vs. animated tone, etc.
So here are some requirements for anyone who desires to coach: (in no particular order)
I welcome discussion on this topic, since I am well-aware of the fact that my views are sometimes ‘out there’.
Last updated on Nov 21, 2008 at 03:53 PM Category: Authentic communication Leadership Development 0 comments | Leave a comment (must be logged in)
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