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.
- 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!
- 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!
- Rosangela Pedrosa, an ICA student who saw my request and contacted me about her desire to participate.
- 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.
- Rob Stringer, (ICA Trainer) who was very patient during the interview process.
- Jennie Douglas, also an ICA student who was referred to me by an ICA trainer.
- Helen Omand – (ICA Trainer) who expressed her willingness to participate but did not fit the research criteria.
Thanks to everyone!
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/
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.
Emails were sent to the following persons
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:
- Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. Specifically, they must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators, guiding participants to their own knowledge rather than supplying them with facts. Finally, they must show participants how the class will help them reach their goals (e.g., via a personal goals sheet).
- Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base. To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. They must relate theories and concepts to the participants and recognize the value of experience in learning.
- Adults are goal-oriented. Upon enrolling in a course, they usually know what goal they want to attain. They, therefore, appreciate an educational program that is organized and has clearly defined elements. Instructors must show participants how this class will help them attain their goals. This classification of goals and course objectives must be done early in the course.
- Adults are relevancy-oriented. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them. Therefore, instructors must identify objectives for adult participants before the course begins. This means, also, that theories and concepts must be related to a setting familiar to participants. This need can be fulfilled by letting participants choose projects that reflect their own interests.
- Adults are practical, focusing on the aspects of a lesson most useful to them in their work. They may not be interested in knowledge for its own sake. Instructors must tell participants explicitly how the lesson will be useful to them on the job.
- As do all learners, adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class. (Lieb, S. Senior Technical Writer and Planner, Arizona Department of Health Services and part-time Instructor, South Mountain Community College; from VISION, Fall 1991. Retrieved on February 9, 2014 from www.lindenwood.edu/education/andragogy/andragogy/.../Lieb_1991.pd...).