Training Manual

Management Coaching for Bench Strength Development
Darcy Drobena
BMO
MANAGER COACHING TRAINING
PROGRAM PROPOSAL

Table of Contents
Part I: Introduction .................................................................................................................................... 3
ISD Model .............................................................................................................................................. 3
Performance Gap or Itch ....................................................................................................................... 3
General Purposes and Theory ............................................................................................................... 4
Part II: Background and Needs Assessment.............................................................................................. 4
Introduction to Needs Analysis ............................................................................................................. 4
Needs Analysis Process.......................................................................................................................... 4
Organizational Analysis...................................................................................................................... 4
Task or Job Analysis........................................................................................................................... 5
Employee Analysis............................................................................................................................. 5
Needs Analysis Conclusions................................................................................................................... 6
What is Needed in this Course? ............................................................................................................ 6
Part III: Structure and Planning................................................................................................................. 7
General Goals, Purpose and Broad Outcomes of Training Program..................................................... 7
Details on Theories and Philosophies of Adult and Organizational Learning ....................................... 8
Learner Characteristics.......................................................................................................................... 9
Assessment and Evaluation Strategy................................................................................................... 10
Administrative Arrangements ............................................................................................................. 10
Costing Program .................................................................................................................................. 10
Workshop at a Glance ......................................................................................................................... 11
Part IV: Training Program Lesson Plans.................................................................................................. 12
Lesson Plan I: ....................................................................................................................................... 12
Lesson Plan II: ...................................................................................................................................... 14
Lesson Plan III: ..................................................................................................................................... 17
Works Cited ............................................................................................................................................. 19

Part I: Introduction
ISD Model
This training manual covers a management skills development plan for The Bank of Montreal. This
leader in the training field has decided to focus on developing bench strength; or management
potential among its line staff that are currently not in supervisory positions.
The resulting manual for the program has been created using the Instructional Design Model (ISD).
ISD consists of three primary steps; needs analysis, design and delivery, and evaluation. The
process starts with the analysis of a gap or an itch; a problem or concern needing to be solved
within the organization. P. 20 (Saks & Haccoun, 2010). We will begin or discussion of the training
manual from this starting point.
Performance Gap or Itch
Bench Strength has been targeted as a strategic initiative company-wide by top management
because the demographic shift going on over the next five to ten years as baby-boomers retire is
unprecedented in the history of BMO, and the industry in general. Bench strength is a term for the
development of future managers. The model chosen for this development of bench strength draws
upon the three mechanisms mentioned in the text; leader-led development, action learning, and
executive coaching. P. 416 (Saks & Haccoun, 2010)
The demand for management personnel required to replace retiring boomers during this period will
be huge. Other companies will be clamoring for management talent as well as the market heats up,
so plans for retention, selection, and secession will be needed to face the changes of the twenty-first
century.
A demographic change has initiated this development plan; an external environmental element
influencing the business’s future strategic human resources planning has been identified through
environmental scanning. This process is one of the most important ways for companies to access
opportunities and threats. It involves the utilization of both internal and external sources of
information, and relies on the establishment and maintenance of internal and external connections
as potential sources of information. P. 44 (Saks & Haccoun, 2010)
This unprecedented demand for training requires a solution that will be cost and time effective and
deliver the results that will lead to success and attainment of organizational strategic objectives.
The program will require horizontal transfer - where employees transfer skills learned to the
workplace successfully. It will also require vertical transfer – where employees’ training and
development contributes to the triple bottom line of organizational, societal and personal
stakeholder objectives. P 288 (Saks & Haccoun, 2010)

General Purposes and Theory
The general purposes and theory behind the proposed training program includes the coaching model
of on-the-job training delivery. This plan draws on theories of adult learning and constructivism, as
well as Cognitive Information Processing or CIP, in its formation. Gagne's nine events, John
Keller's ARCS model of motivation, and Anderson's ACT model are referenced as well.
Accelerated learning is taken advantage of as part of the adult learning model; as content and
delivery of program is matched to the needs and preferences of individuals in the coaching program
to be delivered to subordinates.
For organizational learning, the program draws on the theories of The Learning Organization,
Knowledge Management, and an examination of the training transfer environment. The theories
will be described in a later section.
Part II: Background and Needs Assessment
Introduction to Needs Analysis
As external environmental analysis led BMO to discovering the itch of a training gap for the large
amount of management recruits it needs to remain competitive in the upcoming demographic shift;
external sources were examined as the basis for need analysis. Some of those sources will be
discussed below.
Needs Analysis Process
Organizational Analysis
An organizational analysis was conducted that included an examination of the organization’s
strategy, environmental, resource, and organizational context.
Out of this environmental analysis, some external information was found which may influence the
whole future of the company and its operations, as well as human resources planning and practices.
External Research
Statistics Canada census information was referenced for the period pre and post the timeline where
the majority of boomers are projected to retire.
 According to the 2006 Census, the 65-and-over population made up a record 13.7% of the total
population of Canada in 2006. The proportion of the under-15 population fell to 17.7%, its lowest
level ever.
 The number of people aged 55 to 64, many of whom are workers approaching retirement, has never
been so high in Canada, at close to 3.7 million in 2006. (2006 Census - Age and Sex, 2010)

This secondary external research helped to identify other demographic trends, such as the shortage
of students currently ready to graduate from undergraduate programs in finance and business in
relation to the bank’s projected need for managerial calibre workers. These trends also identified
other needs in regards to learning styles of younger generations and how BMO can tailor its training
and development, as well as recruitment, selection, and retention policies and procedures to this
younger demographic. Further surveys of the literature focusing on manager SMEs in front-line
positions at other financial institutions will be undertaken to assess the need for the development of
further specialized skills in management development in BMO through qualitative research and
comparative analysis.
Task or Job Analysis
A task analysis was conducted which endeavoured to uncover the essential elements of the tasks
managers are involved in day-to-day at Bank of Montreal. This analysis examined the identification
of target jobs, job descriptions, development of rating scales, reference to surveys of incumbents in
the literature, analysis and interpretation of the information, and provision of feedback. Some of the
types of skills used in the tasks performed by managers are discussed later in this manual.
Internal Research
The development of a new course has been targeted through the generation of employee responses
to BMO’s annual survey on work and corporate effectiveness. This initial finding will be followed-
up with a Learning Transfer System Change Process Analysis (LTSCP), to assess the current
transfer of learning process and target areas for improvement. This process will lead to the
discovery of training and development opportunities within the organization. P. 308 (Saks &
Haccoun, 2010)
Employee Analysis
The analysis of which employees would be chosen for training was based upon the experimental
model chosen, as well as the needs of the organization. The model required a control group, and
will be discussed later. A definition of the desired performance was created, a performance gap was
determined, and finally obstacles to learning and transfer of training were identified. Through this
process, management development was selected for the training program, as the companies’ need
was greatest in this area.
Training is for line staff where explicit knowledge and rote performance of tasks and procedures is
necessary. Management, on the other hand, requires sophisticated skills such as decision-making,
and the use of more implicit knowledge, or harder to quantify and codify types of knowledge. For
this reason; and the fact that managers do most of their work through other people; the process of
development was chosen over training for the particular employees targeted. Thus, the type of staff
and skills selected for enhancement influenced the medium and method of delivery of the program.

Needs Analysis Conclusions
Based on the information we gathered, and unprecedented need was discovered for management
development. The time-frame and scope of the development need is so huge that traditional
methods of training and development such as classroom and other off-the job methods are found to
be too costly and time-prohibitive – BMO can’t afford to have the vast numbers of people who
require development to be away from work for long periods of time.
Currently courses are delivered in more traditional manners as well as in online and electronically-
assisted methods. Every front line staff member in the organization needs to be targeted by this
training initiative. Thus, coaching has been chosen as the method of choice for such a huge, wide-
ranging, and non-traditional development initiative. Coaching training will be delivered online to
the many managers in the organization – allowing them all to become coaches for the cultivation of
the next generation of management.
What is Needed in this Course?
This program involves the delivery of personal and professional assessment and empowerment tools
delivered by managers in the field to direct subordinates at the front-line level. This course is
designed to identify management potential in employees and help them to maximize that potential
through training and development supported by the company and their immediate supervisors.
This new development plan is innovative in its simplicity and that it makes coaches of all managers
in the front-line level throughout the companies’ operations. This will lead to personal and
professional development of both the managers and their subordinates – resulting in a critical mass
of change agents in the organization and throughout the companies’ operations worldwide.
The possibilities for training and development through this model are endless and infinitely tailor-
able to different regions, individuals and operating environments. This adaptability is the key to the
new project and results in many potential savings of time and money. This leverages organizational
success into new and unknown territory limited only by team-member’s imaginations. It is
important to remember that even if employees selected for training do not become managers,
everyone has the potential to improve their decision-making, communications, and knowledge
management skills. Also, the managers delivering the training can improve their own skills through
offering coaching to their subordinates. This is the development of a new type of management
model as managers become coaches; more able to deliver different types of employee behaviour
improvement and performance enhancement information. This is the evolution of employee and
organizational development for the new millennium.

Part III: Structure and Planning
General Goals, Purpose and Broad Outcomes of Training Program
It is thought that coaching is a cost-effective and efficient method of training delivery. Along with
mentoring, it is one of the most common methods of on-the-job training. P.441 (Saks & Haccoun,
2010) On-the-job training has many benefits – these include: low cost, and greater likelihood of
training transfer to the job. Because the job situations are so similar or identical to the coaching
situations, the training transfer to the job is increased. Also, the constant mentoring provided by the
coach can offer reinforcement for the application of learned skills to the job environment. This
encouragement and enforcement can offer a great degree of assurance of job-transfer of trained
skills, which is a huge issue there days. Studies report that between 60 -90% of what is learned is
not applied on the job. P. 288 (Saks & Haccoun, 2010)
Training is very expensive and funds cannot be wasted on training that is not applied on-the-job.
By providing training on-the-job with coaching and re-enforcement at work, the likelihood of
training transfer is increased. This is a main reason for the use of coaching as a training delivery in
this program. Also, coaching is tailored to each job situation and each employee’s learning and
work style. This makes it a more effective training modality than mass methods which are not
catered to learner’s unique levels, abilities and learning needs. All of these reasons make coaching
a very attractive method for delivery of training in this program.
Course Title: Manager Coaching Training Program
Developing Bench Strength at Bank of Montreal
A ten week management development coaching training program designed to make every front-line
manager at BMO into an active coach. Program supports managers in proactively developing their
subordinates and preparing them for increasing responsibilities, empowerment, and possibly formal
management positions. Training modules will include communication, decision-making and
knowledge management. This selection of key concepts for managers is based on the roles of
managers Figure 14.1 0n page 417 in the text. These key topics include; interpersonal,
informational, and decisional roles. (Saks & Haccoun, 2010)
The knowledge management module will foster the transfer of implicit forms of information and
support the decision-making and communications module with reinforcement and practice
opportunities for involvement and retention of concepts as well as application in a variety of
situations.
Decision-making follows the Scenario-Based Learning model for sharing manager’s own responses
to carefully constructed, authentic job tasks or complex problems. 25 hours of training in this
model raised the expertise of two-year technicians to the same level as 10-year veterans. Scenarios
even compared better than students who received traditional training. SBL can be successfully
implemented in face-to-face or online environments. P. 461 (Saks & Haccoun, 2010)
Skills/learning learners leave with: subordinate’s skills and potential will be identified through a
variety of assessments including; trainability, self knowledge, values identification, and work-style
preferences.
Knowledge, skills and attitudes students will have after the course: These metrics will be used to
help employees chart a career plan for BMO and beyond into personal and professional success in
every endeavor. Students will know how to communicate, make decisions more effectively as well
as capture and transfer knowledge effectively as part of a series of skills involved in life-long
learning.

What will be learned:
Based on a needs assessment of the individual, training will be tailored to the individual’s unique
traits, skills, abilities and goals within the organization. The training content to be delivered to
managers consists of a training and development program in business coaching. This program will
be delivered to managers online, on their own time using advanced template models speedily
developed using rapid e-learning software and tracked by an existing learning management system
that coordinates all of the training and development programs at the bank. P. 462 (Saks & Haccoun,
2010)
The program managers will deliver to subordinates shall consist of individually-tailored modules
developed in concert between the coach-manager and the employee. The employee shall set goals
with the manager after digesting the results of the assessments. An action plan shall be developed
with the employee where certain targets are chosen and agreed upon. This signed agreement shall
form the basis of the training plan.
The training program should try to accomplish the complete empowerment and self-actualization of
all employees at BMO. When employees are appropriately challenged - setting and reaching their
goals for intrinsic and extrinsic motivation – that is when the company is an employer of choice.
BMO wants to empower employees on a journey of self-discovery where they can find and reach
their goals within the organization and even beyond it. The community, their life, their family as
well as enriching relationships and personal fulfillment may be developed through the
empowerment and self knowledge attained by employees in this program.
Self-actualized employees reach their goals every day through customer and co-worker interaction
as well as helping others attain their goals personally, financially and in other ways as well.
Communities are touched by this type of worker – making their own unique contribution through
personal, work, and organizational activities, including corporate citizenship initiatives.
Details on Theories and Philosophies of Adult and Organizational Learning
The general purposes and theory behind the proposed training program includes the coaching model
of on-the-job training delivery. Coaching involves one-on-one sessions held between the manager
and another person. For the purposes of coaching, a more knowledgeable person is formally called
upon to help another person develop the insights and techniques pertinent to the accomplishment of
their job. P. 441 (Saks & Haccoun, 2010)
This plan also draws on theories of adult learning, which includes Andragogy, a term coined by
Malcolm Knowles. His theory takes into account the differences between adult and child learners,
and makes the learning process of adults self-directed and problem-centred, and takes into account
the learner’s existing knowledge and experience. P. 76 (Saks & Haccoun, 2010) Incorporating
constructivist training elements through including interactive processes such as interpretation
construction, contextualization, and cognitive apprenticeship, allows students to construct
interpretations and arguments for their observations, access background materials to aid in
contextualization, and apprentice with experts to enhance skills in observation, contextualization,
and interpretation. (ISD versus Constructivist Training, 2005) The integration of these skills can
help develop Cognitive Information Processing or CIP, the process whereby information can be
committed to long-term memory if it is effectively linked to previous knowledge. (Reiser, 2007)
Gagne's nine events of instruction are drawn upon for the presentation of this program. Gaining
attention; describing objectives; stimulating recall; presentation of material; provision of guidance;
eliciting performance practice; providing feedback; accessing performance; and tools to enhance
retention and transfer of knowledge; will all be used in the formation and delivery of this program
material. P. 269 (Saks & Haccoun, 2010)

John Keller's ARCS model promotes and maintains motivation through effective use of attention,
relevance, confidence and satisfaction. (Visser & Keller, 1990) Anderson's ACT , or Adaptive
Character of Thought Theory, describes three stages of the learning process; declarative knowledge,
knowledge compilation, and procedural knowledge. The incorporation of these three stages to the
learning process help add a methodology that avoids goal-setting too early in the process of
learning; thus adding a pedagogical background that enhances learning and gives structure to the
process by adding of different types of activities at different stages of learning. P. 69 (Saks &
Haccoun, 2010)
Accelerated learning is taken advantage of as part of the adult learning model as content and
delivery of program is matched to the needs and preferences of individuals. It is combined with the
cognitive apprenticeship model mentioned earlier. Today’s managers need accelerated learning to
fit time and budget needs for organizational training. (Backus, 2010)
For organizational learning, the program draws on the theories of Senge’s The Learning
Organization to incorporate personal mastery, building a shared vision, mental models, team
learning, as well as systems thinking into the approach to knowledge acquisition. P. 36 (Saks &
Haccoun, 2010) Knowledge Management is used to enhance the creation, retention and
dissemination, of knowledge within the organization. P. 42 (Saks & Haccoun, 2010) Finally; an
examination of the training transfer environment will examine characteristics that either inhibit or
encourage the application of training of the job. P. 107 (Saks & Haccoun, 2010)
Learner Characteristics
All front-line managers* in the company will be targeted for this training to deliver this staff
development program to subordinates. (*Some managers will be excluded for use in the control
group as outlined below). Managers will be trained by a more senior manager who will deliver the
course to empower them to be coaches for their subordinates. Instruction will be delivered through
an online, interactive program designed to introduce managers to coaching skills aligned with
company strategies using video-taped messages from colleagues and leaders and other leading-edge
e-learning technologies.
This is design is due to the research of Jim Clemmer on why most training fails. Clemmer’s article
discusses how managers need to deliver training to subordinates in order to ensure employees buy-
in to corporate training objectives and to ensure employees know that the company is serious about
its training objectives, as managers are delivering these programs themselves. (Clemmer, 1992)
All managers will be targeted for training to deliver this program and a random selection of
managers will be chosen as a control group that will not receive training to facilitate testing of the
scientific validity of the program. This is called “pre-test, post-test training with control group”,
known as Type-E in Figure 11.2 in the text’s Training Evaluation Data Collection Designs. P. 544
(Saks & Haccoun, 2010)
Managers will be tested with a questionnaire resulting in a score that will be compared with their
post training test score to help determine that learning acquired was due to the course.
The required attitudes, knowledge and skills for managers are those KSAs that they already possess.
Their KSAs will be developed through the application of the training in the program. It will serve
as a reminder or brush-up, as well as new learning for those who do not have well-developed skills
in the areas to be coached.

Assessment and Evaluation Strategy
As already mentioned, the experimental model will be used with a pre-test and a post-test in
questionnaire form to test the effect of the training program on learner knowledge. A Learning
Transfer System Inventory will be performed to assess the 16 variables discussed in chapter 10 of
the text. P. 308 (Saks & Haccoun, 2010). This is a summative analysis method because it examines
how individual performance contributes to organizational effectiveness. The planned analysis is
causal, as it examines the causative factors contributing to training transfer using sophisticated
experimental and statistical procedures. P. 326 (Saks & Haccoun, 2010) Kirkpatrick’s Hierarchical
Model will also be mentioned in the analysis document in order to support managers in making the
translation of the results from the LTSI analysis to the more popular and commonly understood
terms of the Kirkpatrick four level training model. P.326 (Saks & Haccoun, 2010)
Administrative Arrangements
The training program for the managers will be carried out online using instructional media
including computer-assisted learning and multimedia tools such as graphics, music, video,
interactive quizzes and online chats and video role-plays using web-cam and Skype technology, as
well as printed material. Online delivery of scenario-based learning vignettes will be supported
through the use of video and online chats set-up with managers delivering the program and other
participants to facilitate discussion and learning opportunities through application of meta-cognitive
skills and practice sessions.
The program will be undertaken by managers on their own time and bonus and incentive measures
will be tied into their success at the program and applying it to their subordinates. An annual
review as well as weekly one-on-ones with their supervisors will track their progress towards the
attainment of their own goals and personally designed and signed action plan. The use of proximal
and distal goals as well as mastery goals will be encouraged for motivation and benchmarking this
process. P. 81 (Saks & Haccoun, 2010)
This program will be created through a combination of re-purposed off-the shelf material and
corporate messaging materials through the use of rapid e-learning software and delivered using
BMO’s existing training web portal to deliver specific content regarding strategic initiatives,
organizational jargon as well as values and mission information specific to BMO.
Costing Program
Based on the Accenture case mentioned in the text on page 360, MBO conducted its own ROI
analysis. (Saks & Haccoun, 2010) This involved a comprehensive analysis of employee records
and measures of the impact of learning on recruiting, retention, profit-increases, and performance.
The effects of inflation, market cycle, and experience and employee level were factored out. This
resulted in an ROI of $3 for every dollar spent on training, or a 300% return. That means the firm
receives the dollar invested in training back plus $3 for every dollar spent on training.
Based on this projection from the estimated based on the ROI calculations and the totals referred to
in Appendix B – Costs and Benefits, the total return on investment for the training program is
projected to be: $1,458,366 . The approach to the costing of the training program is explained in
the notes section of Appendix B – Costs and Benefits. This spreadsheet shows how cost-benefit
evaluation was conducted and how the benefits of the training program were evaluated.

Workshop at a Glance
The Coaching Training Program Intro - The course goes over the life coaching basics such as how
people benefit from life coaching, communication, intuition, creating value, and the coaching
model, goal-setting, knowing what questions to ask clients and many more topics. The manual
comes with space for trainer journaling, as well as forms for management coaching sessions.
Instructional Outline
Learning Module I Learning Module II Learning Module III
First Point: Time: 15 min. First Point: Time: 15 min. First Point: Time: 15 min.
SBL*: Time 20 min. Practice: Time: 20 min. Video: 20 min.
Second Point: Time: 10 min. Second Point: Time: 15 min. Chat: 20 min.
Video: 20 min. Chat: 20 min. Second Point: Time: 20 min.
Third Point: Time: 10 min Video: 20 min. Practice: Time: 20 min.
Role-Play: 20 min. Third Point: Time: 15 min. Third Point: Time: 20 min.
Fourth Point: Time: 10 min Practice: Time: 20 min. Video: 20 min.
Practice: Time: 20 min. SBL: Time 20 min.
Journaling: Time: 10 min. Journaling: Time: 15 min.
Evaluation: Time: 15 min. Evaluation: Time: 15 min. Evaluation: Time: 15 min.
Total Time: 150 min. Total Time: 140 min. Total Time: 185 min.
*Scenario-Based Learning Exercise

Part IV: Training Program Lesson Plans
MANAGER COACHING TRAINING PROGRAM
Management Coaching for Bench Strength Development
Lesson Plan I:
This plan was created with the assistance of a template (Instructional System Design , 1995)
Course Time: 170 min.
1) Learner Outcome:
a) Task: Starting with a verb, describe the observable performance or behaviour.
Embody the principles of a good coach through familiarization, behavioural-modelling, and
experiential learning.
b) Condition: Describe the actual conditions under which the task will occur or be observed.
Task will occur online through BMO’s interactive online training and development portal,
managers may be located at home, work, or anywhere where they have secure access to a
computer and the internet, and a quiet, distraction free area.
c) Standard: State the level of acceptable performance of the task in terms of quantity, quality,
time limitations, etc.
The task will be tested in a post training questionnaire with behavioural questions based on
critical incidents. The standard of performance is expected to be 50% improvement on the test
results from before the training. If adequate improvement is not shown, remedial exercises will
be given in one-on-one sessions arranged at mutual convenience between the staff and the
manager-trainer through online chats, Skype sessions, and email, or personal meetings
scheduled with the manager’s immediate supervisor in person as needed.
Time: 5 min
2) Bridge-In Time: 2 min
-What’s in it for you?
-Personal and professional success – empowering subordinates to be leaders and actuate their
personal abilities to allow you-to obtain your personal goals – win-win.
Coaching is an exciting and empowering skill for personal and professional success. Benefits
can be felt within your organizational team, as well as in your family, personal relationships and
the community. All of your personal and professional endeavours can be enhanced by the skills
you will gain today.
3) Introduction: Time: 3 min
As Manager for this portion of online training program introduce yourself - name, authority (why
should the learners listen to you), interest device (war story, humour). Note any special
instructions, technology, etc.
4) Course Requirements: Time: 5 min
What must I do to pass this course? How do I know I can perform the task correctly?
50% improvement on the post-test is expected from pre-test results. The task will be tested in
role-plays and exercises as well – through online delivery and sessions arranged with other
participants and manager-trainers. Any concerns or questions with course content can be raised
with the instructor-manager at any time.

5) Course Description: Give the big picture (Global). The instructional outline will list the
details (Liner). 5 min.
This course will follow the introduction of the first half of the coaching material and concepts we
will be learning throughout the program including “what is coaching, the value of coaching,
communications and how to prepare yourself for coaching.”
6) Instructional Outline Time: 150 min – (all four lessons plus evaluation)
a) First Learning Point: Time: 15 min
Key Points:
 What is Life Coaching?
- How Life Coaching is Different from mentoring, counselling or therapy?
- Creating Value: Your Personal Experience
-Coaching Model: Non-Directive Approach
-Takes advantage of Informal learning
– 70% of how employees learn. P. 44 (Saks & Haccoun, 2010)
-Method in which seasoned employee works closely with another employee to develop insight,
motivate, build skills, and to provide support through feedback reinforcement
-Effective in training interpersonal skills, communication skills, leadership skills, and self
management skills
-Individual – improves working relationships, job attitudes, and increases rate of advancement and
salary increases
-Organization – Increases productivity, quality, customer service, retention, decreases in customer
complaints, costs
Refer to course manual “Coaching Manual for Managers”
SBL: Introduce Scenario-Based Learning for key point
-Discuss how managers can model professional skills based on experience and
behavioural modelling techniques. 20 min.
b) Second Learning Point: Normally, each learning point will last about 15 or 30 minutes
(lectures only will run 5 to 10 minutes), depending upon the complexity of the subject and the type
of activities performed.) 10 min
Key Points:
 The Value in Life Coaching
-How People Benefit from Life Coaching
Watch video: Testimonials from Corporate Life Coaching 20 min.
i) Use teaching aids for long term memory, such as mnemonics, visualizations, mind maps, or
activities - get the learners involved!
ii) Invoke positive emotions such as excitement, wonder, or challenge. Ask about concerns and
then relate them to past or future achievements. Help them to visualize goals and encourage positive
actions.

c) Third Learning Point: 10 min.
Key Points:
 Life Goals
-The Right Questions
-The Wrong Questions
Refer to course manual “Coaching Manual for Managers”
Online Role-Play: using personal video technology with web-cams to “play-out” a
scene developing empathy and sensitivity with asking the right and the wrong
questions- 20 min.
d) Fourth Learning Point: Normally, there should be about 4 learning points for each hour or
two of instruction depending upon difficultly...the learners need time to “absorb” the information.
Time: 10 min
Key Points:
 Preparing Yourself for Coaching
-Communication
Practice: In pairs, have discussions in turn; each person explains or lists what he
or she thought was a major ideal or concept in this module. Time: 20 min
Journaling: Retention and Transfer: Make notes on how will you ensure that the
training will be used upon the job? There is absolutely no use in training if they
are not going to use it (we lose what we do not use). 10 min.
-Post test evaluation of skills and discussion. 15 min.
Lesson Plan II:
1) Learner Outcome:
a) Task: Starting with a verb, describe the observable performance or behaviour.
Embody the principles of a good coach through familiarization, behavioural-modelling, and
experiential learning.
b) Condition: Describe the actual conditions under which the task will occur or be
observed.
Task will occur online through BMO’s interactive online training and development portal.
c) Standard: State the level of acceptable performance of the task in terms of quantity,
quality, time limitations, etc.
Remedial exercises will be given in one-on-one sessions arranged at mutual convenience between
the staff and the manager-trainer through online chats, Skype sessions, and email, or personal
meetings scheduled with the manager’s immediate supervisor in person as needed.
Time: 5 min

Learning different learning theories and styles in order to adapt your coaching to different
learners.
3) Review: Time: 3 min
Any concerns or questions with course content can be raised with the instructor-manager at any
time.
5) Course Description: Tailoring your coaching to different learning styles.
6) Instructional Outline Time: 140 min
a) First learning Point: For effective learning, will use the full range of Howard Gardner's
work on Multiple intelligences. (Gardner, 1999) Time: 15 min
Key Points: Tailoring Your Coaching to Different Learning Styles
i) Linguistic-verbal learners tend to think best via words (word smart). Use activities that involve
hearing, listening, impromptu or formal speaking, tongue twisters, humour, oral or silent reading,
documentation, creative writing, spelling, journal, poetry.
ii) Logical-mathematical learners are questioners who think best by reasoning (number or logic
smart). Use activities that involve abstract symbols/formulas, outlining, graphic organizers, numeric
sequences, calculation, deciphering codes, problem solving.
iii) Visual-spatial learners employ images and pictures (form mental models of the world). Use
activities that involve art, pictures, sculpture, drawings, doodling, mind mapping, patterns/designs,
color schemes, active imagination, imagery, block building.
iv) Bodily-Kinaesthetic learners use somatic sensations (body smart). Use activities that involve
role playing, physical gestures, drama, inventing, ball passing, sports games, physical exercise,
body language, dancing.
v) Musical-rhythmic learners tend to think via melodies and rhythm. Use activities that involve
audio tape, music recitals, singing on key, whistling, humming, environmental sounds, percussion
vibrations, rhythmic patterns, music composition, and tonal patterns.
vi) Interpersonal learners think by bouncing ideas off of each other (socialisers who are people
smart). Use activities that involve group projects, division of labour, sensing others' motives,
receiving/giving feedback, collaboration skills.
vii) Intrapersonal learners think deeply inside of themselves. Use activities that involve emotional
processing, silent reflection methods, thinking strategies, concentration skills, higher order
reasoning, "centering" practices, meta-cognitive techniques.
viii) Naturalist learners are connected to the intricacies and subtleties in nature. Use activities that
involve bringing the outdoors into the class, relating to the natural world, charting, mapping
changes, observing wildlife, keeping journals or logs.
Practice: In pairs, take turns presenting information about the value your
personal experience has when used in the life coaching model for imaginary
subordinates in each of two different Gardner’s learning styles.

Time: 20 min.
b) Second Learning Point: -VAK LEARNING STYLES MODEL 15 min.
-The explanation and understanding of intelligences can be further illuminated and illustrated by
looking at a classical intelligence and learning styles model, known as the Visual-Auditory-
Kinaesthetic learning styles model, usually abbreviated to VAK.
-The VAK model provides a different perspective for understanding and explaining a person’s
preferred or dominant thinking and learning style, and strengths.
Watch Video: Knowing your Clients Representational System 20 min.
- A Primary Representational System, or PRS, is essentially your personal learning style and situational
response approach, meaning how you best absorb information and/or respond to an event. There are three
different Styles: Auditory (hearing), Visual (seeing), and Kinaesthetic (feeling). Most everyone experiences
all three styles to one degree or another, but we generally have a stronger response in one area over the
other two, and this is our “primary” system.
Online chat discussion of VAK
-Share ideas and stories of when different learning styles were appropriate for
certain individuals or yourself. 20 min.
c) Third Learning Point: David Kolb found that the four combinations of perceiving and
processing determine the four learning styles. We use all four, but we favour one style.
15 mins. According to Kolb, the learning cycle involves:
i) Converger – Abstract Conceptualization + active experimentation - lecture, papers, analogies,
how does this relate to that, case studies, theory readings, thinking alone.
ii) Diverger – Concrete Experience + reflective observation - laboratories, field work, observations,
how can I apply this in practice, peer feedback.
iii) Accommodator - Concrete experience + Active Experimentation - simulations, case study, small
group discussions, peer feedback.
iv) Assimilator – Reflective Observation + Abstract conceptualization - logs, journals,
brainstorming, time to think about this. P. 69 (Saks & Haccoun, 2010) Time: 15 min
Key Points:
Kolb’s Four Learning Styles
Practice: Take turns sharing 2 versions of a quick lesson on “what is coaching”
tailored to two different Kolb’s learning styles. 20 min.
- Evaluation of performance and discussion 15 min.

Lesson Plan III:
This plan was created with the assistance of a template (Instructional System Design , 1995)
1) Learner Outcome:
a) Task: Embody the principles of a good coach through familiarization, behavioural-
modelling, and experiential learning.
b) Condition: Task will occur online through BMO’s interactive online training and
development portal.
c) Standard: Remedial exercises will be given in one-on-one sessions arranged at mutual
convenience between the staff and the manager-trainer through online chats, Skype sessions, and
email, or personal meetings scheduled with the manager’s immediate supervisor in person as
needed.
Time: 5 min
-Changing your decision-making, communication, and knowledge management styles to enhance
personal and professional success.
3) Review: Time: 3 min
Any concerns or questions with course content can be raised with the instructor-manager at any
time.
5) Course Description: The content for delivery to subordinates in coaching program will be
examined.
6) Instructional Outline Time: 185 min
a) First Learning Point: - Decision Making 15 min.
What is your decision making style?
-How do you want to change it?
Watch Video - What is your decision making style? 20 min.
-What are your goals for decision-making level of responsibility within the organization and what
kinds of skills will you need to develop to meet these goals?
-Are there any declarative knowledge levels you need to acquire to attain this?
-Make action plans, dates, and costs, get agreement form manager.
-Are there any procedural levels of knowledge you will need to acquire to attain these levels of
performance desired?
Online chat discussion of personal and different types of decision-making styles. –
20 min.
-Share ideas and stories of when different learning styles were appropriate for certain individuals
or yourself.

b) Second Learning Point: - Communication 20 min.
-What is your communications style?
-What are your goals for communications level of responsibility within the organization and what
kinds of skills will you need to develop to meet these goals?
Practice: Take turns sharing about your communication style and two examples
of how you could tailor it to enhance understanding for others with each of the
different communication styles. 20 min.
c) Third Learning Point: - Knowledge Management [KM] 20 min.
Watch video on KM – Cutting Edge Knowledge Management 20 min.
-What is your KM style?
-What are your goals for KM level of responsibility within the organization and what kinds of skills
will you need to develop to meet these goals?
SBL: Introduce Scenario-Based Learning discussion where manager shares key
knowledge management best practices and shows how they impacted on his/her
career. 20 min.
Journal: Make notes to review the different key areas of Decision making,
communication, and knowledge management.
- How can you apply the learning to enhance your personal work-style? 15 min.
-Evaluation of performance and discussion 15 min.

Works Cited
2006 Census - Age and Sex. (2010, 12 08). Retrieved 03 18, 2011, from Statistics Canada:
http://www12.statcan.ca/census-recensement/2006/rt-td/as-eng.cfm
Backus, C. K. (2010). Accelerating leadership development via immersive learning and cognitive
apprenticeship. International Journal of Training & Development , 144-148.
Clemmer, J. (1992, 09 15). Why Most Training Fails. Globe and Mail .
Gardner, H. (1999). "Intelligence Reframed: Multiple Intelligences for the 21st Century. New York:: Basic
Books.
Instructional System Design . (1995). Retrieved 03 17, 2011, from Big Dog and Little Dog's Performance
Juxtaposition of Performance, Learning, Leadership, and Knowledge:
http://www.nwlink.com/~donclark/hrd/templates/lessonplan.rtf
ISD versus Constructivist Training. (2005, 06 17). Retrieved 03 2011, 17, from Management Performance
International :
http://managementcraft.typepad.com/management_craft/2005/06/isd_versus_cons.html
Reiser, R. &. (2007). Trends and issues in instructional design (2nd ed.) . Upper Saddle River, NJ: Pearson
Education, Inc.
Saks, A. M., & Haccoun, R. R. (2010). Managing Performance Through Training and Development. Toronto:
Nelson.
Visser, J., & Keller, J. M. (1990). The clinical use of motivational messages: an inquiry into the validity of the
ARCS model of motivational design. INSTRUCTIONAL SCIENCE , 19 (6), 467-500.

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