Coach Management System Seminar

27.-30.11.2016Cologne/GER

Klaus Oltmanns (GER)

• 1975 > …

• coaching

• educating Coaches

• … helping Coaches becoming better…

• 2000 +

• Publishing House

• Trainerakademie Köln

• Freelancer

klausoltmanns@gmx.de

• Different tasks …– Courses for educators

– www: platform, info-letter

– Education > Development ?

– Representing TA at ICCE …

ICCE workgroups & projects

ISCF

ICDF

IGLAQICICDFSWC…

The Coach(Individual)

The System…

The Coach(Individual)

The System…

Chapter 3 – Coaching Practice

Learning opportunities

Mediated Learning

Unmediated Learning

Internal Learning

10:20:70-Model

Another verbalization (Jennings):

• 10 % Structured Learning

• 20 % Social Learning

• 70 % Workplace Learning

& Experience

Sources: 10:20:70 Model• Begin: Michael M. Lombardo and Robert W. Eichinger, published data from one CCL

study in their 1996 book The Career Architect Development Planner

• Expert (business and Economy Training …)Charles Jennings

http://charles-jennings.blogspot.de/

The 10:20:70 model: https://www.youtube.com/watch?v=t6WX11iqmg0

and: https://de.slideshare.net/charlesjennings/the-702010-framework

knowledge vs. competence

Kernaussagen Prof. Dr. John Erpenbeck

• Kompetenzen sind die Fähigkeiten, in unerwarteten, (zukunfts-)offenen, manchmal chaotischen Situationen kreativ und selbstorganisiert zu handeln

• Kompetenzentwicklung erfordert zwingend eine emotionale „Imprägnierung“ des Wissens

• Die Gleichsetzung von Fachkompetenz und Fachwissen ist eine fundamentale Sünde gegen jedes wirkliche Bildungsdenken. Presentation Prof.

ErrpenbeckCologne, Oct 2014

Core Messages:• Competences are capabilities

• to act self-organized, creative, and goal directed

• in unexpected, open, sometimes chaotic, complex situations

• To develop competence require necessarily an emotional “waterproofing” of knowledge

• It’s a fundamental crime, putting professional competence on a level with professional knowledge

Erfahrungsgeleitetes Handeln

1. Wissen und Handlungsfähigkeit werden über praktisches Handeln erworben.

2. Erfahrung-Machen ist Ausgangspunkt, Methode und Ziel erfahrungsgeleiteten Lernens

3. Unwägbarkeiten erzeugen Lernerfahrungen. Erfahrungs-geleitetes Lernen ist deshalb ein Lernen unter und für Unsicherheitsbedingungen („offene Situationen“).

4. Erfahrungsgewinn entsteht aus der Bearbeitung des Erlebten („Reflexion“).

5. Erfahrungsgeleitetes Lernen bedeutet, zwischen objektivierendem und

subjektivierendem Lernen zu oszillieren, letzteres „überbetonend“.

Vortrag Erpenbeck 9.10.2014, Trainerakademie Köln

experience-led acting / learning:

• knowledge and capabilities will be acquired by practical doing

• Creating experience is starting point, method and purpose of experience-based learning

• imponderability creates the experience of learning. Therefore it means learning under conditions of uncertainty (“open situations”)

• increase of experience grow out of dealing with what you received (reflection)

If you want to become an expert …

The way to expertise

Translation:How to become an expert:

Scaling the competence: somebody …who know > who can > who be an expert

Somebody who know Somebody who can Somebody who is an expert

• Low level of knowledge(theory)

• Small level ofexperience (practice)

• No complex strategiesin solving problems

• Knowledge in thespecial area

• Acting by self organising• Intuitive strategies in

solving problems• Driving innovation

• High level of experience(practice)

• High competetence in self-disposition

• professional strategiesin solving problems

• Deficits in followingrules and routine work(i.e.: „standards“)

The Coach(Individual)

The System…

The Framework aims to be a flexible, yet recognised,

reference point across the Union for the development

of coach education programmes and coaching

systems

Table of Contents

Introduction – Advancing Coaching Across a Continent

Chapter 1 – Coaching in Europe Today

Chapter 2 – Athlete-Centred Vision

Chapter 3 – Coaching Practice

Chapter 4 – Coaching Expertise

Chapter 5 – Coach Development

Chapter 6 – Coach Certification & Recognition

Chapter 7 – Benefits of a Coaching Framework.

The Coaching System

The people, organisations, structures and

processes that play a part in the recruitment,

education, development, employment and

recognition of coaches in a particular context.

Research, strategy and planning

RecruitmentCoach

education and development

Quality assurance

Deployment and

employment

Value and recognition

Coach support Coach Representation

The Coaching System Functions

Adapted from North, J (2013)

The Coaching System Components

Coaching systems are NOT: sport systems, high performance systems or coach education systems

Why a Systems Approach?

Helps you achieve your sport and coachinggoals… How? Clarity: stakeholders, roles & responsibilities,

structures and processes Helps present a common ‘case for coaching’ Creates a Community of Practice

Coach Development

The Role of Coach Developers

The future ways of Coach Education ?

or (better?) Coach Development!from teaching to learning …from Knowledge to Competence andExpertiseattending experiental and social learning

New procedures: • mentoring, • coach the coach, • CoP, • offering opportunities

instead defaults

Needs:

connecting pathways ofdeveloping andemployment(formal) certification -assessment?, RPL …

Do we need a (stand alone…) system of L&D, or is it a task ofleadership?

Frank Dick: Learning Pathway of Coaches

5. Learn to become

4. Learn to be

3. Learn to do

2. Learn to learn

1. Learn to repeat

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ICCE: QSCM Quality in Sport Coaching

Model