Guiding Learning

Guiding learning is about effectively growing an individual, a group, or a team’s skills and enabling them to be competent and resourceful. With this competency, you choose the most effective learning method to help the learner achieve their learning outcomes and inspire future learning.

 

Agile is all about learning, you will need to guide the learning of other people around you, helping them learn new skills and gain knowledge. 

 

Learning Mindset

Being a guide, you believe in the power of continuous learning and people’s unbounded potential to change and grow as a result.  There are certain attitudes and beliefs that you hold that underpin both your mentoring and training approach.

 

  • Growth
    • Believe that all people can learn and grow, and that learning is a lifelong journey.
    • See the learner as creative, resourceful and whole; not needing to be fixed in any way.
    • Express curiosity: Be open to feedback and focus on continuous learning.
 
  • Environment
    • Identifie culture and adapt to meet the individuals and the organization where they are.
    • Cultivate an environment of trust, respect and safety – partner with the learners to create a psychologically safe and supportive environment that enables learning and encourages collaboration.
    • Create a learning environment that allows for experimentation and supports the learner’s reflection.
 
  • Guiding 
    • Share experiences and knowledge with the intent of helping learners be the best they can be.
    • Maintain awareness of self, and listen to the learners needs.
    • Develop learner-driven content that is interactive and engaging, enabling a concrete connection to the concepts. 
    • Validate learners’ understanding of concepts and skills.
 

Competency Level Definitions:

1 Beginner

 

 

 

 

 

 

 

1 Beginner
Growth
  • Explain how learning is a lifelong journey
  • Discuss the importance of feedback
Environment
  • Describe how to cultivate an environment of trust respect and safety
Guiding
  • Discuss how you can validate a learner’s understanding of concepts and skills.

Advanced Beginner

 

 

 

 

 

 

 

2 Advanced Beginner
Growth
  • Show how feedback given well can be transformative.
  • Apply feedback received to improve your guiding skills.
Environment
  • Assess the impact you are having on the learners.
  • Create a supporting environment for your learner(s).
Guiding
  • Develop a workshop based on learner-driven content.

Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

3 Practitioner
Growth
  • Design an activity to help your learner distill their learning, so they know what they have learned.
  • Analyze three ways to help your learners grow professionally.
  • Demonstrate at least 3 methods to give and receive feedback with curiosity to drive continuous learning.
Environment
  • Create a partnership with learners to create a psychologically safe environment to enable learning and encourage collaboration.
  • Integrate experimentation and reflection into your learning environment
  • Modify the environment based on organizational culture to meet your learners where they are
Guiding
  • Believe in a learner’s potential unconditionally.
  • Create and foster a learner-and-guide relationship based on mutual trust, respect and commitment.
  • Explain why entering a learning relationship requires compatibility with the learner to be successful.
Guide
4 Guide
Guide level guidance will be provided in a future update.
Catalyst
5 Catalyst
Catalyst level guidance will be provided in a future update.

1 Beginner

 

 

 

 

 

 

 

Advanced Beginner

 

 

 

 

 

 

 

3 Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

4 Guide

5 Catalyst

Growth
  • Explain how learning is a lifelong journey
  • Discuss the importance of feedback
Environment
  • Describe how to cultivate an environment of trust respect and safety
Guiding
  • Discuss how you can validate a learner’s understanding of concepts and skills.
Growth
  • Show how feedback given well can be transformative.
  • Apply feedback received to improve your guiding skills.
Environment
  • Assess the impact you are having on the learners.
  • Create a supporting environment for your learner(s).
Guiding
  • Develop a workshop based on learner-driven content.
Growth
  • Design an activity to help your learner distill their learning, so they know what they have learned.
  • Analyze three ways to help your learners grow professionally.
  • Demonstrate at least 3 methods to give and receive feedback with curiosity to drive continuous learning.
Environment
  • Create a partnership with learners to create a psychologically safe environment to enable learning and encourage collaboration.
  • Integrate experimentation and reflection into your learning environment
  • Modify the environment based on organizational culture to meet your learners where they are
Guiding
  • Believe in a learner’s potential unconditionally.
  • Create and foster a learner-and-guide relationship based on mutual trust, respect and commitment.
  • Explain why entering a learning relationship requires compatibility with the learner to be successful.

Guide level guidance will be provided in a future update.

Catalyst level guidance will be provided in a future update.

 

Mentoring

Mentoring the creation of a “learning relationship between two (or more) individuals who share mutual responsibility and accountability for helping a mentee towards a clear and mutually defined learning goal.  Learning is the fundamental process, purpose and product of mentoring”. (Zachary, 2005).

In a mentoring relationship, the mentor has experience in the area of growth, although both the mentor and mentee may learn from the interaction. Mentoring involves sharing with the mentee different approaches and acting as a guide down pathways commonly taken.

 

  • Mentee Focus – Mentoring is a two-way relationship, where those involved make agreements to learn together.
    • Balancing between coaching and advising.
    • Exercises neutrality.
    • Holds the mentee’s agenda.
 
  • Sharing Expertise – Mentoring is generative and not directive. The mentee remains at choice as to whether to adopt a mentor’s suggestions in any of the experiences the mentor shares.  The Mentor…
    • Shares subject matter expertise in the areas of need to the mentee
    • Understands the boundaries of own expertise and when to seek other experts for the mentee
    • Shares experience by showing examples, storytelling, roleplay, giving feedback, and sharing resources/connections. 
    • Checks resonance with the mentee.
 

Competency Level Definitions:

1 Beginner

 

 

 

 

 

1 Beginner
Mentee Focus
  • Describe the opportunity for learning for both you the mentor and the mentee.
  • Describe the impact of clear goals on a mentoring relationship.
Sharing Expertise
  • Identify if you are compatible with a mentor or mentee.

Advanced Beginner

 

 

 

 

 

 

 

 

 

 

2 Advanced Beginner
Mentee Focus
  • Describe three techniques to help an individual recognize areas of weakness and create positive change for themselves.
  • Demonstrate giving feedback in a way that encourages growth.
  • Create a mentee relationship that connects your experience to the needs of the mentee.
Sharing Expertise
  • Demonstrate your ability to mentor a person or team.
  • Support your recommendation to the mentee using your expertise.
  • Explain how the scenario(s) you share relate to the problem for which the mentee is seeking guidance.

Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

3 Practitioner
Mentee Focus
  • Identify the mentee’s needs and adapt your approach appropriately.
  • Evaluate at least 3 factors that may contribute to your decision to stop mentoring
  • Co-create goals and create a shared purpose to guide your relationship.
Sharing Expertise
  • Illustrate – through storytelling, examples and roleplay – the means to tackle similar problems. 
  • Appraise the mentee’s desire to make use of such information.  If so, expound on any scenarios deemed valuable by the mentee.
  • Modify your approach to mentoring based on feedback and changes in the needs of the mentee.
Guide
4 Guide
Guide level guidance will be provided in a future update.
Catalyst
5 Catalyst
Catalyst level guidance will be provided in a future update.

1 Beginner

 

 

 

 

 

Advanced Beginner

 

 

 

 

 

 

 

 

 

 

3 Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

4 Guide

5 Catalyst

Mentee Focus
  • Describe the opportunity for learning for both you the mentor and the mentee.
  • Describe the impact of clear goals on a mentoring relationship.
Sharing Expertise
  • Identify if you are compatible with a mentor or mentee.
Mentee Focus
  • Describe three techniques to help an individual recognize areas of weakness and create positive change for themselves.
  • Demonstrate giving feedback in a way that encourages growth.
  • Create a mentee relationship that connects your experience to the needs of the mentee.
Sharing Expertise
  • Demonstrate your ability to mentor a person or team.
  • Support your recommendation to the mentee using your expertise.
  • Explain how the scenario(s) you share relate to the problem for which the mentee is seeking guidance.
Mentee Focus
  • Identify the mentee’s needs and adapt your approach appropriately.
  • Evaluate at least 3 factors that may contribute to your decision to stop mentoring
  • Co-create goals and create a shared purpose to guide your relationship.
Sharing Expertise
  • Illustrate – through storytelling, examples and roleplay – the means to tackle similar problems. 
  • Appraise the mentee’s desire to make use of such information.  If so, expound on any scenarios deemed valuable by the mentee.
  • Modify your approach to mentoring based on feedback and changes in the needs of the mentee.

Guide level guidance will be provided in a future update.

Catalyst level guidance will be provided in a future update.

 

Training

Being a Trainer, you will engage with learners to catalyze their understanding and application of knowledge, competence and skills. It could include logistics, design, content selection, delivery, assessment and reflection. 

 

  • Learning Design
    • Understands different learning styles and creates experiences so that the knowledge, competence and skills can be applied by all.
    • Designs a meaningful learning experience.
    • Develops learning journeys that are focused on the learner.
 
  • Delivery
    • Adapts in the moment and fluidly shifts learning frames toward the needs of the learner.
    • Shares expertise and experiences through examples, storytelling, roleplay, giving feedback, and sharing resources/connections. 
    • Validate learning of concepts and application of skills beyond the course.
 

Competency Level Definitions:

1 Beginner

 

 

 

 

 

1 Beginner
Learning Design
  • Describe training and approaches to adult learning.
  • Evaluate the learning needs of an individual or team.
Delivery
  • Explain two or more ways that you can share knowledge with a group of people.

Advanced Beginner

 

 

 

 

 

 

 

2 Advanced Beginner
Learning Design
  • Design a learning experience using an appropriate training style.
  • Develop clear learning objectives, to create and execute training.
Delivery
  • Demonstrate proficiency in delivering a half day training workshop on any Agile topic.
  • Integrate learning materials, to meet the needs and objectives of at least one training event.

Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

3 Practitioner
Learning Design
  • Create a suitable learning environment by using the physical space.
  • Modify learning design based on cultural context
  • Design a safe learning environment where students can engage and learn from each other.
  • Develop learning opportunities that engage participants who have different approaches to learning and ways of processing information
Delivery
  • Demonstrate proficiency in delivering training using at least one of the teaching philosophies Alchemy, TBR (Training from the Back of the Room), Deep Learning, etc.
  • Revise your approach to training based on feedback.
  • Integrate effective storytelling into training to convey key concepts.
Guide
4 Guide
Guide level guidance will be provided in a future update.
Catalyst
5 Catalyst
Catalyst level guidance will be provided in a future update.

1 Beginner

 

 

 

 

 

Advanced Beginner

 

 

 

 

 

 

 

3 Practitioner

 

 

 

 

 

 

 

 

 

 

 

 

4 Guide

5 Catalyst

Learning Design
  • Describe training and approaches to adult learning.
  • Evaluate the learning needs of an individual or team.
Delivery
  • Explain two or more ways that you can share knowledge with a group of people.
Learning Design
  • Design a learning experience using an appropriate training style.
  • Develop clear learning objectives, to create and execute training.
Delivery
  • Demonstrate proficiency in delivering a half day training workshop on any Agile topic.
  • Integrate learning materials, to meet the needs and objectives of at least one training event.
Learning Design
  • Create a suitable learning environment by using the physical space.
  • Modify learning design based on cultural context
  • Design a safe learning environment where students can engage and learn from each other.
  • Develop learning opportunities that engage participants who have different approaches to learning and ways of processing information
Delivery
  • Demonstrate proficiency in delivering training using at least one of the teaching philosophies Alchemy, TBR (Training from the Back of the Room), Deep Learning, etc.
  • Revise your approach to training based on feedback.
  • Integrate effective storytelling into training to convey key concepts.

Guide level guidance will be provided in a future update.

Catalyst level guidance will be provided in a future update.