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 learners achieve their learning outcomes and inspire future learning.
Agile is all about learning; you must 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. There are certain attitudes and beliefs that you hold that underpin both your mentoring and training approach.
- Growth
- Believe that everyone can learn and grow and that learning is a lifelong journey.
- See the learner as creative, resourceful and whole, not needing to be fixed.
- Express curiosity: Be open to feedback and focus on continuous learning.
- Environment
- Identify 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 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 learner’s 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.
2 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 supportive environment for your learners.
Guiding
- Develop a workshop based on learner-driven content.
3 Practitioner
3 Practitioner
Growth
- Design an activity to help your learner distil their learning so they know what they have learned.
- Analyze three ways to help your learners grow professionally.
- Demonstrate at least three 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.
4 Guide
4 Guide
Growth
- Exhibit a deep understanding of what makes a learning mindset, and instinctively use that to guide growth in the client.
- Instinctively appraise the learner’s mindset and assess what they need to move forward.
- Reflect and demonstrate the impact of a learning mindset on the individual mentee.
Environment
- Construct a learning environment where learners can successfully seek learning and growth opportunities.
- Appraise how a cultural adoption of a learning mindset reflects positively on the organization.
- Foster an environment where experimentation is encouraged and promoted as the key learning method.
Guiding
- Create and support multiple learning groups and relationships based on trust, respect and commitment.
- Explain and articulate with stakeholders their role in shaping a psychologically safe environment to unlock learning.
5 Catalyst
5 Catalyst
- Design and promote new methods and techniques for guided learning.
- Recognised as a leading authority in guided learning experimentation.
- Is sought after by organizations to shape their approach to active learning.
- Regularly speaks at conferences and seminars about Learning.
1 Beginner
2 Advanced Beginner
3 Practitioner
4 Guide
5 Catalyst
Growth
- Explain how learning is a lifelong journey
- Discuss the importance of feedback
- Describe how to cultivate an environment of trust respect and safety
- 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.
- Assess the impact you are having on the learners.
- Create a supporting environment for your learner(s).
- 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.
- 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
- 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 is 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 non-judgmental appraisal towards the mentee’s goal
- Helps the mentee identify the next thing to learn
- Sharing Expertise – Mentoring is both generative and directive. The mentee has a choice as to whether to adopt a mentor’s suggestions at a given time; however, the mentor ensures that learning happens regardless of the mentee’s choice. 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.
- List several ways you might share expertise with a mentee.
2 Advanced Beginner
2 Advanced Beginner
Mentee Focus
- Describe three techniques to help individuals 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 mentee’s needs.
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.
3 Practitioner
3 Practitioner
Mentee Focus
- Identify the mentee’s needs and adapt your approach appropriately, e.g. 1-1, peer, group, flash.
- Evaluate at least three 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 mentee’s needs.
4 Guide
4 Guide
Mentee Focus
- Evaluate how your mentoring is helping the mentee to experiment and learn and that the mentee is now ‘self-propelling’, at least in part, towards their goals.
- Demonstrate the self-mastery of mentoring to adapt your approach to help the mentee achieve their goals.
- Describe how your mentoring approach can have a positive, lasting impact on the mentee beyond the contract.
Sharing Expertise
- Design a mentorship programme that caters to the needs of the mentees and the broader organization.
- Create an environment where mentees demonstrate their learning and learned ability to learn.
5 Catalyst
5 Catalyst
- Design new methods and techniques for mentoring.
- Reflect on the impact of effective mentoring and leverage observations to continuously improve.
- Recognised as an authority in mentoring individuals and organizations.
- Actively contribute to the community’s growth.
1 Beginner
2 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.
- 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.
- 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.
- 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.
Teaching
Being a Teacher, 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 focus on the learner.
- Delivery
- Adapts in the moment and fluidly shifts learning frames toward the learner’s needs.
- 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 human learning.
- Evaluate the learning needs of an individual or team.
Delivery
- Explain two or more ways to share knowledge with a group.
2 Advanced Beginner
2 Advanced Beginner
Learning Design
- Design a learning experience using an appropriate training style.
- Modify delivery and content based on cultural and social context.
- Develop clear learning objectives to create and execute training.
Delivery
- Demonstrate proficiency in delivering a half-day training workshop on any Agile topic.
- Revise your approach to training based on feedback.
- Integrate learning materials to meet the needs and objectives of at least one training event.
3 Practitioner
3 Practitioner
Learning Design
- Create a suitable learning environment in either the physical or virtual space.
- Design a safe learning environment where students can engage and learn from each other.
- Develop learning opportunities that engage participants with different learning approaches and ways of processing information.
Delivery
- Demonstrate proficiency in delivering training using at least one of the teaching philosophies such as Alchemy, TBR (Training from the Back of the Room), Deep Learning, etc.
- Integrate effective storytelling into training to convey key concepts.
- Demonstrate the ability to deal with disruptive situations in training workshops.
4 Guide
4 Guide
Learning Design
- Design learning journeys that seamlessly encompass multiple learning techniques.
- Demonstrate the ability to craft learning environments using elements of physical, virtual and hybrid spaces.
- Appraise how the broader ecosystem can affect and shape learning programmes and approaches to teaching.
Delivery
- Regularly experiment with new emerging techniques for facilitating learning experiences.
- Demonstrate the ability to read the room and to adapt delivery style and approach on the fly.
- Create training workshops which include positive disruption, and out-of-the-box thinking that is intentional and encouraged.
5 Catalyst
5 Catalyst
Learning Design
- Design new teaching techniques based on feedback and experience on the field.
- Regularly reflect and distil systemic and environmental challenges to formulate new learning experiments.
- Actively contributes to the growth of the teaching community.
Delivery
- Invent and tailor activities during the session to meet the emerging needs of learners.
1 Beginner
2 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.
- 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.
- 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
- 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.