How to coach new hires?
Having a smooth onboarding path is a given for any organization seeking to offer high-quality employee experiences. Assigning a buddy or a mentor to the new recruit helps with integration and offering timely feedback. The value of human touch is ever more important in the hybrid realities of many workplaces. To offer the best experience for the new hires, some coaching principles may come in handy.
First, we need to see it as a two-way street where both parties learn. With intelligent open-ended questions, the buddy can also benefit from the insights the new recruit brings to the organization. They may also question the status quo which requires extra curiosity and willingness to explain, and at the same time, look at your own culture from a distance. This offers a great opportunity to learn and have an external mirror to reflect upon. Why do we choose to do things this way? How do we execute our values and our strategy in everyday actions?
Coaching during the onboarding phase need not be “prescriptive”. At best, it is based on needs and thereby tailored to each new hire. It also helps map out how they need to develop still and paves the way for future learning. This is an excellent place to introduce company learning culture. Is the new hire expected to share their wisdom? Are they contributing from day one? Will they receive further coaching when they have finished their onboarding phase?
The benefits of a coaching approach are tremendous if applied systematically accross the organization. Powerful listening, open-ended questions, empathy and learning together are excellent ways to onboard, not only internally but externally as well.
Ready to observe?
Here’s a challenge for this week: observe obsessively. In every encounter with other people, pay attention to not only what they say but how they say it, their every minute body language feature (eyes and feet especially!), their mood and feelings, their pauses and rhythms. Become the social anthropologist at your workplace, learning from your peers, reports, supervisors and other stakeholders as much as you can. Avoid filling in the silent gaps or inserting anything of your own; you are there to research and examine, your goal is to learn and understand these people. This is your moment to stop and look at your community with a new pair of eyes, to really pay attention to who they are, what they do and how they do it.
It may be difficult to do this because we easily offer our input in social interactions. But if you can bear a week and collect your findings in a journal, it’s all worth it. You will become so much more sensitive to the world around you and start seeing the nuances that lie beneath, the unspoken and what simmers but cannot be seen yet on the surface. You will train your intuition muscle when you silence your own noise and focus on observation. This is important because we may easily lose our ability to take stock, retain perspective and remain curious in the hustle of everyday business.
If you want to practise being present in the moment and learn to collect data in communicative situations, this kind of coaching approach is for you. When you focus your energy on learning about the other person’s agenda, your interaction with them takes a leap to the next level. Having a curious, researcher’s mind helps to get started.
Starting with the problem at hand
I would dare to claim that many a corporate learning event or a webinar follows a common pattern of telling, listening and questions. It may be the easiest way to deliver information, promote learning and make people aware of a topic or a problem. However, if we want to engage people and increase impact, there are more effective ways to approach this.
First, we need to identify what really is the problem and why a change is needed. The next step is to gauge how much people already know about the topic. This can be a breakout room discussion, a questionnaire, a self-reflection question, a case to solve. Now that we have their interest, we can introduce bite-size applicable information, bring in the SMEs to deliver insights, show videos of practical implementations, invite questions. Now they are ready to ask questions to fill in their knowledge gaps. They can even write them down in the chat where the SME can answer them. To finish, we can ask them to reflect and identify three key takeaways on a virtual board.
It’s very hard to focus on receiving information merely by listening and to learn this information. When we have a problem we need to solve that relates to our world of experiences, it is much easier to form meaningful connections in the brain. Working with others increases motivation because they offer us new perspectives. Additional materials or readings may be handed out for more in-depth explorations for those interested. It’s important that the event is not crammed with unnecessary details that distracts from the problem at the focus.
How entrepreneurial are you about your learning?
Many of us struggle to find time for learning in the busy routines of the workday. Having a mental overload already may not invite for more information to be stored on the heated brain. Yet we are constantly asked to be lifelong learners, to upskill and reskill to keep up with the demands of modern worklife.
How can this happen without a total meltdown of the brain and with some joy in the process?
One approach to learning can be a change in our mindsets. What if we were entrepreneurs in our own field, in our own area of expertise? How would we sell it to others? What knowledge skills could we offer? What would be our premium offering? The one that differentiates us from the competitors?
When we start thinking like entrepreneurs about our own learning, we take an active approach to being curious, finding things out, strategizing, networking and finding ways to increase our capability. This may be small at first but what counts here is a change in attitude. We no longer expect our employer to send us to a training (which may be a waste of time anyway). Instead we start reading, having discussions with like-minded people in social networks, watching videos and other micro-content and even publish our own stories and learnings within the company or other networks.
This approach has several benefits. It empowers us and gives us ownership of our own learning and our career. It makes learning much more enjoyable because we have a support network. We can also exercise our innate curiosity muscle and find out about interesting developments in our field. This requires priorization but it soon becomes a habit, an endeavour that increases wellbeing because we know that this is an investment that is worth making. And if the brain is too heated all the time, it’s time to consider designing the workday so that some learning can be squeezed in.
How to really listen?
To really listen means that we need to change our viewpoint.
There are two ways of listening. The first focuses on us and means that we’re not really listening. We pretend to listen. We are busy planning what to say next, we comment with our own experiences or try to compete with our even more “miserable” past instead of really listening. We have our own opinion formulated in our heads and we are ready to give advice and offer solutions.
There’s another way of listening, however. This one directs the focus on them. This is a place where we recognize the other person’s emotional state and influence it by showing empathy. We collect information without asking but when we do, we ask meaningful questions. We make interpretations through the other person’s values and understanding, not our own.
To really listen, we only need to be present.
Our common thinking is that when someone opens up to us, we need to have an answer ready, give advice or help them solve their problems in that very moment. However, if we really listen, we free a lot of energy to understanding and collecting information about the big picture. This is much more helpful than the quick fix of offering random advice or telling relatable stories that happened to you in the past.
When we really listen to someone, we may observe that they seem stressed out. We may wonder what they may be feeling right then or what they are not saying. We try to figure out where this emotional response comes from. That’s when we are listening.
We are in their place, not giving advice, just listening.
Why we should always ask?
It may seem counterintuitive to ask questions because we tend to avoid looking incompetent in the eyes of others. However, this is worth pursuing. First, when we collect more data, we gain a better understanding of the situation or the topic at hand. Second, we simply become better decision-makers if we know more.
Let’s assume that we are listening to a talk which is heavy on theory and contains very few examples or application. If we pretend that we can relate the theory to our immediate world of experiences, we are more likely to fail than if we ask how we can apply the theory. Most speakers are happy to explain with examples how their theories apply to practical cases.
Curiosity also offers us another advantage: we direct our focus on listening, understanding and empathy rather than doling out advice to others. This is a true superpower. Most people want to be heard, not advised.
Asking more questions helps us to understand deeper, resulting in more meaningful interactions with others.
Learning cafés - how to boost learning in the remote workspace?
When you have common goals for learning, you need to set aside time for reflection.
One way of ensuring effective application of learning is to meet regularly at a learning café. This can be either facilitator-led or developed more organically within the teams. The most important thing is to keep it short but regular. This way the teams will recall their previous learning, report on what they have learned in between and share their goals for the next coffee break.
A relaxed atmosphere makes learning enjoyable. We tend to be better at problem-solving and innovation in safe and positive environments so it’s crucial that all questions and musings have room to be voiced out. Networking with remote colleagues also offers an opportunity to exchange valuable information on how they approach problems and how they apply knowledge.
Having regular 30-minute meetings over coffee will give a welcome break to work routines and will most likely increase the team’s wellbeing.
How learning happens in a group?
Have you ever wondered why intuitively you go to the next person for advice when you don’t know how to do something? Or why YouTube beats every formal learning system in not only popularity but learning outcomes?
We are social beings and learn from one another through observation, imitation and modeling. When our peers show us how to install an app or surf the waves, we follow their example. We are naturally tuned into recognizing our own competences in groups and compare how well we fare against others. The old saying “fake it till you make it” might actually benefit our learning since deliberate practice through imitation usually leads to results.
Modern workplaces tap into peer learning practices with bookclubs, mentoring programmes, user-generated content, job shadowing days and social learning interactivities. When these groups are led by peers, learning becomes more informal and engaging but they require a level of psychological safety to be successful.
When skill development is the goal, social learning offers great benefits for organizations. Learning from a more experienced colleague by modelling saves time and energy and may be valuable in sharing tacit knowledge inside the organization.
This is not, however, without its challenges. Many feel reluctant to post on channels or gather up in team bookclubs. This may require establishing an “influencer” culture where knowledge is openly shared by some and this practice then spreads to the entire company.
How to use coaching language?
Language works in two ways in coaching.
First, the coach pays attention to their own use of language.
Second, the coach constantly focuses on their customer’s language use and also what is not said. Gestures, pauses, hesitations and other non-verbal cues also create meaning.
When we are using powerful language, we
use positive words, short questions, and mirror language
tolerate silences and adapt to the rhythm of the person being coached
verbalise what we see, hear or feel
show empathy and create safety, but aim at increased responsibility
Coaching language differs from everyday language use.
When coaching we
listen and show it verbally (…yes…, mm-hm…)
let them tell their stories, insights and experiences and constantly read between the lines
use positive language instead of negative expressions
avoid asking ‘why’ as it often leads to defences
find opportunities and seek to encourage
use short questions
avoid mannerisms and tolerate silences
observe and verbalise our findings, we visualise
avoid judgement or criticism, instead we encourage responsibility
create safety by being authentic
mirror word choices and metaphors
Coaching language is a powerful way interacting with other people. It is intense, goal-driven and focused but it can also improve everyday communication because it focusses heavily on listening and creating a safe space for everyone to express themselves.
How to campaign for learning?
Campaigns have several benefits for learning. First, they are targeted towards a specific audience and they are spaced out in time which increases memory recall.
A learning campaign can be a subtle way to engage the target audience and may feel more motivating when the content is “drip-fed” in small increments rather than in a full course.
For a campaign to raise awareness and increase knowledge about a topic, we could consider having two blog posts, a podcast episode, a small how-to video and in the end a webinar with break-out room sessions to wrap it all up. The campaign duration could ideally be around 30 days.
Choosing the channels and touchpoints is important. We want to avoid adding signing in to new applications or finding information in odd places. Ideally, the content would reach the target audience in their native environment such as on their LMS applications or Teams channels.
To maximise engagement, storytelling could be used with features of target audience members. This makes it easier for them to link the topic to their world of experiences.
A well-designed campaign collects data and improves over time. The goal should be learning impact but also an increased understanding of the target audience and how they learn.
How to speak the language of learning?
Positive self-talk can greatly enhance learning.
It is not irrelevant how we engage in an internal dialogue with ourselves. Negative self-talk can have a detrimental impact on our self-esteem and wellbeing. When we observe our inner voice being unproductive, harmful or demeaning, we can choose to talk back at it. Coaching helps to make sense of this voice by digging deeper into its origin. A skillful coach can help to analyze what is actually true and what is a self-limiting belief.
How to speak to the inner demotivator?
By choosing different words or looking at situations in less dead-end ways, we can widen perspectives and take action without limiting ourselves with fear. For example, if we consider ourselves humble and curious, always learning, then mistakes along the way are great opportunities to become more knowledgeable. Reprimanding ourselves for past mistakes is not helpful or productive, but considering them keys to more understanding is. For example, we may say "I’ve always thought you do xxx this way, but I was wrong, apparently there’s a more efficient way these days that I need to learn.”
Many new challenges or difficulties stem from our fear of losing face. We may speak from past experiences and think that we’re unable to succeed because we failed before. What if we were open about our vulnerabilities and sought support from outside? People are surprisingly willing to help. When we repeat the language of failure, we may also risk it becoming a reality.
Moving from negative self-talk can be really empowering and has a tremendous impact on our wellbeing. The world can be full of opportunities and joy of discovery or it can be full of mistakes, shame and fear. We can choose the language we build our worlds with.
How to create a learner persona?
We need to understand who is learning in order to design effectively.
When we have identified a skill gap that can be addressed with a training that involves practice, we can use the persona to design the learning solution. For example, we can decide which touchpoints, digital tools, content and activities we will include in the training.
When we understand who we are designing for, we can best cater to their needs and make learning motivating. This also makes learning more impactful and morel likely meets the initial need for performance enhancement.
When we are profiling and creating a persona, we are asking these questions
What is the level of their experience and what behaviours need to be changed?
How do they feel about this? Why?
What has been previously done to change their behaviour?
What is the context of their work? Location, time zone, team setup, culture, languages?
How will they access information?
What skills do they have to perform the task? How does it make them feel to perform it?
When we are using personas, we tailor the training to improve performance in their jobs and make sure learning solution is relevant and engaging. We reduce cognitive overload by providing spot-on practice.
How to design for adult learners?
Understanding the learning context is our first consideration. We need to know who is learning.
Working and learning can be a balancing act but with intuitive learning design, we can make it impactful. With years of learning in the bag, adults have many learning strategies but they may be strapped for time.
We need to consider their work context and design accordingly. They are no longer at school so placing the learning experiences in their work contexts where they develop necessary skills is important. When we do this, we avoid school -words such as ‘test’, ‘class’, ‘quiz’, ‘points’, ‘grade’, since they have already left school, there’s no need for this.
We direct messages to them personally (how would you…?) and encourage their input (share your findings…). We also avoid overwhelming them with data and numbers, instead we tell stories that they can relate to. These stories and scenarios adhere to their context, their work and aim at solving problems there.
We personalise by giving choice (present your findings in xx format) and aim at them not only knowing, but doing things differently. We include opportunities for reflection and activate through multiple media (audio, visual, text etc.).
They are busy professionals so we understand that they may have a limited window for a learning session. Finally, we rely on their resourcefulness but offer immediate feedback in order not to cause frustration.
Who owns learning in coaching?
The coach helps with learning and the coachee produces the content.
It’ important that the ownership of learning is on the one being coached. There are ways to coach and guide without robbing ownership of learning.
We can assume a curious mindset and ask WH-questions. This initiates effective thinking processes and directs the focus on the right place.
We can also focus on action in the future and envision a desired future or an outcome.
Listening and mirroring emotional responses is important, observing and offering new viewpoints expands thinking to new vistas.
We should avoid giving advice since it robs learning effectively. The learning should come from the coachee.
Language plays an important part in the coaching session. We want to use positive language and encourage positive expressions in the coachee as well, we see opportunities and sometimes we just listen in silence and wait for the content to emerge.
When we really want someone to own their learning, we need to let them come up with answers, suggestions, solutions and plans. For this to happen, we need guiding questions, listening and mirroring. Avoiding any kind of mentoring or advising is key because they rob the coachee of ownership. Their words, their learning, their commitment. Even vague action plans can be clarified and elaborated but they need to be their own.
In sum, when we really give ownership to the coachee, we use guiding questions to help them devise plans for the future. We offer new viewpoints with these questions and show empathy, we’re at their side but we don’t do the work for them.
How reading books together make you smarter?
Reading books together is a memorable experience.
Professional bookclubs offer new ways to explore topics together and learn new ideas.
Teams can express interest in a topic they want to explore and a facilitator can help organize a meeting where the book can be discussed. The facilitator is not an SME in the topic but can be from the L&D department, for example.
The bookclub members can decide to take action and put the learning into practice. They can reflect on their experiences in an after-meeting some time later.
To make most of the bookclubs, the meetings have to be regular and aim at putting the knowledge into practice. Writing a review of the book and creating a catalogue of the works helps with onboarding new members. The benefits of bookclubs include the sheer joy of learning with others and having an “expert” voice in the book to engage with.