Coach

Catalog of Available Courses and Workshops

Below are the titles of seven online courses and/or workshops that are available from Lowther7, LLC Catalog descriptions, learning objectives, and details for each are provided separately following this listing.

Creating Successful Talent Within Your Firm

Available online or by appointment.

Embracing Sustainability in the Workplace

Online only - Instructor-led.

Simple LMS for Firms and Associations

Available online or by appointment.

Cyber Security for Small Businesses

Available online or by appointment.

Overview of Managing Projects

Available online or by appointment.

Developing Online Courses

By appointment only - Instructor-led.

Introduction to Digital & Social Media Marketing

By appointment only - Instructor-led.

Contact us about your workshop questions today; we're happy to help!

Creating Successful Talent Within Your Firm

Description:

This workshop provides practical approaches and tools addressing your firm’s professional talent development challenges. Using a 7 step methodology we will address the why, how, and what to do for staffing development. The workshop will cover areas such as graduate development curriculum, technical skills, client presentations, project management, leadership development, and on-boarding, as well as requirements for licensure and certifications. This workshop addressed the "how-to's" about developing and implementing an effective internal firm-wide, professional training and development program.

Knowledge Level:

This program is structure for Practitioners and Advanced levels. This program is for everyone within the firm responsible for effectively matching people to resources needed to achieve the team member’s professional goals while achieving the firm’s strategic and business goals.

Course Design:

This 8 hour workshop is designed to be delivered on-site. This program has been successfully delivered in a firm with multiple offices using a blended delivery approach. The program allows for Q&A and includes a personalized plan of action.

Learning Objectives:

At the end of this program you will be able to:
1. Identify 2 performance elements of your in-house education program in terms of the firm's strategic and business goals.
2. Determine appropriate development method(s) of your firm’s unique technical or design educational content to advance your firms agenda.
3. Differentiate the most effective delivery method(s) for your firm’s top development priority.
4. Define 4 criteria for use of a master evaluation tool that will guide you in continuously improving your program.

This Course is recommended for:

* Individuals and project teams to supplement a design firm's internal curriculum.

Faculty:

Thom Lowther, Ed.S. Has been involved with the professional development of A/E and design professionals for more than 20 years. Thom is currently the owner and CEO of Lowther7, LLC, a small Veteran owned training and consulting firm. Thom has served as the Senior Director of the American Institute of Architects (AIA) Continuing Education System (CES). He managed the AIA/CES Firm Leadership Symposium series and the AIA/CES Award of Excellence program. He served as staff liaison on the Advisory Panel for Professional Development of the Union of International Architects. With the AIA, Thom worked with 43 state licensing boards to establish mandatory continuing education requirements for architects and engineers. As Vice President of Education at the U.S. Green Building Council, he was responsible for the oversight of LEED related education for design professionals. Following the USGBC Thom was the Americas Region, Learning and Development Associate with the global engineering and design firm, Arup. Thom is a contributing author to the PSMJ Resources monthly newsletter and a Jury member for the 2015 & 2016 LearningElite Awards sponsored by CLO Media.

On-site minimum of 10 participants required to book this workshop.
Contact us about your workshop questions today; we're happy to help!

Improve Individual and Team Performance

PerforMore leverages your existing successes, unique strengths and diverse experiences in order to design a personalized roadmap. Our coaching programs are designed and delivered with expert guidance for individuals that have a desire to reach new personal levels of success. This is achieved through the M.A.D.E.S Coaching Model and energy leadership coaching. Energy leadership coaching is a process that develops a personally effective style of leadership that positively influences and changes not only yourself but also those with whom you work and interact.

Situational Leadership Applied to the Classroom

Flickr photo by velkr0

For individuals who have a business degree or most who have taken a few business courses you have probably heard of situational leadership? Others of you may have read, or at least heard of the book, The One Minute Manager or some of the other related books authored or co-authored by Dr. Ken Blanchard. For those of you who may not be familiar with the business management concept of situational leadership let me first cover that very briefly. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. What sets situational leadership apart from many other leadership models is the practical aspect that it also takes into consideration the development level of the subordinate or employee. Using a four step sliding scale the employee is rated on competence and commitment.

This discussion is intended to show how the concept if situational leadership is easily applied to classroom situations to achieve maximum learning. For the benefit of this discussion, when thinking of the situational leadership model substitute the word manager for teacher or instructor and substitute the word employee for student or class participants.

The win – win of applying situational leadership concepts in the classroom comes when the instructor, uses the most effective delivery style that is matched to the level of development of the student at the correct time of need. One example would be the teacher best at using a coaching approach when the student has a low commitment but some competence on a class project. Another correct example would be the teacher most effectively uses a supporting team approach matched to the student who has high competence but variable commitment.

A situational designed education program allows for the teacher to be most effective in their delivery approach by correctly matching the delivery method with the student as he/she learns and works through different development levels. It is important that clear learning objectives and expected learning outcomes are established and communicated from the outset of the experience by both the teacher and student. A successful situational designed education program can be a win – win –win for everyone, the student, the teacher, and the organization that supports the program.

How to Be Effective Using the Situational Classroom

Learning objectives are a key to selecting the best delivery approach for use by the instructor in a classroom. Once you determine the development and motivation level of your students, your learning objects should indicate when it is appropriate to be directive, when to use a coaching technique, when to be supportive and facilitate a group activity or when to delegate a learning approach.

Being practical, time is an element that also needs to be considered. For an individual class that is typically one hour in length it would be difficult for the instructor to effectively try and incorporate more than two delivery styles. Keep to the philosophy that the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need. The instructor should focus on a simple and effective delivery style. Subject matter substance should be emphasized over multiple styles when time is limited.

If you are teaching a half day or full day session, and the learning objectives indicate that a progressive learning track is the expected outcome then the use of multiple teaching styles and techniques might be considered. For a course that is a full day or longer, adult learners will find that instructors following a situational delivery progression more rewarding. If the learning activity is a day or two in length, as are many workshops and seminars for professional and executives, try not to cram too much “new” material into the timeframe. An eight hour or twenty hour course allows ample time to progress from a directive instruction style (lecture) to a delegating style of instruction (agreed upon action plan).

For those of you who teach an online instructor lead course, or certification courses, or traditional college classes I recommend breaking the overall course down into four parts. Start with the basics using directive, lecture approach and continue to progressively increase student involvement with each session. The instruction should progress slowly through each instructional style building one upon the other. The instructor needs to check regularly to ensure that students have reached the learning development level which matches the style of instruction that is being used.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.

A Situational Classroom: When to use a directive style

Educators all know the importance of clear, well written learning objectives. Knowing what you want the student to learn and what knowledge they should leave the classroom with is critical to the success of an instructor. Once the learning objectives are written the instructor needs to select the correct delivery approach to most effectively reach the students. Not all instructor delivery styles will effectively transfer the knowledge to the students identified in the learning objectives as intended. The variables of learning in the classroom are many but the instructor can increase his/her success rate by selecting and using the appropriate delivery style.

How do you know which delivery style is the most effective to use, and when? One method to selecting the appropriate style can be determined by referring to the core elements of situational leadership. There are four primary leadership delivery styles: directive, coaching, supportive, and delegating. What’s important to know about situational leadership is that it considerations the development level of the student. Using a four step sliding scale the student is rated on competence and commitment. Similar to reaching success following the situational leadership model, to achieve maximum learning the key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

The best time for the instructor to use a directive style of delivery (telling and showing) is when the student has a high commitment to learning the subject but has little or no competence in the subject area (enthusiastic beginner). Examples of a directive style of delivery include speeches, lectures (PowerPoint), and demonstrations. On the internet, delivery of a webinar generally comes under the directive style of delivery.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

A Situational Classroom: When to use a coaching style

So your next class is intended for students who have some knowledge of the subject matter but they do not have a strong comprehension? The student’s commitment to advance their knowledge to learning more about the subject matter seems to be wavering. Think of the individual who learned the basics of tennis but wants to give up because they aren’t very good after four weeks of training and just can’t seem to consistently keep their serve between the lines. Or the individual who purchases a new phone for the twitter function but can’t figure out how to use the hash marks correctly so they just give up on that function.

After you finish writing the learning objectives for the class you realize that just telling the students about the topic or showing them how something is done is no longer the most effective approach for the student to truly learn the subject matter. You know that the student has some knowledge but realize too that the student does not yet have mastery of that subject matter. Knowing what you, the instructor want the student to learn and what knowledge they should retain after leaving the class is critical to the next level of learning in their development. The key to successful instruction in the situational classroom is matching the right delivery style to the development level of the student, at the correct time of need.

When students are at this moderate stage of learning development the use of role playing and roundtable discussions are two excellent ways to engage and support the students learning process. At this stage of the students development the instructional techniques require that the subject is told “how to” and/or is provided with a demonstration of what they are expected to learn. The student is then expected to try to demonstrate their knowledge or skill. The instructor stays involved by observing the demonstration and providing constructive feedback to the student. Ideally, this process is repeated until the student correctly demonstrates mastery of the knowledge or skill enough to take successfully to the next level. Some simple online gaming tools have been developed and designed that follow this model, such as the DMV’s defensive driving school. Using both a high directive style of instruction along with high supportive behavior and feedback, the instructor is using a coaching style of delivery correctly.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

A Situational Classroom: What about the impact of group dynamics?

So far in our situational classroom series we have stressed what classroom format and delivery model the instructor might best utilize to maximize learning by the individual student. So when the instructor determines that a supportive style of instruction is most appropriate, plan carefully. For the best learning results review the course content and design well ahead of time. Consider how different the skills of supporting and facilitation are from lecturing, directing and coaching during the implementation and delivery phases of this learning model. Remember that facilitation of a group correctly usually takes more time to cover. Think of covering the material by a lecture or covering the same material using a case study. http://www.lowther7.com/courses/instructor-facilitator-understanding-gro...

Let’s look here at the similarities of an individual’s learning development and stages of group development. According to Bruce Tuckman there are four stages to group development. The first stage is forming, individuals seeking acceptance as they avoid conflict. According to the Situational Leadership, team approach, this first stage is orientation. Group participants enter with low to varied competence but generally high commitment, similar to an individual’s first development learning level.

Storming is Tuckman’s second stage of development. At this level team members determine what they are suppose solve and how they will participate within the group. The situational team approach calls this stage dissatisfaction with individuals demonstrating some competence with a low to varying level of commitment.

Groups that successfully work through stage two move into Norming or resolution, the third stage. Some members of the group may have to give up their ideas and agree with others to work towards a common goal. Individuals demonstrate a high competence with variable levels of commitment.

Successful groups reach the fourth stage, performing or production. The team members are motivated, demonstrating high competence and high commitment while working towards the completion of the groups goals.

In a situational classroom, the instructor using a supportive approach needs to be aware that student’s may enter into the group learning activities at different levels of competency and commitment. It is important to facilitate the group as if they are all at the same basic level during the forming/orientation stage. On the part of the instructor/facilitator it is critical that they carefully guide the group to each new development level as a group. Moving to a new level is a skill of balance. Move too soon and you can lose the involvement of students who are not ready. Move too slowly and you can lose the involvement of your advanced students who may get frustrated.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, The One Minute Manager Builds High Performing Teams authored by Dr. Ken Blanchard, Donald Carew, Eunice Parisi-Carew.

A Situational Classroom: When to use a delegating style

As your students progress, at some point they should reach a high level of understanding and competence in the subject matter. When they also demonstrate a high level of commitment it is the right time to adjust your instructional style, using a delegating style. Think of the individual who has mastered the basic theories and concepts. They have demonstrated some advanced technical techniques. Working in small teams they work well and are able to design some interesting buildings with sustainable features. As their instructor it is now time to challenge them again. Since the key to continued successful instruction in the situational classroom is matching the right delivery style to the development level of the student at the correct time of need. It is time for the student to demonstrate what they have learned moving beyond theory and concept and into practice.

Several models that you can use to engage students at this high level of learning development include research projects, self-directed studies, or learning contracts. It is time for the instructor to turn over responsibility to the student in decision-making. That means that the instructor provides little supervision or support. As within the structure of a contract, expectations and outcomes should be agreed upon between the instructor and student at the start of the project. Unless specified, either individual or network group approaches should be acceptable for the project. Upon completion of the project the instructor should providing constructive feedback.

For the instructor, using a low level of directive instruction along with low supportive behavior and feedback, the instructor is using a delegating style of delivery correctly. Delegating behavior should not be confused with dumping or “hands off” instruction. Delegating means that there is still some, just limited involvement of the instructor.

For individuals who wish to refresh their knowledge or who want to learn more about situational leadership, the basics upon which this learning approach is based, visit Wikipedia or read the book, Leadership and the One Minute Manager authored by Dr. Ken Blanchard.

A Situational Approach to Mentoring

Flickr photo by ariwriter

How do you design and build a situational mentoring program? Take the traditional approach of pairing or matching a mentor and mentee and turn it inside out by adding several more mentors and mentees. And yes, you now have a situational mentoring group or team.

In today’s society of social networking and media apps think in terms of pairing the best or most knowledgeable mentor at the right time and in the right situation when the mentee has the most need or desire to learn. As stated in the book Nine Shift, networking is replacing the hierarchy structure in business and society, so too should we restructure the mentoring process so that it draws from the strength of a network.

The foundation to situational mentoring is built upon the management concept of situational leadership, developed by Paul Hersey and Ken Blanchard. A successful mentoring program requires that a mentor is able to share, convey, teach and/or impart their knowledge or skills to the mentee. The core of the Blanchard model, Situational Leadership II, highlights four primary leadership delivery styles: directive, coaching, supportive, and delegating. Like any good leader, the mentor is likely to be most effective in one or two delivery styles and less so in the others. A practical strength of situational leadership is that it also takes into consideration the development level of the subordinate, or in this case the mentee. Using a four step sliding scale the mentee is rated on competence and commitment.

The win – win of situational mentoring comes when the mentor using his or hers most effective delivery style is matched to the level of development of the mentee at the time of need. One example would be the mentor best at using a coaching approach when the mentee has a low commitment but some competence on a project. Another correct example would be the mentor most effective using a supporting approach is matched to the mentee who has high competence but variable commitment.

The intent of a well planned mentoring program is to identify key leaders (mentors) that are willing to share their knowledge and time with the next level of potential leaders (mentees). A situational designed mentoring program allows for the mentor who is most effective in a delivery approach to be matched with a mentee as the mentee learns and works through different development levels. It is very important that clear goals and expected learning outcomes are established and communicated from the outset of the mentoring experience by all participants of the group. A successful situational mentoring program can be a win – win –win for everyone, the mentor, the mentee, and the organization that supports the program.

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