RFP: Washington SBE Meeting Facilitator

I just submitted my proposal to serve as the facilitator for the September meeting of the Washington State Board of Education. Travel won’t be the most convenient, but getting to fly in and out of Seattle, visit some friends, drive across the mountains to Yakima, and work with educators, policy wonks and politicians would be exciting.

Here are the minutes from their last meeting.

Here is my general approach to facilitation and strategic planning.

Below is what I’ve told them I would do and how I would approach the work.
I’m interested in what others might think about this proposal.

Based upon the RFP, our plan would entail the following:

  1. Consult with Board executive team to identify meeting goals and produce agenda after review of past meeting minutes and reports.
  2. Clarify level of relationship and familiarity among board members to determine usefulness of spending some focused time building rapport among participants to enhance work environment and boost productivity of board meeting time.
  3. Based upon goals and agenda, select processes that will enable board to accomplish its work efficiently and effectively while furthering its commitment to the mission:
  4. Facilitate meeting in collaboration with Board executives.
  5. Prepare and submit report of the meeting outcomes.
  • Provide advocacy and strategic oversight of public education;
  • Implement a standards-based accountability system to improve student academic achievement;
  • Provide leadership in the creation of a system that personalizes education for each student and respects diverse cultures, abilities, and learning styles; and
  • Promote achievement of the Basic Education Act goals of RCW 28A.150.210.


We have over 20 years of experience facilitating event planning and the events themselves. This has included medical staff training with Veterans Administration Hospitals, city and county governments, non-profit organizations, and corporations. The coach approach to facilitation is focused on building leadership capacity within the leaders and members of the group. Current reading in the areas of leaderless organizations and the work at Harvard Business Review in Military Leadership (particularly ideas like “commanders intent”) focus on building shared vision and leadership capacity across all levels of an organization. This again relates directly to the field of Systems Theory, which recognized and capitalizes on the interconnections among the disparate parts of an organization.
My own professional experience has included several years of college level teaching at two schools. My family has been committed to public education for five generations, and I would be pleased to support the work of the Washington State Board of Education in its endeavors. While I am based in Texas, I am building a national and international clientele and am happy to do the necessary travel.
Successful meeting leadership requires balancing the identified goals and agenda that the organization has for the meeting with the individual participants’ personal and professional needs and motivations for sharing in the work. In other words, the leaders need to be clear on what they want accomplished. Further, the participants need to see their place in that, and feel that they are making a meaningful contribution to that work and recognize how it relates to the larger organizational vision, and hopefully also how it advances their own personal goals for their life and career. These competing claims are balanced in two ways. 1) The leader determines the goals of the group and plans the meetings needed to accomplish those goals (preferably in consultation with a select few direct reports and others – remember we are trying to build leadership capacity at all levels). 2) The leader plans multiple types of meetings to address the various needs of stakeholders. Some meetings provide a setting for collaborative brainstorming of emerging challenges and responses. Others are geared toward developing a particular solution and moving it toward concrete action. Still others are on their surface simply about reporting decisions already made or conveying other important information. Different temperaments of leaders are disposed and repelled by these three types of meetings, as are the people being led. Thus a balance is required to keep everyone engaged and to accomplish all of the work to be done as effectively as possible. Transactional leaders should not lead half day visioning retreats. Similarly, big-picture leaders should probably not lead budget meetings, which would then devolve into navel gazing and never complete the concrete and serious tasks at hand. Both types of leaders and meetings are necessary and important. Understanding which is called for at any given time requires forethought, and humility on the part of the leader to recognize – I cannot do everything with equal effectiveness. This again is where the diversity available becomes such a huge asset. The more types of people in the more places, the more likely the organization is to have competent leaders and managers in each area who can rise to the challenges, and pass along their particular expertise to others.


Ministry Training Courses coming

I am excited to join the faculty of the Atlanta Divinity Center’s Equipping for Ministry program. My initial courses will be in the areas of Spiritual Development and Education Leader Development. The target audience for these courses includes lay people who are desiring to deepen their ministry, those on the path toward Commissioning, Licensing or Ordination in their denomination, and clergy seeking continuing ed. We are intentionally seeking a diverse student body from across racial/ethnic, age, gender, and theological/denominational spectrums. The courses will be taught locally in North Texas over a Friday evening and Saturday, followed by four weekly conference calls to discuss how the learning is being integrated into life and ministry.

These courses will satisfy educational requirements for non-seminary trained candidates under the Christian Church (Disciples of Christ) Apprenticeship Path to Ordination and for those seeking to be Commissioned in The Christian Church (Disciples of Christ).  Note: There is no guarantee that an individual’s Regional Commission on Ministry will accept the course; it is incumbent on each student to clarify with his or her Regional COM the acceptability of the course for Standing. All courses are developed and delivered with the intent of preparing candidates for standing in the area of competency set forth.  The courses will be taught in a way that makes them accessible and valuable to individuals from other Christian traditions as well. Future courses will expand on these themes by narrowing the focus to particular aspects of the field.  All courses utilize the ONLINE Learning Platform of www.TransformingTheChurch.org   More information about the curriculum will be found at www.disciplesdivinitycenter.org.

I will have more information on these courses as they develop. Please check back here, or better yet, subscribe to my blog and receive email updates each time content is added or updated.

Question for Reflection: In what areas are you most in need of (most desiring) growth and development for your life and ministry? What is one step can you take toward those goals?

WBECS Coaching Summit

I’m writing this because I know you value life-long learning and sharpening your own leadership and coaching skills.

The World Business and Executive Coach Summit (WBECS) begins on June 12th.  There are very few companies in the world that give away as much complimentary content as WBECS does, they do so because they have a commitment to the development and success of the coaches across the world. You can probably feel their passion.

Now is the time to make a decision on whether you are committed to:
a) Your development as a coach.
b) The development of your clients.

If the answer is yes, then please purchase your early bird ticket here: https://modernmethods.infusionsoft.com/go/2013ticket/kckc
Highest quality of training for all levels
WBECS offers high standards of training for coaches of all levels, with specialist focus on growing your client-base, increasing referrals, improving your coaching skills and transforming your business by delivering significantly better results for your clients.

Specifically, the Summit is designed for coaches that fall into any of these groups:

*The Start-Up Coach: You’ve just begun your coaching journey and are looking to develop your coaching curriculum, method of delivery, and marketing system.  At the Summit, you’ll learn how to reach critical mass fast.

•The Break-Even Coach: You’re at a point in your coaching career where losing a couple of clients means trouble, while gaining a couple of clients means comfort. You’re looking at growing from being a good coach to a great coach. At the summit, you’ll learn how to stop the ‘feast or famine’ cycle by learning how to deliver higher quality coaching, helping you acquire and retain clients more effectively.

* The Next-Level Coach: You’ve already built a successful coaching business, and now you want to leverage your experience and content. You are looking for advanced coaching skills that take your clients to the next level and in the process take your 6 and multi 6 figure income to a high 6 and 7 figure income.

When you register for a Full Event Ticket you gain access to the entire two-week Live Online Event PLUS recordings of every session to watch offline or download and watch offline. You also get all materials for each session that applies: including transcripts, audio, slides and you also will be able to network virtually inside the member portal.

Check out the full lineup and agenda here: https://modernmethods.infusionsoft.com/go/agenda/kckc

This is your last chance as the Early Bird Pricing Expires May 31st Register Now for Priority Access and Save $400


Who is presenting at WBECS?

The online coaching event of the year will be bring together the world’s best coaching specialists and thought leaders to help drive the coaching industry forward, raise ethics and standards and improve the success rates of coaches both in your country and across the world.

Experts include:

Jay Abraham,                Dr. Marshall Goldsmith
John C. Maxwell          Frances Hesselbein
Daniel H. Pink               Pam McLean
Brendon Burchard      Verne Harnish
Katherine Tulpa           Karen Kimsey-House
Mary Beth O’Neill        Damian Goldvarg
Ago Cluytens               Susan Meyer
Aileen Gibb                  Hendre D. Coetzee
Andrea Lages              Howard Morgan
Andrew Neitlich          John Leary Joyce
Ann Betz                      Joseph O’Connor
Barry Posner               Krishna Kumar
Brian Underhill            Marvin Oka
Darren Robson           Myles Downey
Drayton Boyleston      Michael Bungay Stanier
Donna Steinhorn        Natalie Tucker Miller
Gary Henson               Patrick Williams
Grant Soosalu             Renee Freedman
Taki Moore

*CCE units for International Coaching Federation members

56.5 Hours CCE Units  =  30.5 Core Competencies and 26 Resource Development.

Available for pre-summit and Full Summit sessions. CCEUs can be earned through recordings although Any Core Competency session watched as a recording earns a Resource Development unit. Watched live it earns a core competency unit.

Complimentary Pre-Summit Final Week of May 2013

There is still a final last week of sessions from May 27- 30, which are all complimentary. These free sessions are perfect for you to get a taste of the high level of thought leadership from our industry.  There are five free sessions to attend this last week of May. Attend them here https://modernmethods.infusionsoft.com/go/presummit/kckc

We have a commitment to your development as a coach. Be sure to have a commitment to yourself too and join us for the Full Summit in June

Purchase your early bird ticket here: https://modernmethods.infusionsoft.com/go/2013ticket/kckc

If you have any questions at all WBECS team is on standby for you. Email ben@wbecs.com, sherrie@wbecs.com or nina@wbecs.com with any queries you have.

The team at WBECS has an absolute commitment to having a profound impact on the success of Business and Executive Coaches the world over. Please give them the opportunity to have a profound impact on your coaching success through their summit, if they don’t you can ask for your money back.

Kind regards,

Ken Crawford
LinkedIn: kengcrawford
Twitter: @KenGCrawford
Facebook: KenGCrawfordCoaching

Three Models of Coaching Compared

FROM: NOTES ON Educating the Reflective Practitioner by Donald A Schon

Joint experimentation ~ Follow me! ~ and Hall of Mirrors

Joint Experimentation (296)

  • Help the student formulate the qualities she wants to achieve
  • Explore different ways to achieve them (by demonstration or description)
  • Coach works at creating and sustaining a process of collaborative inquiry – Must:
    • resist the temptation to tell a student how to solve the problem or solve it for her
    • not pretend to know less than he does
    • can use knowledge to formulate a variety of options, leaving student free to choose
  • Student must be able to say what she wants to produce – does not work when the student cannot envision a desired outcome toward which to work

Follow Me! (296)

  • Coach must improvise the entire scenario and execute the reflection-in-action units within
  • Coach demonstrates the process – Analysis-in-action
    • Separate the whole into units/chunks for analysis
    • Analyze the elements of each unit through various lenses
  • Reconstruct the whole in a new way with the units analyzed
  • Coach uses a wide variety of language tools and images to find those that “click” for the student
  • Student observes the coach and keeps her own thoughts and opinions to the side – otherwise they disrupt her ability to see and hear the Coach fully

Hall of Mirrors (297)

  • Continually shifting perspectives of Coach and Student between
    • Reenactment of some other aspect of the student’s practice
    • A dialogue about it
    • A modeling of its redesign
  • Conversation is viewed continually from two perspectives – seeing it on its own terms and as a possible mirror of the interaction the student has brought for study
  • Coach needs to have capacity to surface his own confusion – “models a new way of seeing error and “failure” as opportunities for learning”

Uses of Model II Behavior in a Reflective Practicum

Students ask:

What am I to learn?

Is it worth learning?

How can I best learn it?

Whether the practicum adequately represents the realities of practice?

The student shapes further learning based on the answers to these questions

Coaches ask:

What are students learning?

Where are they stuck?

How do they makes sense of the “help” they receive?

    The answers are useful to the coach to evaluate and guide further coaching

Students and Coaches “depend on the other party’s awareness of his or her experience, ability to describe it, and willingness to make it discussable – conditions not easily met.” (299)

  • Students are often unaware that they already know what the need to know
  • Coaches are often unaware of the knowing-in-action that informs their performance

    [People don’t always know what they know, nor what they need to learn, much less how to learn it]

    People often revise their learning history, erasing or softening periods of extreme difficulty

    In conflicted learning environments, student and coach tend to keep thoughts private


  • Exchange doubt for true belief – creating a statement of certainty that is difficult to test – or revolting against any such “true belief” – thus creating a mirror certainty – “I’m certain nothing can be known”
  • Mystery and Mastery – private exploration of meaning of the other’s actions
    • “Free of the need to make our ideas explicit to someone else, we are less likely to make them explicit to ourselves.”
    • Undiscussability and indescribability reinforce each other
  • A Better Way – “When a coach reflects aloud on his own knowing-in-action and encourages his students to reflect aloud on theirs, both parties are more likely to become aware of gaps in their descriptions and understandings”
    • Realizing the value of such, the coach is more likely to take such risks again!
    • The Coach then models (using Follow Me!) a mode of inquiry that students can mirror

    The Successful Coach

    The coach will use all three models at various times, and may even move from one to another within a given session depending on the goals and needs of the student. Important to remember are the Model II values and behaviors that flow throughout. Coach and Student: are co-creators of the experience; practice vulnerability and transparency regarding their level of knowledge and understanding; are willing to resist the need to be “perfect”; Risk publicly testing private attributions; Surface negative judgments; Reveal confusions or dilemmas;Release the need to control the process our outcome

    Model II Heuristics (264):

    • Couple advocacy of your position with inquiry into the others’ beliefs
    • State the attribution you are making, tell how you got to it, and ask for the others’ confirmation or disconfirmation
    • If you experience a dilemma, express it publicly