Teacher Mentors
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Teacher Mentors

How Mentoring is the Critical "Bridge" for Successful Development

The Research on "Transfer of Training"
In 1987, Bruce Joyce and Beverly Showers released the findings of their ground-breaking research into the extent of implementation resulting for various modes of training and follow up support. This information has become the prime mover behind the increase in what is known as "coaching". The summary of their findings are provided below, and they are very dramatic!

The research on the need for ñin-situationî coaching:
Learners that will transfer a new skill into their practice as a result of learning a theory = 5%
Learners that will transfer a new skill into their practice as a result of learning a theory & seeing a demonstration = 10%

Learners that will transfer a new skill into their practice as a result of theory, demonstration & practice during the training = 20%

Learners that will transfer a new skill into their practice as a result of theory, demonstration, practice & corrective feed back during the training = 25%

Learners that will transfer a new skill into practice as a result of theory, demonstration, practice, feed back during training & in-situation coaching = 90%

As significant as this research is, I caution the reader to always place any work in "coaching" within the context of the mentoring relationship. This is crucial since just providing technical support (coaching) is NOT enough to make sure that employees actually implement in practice what they have learned in trainings. Joyce & Showers (the researchers) acknowledge that NO ONE will take the risks of growing in front of another person, or their advice and "coaching" unless they first have a relationship of mutual trust with that person. Mentoring provides that relationship within which effective coaching can lead to risk-taking and growth. For more on the differences between mentoring and coaching click here.

 
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