Episode #1020: Tune into a conversation with Theresa Merrill, an executive career coach and LinkedIn strategist, for perspectives on the current hiring industry, importance of LinkedIn, digital first impressions, and salary negotiation best practices. About Theresa Merrill Theresa Merrill is an executive career development coach and LinkedIn job search strategist. She helps C-level executives, executive coaches, and job seekers create more effective LinkedIn personal branding. Theresa has been in the coaching field for nine years helping individuals reach their career goals through effective negotiation and interviewing skills. She has a passion for watching her clients succeed in their career goals and salary advancement. Theresa started her career as a LinkedIn job search strategist after leaving the workforce to raise her sons. She was experienced in the nuances of job hunting as she relocated multiple times in her 20s and 30s for her husband’s career. She paired this knowledge with her background in sales and marketing, which gave her a great edge in the job search industry. Theresa holds to the belief that when searching for a job, you are “marketing a product and the product is you.” With this in mind, Theresa helps individuals craft their LinkedIn profiles to improve visibility in the candidate pool and increase the likelihood of landing a new position. Today, Theresa continues her practice of coaching clients in interviewing skills, LinkedIn networking, and LinkedIn profile creation. Watch the Podcast Click here to listen to the podcast, or click below to view the podcast outline and transcript: Key highlights The importance of familiarizing yourself with executive career coaching Timestamp 00:38 With executive coaches occasionally having a client who needs a new career opportunity, or a client who needs to hire new talent, Severin introduces the episode with reasons why executive coaches should be familiar with hiring in general as well as the role executive career coaches play. By understanding the services that executive career coaches offer, executive coaches are better able to explain the hiring process and available resources to their own clients. How Theresa entered the career executive coaching industry Timestamp 02:23 Theresa re-entered the workforce after taking care of her sons and undergoing several relocations due to her husband’s career. In each of these relocations she experienced what it was like to search for a new job. She then invested her previous experiences in marketing, sales, and job seeking to start her practice as a career executive coach. When Theresa entered the career coaching industry, LinkedIn was relatively new, so she chose to adapt her experience in sales, and her knowledge of the hiring industry, to the LinkedIn platform. Today, she continues her practice of helping clients create more effective LinkedIn profiles that increase their visibility to potential employers, develop their interview skills, and support their career advancement goals. The role of a career executive coach and LinkedIn strategist Timestamp 05:38 Theresa explains that a career executive coach is a coach that “supports you in every aspect of your career.” She states that this includes coaching those who are looking to advance their current job performance, change careers, or find new employment. In her practice, Theresa helps clients develop strategies, craft concise resumes, create better LinkedIn profiles, and answer interview questions with tact. Because LinkedIn is an increasingly popular method of hiring and networking, Theresa focuses specifically on how to create effective LinkedIn profiles. In her practice, she helps clients incorporate keywords and skills which align with their future career goals into their LinkedIn profiles. She applies her understanding of how LinkedIn is used by executive search representatives and her experience in marketing to help her clients market their skills in modern and effective ways. The elevator pitch of LinkedIn Timestamp 17:34 Theresa shares that she views the “About” section of LinkedIn profiles as a candidate’s elevator pitch. In her experience with LinkedIn, she has learned that employers only view the first three or so sentences visible to them and do not click the “see more” option. Because of this, Theresa tells her clients to create a concise and short introduction to who they are, who they serve, and how they help people. This helps potential employers gain a high impact first impression of them without depending on them to select the “see more” option. She states that the “About” section of a LinkedIn profile is meant to set you apart from other job candidates and create your own branding. Theresa also states that individuals need to be relevant in their posts that are published on LinkedIn. Being a relevant avenue for research and topics relating to your field further helps you stand out from the crowd. Conciseness in interviews is key Timestamp 27:30 When asked about the most difficult part of job searching for executives or C-level employees, Theresa shares that executives need to have a strategy as they enter their job search. Secondly, she states that interviews are specifically challenging for executives. When being interviewed, Theresa states that it is important to remain concise, focused, and bring forth the information you feel is necessary for the interviewer to know. Since the start of Covid-19, all of Theresa’s clients have had only virtual interviews. She reflects with Severin on the important aspects of in-person interviews. Theresa asks Severin if he takes job candidates to a meal for further character analysis, and they both agree that viewing the job candidate out of the office is vital to getting an accurate representation of their personality and character. Salary negotiations Timestamp 37:13 The most difficult question that Theresa’s clients face is often, “what are your salary expectations?” When faced with this question, she encourages her clients to seek more information from the interviewer first. For example, what “the company has budgeted for this job.” In salary negotiations, she believes that clients shouldn’t anchor a salary position too soon. Theresa recommends first researching the position to find more information on the demand for the position and available salary information. Severin comments on this and states that having research already prepared makes the candidate seem reasonable and have a high level of confidence. Theresa also shares that while employers don’t want “to price themselves out of a job,” they can effectively negotiate a higher salary and wages by giving responses that are calculated, not immediate, and based on information given by the interviewer. The role of a coach Timestamp 49:46 As a coach, when clients are given guidance or advice that they do not execute, Theresa states that she takes that failure as her own. Theresa has a passion for helping her clients succeed in all aspects of their career. “When they fail, I feel like I fail”, states Theresa. Although Theresa wants to help her clients while they are in their interviews, as a coach, she refrains and lets clients put into action what they have practiced. Theresa works closely with her clients but maintains that she cannot learn or act on their behalf, and they must act on her guidance on their own. Whilst allowing clients to act on their own learnings, Theresa helps her clients develop themselves. Currently, due to the Covid-19 pandemic, many individuals have been forced to find new jobs. Theresa seeks to help clients in this area by encouraging them to learn new skills online and adapt to new technological advancements.

According to the U.S Bureau of Labor Statistics, almost half of all small businesses fail within the first five years of starting (2020). However, failure isn’t final. Research shows that entrepreneurs with previous experience in failed businesses have a 7.4% higher chance of success when starting new businesses than those without any entrepreneurial experience (Gompers et al., 2006). Everyone experiences failures of some kind in their life. Yet, not everyone understands the value of failure. Failures give us the opportunity to reflect and correct. When we learn from failures we help ourselves develop better strategies for addressing challenges in the future. In this article, we evaluate what can be gained from failures by looking into the research of failure, whether to accept or reject failures, the traits of those who accept and those who reject failure, the traits that are closely related to the mindset it takes to learn from failure, and how to learn from failure. “A failure is not always a mistake, it may simply be the best one can do under the circumstances. The real mistake is to stop trying.” - B. F. Skinner, Psychologist Research studies Learning from failure as a prerequisite for success The study Research from Yain Yin and his colleagues state that failures are “the essential prerequisites for success” (Yin et al., 2019). They obtained data from several sources including grant applications and business venture reports. They statistically analyzed the rate of failures and successes in their obtained data and sought to understand the effects of “chance” and “learning” from failures on future attempts (Yin et al., 2019). The results and implications Yin and his team found that “not all failures lead to success” and that there were “early...signs” that separated “the success group from the non-success group” (Yin et al., 2019). They explain these results with their third finding that the successful groups had “significant performance improvements” after failures. Furthermore, they state that the unsuccessful groups appeared to make “unnecessary modifications” after failures (Yin et al., 2019). These results indicate that although both groups experienced failure, it was how they learned from failure that made them successful or unsuccessful. Successful groups adjusted their strategy, made necessary changes, and learned from their failures. Unsuccessful groups failed to learn from their failures and made poorer second attempts than successful groups. The key finding that separates the successful from the unsuccessful wasn’t the experience of failure, but how well the group learned from their failure (Yin et al., 2019). Learning from failures helps develop understanding The study Shmuel Ellis and Inbar Davidi studied the effectiveness of learning from failures with the Israeli Defense Forces in 2005. They applied after-event reviews to a three-week ground navigation training course. After-event reviews (AERs) are reflections on previous behavior for the sake of modification and correction. Ellis and Davidi define AERs as a “learning procedure that gives learners an opportunity to systematically analyze their behavior and… performance outcomes” (Ellis & Davidi, 2005). AERs are a type of reflection that can be applied to both successes and failures. Ellis and Davidi organized two groups of soldiers within the ground navigation training course. Both groups were part of the traditional classes involved in the 1st week of the navigation training camp. In the second week of training, the soldiers were split into two different groups. One group of soldiers were instructed to learn only from failures. The second group learned from both failures and successes (Ellis & Davidi, 2005). In the third week of training, both groups were learning from both failures and successes to “cross-validate” potential changes (Ellis & Davidi, 2005). The results and implications Their research found that soldiers who learned about both failures and successes performed better than those who only learned about failures. The combination of learning from successes and failures was significantly impactful to the success of the soldiers. By focusing on failures and successes alike, “richer” mental concepts were developed (Ellis & Davidi, 2005). These results indicate the importance of learning not only from your successes but also from your failures. By accepting and addressing your failures, you are more likely to develop greater conceptual understandings which can aid in future success and goal attainment. “You have to be able to accept failure to get better.” – Lebron James, Professional Basketball Player The acceptance or rejection of failure The experience of failure is a unifying feature amongst all members of the corporate world. Everyone experiences failure at some point in their career journey. Failure brings forth emotions of disappointment in society and self, “social pressure to prove” self-worth, “frustration, depression...grief...inadequacy, and insecurity” (Riar et al., 2021). These emotions are difficult to manage but important to confront when addressing failure. However, not everyone reacts to failure the same way. As seen in Yin’s research described above, some learn from failures and some reject failures (2019). Below we outline characteristics of those who reject failure and those who accept failure. Those who reject failure The rejection of failure is the rejection of a learning opportunity. Individuals who reject failures also miss opportunities to learn better business practices. Some characteristics of those who reject failure are likely to have the following traits and behaviors. They quit early to avoid experiencing and feeling failure. In a TedX speech by Josh Mabus titled “Quitting Versus Failing”, Josh shares his belief that many new businesses fail, not because of irredeemable failures and flaws, but because many entrepreneurs quit too early. He states that “failure is real” and it is a plausible outcome, but in the face of failure it can be tempting to quit too early. He shares a story of his experience running a business that began to fall under and fail. After receiving good news about his business, he explains that he was still tempted to quit and escape the business. Despite his desire to quit, Josh remained in the business and explains his continual growth of success since then. In reflection, Josh states that “you may quit when you’re not even failing” (Mabus, 2017). This attitude of quitting marks the rejection of failure. It removes oneself from the equation and doesn’t permit them to experience their failures and learn from them. They fail to take responsibility for their failures. In order to learn from failure, individuals must first take responsibility for them. Otherwise, they are rationalized as consequences outside of the individual's control. Current research shows that when entrepreneurs overly attribute their failures to external events there is a probability that they are “[hindering] positive returns” that can be gained by “learning from failure” (Riar et al., 2021). While failures often include a multitude of factors both internal (attitudes, choices, beliefs) and external (global economy, other’s behavior), the failure to appropriately recognize one’s own responsibility for failure removes the need for self-reflection and correction. They make excuses. When confronted about former failures, individuals who reject failure make excuses. Failure challenges one’s self-esteem. Basgall & Synder state that excuses offer a “strategic means for avoiding the image-threatening implications of accepting personal responsibility for a negative performance” (1988). By making excuses individuals can blame others or rationalize their failure while choosing to ignore their own influence. These excuses can cause conflict in the workplace, specifically if they target other individuals. They also aid in the removal or responsibility of the individual and further inhibit the amount of learning that takes place. Those who accept failure Accepting failure allows the opportunity for reflection and learning. Those who accept failure are better able to learn from their failures and are more likely to have the following characteristics They are creative. Research studying the reactions to failures, found that individuals whose goal was learning-focused when faced with failures were more creative than those who refused to learn from failure. These learning-focused individuals accepted the failure they had experienced, focused on learning how to avoid the same mistakes in the future, and by result developed their creative thinking skills (He et al., 2016). They are realistically optimistic. Studies show that first-time entrepreneurs have a tendency to be overly optimistic when starting new business ventures. This over-optimism is “the tendency of people to report that they are less likely than others to experience negative events” (Ucbasaran et al., 2010). When entrepreneurs experience failures, this overly optimistic view that they had when starting their business is directly addressed. For entrepreneurs with multiple businesses specifically, research shows that their experience when “coupled with business failure experience” creates more realistic feelings of optimism for their other businesses (Ucbasaran et al., 2010). Accepting failure as a part of the journey to success allows individuals to reassess their optimism and correct their outlook for a more realistic perspective on their likelihood of success. They are self-confident. Confident entrepreneurs are more likely to start new business ventures after failures than those who are not confident. “Confidence is a crucial element of new venture formation” especially after prior venture failures (Hayward et al., 2010). Confident entrepreneurs are able to recover from failures better and are “more likely to subsequently form a successful venture” (Hayward et al., 2010). Confident individuals who are able to accept failure and yet remain confident in their abilities are better able to continue their career as a successful entrepreneur and bounce back after business failures. “You always pass failure on your way to success.” - Mickey Rooney, Actor Traits that assist in learning from failure Learning from failure is a challenge. It forces you to look at your mistakes instead of ignoring them. It also forces you to change your behavior for goal attainment. There are three key traits that when developed, can assist in learning from failure Grit. Grit is closely related to resilience and perseverance—two attributes that allow an individual to become their best self. Individuals with grit can face failures with acceptance and continue pushing towards their goals. This perseverance helps individuals with grit learn from their failures and have the stamina to continue pursuing their goals. Self-Confidence. In order to learn from your failures, you must have confidence in your goal and your ability to achieve that goal. Without self-confidence, it’s more difficult to learn from failures because individuals can be overcome by the feelings associated with failure such as “frustration, depression...grief...inadequacy, and insecurity” (Riar et al., 2021). Self-confidence makes individuals more able to see failures as a need for learning and change of behavior, not a character flaw. Humility. Thomas Griffin, President and CTO at OptinMonster states that “staying humble helps curb the dramatic feeling of loss and failure” (2019). It takes humility to see failures as an opportunity to learn. Without humility, individuals are more likely to blame others and outside factors as the reason for failures. This blaming of others and outside factors hinders one’s ability to learn from failures, decreasing their chances for future success (Riar et al., 2021). “Successful people don’t fear failure but understand that it’s necessary to learn and grow from.” - Robert Kiyosaki, Businessman How to learn from failure The ability to learn from failure is a must for those wanting to succeed in the future. There are three essential steps to learning from failure. They are: react, reflect, respond. React. When you experience a failure, you have an initial reaction. Most people feel depressed or grieved when they feel as though they are failing, but it is important to not be overcome by these feelings (Riar et al., 2021). By being mindful of these feelings you can redirect your reaction. Reacting to failure with acceptance and a realization that failure is a learning opportunity, allows you to properly reflect on the cause of the failure. Reflect. Research from Ruth Helyer states that reflection can be seen “as a tool for continuous improvement” in personal lives and professional careers (2015). The ability to stop and reflect on the cause and effect of failures supports your learning from the experience. Ellis and Davidi studied the effect of learning from failures by using AERs, a form of reflection that “gives learners an opportunity to systematically analyze their behavior and… performance outcomes” (Ellis & Davidi, 2005). They found in their research that by reflecting on failures and successes, individuals were able to create more in-depth learning experiences. This research is evidence that it is vital that in the process of learning from failure, individuals must reflect on how and why they failed. Understanding how and why you failed as well as the ramifications of failure, enables you to not make the same mistakes again in the future. It enables you to actively learn from your failures, using them as a learning opportunity on your way to success. Respond. After learning why you failed and managing the consequences, the last step of learning from failure is responding. Responding to your failure is taking what you have learned and applying it to your future goals and endeavors. By applying what you have learned to your future goals, you are likely to avoid making the same mistakes and have more success. What does it all mean? To summarize, failure is a valuable experience on the way to success. Failure has the opportunity to be a learning experience that spurs you onto greater success in the future. Research shows that those who accept their failures and learn from them become more creative, realistically optimistic, and confident than those who reject and refuse to learn from their failure. Executive coaches can help their clients reach their best self and highest potential by teaching executives the value of failure and the insights to be gained by experiencing it. “Most great people have attained their greatest success just one step beyond their greatest failure.” - Napoleon Hill, Author References Basgall, J. A., & Snyder, C. R. (1988). Excuses in waiting: External locus of control and reactions to success failure feedback. Journal of Personality and Social Psychology, 54(4), 656-662. doi:10.1037/0022-3514.54.4.656 Ellis, S., & Davidi, I. (2005). After-Event Reviews: Drawing Lessons From Successful and Failed Experience. Journal of Applied Psychology, 90(5), 857-871. doi:10.1037/0021-9010.90.5.857 Gompers, Paul A. and Kovner, Anna and Lerner, Josh and Scharfstein, David S., Skill vs. Luck in Entrepreneurship and Venture Capital: Evidence from Serial Entrepreneurs (July 2006). Available at SSRN: https://ssrn.com/abstract=933932 or http://dx.doi.org/10.2139/ssrn.933932 Griffin, T. (2020, November 25). How to Learn From Failure. Retrieved from https://www.business.com/articles/learning-from-failure/ Hayward, M.L.A., Forster, W.R., Sarasvathy, S.D. and Fredrickson, B.L. (2010) ‘Beyond hubris: how highly confident entrepreneurs rebound to venture again’, Journal of Business Venturing, Vol. 25, No. 6, pp.569–578. He, Y., Yao, X., Wang, S., & Caughron, J. (2016). Linking Failure Feedback to Individual Creativity: The Moderation Role of Goal Orientation. Creativity Research Journal, 28(1), 52-59. doi:10.1080/10400419.2016.1125248 Helyer, R. (2015). Learning through reflection: The critical role of reflection in work-based learning (WBL). Retrieved from https://www.emerald.com/insight/content/doi/10.1108/JWAM-10-2015-003/full/html Jackson, A., Godwin, A., Bartholomew, S., & Mentzer, N. (2021). Learning from failure: A systematized review. International Journal of Technology and Design Education. doi:10.1007/s10798-021-09661-x Mabus, J. (Director). (2017). Quitting Versus Failing [Video file]. Retrieved from https://egrove.olemiss.edu/tedx/9/ Noonan, D. (2019, October 30). Failure Found to Be an "Essential Prerequisite" for Success. Retrieved from https://www.scientificamerican.com/article/failure-found-to-be-an-essential-prerequisite-for-success/ Riar, F. J., Bican, P. M., & Fischer, J. (2021). It wasn't me: Entrepreneurial failure attribution and learning from failure. International Journal of Entrepreneurial Venturing, 13(2), 113-136. doi:10.1504/ijev.2021.114385 Ucbasaran, D., Westhead, P., Wright, M. and Flores, M. (2010) ‘The nature of entrepreneurial experience, business failure and comparative optimism’, Journal of Business Venturing, Vol. 25, No. 6, pp.541–555. U.S Bureau of Labor Statistics. (2020). Retrieved from https://www.bls.gov/bdm/us_age_naics_00_table7.txt Yin, Y., Wang, Y., Evans, J. A., & Wang, D. (2019). Quantifying the dynamics of failure across science, startups and security. Nature, 575(7781), 190-194. doi:10.1038/s41586-019-1725-y Copyright © 2021 by Arete Coach LLC. All rights reserved.

At the end of this sentence stop and please close your eyes and focus on the next 5 breaths you slowly breathe in and out. If you did and truly focused on each breath, you experienced a moment of mindfulness. You may have noticed the brain attempting to chatter away but the volume was down so low because your total attention was looking at, feeling and experiencing 5 breaths. Nothing more. Nothing less. Join us as we dive deeper into understanding: what is mindfulness? What are its benefits? How can it help coaches be of greater service to their own growth and transformation that benefits themselves and their clients personally and professionally always and all ways? As a coach if you continued to read on, you experienced what you wanted to do. Why did you do what you did? Why do people do what they do? The two reasons are: 1) because you/they are able; 2) because you/they can. Anything else is an explanation, rationalization, excuse masquerading as a fact. If the reader didn’t observe the 5 breaths they now have an opportunity for a do-over. This may be more difficult because of judging the author or themselves. By focusing on those 5 breaths, really focusing on each inhalation and exhalation feelings, emotions, thoughts are identified as feelings, emotions, thoughts. Nothing more. Nothing less. In a moment, the realization is I am breathing and observing. I feel the air in my nostrils. I sense the expansion of my entire chest area. I am not thinking because my brain is focused on the experience of breathing. No judgment, just observing. My inner chatterbox for a moment is quieted and is allowed to rest and just be present for that moment. This comment summarizes what mindfulness is about: It’s not what you think. Are you able to look at some object and just look at it? No words just observe. Are you able to listen, really listen with total attention because there’s no mind-chatter or holding what you are going to say? It’s interesting that hidden in the word “listen” is the word “silent.” Jon Kabat-Zinn’s definition “Intentionally focusing attention on moment-to-moment experience without being swept up by judgments or preconceived ideas and expectations” pictures what those moments look like. No inner dialogue. As a coach, our role is creating a relationship based on hearing what a client needs to hear based on trust and truth. The truth being the client is responsible for the life they are living and creating. The trust being they are capable of much better results than they are currently generating and they can generate their own better, more life-giving solutions Mindfulness is a state of being non-judgmentally aware of one’s own experience moment-to-moment (Davis & Hayes, 2012). Mindfulness is “being in the moment.” A mindful coach practices and teaches “stop and smell the roses." Be present. Be present. Be present. Be aware. Be awake. Be here in this moment. I have thoughts. I am not my thoughts. I have feelings. I am not my feelings. I have emotions. I am not my emotions. I have sensations. I am not my sensations. A difficult lesson to learn yet a life-making game changer. That awareness of thought, emotion, perception, and overall experience are direct responses to a state of mindfulness. Research continues to uncover the many benefits of mindfulness for both coach and client. Join us as we dive deeper into understanding: what is mindfulness? What are its benefits? How can it help coaches be of greater service to their own growth and transformation that benefits themselves and their clients personally and professionally always and all ways? What is mindfulness? “Intentionally focusing attention on moment-to-moment experience without being swept up by judgments or preconceived ideas and expectations.” — Jon Kabat-Zinn, PhD Scientist, Author, Professor The American Psychological Association (APA) defines mindfulness as a state of “moment-to-moment awareness of one's experience without judgment” (Davis & Hayes, 2012). This awareness covers “thoughts, feelings, bodily sensations, and surrounding environment” (Mindfulness Definition, n.d.). For coaches and clients accepting their emotions without judgment towards a circumstance, they are better able to respond instead of reacting to events or situations. It is simply an event in which I have a choice of how to respond. Mindfulness allows the coach or client to “live in the moment,” free of distractions, acknowledge their current emotions and focus on the task or challenge at hand. Traits of those who are mindful Mindful individuals are overcomers According to Brendel and Stamell of the Harvard Business Review, mindfulness development programs, “can help emerging leaders to identify and overcome their limiting beliefs, behavior patterns, and interpersonal difficulties” (2016). You can refer back to my article on how the tools of cognitive behavioral therapy have benefited the world of coaching. Leaders are better able to tackle the problems they face with greater success when they are mindful of their limiting beliefs, personal tendencies, and interpersonal challenges involved in the situation at hand. A mindful coach or client is less likely to get stuck in the same patterns of unhelpful thinking, feeling and doing. They face challenges as overcomers. They understand their own weaknesses and shortcomings. They face them by processing the situation from a mindful perspective. Mindful individuals have an increased sense of well-being “Being mindful makes it easier to savor the pleasures in life as they occur” and “helps you become fully engaged in activities” (Benefits of Mindfulness, n.d.). Mindfulness allows individuals to fully appreciate being alive during daily interactions and relationships. “Be Here Now” takes on a life changing perspective when not distracted by previous challenges or future plans. There is a continuous acknowledgement of feelings of appreciation and happiness. One takes greater note of the positive things in life. This increased awareness and appreciation for positivity leads to an overall sense of increased well-being. Mindful individuals support mental and physical health Mindfulness directly affects the health of body and mind. An article by HelpGuide and Harvard Health states that mindfulness can “help relieve stress, treat heart disease, lower blood pressure, reduce chronic pain, improve sleep, and alleviate gastrointestinal difficulties” (Benefits of Mindfulness, n.d.). Many of these identified physical conditions are closely related to stress and its effects on the body. Mindfulness helps reduce these physical challenges, by getting to the root cause of stress. I have seen the profound positive results of mindfulness training and programs over my 25 years working with cardiac patients at Scripps Center for Integrative Medicine and UCSD’s Intensive Cardiac Rehab program. By using mindfulness to accept experiences, emotions, and challenges that come, I have seen how it changed patients and reduced their anxiety, worry, fear, pain, and stress. Again this is where coaches have benefited from the impact of the past 30 years of Positive Psychology. Mindfulness techniques have been used by therapists to treat a number of mental health conditions such as depression, substance abuse, eating disorders, anxiety, and OCD (Benefits of Mindfulness, n.d.) However, many of these same methods have been carried over into improving the lives of all people. One example is how it “boosts the working memory” according to the APA (Davis & Hayes, 2012). The development of a mindful state of being is essential for preventing mental and physical challenges caused by stress and helps overall memory retention. Coaches, remember that creativity and innovation cannot take place where fear and anxiety reside. Mindful individuals develop impactful relationships It takes mindfulness to make a relationship grow. Mindful individuals create better, deeper connections and relationships. (Davis & Hayes, 2012). They are able to identify, acknowledge and accept their own emotions as emotions they are feeling. Their thoughts as thoughts they are thinking. Deep relationships also require attention and intentionality. Mindful individuals perform better on all “measures of attention” (Davis & Hayes, 2012). Mindfulness allows individuals to focus on the emotions of self and others while maintaining greater attention to the needs, comments, and requests of the other person. Traits of those without mindfulness “People have motives and thoughts of which they are unaware.” - Albert Ellis, Psychologist Mindfulness is a state of mind. It is something that takes time to develop and must be intentionally practiced. Dr. Tasha Eurich states that “95% of people think they’re self-aware, only 10 to 15% actually are” (2018). A Forbes article by John Hall outlines eight characteristics of individuals who lack self-awareness or do not practice mindfulness (2019). Idea bias The questions from a coach help the client uncover and become aware of their own biases and failings. How is this working for you? What do others contribute? Are there any other ideas that would work or even be better? Do others have better ideas than you? Is it hard to accept their ideas? What’s that about? Tell me more. Discouragement “Without realizing it, they say things that discourage people” states Hall in his Forbes article (2019). These individuals often don’t recognize the contributions or efforts of other coworkers. This can lead to communicating discouraging statements to others and reducing the overall effectiveness of the team as a whole. How do you champion people on your team? How do you encourage your people? How do you reach out to others who are struggling? What are you doing to become a more competent team member? Failure to take perspective Taking perspective requires awareness of others’ emotions. When making group decisions or negotiating contracts, perspective-taking is a vital tool. Being unaware of others emotions and feelings make it difficult to see things as others would (Hall, 2019). Can you imagine how the other person sees it? What do you think they are feeling when you speak that way? What made them say that to you? What does this statement mean: When the knife is in my back why are my fingerprints on it? Let’s go up to the balcony and look down on you and your team. What do you see? Difficulty taking ownership of mistakes These individuals cannot see the whole picture or the “why” of a consequence. When mistakes are made, these individuals deflect ownership. Instead of seeing mistakes as a result of their decisions made, they project the mistakes onto other people (Hall,2019). In all these situations you’ve shared, what’s the one common thread? Isn’t that an assumption? What would/could be another explanation? What did you do so that this would never happen again? When this all started, who owned the problem? What part of this problem do you own? Difficulty receiving negative feedback When receiving negative feedback, these individuals might view the feedback as a personal attack and respond defensively. They fail to view the situation in the context of a work environment. They view it as a personal rejection of their efforts rather than supporting the group objectives as a corporate whole (Hall,2019). What would you say to a person who did ___________? What needs to be done so that the feedback you received will never occur again? If you were coaching yourself, what would you need to do or say to make this feedback go away? What made you think it was a personal attack? What did you learn from that feedback? How could you look at it differently? Failure to accept multiple interpretations These individuals often surround themselves with people that agree with them. They fail to see the benefits of different approaches and opinions. The lack of this encourages a singular environment where opposing or different ideas are not considered. (Hall,2019). How is this working for you? If every player on the team was a MVP quarterback, could they win the Super Bowl? Why not? If everyone agrees with you, you only have one perspective. Is that a good idea? If you have a wingman, they are looking out for your best interest. Would it help to tell you if they saw something different than you that could do you in? Have you ever thought that everything you think is an interpretation because no one has shared all your life experiences or sees it just as you do? Have you ever thought that if you know something and it’s incorrect you won’t be able to correct it? Overconfidence in contribution These individuals will often overestimate their contribution to the organization as a whole. These individuals do not see the gaps, failings and deficiencies in their own performance. (Hall,2019). A role description starts with: I will be better tomorrow than I was today doing my job. This means every day. How are you growing to be the best______________ in this company, in this industry, in this country, in the world? Knowing that the measurement of performance is: Performance; would you consider yourself the best _______ in the company or your industry? What would you need to do or start doing to perform at that level? Would your peers or those above you consider you as a role model doing ___________? Inability to adapt communication When speaking to different cultures, companies, coworkers, or executive leaders, these individuals are unable to adapt their communication. This is an essential skill in the global economy and it is vital for organizations to adapt to different cultural standards and practices. The inability to adapt has the potential to offend others and negatively affect corporate reputation or their existence (Hall,2019). It’s interesting that “Adaptability” has become so significant in the world today. It occurs when what is needed are more than technical solutions or existing knowledge and workflows to be solved. Those with unknown solutions require innovation, experimentation, and adaptation to survive. Adaptability requires new thinking, and people willing and able to make that transition. The mindful coach “Those who are silent, self-effacing, and attentive become the recipients of confidences.” -Thornton Wilder, playwright and novelist Truly, mindfulness is a valuable tool for all coaches in their ongoing work with all clients. This would be particularly true when coaching people in leadership positions. When working with them individually or in peer advisory groups, it is vital that coaches practice while also helping their clients to practice empathy and compassion, motivate strategically, and remain intentionally attentive to clients. Empathy and compassion Coaches with a greater amount of mindfulness have more empathy and compassion for the clients with whom they interact. This empathy and compassion help build the coach/client relationship and enables the coach to gain a greater perspective of the client’s situation. By mindfully understanding the client’s emotions and outlook on their situation, coaches can better navigate the coaching process (Davis & Hayes, 2012). Strategic questioning to get to intrinsic motivation The mark of a great coach is to help the client find what intrinsically motivates them. First understand that one person cannot motivate another person to do anything. Think about it. A motive is a goal or purpose of one’s actions. Motivation is about causing others to do, or be, in ways consistent with your intentions. Can you motivate a person to become a concert pianist? A world class golf professional? Remember coaching is about assisting the client create their own better solutions. While “strategically motivated” might be understood as considering the current situation of the client, would that be seen as manipulation?. Motivation is saying “You can do it!”, while the strategic question would be “What are some skills you have that will aid in this situation?” This question opens for the client to identify their own skills and cultivate their own belief that this may be a way to accomplish their goals. It is helping the client discover the path or possible ways to achieve the goal(s) they set for themselves. Coaches who coach in a mindful state are better able to strategically ask questions and offer insight into the intrinsic motivation to do what they need to do to accomplish their goals Attentive Mindful coaches are more attentive and aware of their client’s needs, goals, and thought processes. The APA states that when individuals invest in their mindfulness they can become more “attentive” to the coaching process and “more attuned with themselves” and others (Davis & Hayes, 2012). Mindfulness aids coaches to stay focused, listen deeply and make better choices on what questions to ask to open their client to better thinking, being and doing. In research by Newsome et al., l therapists were shown to be more “attentive to the therapy process” and “more comfortable with silence” after undergoing mindfulness training (2006). While therapists and coaches are different professions, coaches, therapists, patients and clients all benefit in similar ways to mindfulness training. Mindful coaches are better able to stay attentive to the coaching process, helping their clients achieve their highest potential over a series of sessions. Mindful coaches are also “more comfortable with silence” (Newsome et al., 2006). In the words of Glenn Waring from episode #1006 of the Arete Coach podcast, letting “silence do the heavy lifting” is a skill that coaches use to spur their clients on to deeper thought and contemplation. Mindful coaches are better able to be attentive, maintain attention through the coaching process, and remain comfortable with silence (Davis & Hayes, 2012). What does it all mean? Mindfulness is a state of non-judgmental awareness of current emotions, thoughts, and experiences (Davis & Hayes, 2012). Mindfulness helps individuals overcome obstacles, increase their sense of well-being, and develop meaningful relationships. With mindfulness, individuals are more focused and have a more holistic view of a current situation’s details, leading them to be more encouraged and at the same time to be more encouraging to others. With that kind of mindset one is even able to see a positive side in negative feedback. For coaches specifically, embracing mindfulness can help them have empathy and compassion and be intentionally attentive to their coaching clients. A mindful coach opens to their clients a path to lead themselves because of the way they now observe being present. From parents as mindful leaders of their families to mindful leaders of world organizations. As coaches develop their own skills, successful outcomes and reputation their role can grow into a coach of leaders of leaders. Being a mindful coach of leaders helps you support your clients in their goal achievements. For them as mindful leaders you help them make a greater impact in their workplace, their people, their families, their community and a legacy they leave for generations to come. “Life is a succession of moments. To live each one is to succeed.” – Corita Kent, American Roman Catholic religious sister, artist, designer, and educator. References “Benefits of Mindfulness.” HelpGuide.org, www.helpguide.org/harvard/benefits-of-mindfulness.htm#:~:text=Mindfulness improves physical health.&text=Mindfulness can: help relieve stress,sleep, and alleviate gastrointestinal difficulties. Davis, Daphne M., and Jeffrey A. Hayes. What Are the Benefits of Mindfulness? American Psychological Association, 2012, www.apa.org/monitor/2012/07-08/ce-corner. Eurich, Tasha. “Working with People Who Aren't Self-Aware.” Harvard Business Review, 19 Oct. 2018, hbr.org/2018/10/working-with-people-who-arent-self-aware. Hall, John. How To Work With People Who Aren't Self-Aware. Forbes Magazine, 17 Feb. 2019, www.forbes.com/sites/johnhall/2019/02/17/how-to-work-with-people-who-arent-self-aware/?sh=6c1f28273ea9. Kabat-Zinn, Jon (2005) Coming to Our Senses. New York: Hyperion “Mindfulness Definition: What Is Mindfulness.” Greater Good Magazine, greatergood.berkeley.edu/topic/mindfulness/definition. Newsome, Sandy, et al. “Teaching Counselors Self-Care Through Mindfulness Practices.” Teachers College Record, vol. 108, no. 9, Sept. 2006, pp. 1881–1900., doi:10.1111/j.1467-9620.2006.00766.x. Copyright © 2021 by Arete Coach LLC. All rights reserved.

Episode #1022: How does tribal leadership, positive intelligence, and Clubhouse make the perfect recipe for growing as an executive coach? Find out in a conversation with Mark Taylor, a Vistage Master Chair and Vistage Star Award recipient, as he delves into tribal leadership, positive intelligence, and Clubhouse and their roles in his success as an executive coach. About Mark Taylor Mark Taylor has been an executive coach and Vistage Chair since 2009. He is a high performing Vistage Chair with distinguishing titles such as Master Chair and Vistage Star Award recipient. Mark has consistently ranked in the top 20 chairs and uses his certification in tribal leadership and positive intelligence as a source of inspiration for his keynote speeches and training workshops. Before his career in executive coaching, Mark built, operated, and sold his own businesses. He was a leader in the computerized shipping and logistics industry. In fact, one of the businesses he led was named in New York State’s top 100 growing companies. Mark earned his MBA from the University of Phoenix and completed his coaching training from George Mason University’s certification program on organizational learning. He has also studied under Lee Thayer, completing a masters in Arts Science of Leadership from Thayer’s Institute. Mark’s experience with entrepreneurship and executive coaching training make him a powerhouse of knowledge and a positive influence on his executive coaching clients today. Watch the podcast Click here to listen to the podcast, or click below to view the podcast outline and transcript: Key highlights Mark’s introduction to Vistage Timestamp 03:07 Mark’s introduction to Vistage began with his first business in 1976. Unfortunately, the business failed but after the encouragement of his wife, Mark re-entered the entrepreneurial field and started a second business—Taylor Systems Engineering Corporation—in 1989. In starting this business, Mark found that he spent the majority of his time and energy growing the business. This high energy expenditure introduced Mark to Vistage. He joined Vistage to “learn what it was like to be a CEO” and find better ways to manage his growing company. From there, he learned how to manage his growing business and delegate as a CEO which landed the company as New York State’s 58th fastest growing company. This experience introduced him to the power of executive coaching and the impact it can have on business leaders’ lives. Advice for new entrepreneurs Timestamp 07:41 When reflecting on what Mark would have coached himself on as he started he first business, he states that he would advise new entrepreneurs to “look before you leap, to maybe have a business plan, to maybe have a strategy, and to maybe do a little bit of market research.” Mark advocates having a plan and doing research before starting a business. Looking back, he realizes this would have helped his first business be a better success. Because of this, he advocates strategizing and planning with his executive coaches today. Introduction to computer technology Timestamp 09:21 Mark’s first introduction to technology began with software that was similar to today’s email systems. When taking a training course to become a Vistage Chair, Mark was required to purchase a PC. He was able to do so and applied Excel programs and spreadsheets to tracking the trends of those he managed in his corporate career. In doing this, Mark was able to become the “top manager in the country.” During this time of technological growth, the company he worked for did not update their tech stack. Because of this, Mark entered the market as competition, with newer technology and cheaper prices. His entering into the market with competitive prices and updated technology made him a leader in the newly established computer industry. “The Truth about You” Timestamp 17:40 Mark became a Vistage Chair after selling his successful computer-based technology company and completing a three year contract in 2008. When reflecting on his next steps, Mark picked up a book called “The Truth about You” by Marcus Buckingham. This book further solidified Mark’s desire to continue in the business industry but as a teacher. After talking with his own Vistage Chair, he was advised to look into becoming a Vistage Chair himself. From there, Mark started his own executive coaching group in New York City in 2009 after completing Chair training. Since then, Mark has become a successful and highly impactful coach for business leaders in the New York area. Insights from the Thayer Institute Timestamp 21:54 Mark has completed his master’s from the Thayer Institute. At the start of his training there, Mark started reading Lee Thayer’s book “Thinking, Being, Doing,” which he states was a challenging read. Instead of abandoning the training, Mark noticed several key award winners who were also enrolled in the course including Janette Hobson and Ozzie Gontang. After several conversations with Lee, Mark decided to continue in the program. In this program, Mark learned the importance of asking questions instead of giving answers; a skill he still uses in his practice today. One of Mark’s favorite quotes from Lee Thayer was, “it’s not the recipe, it’s the cook.” Tribal leadership and the importance of triads Timestamp 24:41 Mark received training in Tribal Leadership after reading about stages of development applied to the business culture. There are five stages of Tribal Leadership ranging from stage one which says, “life sucks,” all the way to stage five which says, “life is great.” Mark believes in creating business cultures that strive towards stage five because of their increased productivity and performance. Furthermore, the research in Mark’s reading showed him that impactful groups also tend to meet in groups of three. Since then, he has applied this learning to his coaching practice. His triad coaching sessions have been a great success amongst his executives because of the unique insight and open disclosure it offers CEOs and executives. Positive intelligence Timestamp 29:05 In Mark’s experience with keynote speaking, Mark felt that he was unable to have a lasting impact on those he spoke with due to the inability to practice the information he presented. Because of this, he developed a new topic to speak on: positive intelligence. He hopes to have a lasting impact on people’s lives by speaking on positive intelligence and the effect that saboteurs have on their life. Mark shares a story of how he spoke with his granddaughter and her understanding of the conflict between herself and saboteurs. Although she is very young, she was able to understand the difference between the voices in her head that support her, and those that keep her from her goals. Mark and Severin both believe that positive intelligence will be taught in schools eventually, helping the next generation better manage their emotions. More questions less answers Timestamp 35:06 One of the lessons that Mark wishes he would have learned earlier on in his coaching career is the value of questions. As a CEO, Mark states that his “tendency is to want to give answers,” but he has realized the value of powerful questions. He states that, “when you ask the right question and they get the insight, they get that ah-ha moment, they own it.” Today Mark uses positive intelligence based questions in his practice such as “would a friend say to you what you’re saying to yourself?” and inspires his executives to reach their own conclusions and fulfill their own goals. When asked about his best day ever as an executive coach, Mark shares about how his positive intelligence training allowed him to ask better questions and help an executive on their path to success. By introducing that executive to new perspectives with the use of questions, the executive was better able to address the challenges they faced. All about Clubhouse Timestamp 48:01 Mark explains Clubhouse as a new form of social technology. He compares this to a coffee shop where you can drift in and out of conversation with others. Mark has completed some clubhouse facilitation courses which he states made him “a better Vistage Chair.” In the Clubhouse, you are able to be a free participant that can join the conversation, leave the conversation, or simply listen into the conversation without distraction. Mark enjoys the Clubhouse software as it is a break from Zoom and offers a more relaxed environment. Severin relates to this and states how he has been able to find “valuable insights” in the many presentations available worldwide and that interconnectivity worldwide has also been increased by this program. Copyright © 2021 by Arete Coach LLC. All rights reserved.

During the covid-19 pandemic, many businesses were forced to use virtual employment practices. This created a new type of employee: the digital nomad. Since 2019, the volume of digital nomads in the United States has risen by almost 50% (MBO, 2020). As we begin entering the post-pandemic workplace, what is to come of the digital nomad? Will they return to the traditional in-person workplace or will they look for new employment opportunities? What is a digital nomad and how do they feel about returning to the workplace? Understanding the plight of the digital nomads will help executives better understand the wants, needs, and experiences of their new virtual workplace—which could, in turn, lead to more informed decision-making and more effective business decisions. “Adventures are the best way to learn.” - Anonymous What is a digital nomad? Digital Nomadism has been a “mainstream phenomenon” since 2014 (Schlagwein, 2018). According to a recent article from ePraxis, the digital nomad is an employee “who [travels] and [lives] a nomadic lifestyle, whose work is location-independent and performed using information and communication technology.” Instead of working from home, they have adopted a lifestyle of travel. They are at times “constantly on the road” and other times traveling only occasionally for a change of scenery (Bachar, 2021). Digital nomads live a life that is “location-independent” moving from place to place at their leisure (MBO, 2020). They are different from work-from-home employees because what they call “home” is subject to change at their will. These people are not bound to a single location because of the traditional 9-5 office position and have adopted a unique work-life balance that allows them greater flexibility and freedom. The digital nomad’s decreased barriers to travel In 2018, the U.S Government conducted a survey on the state of American vacations (please note that these numbers are unaffected by the Covid pandemic and were gathered before the pandemic was present. Because of this, we can presume that travel will most likely return to statistics similar to these in upcoming years). The U.S Government outlines several key “barriers to travel” of which, the top three are: Fear of looking replaceable Too heavy of a workload Lack of coverage at work Digital nomads no longer face these barriers. In the digital workplace, they do not worry about “looking replaceable” because they are still able to complete their tasks virtually. Heavy workloads are not concerning, as the workload can be managed from any location. Lastly, they do not need co-workers to cover their duties because they can continue working as they travel. These barriers, overcome by access to the virtual workplace, no longer apply to digital nomads. Digital nomads no longer have to use vacation days or risk getting behind in their tasks, allowing them to travel at their own leisure and develop their own unique work-life balance. Key facts about the digital nomad 42% of Digital Nomads are Millennials 59% of digital nomads are men 81% of digital nomads are “highly satisfied” with their work and lifestyle In 2020, 53% of digital nomads plan to continue being nomadic for at least the next two years 76% of digital nomads report being satisfied or very satisfied with their income regardless of salary 17% of American digital nomads are “VanLifers” or travel in vehicles “that have been converted into roaming residences” (MBO, 2020) The experience of the digital nomad To make the best decisions possible for the post-pandemic workplace, it is important to understand what this new lifestyle is like for these digital nomads. By understanding the digital nomad’s perspective and experience, executives can better execute new strategies that meet both the goals of the organization and the individual. MBO Partners summarizes the desires of the digital nomad well. MBO Partners state that digital nomads are “united by a passion for travel and new adventures” and can “enjoy the ability to work anywhere they can connect to the Internet” (2020). “Certainly, travel is more than the seeing of sights; it is a change that goes on, deep and permanent, in the ideas of living.” - Mary Ritter Beard, American Historian Benefits of Traveling Digital nomads are able to experience the benefits of travel without sacrificing income. These benefits include the following. Mental health boosts According to David Levine of the U.S News and World Report, traveling can help boost mental health and wellness in many ways. Levine states that “travel teaches resilience” (2018). When traveling, there will always be potential challenges and conflicts that arise. Addressing and conquering these conflicts builds mental resilience and fortitude. Traveling is also a “break from daily stress” (Levine, 2018). Although digital nomads travel with their work often in their back pocket or backpack, if a strict balance between work and travel is created, they have the potential to refresh and de-stress from their work in new and exciting ways as they travel. Lastly, travel increases creativity and cognitive flexibility (Nazish,2018). The opportunity to experience and interact with new cultures allows digital nomads to learn new perspectives and solutions that they can apply to the challenges of their careers. Physical benefits Digital nomads who are traveling also have an increase in physical activity (Levine, 2018). When exploring new cities or countries, digital nomads are often required to walk more and engage with others more on their adventures. Furthermore, travel also decreases the likelihood of many health problems such as dementia, heart attacks, coronary disease, and heart disease (Levine, 2018). Social benefits Engagement with the local communities digital nomads are visiting also “encourages human interaction” (Levine, 2018). This is a significant benefit that combats the feelings of loneliness felt by 16% of work-from-home employees (Buffer, 2021). By interacting with other communities as they travel, digital nomads also experience an increase in knowledge of other cultures. This can help them relate to and communicate with coworkers and executives of different backgrounds. Benefits of the digital workplace While little research has been conducted on the pros and cons of digital nomadism, research has been done on the benefits experienced by remote workers in general. We can inference that these benefits will correlate closely with those that identify as digital nomads since they are often interacting with the same remote work interfaces within corporations. Flexibility The flexible schedule afforded by the digital workplace allows employees to better balance their careers and personal lives. The largest benefit of the digital workplace, as stated by virtual employees, is a flexible schedule. 33% of remote workers state that the flexibility of schedule is the biggest benefit of remote work (Buffer, 2021). The second biggest benefit of remote work is the flexible location as stated by 25% of digital employees surveyed (Buffer,2021). Work is less tiresome In an article from the Harvard Business Review, it was determined that the number of tiresome tasks dropped down from 27% in 2013 to 12% during the covid-19 pandemic (Birkinshaw et al., 2020). Employees are more productive Multiple studies have shown that working remotely has been associated with higher levels of productivity. Research has shown that there is a significant increase in the number of emails sent and the number of email recipients in remote workers (DeFilippis et al., 2020). This same study also noted that the number of virtual meetings held along with the number of attendees has increased as individuals are working from home (DeFilippis et al., 2020). Furthermore, an experimental study done in a Chinese travel agency determined that when employees work from home, there is an output increase of 13%, the attrition rate decreased by 25%, and that there were no negative outcomes for quality of work or performance (Bloom et al.,2013). The challenges of a digital nomad Despite its many benefits, the digital nomadic lifestyle does have its drawbacks. Burnou t In an analysis of 4000 surveys from English-speaking digital nomads, it was found that “aging out of the digital nomad community” was a common occurrence (Carlos, 2021). Digital nomads are likely to burn out from the continual newness of visited countries. This “travel fatigue” causes digital nomads to seek normalcy again and either return to their home country or remain in another country of their choice (Carlos, 2021). Furthermore, individuals who work from home are more likely to “overwork” and have difficulty unplugging from their work (and.co, 2018, Buffer, 2021). Because of these factors, digital nomads are more likely to burn out from their travels and return to a stable location. This might also be exacerbated by difficulties individuals reportedly have unplugging from their virtual work in general. Loneliness Research shows that 30% of digital nomads in 2018 stated that “a lack of community challenges their remote happiness the most” and that those who have worked remotely for less than a year were generally more likely to feel lonely by 3% (and.co). However, the same research states that those who have been working remotely for over 7 years “seemed to have overcome feeling” lonely (and.co, 2018). Promotion difficulties In 2018, up to 25% of digital nomads posed “lack of career advancement opportunities as a challenge” (and.co). Experimental research supports the lack of promotion available for employees in the virtual workplace (Bloom et al.,2013). However, it is important to state that this statistic is prior to the Covid pandemic which drastically increased the amount of digital workplace employment available. Due to the rapid change of the workplace caused by the Covid pandemic, research has yet to be done over the current likelihood of promotions. Technical difficulties Second only to being able to unplug, 16% of remote workers stated that “difficulties with collaboration and communication” was the biggest challenge in remote work. These communication issues are often exacerbated by the differences in time-zones often faced by digital nomads. In 2018, 1-in-5 digital nomads “blame time zone discrepancies for productivity troubles” (and.co.). This is likely due to the increased need for corporations to adapt to the changes of the digital workplace. “To travel is to live.” - Hans Christian Anderson Danish Author The perspective of the digital nomad Digital nomads have a unique perspective on the state of the post-pandemic workplace. Many individuals have become digital nomads during the Covid pandemic and are reluctant to return to the traditional 9-5 workplace. Desire to Travel Although the Covid pandemic closed down many borders, digital nomads were still able to travel within the United States. In fact, 17% of American digital nomads are “VanLifers” or travel in vehicles “that have been converted into roaming residences” (MBO, 2020). Many of these individuals are excited to continue their traveling to the international extent once the covid-19 pandemic is resolved. In 2018, before the Covid pandemic, almost 25% of remote workers traveled and considered themselves digital nomads (and.co., 2018). Furthermore, 11% of individuals who chose to work remotely before the pandemic did so because they wanted to travel (and.co.,2018). Research by Vrbo 2020 stated that “65% of travelers plan on traveling more than they did pre-COVID.” These statistics allow us to infer that new digital nomads created by the Covid pandemic are going to want to travel more than they could during the pandemic. Because of this, many employees that identify as digital nomads are likely to resist coming back to the traditional 9-5 workplace and desire to continue their travels. Desire to continue working remote Remote workers who have continually worked remotely for over 7 years are more likely to want to work remotely forever than those who are new to working remotely (and.co, 2018). In 2021, remote workers reported that 97% of them would recommend remote work to others (Buffer). 97.6% of remote workers would like to continue working remotely “at least some of the time” for the remainder of their career (Buffer, 2021). Employees enjoy working remotely and regardless of their nomadic status will want to continue doing so. Although there is no research regarding digital nomads specifically, we can conclude that digital nomads are enjoying the flexibility the digital workplace provides and are likely to want to continue their remote employment as they have established their own “practices” to ensure that they can continue working whilst traveling (ePraxis, 2021). How this translates to the post-pandemic workplace As we enter the post-pandemic workplace, it is important to consider the changes that the Covid pandemic has brought about and how these changes have impacted employees worldwide. “After experiencing more freedom, many people won't exactly rush back to their office if they don’t have to” (ePraxis, 2021). When making decisions for the post-pandemic workplace, consider how many of your employees have been transitioned to remote work, how many of them have adopted the lifestyle of a digital nomad, the needs of your remote workforce (both nomadic and home-based), as well as the needs of your organization. Consider the drawbacks faced by digital nomads and seek to create a workplace that accounts for these. It is important to realize that while many pre-pandemic workplace traditions may be permitted, that corporations hold a unique opportunity to research and optimize their new post-pandemic workplace. In the words of Winston Churchill: “To improve is to change; to be perfect is to change often.” References And co. (2018). Remote Work & Digital Nomads Study 2018 - The Anywhere Workers. Retrieved from https://www.and.co/anywhere-workers.html Birkinshaw, J., Cohen, J., & Stach, P. (2020, August 31). Research: Knowledge Workers Are More Productive from Home. Retrieved from https://hbr.org/2020/08/research-knowledge-workers-are-more-productive-from-home Bloom, N., Liang, J., Roberts, J., & Ying, Z. J. (2013). Does Working from Home Work? Evidence from a Chinese Experiment. The National Bureau of Economic Research. doi:10.3386/w18871 Buffer. (2021). 2021 State of Remote Work. Retrieved from https://buffer.com/2021-state-of-remote-work Carlos. (2021, April 16). 63 Surprising Digital Nomad Statistics in 2021. Retrieved from https://abrotherabroad.com/digital-nomad-statistics/#DIGITAL-NOMAD-LIFESTYLE-PACE-OF-TRAVEL ePraxis. (2021, June 22). Why Digital Nomads Represent One of The Fastest Growing Lifestyles. https://www.epraxis.com/post/why-digital-nomads-represent-one-of-the-fastest-growing-lifestyles Levine, D. (2018, March 23). The Many Ways Travel Is Good for Your Mental Health. Retrieved from https://health.usnews.com/health-care/patient-advice/articles/2018-03-23/the-many-ways-travel-is-good-for-your-mental-health MBO. (2020). COVID-19 and the Rise of the Digital Nomad (pp. 1-10, Rep.). https://s29814.pcdn.co/wp-content/uploads/2020/10/MBO-Digital-Nomad-Report-2020-Revised.pdf Morrow, H. (n.d.). Unbelievable Stats About Digital Nomads: SDC International Movers. Retrieved from https://www.sdcinternationalshipping.com/unbelievable-stats-about-digital-nomads/ Schlagwein, D. (2018). (PDF) The History of Digital Nomadism. Retrieved from https://www.researchgate.net/publication/329182172_The_History_of_Digital_Nomadism Vrbo. (2021). Vrbo Travel Trend Report reveals what to expect in 2021. Retrieved from https://www.vrbo.com/media-center/press-releases/2020/vrbo-travel-trend-report-reveals-what-to-expect-in-2021 Copyright © 2021 by Arete Coach LLC. All rights reserved.

Episode #1023: Learning and development are necessary and ever-changing functions of a healthy business. In light of the current growth of online education, training, and virtual employment, there has been an increased interest in understanding how to best employ a Learning Management System (LMS). Dive into these topics with Rustica Lamb, author of Learning 3.0, host of The Learning 3.0 Podcast, a senior learning ecosystem strategist out of Auckland, New Zealand, and founder and president of Bloom Learning Technologies, and learn how they affect today’s businesses. About Rustica Lamb Rustica Lamb is the author of Learning 3.0, host of The Learning 3.0 Podcast, a senior learning ecosystem strategist out of Auckland, New Zealand, and founder and president of Bloom Learning Technologies. She has vast experience and knowledge in curriculum development, learning strategy, and the implementation of learning management systems. Rustica Lamb is a lifetime learner who lives by the mantra of, “use your talents and skills to make a difference and be resourceful through that lens.” She has a passion for helping businesses learn better and train better. Watch the podcast Click here to listen to the podcast, or click below to view the podcast outline and transcript: Key highlights Bloom’s Taxonomy Timestamp 09:29 Rustica’s company Bloom gets its name from Bloom’s Taxonomy. Bloom’s Taxonomy is a model of how understanding is built. Rustica uses this model in her consulting with clients and views it as a vital tool in her business. Asking “how did I learn?” Timestamp 10:12 When discussing “discovery learning,” Rustica shares a story of how she used discovery learning as she built her classic 1959 caravan. Severin states that he uses discovery learning when he looks for answers on YouTube. Rustica agrees that discovery learning includes the process of finding information. She states that “people are learning all the time…” and that it is important for people to ask “how did I learn today?” By asking these questions, leaders can develop a better understanding of the learning process, which can then be applied to their corporation’s learning and development. The development of today’s learning management systems Timestamp 13:41 In Rustica’s journey toward a master’s degree, she studied the history of Learning Management Systems (LMS). She states that as the web developed, so did LMS technology. Since the development of what Rustica calls “Web 2.0”—the time when information on the internet became two-way—Rustica believes that there has been little innovation to LMS technologies. Because of this, Rustica believes that it is important for data to be aggregated in the future in order to best address Web 3.0. Web 3.0 Timestamp 17:33 Rustica states that Web 3.0 is focused on intelligent systems and emerging tech. Leadership and development will also change as these new intelligent systems and emerging technologies are released. “Imagine companies building their tech on the blockchain and actually rewarding people for doing their compliance training with cryptocurrency...” states Rustica. Because of these new changes in Web 3.0, Rustica created Learning 3.0 to better navigate and address the upcoming changes in the learning and development industry. Helping companies implement LMS technology Timestamp 20:26 When consulting companies that want to implement LMS technology, Rustica shares that she often must slow them down, create plans, and obtain requirements from stakeholders. In her consulting processes, Rustica ensures that focus groups are done to address each party’s opinion of an LMS including the learner. To successfully implement an LMS, Rustica states the future needs of the company need to be understood and that those selecting and administering learning information must understand data, data aggregation, Watson APIs, and machine learning. Without an understanding of what a company’s strategy is, LMS projects often fail, especially if the corporate culture is not supportive. Content libraries Timestamp 26:53 Severin and Rustica discuss the impact of content libraries and their often ineffective nature. Rustica claims that a lot of these libraries are not aggregated and that different users have different experiences. Because of this, Rustica restates the importance of strategy and identifying “what people are trying to achieve.” Severin agrees saying that “all the data we have is not knowledge and all the courses we have aren’t wisdom…” It is important for leaders to implement learning and development strategies, and use these strategies to support their employees’ learning. The Learning 3.0 Podcast Timestamp 29:13 Rustica hosts the Learning 3.0 Podcast where she interviews those from the learning and development industry. She started the podcast in the midst of the Covid-19 pandemic, and realized it was a good platform for her to test her ideas and get market feedback. She outlines how she runs her podcast and how she organizes the questions that she asks her guests. Rustica recommends that when starting a podcast, it is important to have a good team. She uses her team to develop the technical parts of her podcast, such as editing and audio quality. Severin shares that as he releases podcasts, he is reviewing information himself to ensure that all the concepts and ideas stated are supported by science, because it gives him the possibility to revisit podcast and create a “masterwork” or chapter of a book. The need for training Timestamp 34:34 Severin shares how important it is for corporations to create their own training programs. As an example, he shares a story of a trucking company near him that trains truck drivers, employs the best students of their program, and sends the other students to other truck driving companies. He also shares the use of halfway houses and manual labor jobs to train individuals in specific skills for employment. In reflection on this need for training, Severin asks Rustica what she has found that “help[s] people get engaged in learning.” Rustica states the importance of engagement. In her personal reflection of the need to teach commercial acumen, she has developed an idea of a four-month program that would allow business leaders to practically engage in their training through a project. Their learnings could then be applied to their actual business practices. Rustica states that in training, PowerPoints are “not engaging.” The value of Clubhouse Timestamp 42:07 Severin and Rustica first met on Clubhouse, an online presentation platform. Rustica believes that what makes Clubhouse valuable is the ability to listen to others’ presentations and discussions, and quietly drop-in or drop-out as desired. Severin agrees and relates this his desire to optimize his time by listening to impactful presentations with the freedom to exit as needed. Best practices for online learning Timestamp 47:10 Rustica states that Bloom’s Taxonomy is essential when creating online learning and training instead of in-class instruction. She believes that if a presentation can be done in-person with a PowerPoint, it can be done virtually. There is a need for Bloom’s level of application when conducting training virtually and giving trainees the opportunity to practice their learnings through “case studies” and “role-playing.” Severin agrees with her statement and shares that he gives out readings and Ted Talks prior to his meetings to help the audience prepare. A world of free information Timestamp 51:06 The Internet has become a land of free information for its users. Because of this, Rustica believes that “universities will lose their relevancy” and that there is an untapped pool of potential for those with certifications and knowledge. However, these people do not have formal qualifications, so they are not apparent to business leaders. In response to this, Severin shares a story of how a top candidate for a CTO got his learning from Udemy. This candidate was unable to do traditional schooling because he spent his time running a business. He had so much knowledge that it made those with the formal degree appear to use their qualifications as a crutch to stop learning. Because of his continual learning, he was given the position. Copyright © 2021 by Arete Coach LLC. All rights reserved.

Aristotle, one of the “greatest intellectual figures of Western history” and a remarkable ancient greek philosopher divided knowledge into three separate sections (Kenny & Amadio, 2021). In his book titled, “The Nicomachean Ethics” Aristotle states that all knowledge falls into three categories; Episteme, Techne, and Phronesis (Leverage Edu, 2021). Having the ability to develop each of these types of knowledge further enhances a leader's ability to analyze situations holistically and effectively study all aspects of decisions and problem-solving. How effectively do you use each type of knowledge, and what areas are you lacking in? Below we help you further understand each type of knowledge, how it can be developed, and its benefit to your corporation. Episteme “The science of today is the technology of tomorrow” - Edward Teller Episteme is scientific knowledge Episteme is knowledge based on facts and science. It is the “domain of true knowledge…”. It is based on “clear and fixed truth, absolute certainty, and stable knowledge” (Nordquist, 2017). Episteme knowledge is steadfast. Within this category are the most basic principles of scientific knowledge that have been proven to be true. It is the starting point of advanced knowledge (Sadler, 2016). Episteme knowledge contains claims that “grasp explanatory connections that are universal and necessary and thereby deliver scientific understanding” (Angioni, 2019). This type of knowledge contains evidence-based statements and claims that can be applied to everyday life. Episteme in the workplace Episteme can be used to bring forth evidence-based practices in the workplace. Because episteme knowledge is based on science, it is important for corporations to have a flourishing scientific research team that communicates the most recent scientific findings that are relative to corporations functioning. When organizations have a steady income of epistemological knowledge, they are able to use the most current and effective methods available for goal attainment and profit accumulation. Benefits of Episteme in the workplace Decreased cognitive bias Businesses that use data and scientific research are “are going to take the future” according to Wayne Eckerson (Avidon, 2019). Wayne Eckerson is “the author of two books; Secrets of Analytical Leaders: Insights from Information Insiders and Performance Dashboards: Measuring, Monitoring, and Managing Your Business” (Avidon, 2019). Eckerson believes in the use of data and scientific information in business because it removes the “cognitive biases that distort our perception of what's going on out there and make it hard for us to make objective, rational, smart decisions” (Avidon, 2019). Competitive advantage In a literary review of the effects that scientists have on businesses, the information and knowledge that scientists and researchers implement in business is seen as a “source of competitive advantage” by the companies they work for (Herrera,2020). By having teams of individuals that research newly published information and scientists that conduct their own research, corporations can increase their ability to create new and effective products. Research shows that “that scientists not only affect the firm’s probability of applying for a patent but also the number and importance of the patents” when involved in the production process (Herrera, 2020). Increase in knowledge The “recruitment of scientists increases the firm’s likelihood of combining knowledge from outside its existing technological boundaries…” (Herrera, 2020). By recruiting scientists and researchers, corporations can ensure a steady flow of new information and ideas allowing businesses to “redirect their decisions and reorient their innovation activity towards emerging areas” (Herrera, 2020). New knowledge keeps companies thriving. It allows companies to invest in the future with scientifically accurate episteme knowledge of upcoming trends. “The most powerful asset for businesses in creating value from data is their people. Education and empowerment will be the true determining success factors in a data-literate world." - QLik Report, 2020 How to Develop Episteme Improve data literacy Understanding the results of scientific research requires that employees are able to understand data. An article from CIO states that “Data is the new language of business. Organizations must improve data literacy to ensure employees understand and use data to inform their daily decisions and actions” (Davis, 2020). However, only 34 percent of organizations provide data literacy training (Qlik Report, 2018). Employees with data literacy are able to read, understand, and communicate the implications of data to their organization’s community. Davis recommends that business leaders analyze their current employees’ ability to read data and then create a data literacy training program based on their employees’ needs (2020). By doing this, employees receive better training, increasing their resulting data literacy, which in turn increases the “enterprise value” of the organization (Delves, 2019). Create a culture that appreciates data Current research suggests that 74% of employees feel overwhelmed or unhappy when working with data and 14% of employees avoid data work entirely (Qlik Report, 2020). It is vital that when introducing an increased usage of data that employees are supported through training and helpful resources. The CEO of Millenials and Data, Chantilly Jaggernauth states that “This positive data culture is achievable with the right human investment.” Developing a culture that appreciates the importance of data and the necessity of understanding data is a continual process. Data literacy training should be a continuous process in your business. The Data Literacy Project’s Human Impact of Data Literacy Report states that training programs should be reassessed after being used for future improvements, employees should be able to leave reviews after completing training programs, and that data literacy training should be a long-term goal continual throughout the life of an organization. By supporting your employees’ own development of data literacy, you are better able to create a corporate culture that supports the use of data in decision-making and problem-solving. “A leader is one who knows the way, goes the way, and shows the way." - John C. Maxwell Techne Techne is technical knowledge that brings results Techne is the ability to use technical knowledge to bring forth results. It is most closely related to the management of others so that desired results are met. The heart of techne is using “any consciously intentional and knowledge-based activity provided with a method” to meet specific results (Coghlan & Brydon-Miller, 2014). The use of techne requires a technical expert. It requires that someone knows how to meet the goal and then can execute the method necessary to meet the goal. Techne in the workplace Techne in the workplace is most visible in management practices. Coghlan and Brydon-Miller state that in human relations and management, techne is “the mastery of influencing, manipulating, and using other human beings” to meet goals (2014). Those able to use techne knowledge must be able to “articulate” and explain their “skilled expertise” to those they manage or lead so that their team can understand the necessary methods of action and the potential outcomes (Coghlan & Brydon-Miller, 2014). Leading a corporation and employees to effectively achieve goals requires leaders with techne knowledge. Benefits of Techne knowledge Results-based management is defined as “the way an organization applies processes and resources to achieve results” by Benedict Wauters in his “sourcebook on results-based management in the European structural funds” (2015). This definition is very similar to the meaning of the Greek word techne which indicates bringing forth results via the influence of others. Because of this similarity between results-based management and techne and the lack of research surrounding the impact of techne knowledge on the workplace, the benefits of results-based management are outlined below. The benefits outlined below can readily be applied to the understanding of techne knowledge because of its close relationship with the definition of results-based management. Increased accountability By using techne knowledge that directs others towards defined goals, employees have a greater sense of accountability (FAO, n.d). Clearly telling others what they need to contribute in order for the overall goal to be achieved reinforces that they are a part of a team, establishes trust, and encourages goal attainment. Targeted decisions If corporations have a specific goal in mind, they are better able to make decisions that support the overall goal. Business leaders can use their techne knowledge to select the most beneficial options available for goal attainment. Resource allocation Techne knowledge helps leaders distribute human, financial, and material resources in order to achieve goals. Using these resources more effectively via the use of techne knowledge enables organizations to reach their goals with higher efficiency and less resource waste (Govt. of Canada, 2020). How to develop Techne Implement strategic training programs Since techne skills are focused on the strategic use of resources to achieve goals, corporations need to invest in the strategic skills of their employees, especially those in management positions. Developing training programs that teach employees how to strategically use resources increases efficiency and optimizes organizations’ goal attainment processes. Furthermore, these training programs can also teach employees how to strategically direct others towards intentional action towards community goals. Task delegation and leadership skills are key to techne knowledge and help organizations strategically accomplish their goals. Create a culture that values learning Techne knowledge is based on knowing how to direct and manipulate resources for goal attainment. To do this employees must know from either experience, training, or education how to manipulate resources according to the desired goal. Corporate cultures that value learning support employees’ training and education. This training and education fuels the application of techne knowledge by giving employees the tools they need to direct and manipulate the resources that they are responsible for. Teaching employees how to better direct and manipulate resources supports the use of techne knowledge and has the potential to increase the effectiveness of their resources and employees. “Educating the mind without educating the heart is no education at all.” - Aristotle Phronesis Phronesis is knowledge of ethics Phronesis knowledge is “the perspective-taking and wisdom required to make decisions when competing values are in play… [and] when the answer is not absolute, multiple options are possible, and things can be other than what they are” (Martin et al., 2020). Phronesis is closely related to virtue and involves the “use of practical wisdom to make ethical judgments... to acquire... strong moral character and habits” (Leverage Edu, 2021). This type of knowledge deals with right versus wrong and morality. Phronesis in the workplace Phronesis is evident in all aspects of running a business. Leaders can fail to use phronesis, choosing to use global resources unethically without sustainable practices. On the other hand, leaders can have ample phronesis knowledge and provide ethical employment opportunities. Human resource departments also use phronesis. Many organizations have defined disciplinary actions set in place that are known by employees and executed by human resource departments. Human resource agents must use phronesis when the actions of employees are being examined for ethical reasons. Benefits of Phronesis Increased job satisfaction When managers and employees lead their teams with phronesis knowledge or knowledge of ethics and morality, research shows that employees report a greater level of job satisfaction (Al-Nashash, Panigrahi, & Darun, 2018). According to Al-Nashash et al’s research “Work ethics and job satisfaction go hand in hand.” When ethics and phronesis knowledge are actively used by organizations, employees have a more positive perception of the company and a greater sense of job satisfaction. Increased employee performance Research shows that when corporations and their leaders have strong ethical values or Phronesis knowledge, employee performance improves (Sabir et al., 2012). By investing in the knowledge of ethical knowledge or phronesis of employees and leaders, organizations can further support their organizational outcomes and profits. Increased trust between employees and employers Linda Thornton, founder, and CEO of Leading in Context states, “If we lead ethically, that lets people know they can count on us, and being able to count on us builds trust with individuals and within the group” (Thornton, 2014). Having business leaders who abide by strong ethical principles using phronesis knowledge, establishes trust between employees and employers. How to develop Phronesis Implement employee training in ethics Training employees in the ethical guidelines set by a corporation equips them “with skills” that “help them to tackle ethical dilemmas” that might occur in their workplace (Mhonderwa, 2013). This increased knowledge of ethical principles, also known as phronesis, helps employers respond to situations in ways that are supported by the organization. Employees are also better able to relate to their employers because they have knowledge of the code of ethics they also abide by. Create a corporate code of ethics Developing a corporate code of ethics gives employees and leaders a reference point when addressing ethical dilemmas. Using these reference points allows employees to continually learn through experience the importance of phronesis or ethical knowledge. Applying Aristotle’s three types of knowledge in executive coaching By understanding Aristotle’s three types of knowledge, executive coaches can begin to analyze how much knowledge they have regarding each of Aristotle’s types. If an executive coach has a great amount of techne knowledge (that seeks to bring forth results) but is lacking in a knowledge of episteme (or scientific) knowledge, they could use coaching methods that are not backed by science in an attempt to get clients the results they desire. Without episteme knowledge, the methodology of coaches has no statistical probability of success and can lead to ineffective coaching. Furthermore, coaches who do not have phronesis knowledge, fail to understand ethical guidelines that support executive coaching. For example, when facing a client with trauma or mental illness that needs mental health counseling, a coach with phronesis knowledge would direct them to resources or references that they have developed over time. Without this knowledge, a coach might continue providing services to a client who has medical needs that are not being met, ultimately doing more harm to the client than good. Furthermore, when an executive coach understands the necessity of these three types of knowledge, they can assist executives in the examination of their own knowledge base. Helping executives understand which areas of their knowledge need more development and encouraging them to develop these areas, better enables executives to make more impactful, well-rounded, decisions for their company. What Does It All Mean? The three types of knowledge; episteme (scientific), techne (technical/results focused), and phronesis (ethics) are all influential to organizations. Business leaders must ensure that they are continually developing each of these types of knowledge in their own lives and in the lives of their employees. By understanding Aristotle’s three types of knowledge, business leaders can identify which type of knowledge is in need of the most development and the benefits of developing those areas. Executive coaches also use these types of knowledge in their own practice by helping their executives examine which types of knowledge need more development than others. Executive coaches who help executives develop a balanced understanding of Aristotle’s three types of knowledge, equip executives with the ability to make better decisions for their business. Which type of knowledge do you most excel in? Which types of knowledge do you think you could improve upon? How balanced is your corporate community in terms of the types of knowledge that they use in their careers? Could your organization benefit from training in one of these types of knowledge specifically? “Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family.” - Kofi Annan References Al-Nashash, H. M., Panigrahi, S. K., & Darun, M. R. Bin. (2018). Do Work Ethics Improve Employee Job Satisfaction? Insights from Jordanian Banks. International Journal of Academic Research in Business and Social Sciences, 8(11), 627–645. Angioni, L. (2019). Aristotle’s Contrast Between Episteme And Doxa In Its Context (Posterior Analytics I.33). Manuscrito, 42(4), 157-210. doi:10.1590/0100-6045.2019.v42n4.la Avidon, E. (2019, July 25). Enterprises that use data will thrive; those that don't, won't. Retrieved from https://searchbusinessanalytics.techtarget.com/feature/Enterprises-that-use-data-will-thrive-those-that-dont-wont Coghlan, D., & Brydon-Miller, M. (2014). The Sage encyclopedia of action research. Thousand Oaks, CA: SAGE Publications. Davis, D. (2020, September 10). Key Steps On the Path to Improving Data Literacy. Retrieved from https://www.cio.com/article/3572352/key-steps-on-the-path-to-improving-data-literacy.html Delves, J. (2019, June 12). Data literacy in the world of marketing. Retrieved from https://thedataliteracyproject.org/posts/dataliteracy-in-the-world-of-marketing Dennison, B. (2013, August 29). It's all Greek to me: The terms 'praxis' and 'phronesis' in environmental philosophy: Blog. Retrieved from https://ian.umces.edu/blog/its-all-greek-to-me-the-terms-praxis-and-phronesis-in-environmental-philosophy/ FAO. (n.d.). Results-based management. Retrieved from http://www.fao.org/investment-learning-platform/themes-and-tasks/results-based-management/en/ Government of Canada (2020, July 29). Results-based management. Retrieved from https://www.international.gc.ca/world-monde/funding-financement/results_based_management-gestion_axee_resultats.aspx?lang=eng Herrera, L. (2020). Effect Of Corporate Scientists On Firms’ Innovation Activity: A Literature Review. Journal of Economic Surveys, 34(1), 109-153. doi:10.1111/joes.12341 Kenny, A. J.P. and Amadio, . Anselm H. (2021, March 2). Aristotle. Encyclopedia Britannica. https://www.britannica.com/biography/Aristotle Leverage edu. (2021, April 26). Aristotle's 3 Types of Knowledge and Its Relevance Today. Retrieved from https://leverageedu.com/blog/aristotles-3-types-of-knowledge/ Martin, R., Straub, R., & Kirby, J. (2020, October 07). Leaders Need to Harness Aristotle's 3 Types of Knowledge. Retrieved from https://hbr.org/2020/10/leaders-need-to-harness-aristotles-3-types-of-knowledge Mhonderwa, B. (2013, October 21). The benefits of ethics training. Retrieved from https://www.herald.co.zw/the-benefits-of-ethics-training/ Nordquist, R. (2017, December 28). Episteme in Rhetoric. Retrieved from https://www.thoughtco.com/episteme-rhetoric-term-1690665 Sabir, S., Iqbal, J., Rehman, K., Shah, K., & Yameen, M. (2012). Impact of Corporate Ethical Values on Ethical Leadership and Employee Performance. International Journal of Business and Social Science, 3(2), 163-171. Retrieved from http://ijbssnet.com/journals/Vol_3_No_2_Special_Issue_January_2012/18.pdf Sadler, G. (2016, August 12). Retrieved June 22, 2021, from https://www.youtube.com/watch?v=vXJmgGY7IcE&t=574s Thornton, L. F. (2014, December 03). Ethics and Trust are Reciprocal. Retrieved from https://leadingincontext.com/2014/06/18/ethics-and-trust/ Wauters, B. (2015). Sourcebook on Results-Based Management in the European Structural Funds (2nd ed.). QLIk, Accenture, & The Data Literacy Project. (2020). The Human Impact of Data Literacy (Rep.). QLIk & The Data Literacy Project. (2018). The Data Literacy Index (Rep.). Copyright © 2021 by Arete Coach LLC. All rights reserved.

Episode #1024: Explore the “call” of coaching with new insights shared by Lane Monson, an executive impact coach, personal strategist, founder of Platinum Circle Coaching and CEO of ETX-Med, who also formerly served as the Vice President of Oracle, Global Senior Vice President of Infor Global Solutions, and CEO of Aviacode. Topics discussed include the influence previous experiences have on executives today, the context behind The Leadership Circle, and asking questions using instinct. About Lane Monson Lane Monson is an executive impact coach, personal strategist, founder of Platinum Circle Coaching and CEO of ETX-Med, who also formerly served as the Vice President of Oracle, Global Senior Vice President of Infor Global Solutions, and CEO of Aviacode. Through these leadership positions, Lane developed an interest in the Leadership Circle and Habit Finder Group. The years of experience and success as a CEO and vice president, along with the knowledge of the Leadership Circle and the Habit Finder Group have made Lane a highly impactful executive impact coach today. Lane’s core values are leadership, prosperity, and compassion. In his work, Lane strives to help others maximize the use of their gifts and skills by helping people overcome their limiting beliefs through connection, influence, encouragement, and healing. Watch the podcast Click here to listen to the podcast, or click below to view the podcast outline and transcript: Key highlights Golf, life, and leadership Timestamp 01:09 Lane Monson shares his love for golf and the parallels that he sees between golf, life, and leadership. He compares the moment that golfers hit the golf ball off the tee to the risk of starting businesses and making decisions. He states that “you’re not quite sure where it’s going to go, but wherever it lands, that’s where you have to play it… You start down the path… but it rarely turns out exactly…” how you would predict. He also shares the etiquette of golf and the aspect of respect that is shared within the golfing community with an example of Hideki Matsuyama’s respect for the course he just played. Severin relates to Lane’s perspective and shares a story of how he learned more about a candidate that he had for a client’s company. In his example, the behavior of the candidate gave Severin additional insight to his habits and behavior, which directly affected the decisions of both the client and Severin. Lane’s first executive coach Timestamp 07:11 Lane shares that his parents were direct influences on his career as an executive coach. He states that “a lot of people have heard me call my mother, my first executive coach.” He shares how his mother was “always working on improving herself” by reading books and “becoming stronger.” In the same way his father was a successful “leader at IBM Corporation.” Lane learned from his parents that his reason for being on earth “is to maximize our impact and ultimately to magnify our influence.” Lane lives out this mantra through his executive coaching practice as he impacts the lives of those around him and inspires others to achieve their goals. The impact of experience Timestamp 15:14 Lane’s success in the corporate industry as a CEO and vice president greatly influenced his coaching practice today. From his experience, he instills in the business leaders that he coaches the importance of understanding that they are “in the people business.” He also is able to relate to those he coaches because he has experienced “the level of responsibility” for employees within the companies he has worked for. He states that “just feeling that weight of that responsibility…that you’re responsible for their paycheck… and more customers are dependent upon your services…” takes a unique toll on business leaders. Being able to understand what the individuals he coaches carry from his own experience, greater enables him to relate to them and offer personalized coaching. He also uses his own experiences as a CEO and vice president to develop the questions that he asks. He states that without his experience he “wouldn’t even know to ask the question” had he not been there before. Leadership, prosperity, and compassion Timestamp 23:59 When asked what his “why” is, Lane shares his three core values: leadership, prosperity, and compassion. Lane has the desire to lead others to success, teach others how to “foster intellectual, emotional, spiritual, social, and even financial prosperity,” and to treat others how they would like to be treated. He uses these core values to notice the “needs of others” and “serve them” so that they can reach their best selves. Lane also has a purpose statement which he shares. His purpose statement consists of four words; connect, influence, encourage, and heal. He desires to connect, influence, encourage, and heal those he coaches, supporting them to reach their best self and highest goals. Limiting beliefs Timestamp 26:46 When coaching executives and CEOs, executive coaches often encounter limiting beliefs. Lane describes limiting beliefs as something that hold people from reaching the “potential that we all have.” He believes that limiting beliefs are made of three things: inaccurate beliefs, patterns of thinking, and emotional wounds. Severin comments on this topic and states that coaching is often a future focused career, but there are times when the past needs to be addressed. He shares an example of a CEO he coached that had emotional wounds from his past that needed to be healed. In this process, Severin was able to help this client “unpack” and discover that they could think “in a different way.” Severin and Lane also discuss the importance of being able to refer business leaders to counselors and outside sources for the betterment of their clients. The Leadership Circle Timestamp 36:53 Lane shares his takeaways and the history of the Leadership Circle. The Leadership Circle is based off the books Mastering Leadership and Scaling Leadership. The Leadership Circle “references top leadership development” and uses mathematical and scientific “charts and graphs” to demonstrate information. Lane shares that in the model, there are two types of tendencies: “reactive” and “creative.” When using this model with CEOs and executives, individuals can see how their competencies match up with everyone else’s. Lane states that in some cases, he has business leaders who match up with their peers and others who are very different. Questions and instinct Timestamp 40:51 When discussing powerful questions, Lane shares that in the beginning of his coaching career, he would have “intuitive impressions” of questions that would just come to him. Over time, he has “learned to trust that instinct” and asks questions that come to mind. In his experience asking these questions, those he works with have been greatly impacted and inspired. Lane also likes to ask, “if there was one thing… that if you could change it or improve it, that would make the biggest difference, what would that be?” and “what do you want most in life or what do you want most in your business?” These questions give Lane great insight to the goals of his clients as well as the areas that need improvement for their success. Copyright © 2021 by Arete Coach LLC. All rights reserved.

In business and many industries, we create patterns to reduce errors and standardize production. However this same behavior, when taken too far can create unintended negative consequences such as bias. As we hire new employees, invest in new businesses, and offer promotions, how do we ensure that we are making impactful decisions that impact profit, innovation, efficiency, diversity and inclusion? Do we have tendencies, stereotypes, and beliefs that reinforce non-inclusive workplaces? Research indicates that everyone has their own set of unspoken beliefs called the “unconscious bias” (Hewett, 2019). These biases support the use of what Denise Hewett calls “pattern matching” (Hewett, 2019) which reinforces race, gender, educational, and economic disparities in the workplace. In this Insight article, we seek to understand pattern matching, what causes it, how is it used, and how can we prevent erroneous pattern matching to create a more inclusive and profitable workplace. “Innovation does not fit a pattern” - Denise Hewett, CEO of Scriptd What is Pattern Matching? Pattern Matching is used in both algorithms and human nature. In coding and algorithm creation pattern matching is defined as, “the process of checking whether a specific sequence of characters/tokens/data exists among the given data” (educative, n.d). Humans use pattern matching in decision-making processes in much of the same way. John Wiese states that in human nature “pattern matching is the cognitive process by which your brain connects current sensory stimulation with past experience” (Wiese, 2020). In both forms of pattern matching, already learned information is applied to present situations or data. While this concept seems logically sound, it has its own pitfalls and drawbacks. For example, Stereotypes are an ever-present shortcoming in society. They marginalize individuals to the specific characteristics that are often associated with their race, gender, or other social groups. Oftentimes these stereotypes do not represent the individual but influence first impressions and opinions of the individual. When these stereotypes infiltrate the thought process of human beings and qualifications within algorithms, discriminatory pattern matching sequences can unintentionally take place. Because of this, pattern matching has morphed into the unintentional application of learned stereotypes and biases on employees, job applicants, and business practices in general. What causes errors in Pattern Matching? There are two essential components of pattern matching errors: stereotypes and unconscious bias. The combination of these two factors creates the foundation for discriminatory pattern matching. “Stereotypes lose their power when the world is found to be more complex than the stereotype would suggest…” - Ed Koch, Former United States Representative Stereotypes Stereotypes, according to Dr. Saul Mcleod, are the “over generalized belief about a particular group or class of people.” (2017). Dr. Mcleod states that stereotyping causes us to believe that an individual “has a whole range of characteristics… that we assume all members of that group have” (2017). An example of a stereotype would be the belief that women perform better in businesses focused on service and health (Hewett, 2019). This stereotype cannot accurately be applied to all women, however, it often is. In her speech, Denise Hewett states that investors are more likely to invest in women-owned businesses that skew towards stereotypically female fields such as health and wellness (Hewett, 2019). However, the existence of a stereotype in a society does not always indicate the use of discriminatory policies for each organization. Stereotypes must be left unconfronted by the individuals making decisions for an organization in order to increase discrimination. These unconfronted stereotypes embed themselves in the unconscious bias of business leaders and investors, further supporting discriminatory pattern matching practices. Unconscious Bias Unconscious biases are beliefs subconsciously held by individuals. They are not acknowledged and are learned over time through a “combination of data, knowledge, and experience[s]” (Bryant, 2019). This “learned data” can become convoluted with social stereotypes and personal assumptions about social groups (Bryant, 2019). Katherine Bryant of The Progress Partnership states that the “unconscious bias distorts our perception of risk and causes us to be over-reliant on initial data, to disregard information that contradicts our existing beliefs, and engage in potentially damaging group think” (2019). With over 250 recorded cognitive biases, it is essential that companies create safeguards against the biases (Bryant, 2019). An example of one of these biases is the salary history bias. The Center for American Progress states that “employers’ reliance on salary history in hiring and compensation decisions is a textbook example of structural bias” (Bleiweis, 2021). This bias thrives off of the stereotype that job applicants who were paid more in previous positions are better employees. This view is inaccurate as salaries are often dependent on local cost-of-living standards, and has little relevance to applicant job performance when compared to promotions and supervisor reports. This bias specifically reinforces wage gaps between majority and minority groups, and in many states acting on this bias and asking job applicants, their salary history is now considered an illegal business practice (Bleiweis, 2021). Unconscious biases, like the salary history bias, are fueled by stereotypes and when left unacknowledged further promote discriminatory pattern matching. How is Pattern Matching Used? Pattern matching has the potential to influence almost any area of business in which decisions are made. However, there are two specific areas in which discriminatory practices can be inadvertently reinforced with pattern matching: Hiring and Promotion Standards as well as Investment Standards. Hiring Standards When seeking out new employees, reading resumes, and reviewing cover letters it is important to confront the unconscious biases that can influence your judgment. In an attempt to further understand bias in the hiring process, Yale University researchers looked for and analyzed the hiring biases of professionals from “research-intensive” universities (Moss-Racusin et al., 2012). Faux laboratory manager job applications were made and randomly assigned male or female names. The applications were identical regardless of assigned gender. 127 participants were given these faux applications. After analyzing the “perceived student competence”, suggested salary offer, and how “deserving” the student was of the position assigned to each faux application by the participants, researchers found that both males and females had unequal biases towards the female applicants. Furthermore, “both male and female faculty judged a female [applicant] to be less competent and less worthy of being hired than an identical male student, and also offered her a smaller starting salary and less career mentoring” (Moss-Racusin et al., 2012). The unconscious bias of these participants in this study further supports that biases are a problematic factor that reaches into the hiring process of many corporations. Pattern matching in this case was likely applied on the basis of gender stereotypes. Studies show that in 2020 for every 100 men promoted to managerial positions only 85 women were also promoted. Because of this, women only hold 38% of managerial positions (McKinsey & Company, 2020). Without intentional acknowledgment of this gender disparity, individuals can pattern match males with the ability to be managers due to the greater amount of male managers in the corporate world. Artificial Intelligence also factors into the modernized hiring experience. AI is often used to cut down on the number of resumes needed to be reviewed by hand. AI in these instances pattern matches employment requirements set the employer to resumes containing this information. Resumes that are not applicable to the AI’s determining factors of success are rejected and removed from the pool of candidates. Amazon, for example, sought to create an AI machine that would take “100 resumes” and “spit out the top 5” for easier hiring processing (BBC, 2018). This AI machine however began to reinforce the current diversity failures of the modern workplace. According to BBC, “The system started to penalize CVs which included the word ‘women’”. This problem was addressed by Amazon and the project was ultimately abandoned (2018). By allowing AI to determine who will be employed, discrimination is ultimately supported. The automatic creation of qualifications given by AI that reach beyond the minimum qualifications for a job removes qualified candidates out of your job candidate pool. Investments A unicorn company “is a private company with a valuation over $1 billion US dollars (CBInsights). These companies are massively successful and massively impactful for the local economy. These are the companies that investors dream of staking their claim on. Denise Hewett states in her speech that 10.7% of unicorn companies are women-owned, yet only 2-4% of venture capitalism goes to them (Hewett, 2019). Furthermore, Harvard Business Review states that diversity in venture capitalist companies has remained relatively unchanged. “Only 8% of venture capitalist investors are women” and “fewer than 1% are black” (Gompers & Kovvali, 2018). As shown in Denise Hewett’s speech these biased investment choices are a clear form of pattern matching (2018). Investors are encouraged to analyze their own unconscious biases towards social groups and seek to understand if this affects their investment choices. What are the effects of pattern matching? Pattern matching causes a lack of diversity in the workplace and reinforces already present inequalities between groups. Consequently, pattern matching has multiple negative effects on businesses. Decreased Innovation According to BCG, “increasing the diversity of leadership teams leads to more and better innovation” (Lorenzo et al, 2018). Companies with “below-average diversity scores” have hav average of 26% innovation revenue while companies with “above-average” diversity scores have an average of 45% innovation revenue (Lorenzo et al, 2018). This increase in innovation is provided by the unique outlooks and life experiences of the diverse groups of employees involved. Different social groups have different outlooks, and can then propose different solutions to problems, new ideas, and notice different areas of improvement. Pattern matching decreases this availability of new ideas, by decreasing the amount of diversity in the workplace. This decrease in diversity in turn decreases innovation. One of the key factors of corporate success is innovation ahead of competitors. Without diversity and its innovative properties, corporations have the potential to lose an innovative edge against the competition. Decreased Financial Performance The BCG also states that with an increased rate of diversity in leadership teams, “financial performance” improves. BCG relates this to the increased innovation that diversity brings about. Bringing new ideas and “unconventional solutions to problems” from collaborative and diverse teams, causes diverse companies to “outperform their peers financially” (Lorenzo et al, 2018). Since pattern matching decreases the diversity of companies which causes a decrease in innovation, it can be concluded that it also decreases the potential financial performance of corporations. Financial performance is the defining factor of a corporation. By limiting the amount of diversity through pattern matching, financial performance is stunted in its growth undermining the success of a company. How do we prevent mistakes in pattern matching? “A diverse mix of voices leads to better discussions, decisions, and outcomes for everyone.” - Sundar Pichai, CEO of Alphabet Inc. By understanding the previously stated causes of pattern matching (stereotypes and unconscious biases), we can effectively decrease the amount of pattern matching that we use when making business decisions. Build Awareness Encourage yourself and employees that are part of the hiring and investment processes to acknowledge their own unconscious biases (HARVER). By educating employees on the potential biases that are present and encouraging them to intentionally avoid such biases, a more diverse workforce can be created and pattern matching use can be decreased. Use a Collaborative Hiring Process “Diversity attracts diversity” (Gompers & Kovvali, 2018). By increasing the number of individuals and diversity that are a part of the hiring process, more “worldviews” and perspectives can be taken when assessing candidates. Dispersing the responsibility for new hires or investment decisions allows for a decreased risk of bias when the individuals responsible for hiring are a diverse group themselves. Acknowledge Personally Held Biases Building more diverse and successful workplaces starts with the individual desire to create an equal playing field for all potential employees. Personally held biases can be those beliefs that are not supported by science. For example, Ali Tamaseb found in his research that some factors that are normally considered to be predictors of success such as “age and university” actually “didn’t matter” when it came to an individual's employability or invest-ability. According to Tamaseb, “What matters is having a history of having generated value, even if that value was small.” (Davis, 2021). Other personally held biases can be those supported by stereotypes (as previously discussed). Some stereotypes are based on gender or race, while others have to do with religion or specific social groups. Regardless, it is important to notice what stereotypes you might unintentionally lean towards and account for this in your decision-making. What does it all mean? As we opened this Insights article, for many businesses and industries, we create patterns to reduce errors and standardize production. However this same behavior, when not thoughtfully applied can create unintended negative consequences such as bias. Pattern matching, or the application of stereotypes and unconscious bias to the hiring process, decreases the likelihood of a diverse workplace. This in turn decreases the innovation and financial success of the business. Evidence of pattern matching can be seen in workplace and investment statistics, such as those mentioned by Denise Hewett. By addressing pattern matching and seeking to minimize its effects on hiring and investment, companies can create a more diverse, innovative, and profitable workforce. “The greater the diversity, the greater the perfection.” -Thomas Berry, CP, PhD, Historian “Strength lies in differences, not in similarities.” - Stephen Covey, author of Seven Habits of Highly Effective People References Alexandra. (2021, January 26). 11 Ways to Reduce Hiring Bias. Retrieved from https://harver.com/blog/reduce-hiring-bias/#Awareness BBC. (2018, October 10). Amazon scrapped 'sexist AI' tool. Retrieved from https://www.bbc.com/news/technology-45809919 Bleiweis, R. (2021, March 24). Why Salary History Bans Matter To Securing Equal Pay. Retrieved from https://www.americanprogress.org/issues/women/reports/2021/03/24/497475/salary-history-bans-matter-securing-equal-pay/ Bryant, K. (2019, March 08). Unconscious bias in risk management – a hidden risk. Retrieved from https://www.theprogresspartnership.com/unconscious-bias-in-risk-management-a-hidden-risk/#:~:text=StratgeicRISK spoke to The Progress,relying on unconscious psychological bias. CBInsights. (n.d.). The Complete List Of Unicorn Companies. Retrieved April 30, 2021, from https://www.cbinsights.com/research-unicorn-companies Davis, A. (2021, April 25). Discovering the next unicorn founder with data, not gut instinct. Retrieved from https://pitchbook.com/news/articles/unicorns-stereotypes-Ali-Tamaseb-research-founders Educative. (n.d.). Definition: Pattern matching. Retrieved from https://www.educative.io/edpresso/definition-pattern-matching Gompers, P., & Kovvali, S. (2018, July 09). Finally, Evidence That Diversity Improves Financial Performance. Retrieved from https://hbr.org/2018/07/the-other-diversity-dividend Lorenzo, R., Voigt, N., Tsusaka, M., Krentz, M., & Abouzahr, K. (2018, January 23). How Diverse Leadership Teams Boost Innovation. Retrieved from https://www.bcg.com/publications/2018/how-diverse-leadership-teams-boost-innovation McKinsey and Company. (2021, February 18). Women in the Workplace 2020. Retrieved from https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the-workplace#:~:text=Not surprisingly, men end up,women hold just 38 percent. Mcleod, S. (2017). Stereotypes. Retrieved from https://www.simplypsychology.org/katz-braly.html Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (n.d.). Science faculty’s subtle gender biases favor male students. PNAS, 109(41), 16474-16479. doi:https://doi.org/10.1073/pnas.1211286109 Hewett, D. (2019, November 25). The Problem with Pattern Matching [Video file]. Retrieved from https://youtu.be/wBisUZdAerw Wiese, J. (2020, December 09). Is Unconscious Bias Coloring Your First Impressions? Retrieved August 27, 2019, from https://emtrain.com/blog/unconscious-bias/coloring-first-impressions/ Copyright © 2021 by Arete Coach LLC. All rights reserved.

The Merriam-Webster Dictionary identifies a mentor as a “trusted counselor or guide” that “is a positive, guiding influence in another (usually younger) person's life.” The concept of mentorship has lasted ages—even dating back to Homer’s poem, "The Odyssey," where a character named Mentor is a “friend and counselor to Odysseus” who manages his household and oversees his son while at war (Mentor in Greece, n.d.). So, what does mentorship look like for executive coaches today? How does mentorship benefit executive coaches? How can executive coaches find mentors today? Continue reading to find out. “Mentoring is a brain to pick, an ear to listen, and a push in the right direction.” - John C. Crosby The mentoring relationship today Mentoring relationships in today’s society can serve multiple purposes. Some community organizations have mentorship programs for children in high-risk populations to give them additional support. In the corporate world, many organizations have mentoring programs within their training initiatives. Caterpillar, a construction machinery company, has a mentoring program that pairs younger employees with “more senior members of the company for two or three years. During this time they focus in on specific skills the mentees need to succeed in their field.” Many of these mentees also develop leadership skills as a result of this mentorship (Together, n.d.). Mentorship for executive coaches Supervision during training For executive coaches, mentorship is the guidance and/or supervision of a more experienced executive coach. Many training programs require a period of supervision for coaches in training. According to the European Mentoring and Coaching Council, a coach that supervises another coach “engages in reflective dialogue and collaborative learning for the development and benefit of the mentor or coach, their clients, and their organizations.” The International Coaching Federation states that coaching supervision “creates a safe environment for the coach to share their successes and failures in becoming masterful in the way they work with their clients.” This type of mentorship gives executive coaches an additional resource of knowledge and guidance. Mentorship from community Executive coaches can also receive indirect mentorship by involving themselves in executive coaching communities such as Vistage, the International Coaching Federation’s Communities of Practice Groups, Arete Coach, and several other executive coaching organizations. Instead of one-to-one mentorship, executive coaches can trade ideas and experiences amongst experienced and inexperienced executive coaches. “The path to diversity begins with supporting, mentoring, and sponsoring diverse women and men to become leaders and entrepreneurs.” - Denise Morrison Benefits of mentorship for executive coaches Increased confidence An Institute of Medicine Report shared in 2010 shows that nurses who received mentoring were more confident in their abilities than those who did not receive mentorship (Saletnik, 2018). Other studies have found that 87% of mentoring participants “developed greater confidence” (Deloitte, 2017). We can infer from these findings that executive coaches who receive mentoring will also increase in their own confidence. Increased confidence can greatly benefit executive coaches. During episode 1007 of the Arete Coach podcast, Steve Ramerini was asked by Severin Sorensen what advice he would have for those wishing to enter the executive coaching field. Steve responds stating, “I think you need to be confident as well as fearless. You have to embrace the role of being a disruptor” [00:45:05]. Coaches who receive mentoring are more likely to have greater self-confidence, and coaches that are confident in their abilities are more comfortable challenging themselves and their clients to achieve greatness. Increased knowledge and effectiveness The Stanford Research Institute studied the effectiveness of a research-based mentoring program for new teachers. Their research showed that teachers who received mentoring were more effective in the classroom than those who did not receive mentoring. These teachers who were mentored were able to learn from more experienced teachers’ knowledge and experiences. This can be intensely valuable for executive coaches as well. Executive coaches who receive mentoring from more experienced coaches are able to learn from their mistakes, experiences, and successes. Vistage affirms the importance of this growth of knowledge via more experienced coaches when they state that the best “coaches are always reading, studying, and speaking with other knowledgeable people so they can stay at the top of their game” (Vistage, 2020). When executive coaches receive mentoring, they increase their knowledge, and as a result, increase the effectiveness of their coaching practice. Increased network development Networking is an essential part of business development. Research points to the importance of networking and how having a mentor can increase that network. Having a “network of mentors can assist in the development” of an executive coach’s practice. Mentor and mentee relationships “can help build a reputation, provide needed visibility, and access to opportunities” for executive coaches, while also providing “new sources for learning. Creating a network of developmental relationships” is “critical to achieving career success” (Janasz & Sullivan, 2004). This same research even suggests having a network of mentors or several more experienced professionals to go for additional guidance or advice. When executive coaches build mentee and mentor relationships with other more experienced coaches, they increase their network of resources and opportunities. Increased self-awareness Research on the benefits of mentoring shows that those who are mentored have higher levels of self-awareness (Dziczkowski, 2013). Self-awareness is a very important skill for executive coaches to learn. Ackerman defines self-awareness as “the ability to see yourself clearly and objectively through reflection and introspection” (2021). When executive coaches have an increased sense of self-awareness, they are better able “to see things from the perspective of others” and “practice self-control” (Ackerman, 2020 & Silvia & O’Brien, 2004). Executive coaches who can see their clients’ perspectives are more likely to ask the right questions at the right time because of their increased understanding. Bill Clark in episode 1004 of the Arete Coach podcast touches on the importance of self-awareness. When asked what lesson he has learned that he wishes he learned earlier on, Bill shares that he wishes he had a greater sense of “self-awareness” in his youth. In his reflection on why he wishes he had self-awareness in his early career he states, “I'll be brazen enough to say—I think I could have run the world.” “When people tell me they’ve learned from experience, I tell them the trick is to learn from other people’s experiences.” - Warren Buffett How executive coaches can find mentors Executive coaches can find mentors in many ways. While there are no strict methods of establishing a mentor-mentee relationship, consider the following tips for finding a mentor. Know your goals (Sastry & Tagle, 2020). At the beginning of your mentor search, you should establish what you want to learn and what you wish to get out of the mentor-mentee relationship. Having these goals in mind can help you select a mentor that is best suited for your needs. Consider your network (Sastry & Tagle, 2020). Who do you already know? Who is in your network that has the skills you are looking to learn from and would be willing to mentor you? Look into executive coaching organizations. Do you have a popular executive coaching organization in your area such as Vistage, ActionCoach, or Renaissance Coach? You can use these organizations to connect with more experienced coaches. Furthermore, what coaching organizations do you have access to online? Consider the Insight Articles and interviews offered through Arete Coach and the resources offered through the International Coaching Federations webpage. Once a mentor is found, it is important to remember that when reaching out for mentorship to “be clear of your goals and why you think this person is the right mentor for you. Be upfront about your time commitment, what you're willing to put into the relationship, and what you expect from them.” It is also beneficial to explain why you are inspired by “the person's work, especially if you've never met” (Sastry & Tagle, 2020) “A mentor is someone who sees more talent and ability within you, than you see in yourself and helps bring it out of you.” - Bob Proctor Resources Ackerman, C. E. (2021, April 08). What is Self-Awareness and Why is it Important? [ 5 Ways to Increase It]. Retrieved from https://positivepsychology.com/self-awareness-matters-how-you-can-be-more-self-aware/ Deloitte. (2017). Mentoring for gender diversity. Retrieved from https://moving-ahead.org/turning-the-gender-diversity-dial-through-mentoring Dziczkowski, J. (2013). Mentoring and Leadership Development. The Educational Forum, 77(3), 351-360. doi:10.1080/00131725.2013.792896 EMCC. (n.d.). Supervision. Retrieved from https://www.emccglobal.org/leadership-development/supervision/ ICF. (n.d.). Coaching Supervision. Retrieved from https://learning.coachfederation.org/professional-development/Coaching-Supervision Janasz, S. C., & Sullivan, S. E. (2002). Multiple Mentoring In Academe: Developing The Professorial Network. Academy of Management Proceedings. doi:10.5465/apbpp.2002.7516573 Mentor in Greece. (2019, May 01). Why Mentor?: Who was Mentor? Retrieved from https://mentoringreece.com/why-mentor-who-was-mentor/ Merriam-Webster. (n.d.). Mentoring. Retrieved from https://www.merriam-webster.com/dictionary/mentoring Saletnik, L. (2018). The Importance of Mentoring. AORN, 108(4), 354-356. Sastry, A., & Tagle, A. (2020, September 03). The Right Mentor Can Change Your Career. Here's How to Find One. Retrieved from https://www.npr.org/2019/10/25/773158390/how-to-find-a-mentor-and-make-it-work Silvia, P. J., & O’Brien, M. E. (2004). Self-awareness and constructive functioning: Revisiting “the Human Dilemma.” Journal of Social and Clinical Psychology, 23, 475–489. SRI. (n.d.). Providing beginning teachers with research-based mentoring and instructional coaching increases their effectiveness in the classroom, and ultimately boosts student achievement. Retrieved from https://www.sri.com/education-learning/case-studies/research-based-mentoring/ Together. (n.d.). Examples of successful mentoring programs: Together Mentoring Software. Retrieved from https://www.togetherplatform.com/blog/examples-of-successful-mentoring-programs Vistage. (2020, January 6). 8 Qualities of the Best Executive Coaches: Vistage. Retrieved from https://www.vistage.com/research-center/business-leadership/20200106-8-qualities-of-the-best-executive-coaches/ Copyright © 2021 by Arete Coach LLC. All rights reserved.

Episode #1027: The Centers for Disease Control and Prevention report rates of mental health conditions varying 3-4x since 2019. Since the same time period, the Kaiser Family Foundation indicates increased rates of stress, difficulty sleeping, eating issues, alcohol or substance use, and worsening chronic conditions—and, the Pew Research Center states that more young adults live at home now than in the Great Depression. With community mental health declining since the Covid-19 pandemic began, the need for education on the subject is more pertinent now than ever. Join the host of the Arete Coach Podcast, Severin Sorensen, and licensed clinical social worker and executive coach, Sally Rhoads, in a conversation about mental health challenges, questions to ask when gauging mental health, and tips for when and how to refer clients to a mental health professional. About Sally Rhoads Sally Rhoads is a licensed clinical social worker and executive coach out of Lexington, Kentucky. Sally has been a social worker for the past 40 years and holds a wealth of knowledge about mental health, mental disorders, and the impact of the Covid-19 pandemic on the mental well-being of the community. She has received two lifetime achievement awards and one licensed clinical social worker of the year award. Sally has a passion for helping others achieve greater mental health and is a skilled professional. Throughout her experience as a clinical social worker and executive coach, Sally has learned how to help people through trauma and clearly define the role of an executive coach versus a mental health professional in the healing process. Sally offers valuable insight to the mental health field and gives executive coaches guidance on how to navigate current mental health issues faced by the community. Watch the podcast Click here to listen to the podcast, or click below to view the podcast outline and transcript: Key highlights Current research on the Covid-19 pandemic Timestamp 03:38 Severin Sorensen reviews current research and statistics surrounding mental health and the Covid-19 pandemic. The Centers for Disease Control and Prevention reports that 40.9% of survey respondents had at least one adverse mental or behavioral health condition. The rates of mental health conditions varied between three to four times that surveyed in 2019. Current research also raises concerns for the effects of quarantine on the mental health of individuals. Health care providers are recommending the maintenance of routine, counseling, or social/mental health services. Severin summarizes by stating “Clearly, a public health community strategy is crucial to protect the health care system…” The Kaiser Family Foundation indicates increased rates of stress, difficulty sleeping, eating issues, alcohol or substance use, and worsening chronic conditions. In fact, the Pew Research Center states that more young adults live at home now than in the Great Depression. Research also has indicated that as job loss increases there is an associated increase in mental health challenges. Severin points out that “history has shown that mental health impacts of disasters outlasts the physical impact, suggesting today’s elevated mental health need will continue well beyond the Coronavirus outbreak itself.” Mental health challenges and their symptoms Timestamp 14:42 Sally Rhoads shares several symptoms that executive coaches might see when coaching their clients. Sally states that those who are feeling restless, tired, excessively perspire, or have heart palpitations often are facing mental health challenges of their own. Because of this, she recommends asking “how are you sleeping these days?” instead of asking “how are you?” If executive coaches are noticing some of these symptoms for more than six months, Sally states that she would recommend giving the client a referral to a mental health professional. Mental health referrals Timestamp 17:42 Sally states the importance of executive coaches familiarizing themselves with the mental health resources in their local community so that if the time arises, they are able to refer their clients to a resource that best suits their needs. When asked about how to find these resources, Sally recommends networking in business groups and getting to know clinicians in the mental health community. Sally also recommends seeking relationships with executive coaches who are also social workers or psychologists. She says this is important because of the different functions of an executive coach versus a therapist. Severin agrees with her stance and asks how to find referrals that would be a “good fit” for clients. Sally recommends looking to local and federal associations looking for the “therapist’s therapist.” Sally’s stance on staying healthy Timestamp 24:33 When asked by Severin how she stays healthy after working with others’ trauma, Sally states that she loves “silly, stupid, comedy because [of] that endorphin hit”, walking, going out in her yard, watching the birds, reading, and planning for the future. Sally also shares that she has started learning how to paint for her own enjoyment—calling it “mental health art.” Mental health trends of youth Timestamp 26:38 Severin shares an article that was released which stated the increasing rates of mental health issues. Sally agrees and shares that there has been a 93% increase in anxiety and depression than what was reported in 2019. “One of the areas that was really alarming was the 11 to 17 age group that scored really high for moderate and severe depression and anxiety” stated Sally. Sally shares that young people have been increasingly affected by the Covid-19 pandemic in their academics and social lives. “Staying at home and doing school on the computer has been a source of anxiety and depression” states Sally. Sally also shares that “teachers are overwhelmed with the level of demand” that has come with virtual education. Severin introduces the idea of how home life might be affecting youth as well. Sally agrees as it has been more difficult for children and youth to make claims to social services because they are home with their parents. Unfortunately, social service claims have seen an increase as well. Mental health trends in the workplace Timestamp 32:16 Severin asks Sally about the mental health trends that have been impacting the workplace. Sally shares that some individuals have enjoyed returning home while others have had added stress due to younger children. Severin relates to Sally’s statement and shares the concern that business leaders have when deciding how to move forward from the Covid-19 pandemic. Currently, business leaders are addressing the increased production rates of at-home employees, but also the varied desires of employees when it comes to returning to the in-person workplace. Mental health apps Timestamp 38:50 Severin and Sally discuss the influence of current mental health and cognitive behavioral therapy apps that have recently become available. Sally reinforces the importance of in-person therapy and that apps cannot track behaviors such as “loss of interest and pleasure in everyday activities.” Sally states that “Sometimes with the apps, there is not the kind of monitoring that is needed.” She recommends to those that are using mental health apps that if they are not improving, they should go see a mental health professional. Severin expands on this idea and states that there might need to be a continuum of learning for mental health apps that lead to therapeutic resources. Passing the baton of care Timestamp 43:47 One of the questions that Sally asks her clients is, “who would care if something happened to you?” If a client responds with “nobody” Sally knows that she has “a real problem” and that “this person is in absolute distress.” Sally shares that “as a coach, if you are hearing things that make you alarmed, then it is your responsibility to talk to the person about these issues, and if they are suicidal…then it is your responsibility to call the local authorities and get them hospitalized.” When doing so, Sally instills the importance of sitting with, and talking to, your client “while you’re waiting on the person from the mental health group or from the police department.” Severin relates Sally’s statement to the responsibility that bartenders have to customers who are drunk. In the same way that bartenders shouldn’t release inebriated patrons into the street, executive coaches must pass that “baton of accountability” for their clients to the proper mental health professionals. Shame, criticism, and the need for forgiveness Timestamp 47:47 When explaining a quote from a speech she gave, Sally shares that “when we start to deal with things from a place of judgment, then everything starts to stop.” Sally states that the only thing that can grow in a soil of criticism is shame. According to brain sciences, negative things are registered first, before positive things. Because of this Sally shares the importance of having “positive intention towards ourselves and others”—forgiving others and forgiving yourself. Knowing what you do not know Timestamp 56:41 Severin asks Sally what a “valuable failure” was in her “practice that has been a valuable lesson to” her and Sally shares a story from her beginning years as a licensed clinical social worker. She shares that “not knowing what [she] didn’t know” was a disservice to a former client of hers. Through this, Sally was able to learn what she refers to as one of the “best clinical lessons of [her] life.” Copyright © 2021 by Arete Coach LLC. All rights reserved.

Trust is an essential component of the coach-client relationship. It is what encourages executives and CEOs to put into practice the things they have learned during their coaching sessions. Without trust, executive coaches limit their ability to help their clients succeed in reaching their goals. In this insight article, we hope to increase your understanding of why trust is important to the coach-client relationship. First, we outline two main identifying factors that you can use to examine the level of trust in your coaching sessions. Second, we examine why trust is important to the coach-client relationship by looking at the positive effects it has on coaching outcomes. Lastly, we review ways you can encourage the development of trust in your coaching practice. “Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.” - Stephen R. Covey The two factors of a trusting client-coach relationship In client-coach relationships, there are two key identifying factors that indicate trust between the client and coach. First, when a business leader trusts an executive coach, he/she is more likely to disclose their honest thoughts and perspective. Second, the executive coach responds without judgment, further encouraging the growth of trust. Honest disclosure When trust is established, clients feel free to disclose their honest feelings. In a research study that analyzed the development of trust between executives and their coaches, researchers found that executives who were “... willing to disclose… reported higher levels of honesty and willingness to be more forthcoming with their coaches, which led to close and trusting relationships” (Alvey & Barclay, 2007). From their research, we can infer that the clients who disclose their honest perspectives and beliefs do so out of an understanding of established trust between themselves and the coach. Non-judgemental response Secondly, after clients disclose their honest feelings and/or experiences, executive coaches do not respond with judgment (Alvey & Barclay, 2007). This means that executive coaches do not display disgust, disapproval, approval, or rejection towards a client’s disclosures. They continue to view the executive or CEO as a human being of worth and value regardless of their mistakes. Carl Rogers, a prominent psychologist states that when “clients are accepted as they are” therapists are supporting an “attitude that is most likely to lead to trust…” (Ackerman, 2021). It is important to note here that while therapists and executive coaches serve different purposes, the response that both a therapeutic client and executive coaching client have when they feel free to share their thoughts and feelings without judgment, is that of trust. “Life without trust is a life in turmoil” - M. K. Soni Why is trust important? Research shows that trust significantly improves the relationship between executive coaches and their clients (Mohamed & Zouaoui, 2021). Below we outline some of the positive effects of trust that increase the effectiveness of the client-coach relationship. Trust supports behavioral changes The International Coaching Federation has a series of “skills and approaches” that they identify as necessary for successful coaching called the “ICF Core Competencies.” The third core competency that the ICF identifies is “Establishing trust and intimacy with the client.” They explain that this is vital to the executive coaching practice because it supports the development of “new behaviors and actions, including those involving risk-taking and fear of failure” (ICF, 2019). Clients who trust their coaches are more likely to adhere to the guidance offered by their coaches because they trust that their coaches offer valid, true, and trustworthy insights. Research by Zayim and Kondakci shows that “trust acts as a catalyst for supportive behaviors in times of change” (2014). When behavioral or organizational changes are encouraged by the executive coach, clients who trust their coaches are better able to adopt these beneficial changes. Trust encourages personalized coaching As stated previously, one of the main markers of a trust-built coach-client relationship is that clients feel more comfortable disclosing their honest beliefs and thoughts. This honesty is essential to the coaching relationship and the success of the coaching received. If an executive coach does not know the whole truth about their client’s perspective, thoughts, or beliefs, they are unable to adequately provide personalized and specific guidance to them. Beth Buelow, 2021 president-elect for ICF Michigan states that the executive coaching industry is in the “vulnerability business” where coaches ask clients “to trust [them] with their innermost thoughts, hopes, and fears” (Buelow, 2020). Clients who trust more, disclose more—ultimately teaching coaches about their situation and increasing the coach’s ability to offer personalized, specific, and constructive guidance (Alvey & Barclay, 2007). “Trust is built with consistency.” - Lincoln Chafee How to develop trust As one of the Core Competencies outlined by the International Coaching Federation, establishing trust is key to the success of a coaching relationship. Trust is built intentionally, with perseverance and patience. The following are some key steps you can take in your coaching practice that support the growth of trust between yourself and your clients. Have clear expectations about confidentiality Before starting your coaching journey with a new client, it is vital that you create clear expectations regarding the confidentiality of the information disclosed in your coaching sessions. With the “clear intention to be trustworthy” defined in a confidentiality policy, clients are more likely to trust you (IOC, 2021). Identifying your confidentiality policy encourages clients in multiple ways. First, it ensures them that you care about their business. Your defined confidentiality policy is in place to protect the potentially sensitive information released in your coaching sessions. This enables clients to release information that they wouldn’t want to be known by competing companies, because they understand that as their coach you care about helping their businesses succeed. Secondly, it displays your professionalism and proficiency as an executive coach. By stating your confidentiality claims upfront, clients know that you understand the gravity of the challenges they are facing and that you coach with the foresight of these challenges. Lastly, it eases clients’ personal anxieties about disclosing challenges in their own lives. Identifying with the client that they have the freedom to say whatever they need to say in a confidential and welcoming environment, gives them greater assurance that information won’t be unnecessarily shared with others. Develop a stance of non-judgment Coaching clients who are met with a reaction of non-judgment, are more likely to trust their executive coaches (Alvey & Barclay, 2007). This is very similar to the psychological principle of “unconditional positive regard.” Unconditional positive regard is when you view your client as though they could do nothing that would stop you from “seeing them as inherently human and inherently…” worthy of love and respect (Ackerman, 2021). In executive coaching, this could look like: an Executive Coach being told by a client that they have decided to inappropriately and drastically reduce employee compensation to increase profit. In this example, it is important for the executive coach to remain in question and not in judgment. Doing so can encourage the client to further examine their reasoning for reducing wages and the ethical implications of it. It is important to note that being in a stance of non-judgment does not mean that you approve of every decision made by your clients. However, it does mean that you continue to uphold their value as a human being worthy of love and respect (Ackerman, 2021). Affirm needs Research shows that when an executive “coach supportively [confirms] the client's developmental needs,” trust is further built in the client-coaching relationship (Alvey & Barclay, 2007). Coaches who affirm a client’s needs reinforce the understanding that they are intentionally listening to their clients, thus encouraging more trust from a client. These coach affirmations also further solidify the clients’ understanding that their executive coach genuinely supports their growth and development. Coaches can intentionally affirm their client’s needs by verbally expressing their agreeance with expressed needs. For example, if a client expresses that they need more time with their family a coach could respond with, “Time with family is an important thing. How might you rearrange your schedule to intentionally spend more time with them?” Challenging client behaviors When executive coaches meet their clients with honesty, expressing their genuine questions, thoughts, or perspectives, clients learn that their coaches are trustworthy sources of guidance. Research shows that coaches who challenge their clients’ leadership behaviors have more trusting relationships with their clients (Alvey & Barclay, 2007). As coaches genuinely question their clients, challenging their ideas and behaviors, they encourage their clients to reach greater heights of success, while also reinforcing trust. “Earn trust, earn trust, earn trust. Then you can worry about the rest.” – Seth Godin What it all means Trust is an essential part of the coaching process. Marked by the willingness of open and honest communication as well as the non-judgemental response from executive coaches, trust reinforces behavioral change and more personalized coaching. In order to build trust, executive coaches should have clear confidentiality policies, develop a stance of non-judgment, and challenge their client’s behaviors. By building trust, coaches can increase the effectiveness of their coaching strategies and further support the development of the executives they coach. “In leadership, there are no words more important than trust...” - Mike Krzyzewski Resources Ackerman, C. (2021, June 09). What is Unconditional Positive Regard in Psychology? Retrieved from https://positivepsychology.com/unconditional-positive-regard/ Alvey, S., & Barclay, K. (2007). The characteristics of dyadic trust in executive coaching. Journal of Leadership Studies, 1(1), 18-27. doi:10.1002/jls.20004 Buelow, B. (2020, March 03). Coaching in an Age of Full Disclosure. Retrieved from https://coachingfederation.org/blog/coaching-in-age-of-disclosure ICF (2019). The Gold Standard in Coaching: ICF - Core Competencies. Retrieved from https://coachingfederation.org/core-competencies IOC (2021, February). A Habit of Trust. Retrieved from https://www.instituteofcoaching.org/coaching-reports/february-2021 Mohamed, F., & Zouaoui, S. (2021). Trust as a success factor in the entrepreneurial coaching relationship entrepreneur coach. Business Studies Journal, 13(4), 1-12. Zayim, M., & Kondakci, Y. (2014). An exploration of the relationship between readiness for change and organizational trust in Turkish public schools. Educational Management Administration & Leadership, 43(4), 610-625. doi:10.1177/1741143214523009 Copyright © 2021 by Arete Coach LLC. All rights reserved.