FAQs

Yes, Each program represents a framework of fundamental topics, but they not an exclusive set of competencies for that specific role. Organizations can request an additional module or two if they have specific needs.

Yes, if an organization has an internal cohort and wants to modify a topic, say for example, modifying Performance Management to more closely reflect their system, that is possible.

We purposely try to keep the cohorts to 10-13 learners. The intention and design is to facilitate participation. When the population gets larger than 13, participation becomes impacted.

If a learner leaves a company after 3 months, for example, the organization will be credited for the remaining sessions to be used for subsequent learners.

This can be complicated if the following session is predicated on activities assigned in the previous session. If there are other cohorts in motion, the learner is usually able to join that group.

The overwhelming majority of Mentoring relationships work well. Having said that however, a small percentage struggle. It is usually due to either the Mentor or protégé being pulled away by other forces.

We have a No-Fault clause in the Mentoring Agreement. For whatever reason, if the partnership is not fruitful, let the program administrator know and we’ll work with the learner to get another Mentor started.

Yes, before the Mentoring relationship can begin, the Mentor needs to attend a 90-minute, online learning program that prepares them for the role.

We emphasize repeatedly that the assessments are for developmental purposes only. The 360 for example, should not be used for making hiring, firing, promoting, demoting decisions (besides which, it’s illegal).

Officially, the assessment results are for the learner and possibly the Mentor (if the learner wants to share them with the Mentor). Ideally however, the learner can certainly share the results with their supervisor, but that is the learner’s prerogative.

The coaching will be conducted by one of several certified Brain-Based Coaches.

Yes, the coaching conversation is confidential.

The main goals for this time are oriented to include:

1. Debrief of the 360 results/feedback
2. Check-in on the Mentoring relationship
3. Check-in on the perceptions of the program
4. Review of the learner’s IDP

During the periods in-between the sessions, questions will be posted and learners are required to engage on the discussion board. Only those in the cohort are able to see the responses and dialogue. They are not to be distributed to anyone beyond the learner group.

Many learners will print out the materials and create a notebook. The notebook is ideal because as assessments are received, essays or other activities are conducted, the notebook becomes a convenient place to keep everything.

No.

The text material is accessible to the learner ahead of the workshop. If the learner cannot get to the pre-reading, they will still be able to understand the main concepts we’re driving to in the synchronous session. That said, the textual portion gives the leaner a much deeper dive into the subject matter.

After each module, there are mandatory and optional assignments. The mandatory assignments are light in nature, but they are important for driving home much of the content.

Optional assignments are just that. They are there if the learner is looking for additional ways to apply learning.

The main thing the organization wants to hear about is typically particpation, not just attendance but contributions to the learning process, the discussion boards, i.e., is my learner actively involved? No specific learner comments or conversation would be shared.

On occasion, we’ve had learners that needed to be dropped. Typically it comes from either not participating or being disrespectful to other cohort members.

Crucial Leaders will send out a certificate suitable for framing to the participant (or HR department) upon completion of the program.

Eight of the nine modules need to be attended in order to complete the ELP and SLDP.

Could they be closer together? The modules are spaced out by a month. (Three weeks wouldn’t be too problematic) but the series is predicated on the AGES model (attention, generation, emotion, and spacing). The last one, spacing, is intended to give the learner time to process their new learning, to try out things, to reflect, and to meet with the Mentor.

It could be longer and shorter, we just thought 9 modules over 9-10 months seemed about right.