My four mirrors – the program for individual and professional growth systemic approach

Name of continuing education institution: Multilingua Keelekeskus OÜ

1. Name of the curriculum: Personal and professional growth program for companies/organizations

2. Curriculum group and the basis for preparing the curriculum: Social and Behavioral Sciences/Psychology

3. Purpose and learning outcomes
Purpose: As a result of the training, the participant:

• has acquired effective goal setting tools and gets clarity about his/her own responsibilities as a professional;
• is aware of his/her own strengths, knows how to involve, lead and empower himself/herself and other people;
• has learned to consciously analyze and manage himself/herself in the learning environment and to create a work culture and, through this, important values in society.

At the end of the program, the participant:

• sets goals, analyzes and plans his/her work, sets himself/herself development tasks;
• knows different ways of encouraging personal and teamwork;
• feels confident using the coaching methods learned;
• knows his/her own resources and knows how to use them in a balanced way;
• knows how to manage himself/herself (can cope with stress in a rapidly changing environment, is aware of the topic of burnout from the point of view that he/she is responsible for his/her own well-being and mental health);
• understands himself/herself and his/her role in relationships and in various difficult and challenging situations;
• better understands the needs and behavior of the people around him/her.

4. Target group and conditions for starting studies
Working people (professionals) who wish to participate in a development program.
Before the start of the program, an individual participant’s needs are mapped and analyzed.

5. The total volume of study, its structure, study environment, and study tools
Total volume: total volume 52 h, of which 36 hours of contact learning (distance learning or integrated learning if necessary), 16 hours of independent learning.

Learning environment: Multilingua language school and competency center’s rooms are located in Tallinn, Roosikrantsi 11, 2nd floor. Premises that support the learning process are provided for the implementation of the program: there is the necessary technology, internet, the possibility to design the space according to the need, sufficient opportunities for separation for group work, etc. Persons with reduced mobility can access the rooms on the 2nd floor by elevator. There is a disabled toilet on the premises.
Hand disinfection is available in every room. Tables, chairs, door handles, and other surfaces are cleaned and disinfected daily. The rooms used by the Multilingua language school and competency center meet health and safety requirements.
The number of participants in one group is a maximum of 12 people.

6. Description of the learning process, including learning content, learning methods, and learning materials
Learning process: Auditory (if necessary, distance learning or integrated learning) and independent work, which the learner must complete in between auditory (currently distance learning) studies.

7. Study content by subject areas:
• Professional as a goal-setter and thinker of himself/herself and his/her work process (myself and my behavior).
Responsibility for setting goals and achieving success based on one’s own values and strengths. Coaching principles and techniques. The mindset with development potential. Awareness of one’s own resources. Use of time, self-management, stress management, burnout prevention. Making sense of one’s own activities, analyzing, setting goals, and mapping development needs.

• Professional in the work environment (me as a group leader and group member). Group processes (roles in the group, etc.). Leadership, involvement. Viewpoint selection and switching. Covision as a method for conducting group supervision (case analysis). Feedback models. Systematic and integral (holistic) approach.

• Professional as a creator of social relations and change (me in social systems).
Coping in a rapidly changing (VUCA) world, how to influence the work environment and stakeholders in the best possible way, and how to deal with uncertainty. The identity of a specialist/expert/etc., in a changing environment/labor market.

8. Learning methods:
Short lectures, discussions, pair and group work, individual and group coaching and/or supervision, covision. The main emphasis is on experiencing and practicing. Independent work is reading and preparing written analyses.

9. List of study materials:
•Materials prepared by the program facilitator
•Atkinson, M. W., Chois, R. T. (2012) Step-by-Step Coaching
• Whitmore, J. (2019) Coaching for Performance, 5th Edition: The Principles and • Practice of Coaching and Leadership
• Dweck Carol S, (2006) Mindset: The New Psychology of Success

10. Assessment methods and assessment, i.e., conditions for completing studies
Throughout the training, we use the following evaluation methods according to what needs to be evaluated:

1. Formative evaluation, which is a natural and integral part of the learning process, in which new information is integrated with the old.

2. Summative evaluation, which focuses on measuring the participant’s achievement and activity. It is based on a behaviorist worldview.

3. Outcome-based assessment, which is based on the learning outcomes (which the leader must achieve) and is implemented in an integrated manner with training activities, allows planning and monitoring of the participant’s learning and development.

4. Peer assessment, which is implemented by involving the participant, enables cooperation and argumentation, broadens understanding from different perspectives, and the participant is the active party in the process.

Evaluation, i.e., conditions for completing studies

• Participates in at least five out of six modules
• Works through recommended literature, submits homework
• Creates a written self-analysis (portfolio)
• Sets his/her own development goals, plans activities, and implements changes
To graduate, the participant must submit all three independent works and actively participate in at least five out of six group supervisions. Participation in distance or integrated education is also considered participation.

11. Documents to be issued
The certificate is issued when the requirements for completing the program have been met, i.e., the attendee has participated in at least five out of six and completed all independent work tasks. The certificate contains the name of the completed program, the volume, i.e., the number of academic hours, the time of the course, the registry code of the Multilingua language school and competency center, and the registration number in EHIS. The certificate is signed by the course provider and the head of the competency center.
A certificate is issued if learning outcomes were not achieved (independent work was not completed), but the participant took part in the program. The certificate is issued according to the number of contact hours attended, but not if the participant attended less than half of the hours. The certificate is signed by the program facilitator and the head of the competency center.

12. Qualification of the trainer

Evelyn Soidla is a lecturer, trainer, mentor, advisor, and professional supervisor and coach with more than 25 years of experience (member of the board of the Estonian Supervision and Coaching Association and level 6 supervisor, member of ICF and ANSE), partner for managers and teams of various levels in both Estonian and international organizations at, both in the private and public sector.

Please see also:
Who is the trainer Evelyn Soidla?

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