Coaches: Focus on Finding Clients, Not Just Qualifications

I’m happy to share that my article, “𝗪𝗵𝗮𝘁 𝘁𝗵𝗲 𝗖𝗼𝗿𝗽𝗼𝗿𝗮𝘁𝗲 𝗪𝗼𝗿𝗹𝗱 𝗧𝗮𝘂𝗴𝗵𝘁 𝗠𝗲 𝗔𝗯𝗼𝘂𝘁 𝗟𝗲𝗮𝗿����𝗶𝗻𝗴 (𝗮𝗻𝗱 𝗪𝗵𝘆 𝗜𝘁 𝗖𝗵𝗮𝗻𝗴𝗲𝗱 𝘁𝗵𝗲 𝗪𝗮𝘆 𝗜 𝗧𝗲𝗮𝗰𝗵)”, has been published in the latest issue of 𝗘𝗱𝘂𝗩𝗲𝗿𝘀𝗲. A beautifully curated and genuinely insightful edition. In the article, I reflect on what my years in corporate Learning & Development taught me about how people really grow. Not just through training sessions. But through: • conversations • mentoring • feedback • reflection • confidence-building • real-world application One idea sits at the centre of the article: People don’t learn when you tell them what to do. They learn when they reflect on what they’ve done. That lesson has shaped the way I teach, coach, and design learning experiences today, especially with professionals who need to communicate clearly and confidently in English at work. Corporate L&D taught me structure. Education taught me empathy. Coaching taught me confidence. And modern learning needs all three. You can read the full article here: https://lnkd.in/dzCqJPJj Thanks to Pro.Ed Education Solutions for including my contribution in such a thoughtful issue. I’d also love to hear from experienced teachers, trainers, coaches, and learning designers: How has your approach to teaching (and learning) changed in the era of technology, AI, and unlimited learning content?

Your $30K diploma won't get you a single client. I have a psychotherapy master's degree. A NLP practitioner certification. A trauma-informed coaching credential. A breath work facilitator training. Total spent on credentials: roughly $42,000. Total clients these credentials directly produced: zero. I'm not anti-certification. I use what I learned every day. But I'm here to tell you the lie I believed for years. The lie: more credentials make you more bookable. Here's why they don't. Credentials prove competence to peers. Stories prove trustworthiness to clients. Those are different audiences using different evidence. Your client doesn't fact-check your diploma. They fact-check whether you understand what they're going through. Understanding is built on lived experience. Diplomas are built on completed coursework. So what works? A coach with 3 years of lived breakthrough beats a coach with 30 years of training. Every time. Without exception. If you keep enrolling in programs hoping the next one is the missing piece, please stop. The missing piece is not in another classroom. Is your next investment another diploma? P.S. The first $5K I spent on marketing help did more for my business than the $42K in credentials.

The major educational theorists, philosophers, and psychologists 📚🎓 💚💛 – Father of Modern Education — John Amos Comenius 🇨🇿 💚💛 – Learning by doing — John Dewey 🔨 💚💛 – Tabula rasa — John Locke 📜 💚💛 – Stages of cognitive development — Jean Piaget 🧠 💚💛 – Sociocultural theory — Lev Vygotsky 🌍 💚💛 – Zone of Proximal Development — Vygotsky 📈 💚💛 – Multiple intelligences — Howard Gardner 🧩 💚💛 – Emotional intelligence — Daniel Goleman ❤️ 💚💛 – Hierarchy of needs — Abraham Maslow 🏔️ 💚💛 – Self-actualization — Maslow 🌟 💚💛 – Classical conditioning — Ivan Pavlov 🔔 💚💛 – Operant conditioning — B.F. Skinner 🍪 💚💛 – Trial and error learning — Edward Thorndike 🧪 💚💛 – Law of effect — Thorndike ⚖️ 💚💛 – Insight learning — Wolfgang Köhler 💡 💚💛 – Discovery learning — Jerome Bruner 🔍 💚💛 – Spiral curriculum — Bruner 🌀 💚💛 – Meaningful learning — David Ausubel 📖 💚💛 – Advance organizer — Ausubel 🗺️ 💚💛 – Social learning theory — Albert Bandura 👥 💚💛 – Modeling — Bandura 🪞 💚💛 – Observational learning — Bandura 👀 💚💛 – Reinforcement — Behaviorism 🏆 💚💛 – Punishment — Behavior modification ⚠️ 💚💛 – Stimulus-response — Behaviorism ⚡ 💚💛 – Construct knowledge actively — Constructivism 🏗️ 💚💛 – Prior knowledge importance — Constructivism 🧱 💚💛 – Student-centered learning — Constructivist approach 👨🎓 💚💛 – Teacher as facilitator — Constructivism 🗣️ 💚💛 – Authentic learning tasks — Constructivism 🛠️ Part one from we best read more and more thanks 🙏🏼🙏🏼🙏🏼📚✨

Many corporates neglect the importance of training because they see no direct impact on business in the short term. A great wall is built one block at a time over the years. Establishing a training department is key to business sustainability. Training not only builds the strongest assets but also creates employee loyalty. Leo Unit Trust Consultant Behavioral Career Coach l NLP

I'm convinced my mum works for the intelligence services. Back when I trained as a teacher, we were introduced to a technique called “holding the silence”. It’s the discipline of resisting the urge to jump into a conversation and instead giving the other person the space to keep thinking and speaking. It’s a simple idea, but incredibly powerful. In coaching, it allows the coachee to explore the issue without you steering, rescuing, or filling the gaps. That extra beat of silence is often where the real insight emerges. In sales, it’s just as effective. When you stay quiet, the buyer usually fills the space — and what they say next is often the real reason to buy, the real objection, or the real priority. And in education, it’s essential. Holding the silence encourages learners to process, contribute, and build discussion. It stops you from answering your own questions and gives the group permission to think out loud. It’s one of those techniques that looks effortless when done well, but takes real awareness and confidence to use consistently The key is to hold the silence long enough for the other person to fill it. My mum is a master at this. On a phone call she will simply not respond when I tell her something which forces me (out of sheer awkwardness) to keep talking and often tell her things I don't want to. The lessons: - If you are a baddie and are caught in your nefarious deeds your number is up if a 5' tall, 80 year old Glaswegian ex-nurse wanders into your interrogation room - If you're a goodie helping a colleague with a challenge wait 3 or 4 seconds to see if they can shed a little more light themselves

Ivan Illich never wrote about coaching. He died before the industry existed in its current form. But in 1977 he described something that maps onto coaching's structural problems with uncomfortable precision: professions that claim authority over human needs without the accountability structures that authority requires. His framework, applied to coaching nearly fifty years later, identifies something the industry has never adequately answered. Who decided what your development needs are? What body can you consult to verify those qualifications? And what standing do the people affected by that intervention have in the process? https://lnkd.in/g2JBpzrj #CoachingIndustry #ProfessionalAccountability #HRLeadership #LearningAndDevelopment #CoachingEthics #PeopleAndCulture #UnregulatedCoaching #NLP

Disclaimer: Use A.i For better Structure ,Sentance framing n Understanding Why Are We Afraid to Say "I Didn't Understand"? As human beings, we are not built like high-speed processors or superheroes; we don't have to grasp complex concepts instantly. Yet, from childhood, many of us carry the pressure to act like we do. Reflecting on my own schooling, I was an average student who rarely understood a tricky concept on the first try. Honestly, I still operate the same way today—and there is no shame in that. But back in the classroom, whenever a teacher asked if we understood, I would just nod along. Why? Because my peers were nodding, and admitting 'I don't get it' felt like a vulnerability I couldn't risk. This peer-pressured silence is still incredibly common. Students choose to nod unwillingly rather than dare to ask for a second explanation. We need to shift this mindset. True learning requires acceptance. It takes courage to say, ‘This didn't click for me yet. Please explain it one more time.’ Let’s stop pretending to be flawless machines. It’s perfectly okay if a concept takes two, three, or even four attempts to truly make sense. After all, we are human."

🗣️ Have you ever wondered why we hit it off with some colleagues in two minutes, while with others, it feels like we’re speaking different languages? In psychology, there is a gold standard—The BIG 5 model, or OCEAN. These are the five traits that determine how a person perceives the world and reacts to your words. At AIBLE, we have integrated this model into the very heart of our synthetic characters. What does this give you? ✅ Realism: You aren't communicating with an algorithm, but with a personality. ✅ Variability: You can create an "extroverted client" or a "conservative director" in a matter of seconds. ✅ Authentic Experience: The character reacts to your trigger phrases according to their specific psychotype. This is no longer just training—it’s a psychological simulator that cannot be "beaten" using a template. Because personality is unpredictable. Which OCEAN trait do you find most challenging in communication: excessive emotionality or extreme reservedness? Share in the comments! 👇

One of my cognitive workshops in 2025 🎯 Training Title Building Powerful Mindsets for Teaching & Learning ⏱ Duration 60–90 minutes 🎯 Objectives By the end of the session, teachers will: * Understand key mindset models (especially Growth Mindset) * Reflect on their own teaching mindset * Apply mindset strategies in classroom practice * Use language that promotes student growth 🧊 1. Icebreaker (10 min) Activity: “Agree or Disagree?” Display statements: * “Some students are naturally smart, others are not.” * “Mistakes should be avoided in class.” * “Effort matters more than ability.” Teachers move to: Agree / Neutral / Disagree 👉 Quick discussion: Why did you choose that? 🧠 2. Core Concept: Growth vs Fixed Mindset (15 min) Introduce theory by Carol Dweck Explain simply: * Fixed Mindset → “I can’t” * Growth Mindset → “I can’t yet” 🎥 3. Video / Scenario Discussion (10 min) Scenario: A student fails a test and says: “I’m just bad at math.” Ask teachers: * What is the student’s mindset? * How would you respond? 👉 Share best responses 🔍 4. Key Mindset Models in Schools (20 min) Introduce 4 practical models: 1. Learner vs Performer Mindset * Performer → Focus on looking good * Learner → Focus on improving 👉 Ask: Do our classrooms encourage risk-taking? 2. Reactive vs Proactive Inspired by Stephen Covey * Reactive → Blame * Proactive → Take responsibility 👉 مدرس يقول: “الطلاب ضعاف” ➡️ Reframe: “What can I change in my teaching?” 3. Compliance vs Commitment * Compliance → Doing the minimum * Commitment → Ownership 👉 Ask: Are students engaged or just obedient? 4. Data-Informed Mindset * Opinion → “I think” * Data → “Evidence shows” 👉 Link to MAP / assessments 🛠 5. Classroom Application (20 min) Group Work: Each group takes one area: * Feedback to students * Questioning techniques * Handling mistakes * Differentiation 👉 Task: “How can we apply growth mindset in this area?” Examples to guide them: * Praise effort, not intelligence * Normalize mistakes publicly * Use “yet” language * Give process-based feedback 💬 6. Reflection Activity (10 min) Ask teachers to write: * One mindset they need to change * One strategy they will apply tomorrow 👉 Pair-share 📌 7. Key Takeaways * Mindset shapes student success more than ability * Language matters * Mistakes = learning opportunities * Teacher mindset → Student mindset 📊 Optional Follow-Up (As Principal) To make this impactful (not just a session): * Include mindset in lesson observations * Add to feedback language * Celebrate risk-taking teachers * Monitor through student voice surveys 🎤 Closing Question Ask: 👉 “What kind of learners are we building in our classrooms?”

Our analysis: education has not moved the trader churn number. Across the last decade, the prop firm category has expanded its educational footprint. Structured psychology modules. Academic curricula citing somatic markers. Free coaching programmes paired with podcasts. Guide libraries spanning emotional control. Webinars on overtrading. Every Tier 1 operator publishes adjacent content. Industry-cited retention data still puts retail trader churn at ~75% within 90 days. The academies grew. The retention curve did not. The most recent signal sharpens the question. One major firm has repositioned around "educational simulation." That is a defensive reframe that names the wedge without closing it. The category is naming the gap. None of the existing layers fill it. The pattern we keep seeing in the data is not a knowledge gap. It is a retrieval gap. A trader who watched the position-sizing module on a Sunday cannot retrieve it at 14:07 on Tuesday when cortisol is firing on a different timescale than the prefrontal cortex. The fix is not more content. The fix is a layer that fires inside the roughly 4-minute window between a behavioural trigger and the next trade. Discentra calls this the Golden Window. It is an operational construct, not a peer-reviewed measurement. Education and behavioural intervention are not substitutes. They are stacked. Either alone leaves traders failing for the other reason. Coaching, not financial advice. Full piece in the first comment.