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COACHING Not just whistles and clipboards © 2014-15 Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. 1.

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Presentation on theme: "COACHING Not just whistles and clipboards © 2014-15 Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. 1."— Presentation transcript:

1 COACHING Not just whistles and clipboards © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. 1

2 Coaching Trainers for Success in Virtual Online Sessions In this session, you will: Identify the components of an effective virtual coaching program Describe the elements of the Do-Listen-Learn-Apply coaching model Discuss coaching and feedback techniques for technical, instructional design, and delivery skills in a virtual online session Determine the best course of coaching action for three case study examples 2 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

3 Poll 1: Who are you coaching? 3 Trainer—knows how to teach, but not online Lecturer—knows how to lecture SME—expert in material Instructional designer—designing for virtual sessions Manager—just wants to communicate with team members © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please respond to the Poll

4 Poll 2: Which coaching formats do you use most? 4 Formal—You have a process Informal—Coaching occurs when someone requests it Impromptu—You just witnessed a train wreck and want to help None—Trainers are on their own © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please respond to the Poll

5 to help trainers identify opportunities to The purpose of providing coaching for trainers is... 5 engage learners most effectively using virtual online tools. © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

6 Think of a successful coaching program… 6 what are/were the most important aspects? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please type responses in the Questions panel.

7 Goals Benchmarks Roles Expectations Scope Duration Ground rules Agreement 7 What will success look like? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

8 Goalsdeliver session(s) successfully on _____ Benchmarksnumber of prep sessions + event Roleswho does what, when? Expectationsdeadlines, performance level Scopewhat will coaching focus on? Durationwhat determines done? Ground rulesbehavior, process details 7 Agreementsall agree to above 8 What will success will look like? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

9 9 TECHNICALSKILLSDELIVERYSKILLSDESIGNSKILLS 3 skill areas © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

10 Scenario 1 – Anna An experienced in-person trainer, Anna is very knowledgeable on a catalog of topics, but is new to virtual online sessions. Anna told co-workers that she doesn’t like that people don’t participate like they do face-to-face. Plus audio never works right! 10 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Dave P.: It appears as if trainer is reading a script. Could I just have the script? jmh88: Anna didn’t read chat or check in to see if people were following. Katarina: Trainer is knowledgeable, but disconnected from students. Seemed confused by software. Poll: Which bucket(s)? Participant and colleague feedback includes:

11 11 TECHNICALSKILLSDELIVERYSKILLSDESIGNSKILLS Poll 3: In which skill area(s) does Anna need coaching? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please respond to the Poll Anna

12 Coaching Rubric © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. 12 Sometimes, there is a clipboard. See handout for detail

13 Goals Reframe, Deliver on Mar 1 Benchmarks 3 prep sessions + event Roles A covers content, K handles technology Expectations Scope Technical, Design, and Delivery Duration Completion of event Ground rules Be open to feedback. Use best practices. Agreement Agreed! 13 Scenario 1 – What will success look like for Anna? Take feedback from preps and update slides before next session. Rehearse to show readiness. Perform on event day. © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

14 Impromptu feedback and coaching Observe a live or recorded session, then debrief: What went well? What didn’t go well? What needs attention before the next session? How will you change it? Invitation: “I made notes. If you’re open to kind feedback, I have some to offer.” © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

15 Feedback Sandwich 15 Forgot to look at Chat Confused by Poll Gave almost accurate instructions Voice was strong and clear Appeared distracted Good design ideas Confident in subject matter, but read from script Finished on time © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Anna

16 Anna’s coaching plan Prep 3 Click through slides, test everything. Agree on tasks. Rehearse? Q&AQ&AQ&AQ&A Thank yous and survey Prep 1 Immersion, audio test. How to use and leverage virtual tools, Reframe March 1 Login early. Final checks Connect with coachee Determine interactions, make adjustments to files and settings Start Agree to agree Intro, tutorial and tech support End Note how features will impact lesson plan Note how features will impact lesson plan Close session. Debrief © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Update files considering virtual tools Update files considering Prep 2 decisions Prep 2 decisions Prep 2 Click through draft files Rehearse FINALIZEFINALIZEFINALIZEFINALIZE Teach/ Rehearse tools from Host view Offer feedback. Demonstrate options. Reframe Anna delivers successful session

17 In this model, the coachee is expected to… Discussing, demonstrating options Re-assessing Giving kind feedback Assessing/ Evaluating DoDoListenListen LearnLearnApplyApply 17 Anna While the Coach is… Do-Listen-Learn-Apply Coaching Model © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

18 18 What causes resistance? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please type responses in the Questions panel. Can’t change? or doesn’t know how.

19 Scenario 2 – Ken Ken is an expert in his webinar topic. He’s been teaching about it for over 20 years. After Prep 1, it’s clear that he has no intention nor ability to adapt his presentation for the a virtual classroom. Ken likes things his way and no software, no learner nor coach is going to change how he delivers his content. Ken’s session plan is to read bulleted slides verbatim. His PowerPoint file is one version away from hand-written acetate sheets. Poll 4: How would you coach Ken? 19 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

20 20 TECHNICALSKILLSDELIVERYSKILLSDESIGNSKILLS Poll 5: In which area(s) does Ken need more coaching? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Ken Please respond to the Poll

21 Goals Reframe! Deliver on April 21 Benchmarks 3 prep sessions + Materials updates + event Roles Ken engages audience, Karen does all tech. Expectations Scope Technical, Design, and Delivery Duration 5 weeks Ground rules Be open to feedback. Use best practices. Agreement ok! 21 Scenario 2 – What will success look like for Ken? Work together to update slides, interactions and graphics. Use consistent template and fonts. © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

22 Scenario 3 – Alex Alex is an instructional designer who also teaches. He has experience creating college-level virtual online courses. He’s eager to start using all the cool features in he new company’s state-of-the-art virtual classroom interface. Colleague feedback indicates that Alex has great design ideas, but reviewers fear that the sessions can’t be done in 60 minutes. Learning objectives will be lost in the complicated interactions. Poll 6: Where might you begin with Alex? 22 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

23 23 TECHNICALSKILLSDELIVERYSKILLSDESIGNSKILLS Poll 7: In which area(s) does Alex need more coaching? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Alex Please respond to the Poll

24 Goals Make it play Benchmarks Beta test class presented live in 60 min. Roles Alex designs plan, Karen sets up. Expectations Scope Technical, Design, and Delivery Duration 2 weeks Ground rules Be open to feedback. Use best practices. Agreement yes 24 Scenario – What will success look like for Alex? Work together to test and tweak interactions and instructions. Note relevance:time ratio © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

25 Coaching Trainers for Success in Virtual Online Sessions Agree on 7 points Identify improvement opportunity appropriate for scope Note the skill area(s) needed  Technical, Design, Delivery Focus on specific issues and solutions Use the Do-Listen-Learn-Apply model to observe, demonstrate options, apply and practice in context Recognize and reward improvements Achieve goals! 25 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. DoDoListenListen LearnLearnApplyApply 7 Agreements Goals Benchmarks Roles Expectations Scope Duration Ground rules Do-Listen-Learn-Apply Model

26 26 TECHNICALSKILLSDELIVERYSKILLSDESIGNSKILLS Poll 8: In which skill area(s) do your trainers need coaching? © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved. Please respond to the Poll

27 Coaching from the chairlift 27 © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

28 YOU Statements 28 “Your instructions were unclear and the participants were confused about what you wanted them to do. And, you left your mic open when you weren’t talking.” © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

29 Less kind and Kind feedback examples 29 What’s said?TriggersAnother way to say it “You did it wrong”You, wrong“I find this other way works for me…” “Your timing was way off”Your, way“The timing was a little off. Some of that was due to technical issues, but I think we can shave off a few minutes next time by tightening up the activities.” “Participants disengaged early and you never got them back” Blaming, worthless effort “There was not as much engagement as we both hoped. I recommend we build in one or two more activities and use a participation agreement up front. ” “You should have done it the way I told you to do it.” Should, “told” does not equal “learn” “Remember, when we talked about NOT Desktop Sharing your Inbox with the audience? Well, it happened! It’s no big deal, but we did see a personal message Subject: ‘The big move’ for a second. I’m going to edit that transition out of the recording. Promise me you’ll always close apps before you desktop share. I’ve embarrassed myself a few times and I don’t want that for you.” “No problem”No, problem“You’re welcome.” “What happened to you in there?” You, accusatory“I’m so sorry that you suffered a crisis in the middle of showing the Poll. I might have been able to help if I had realized sooner what was happening. The good news is that the participants barely noticed that and all were able to respond to the poll. BTW, you were disconnected for about 20 seconds. I know it felt like an eternity.” “It was just ok, but not very good.” Just, not good“There were many things about this session that were very good. Your mastery of the content was evident--you spoke clearly and confidently about it. Things were less clear around the technical instructions. Some participants were confused and frustrated and it caused a little tension. But you recovered well and finished on time. If you’d like feedback on what you might say next time to help make it clearer or tweak your interactions to get more engagement, I’m happy to offer my suggestions.” © Tammy Olson, Melissa Chambers, Karen Hyder. All rights reserved.

30 Contact : Blog:https://karenhyderblog.wordpress.com/ https://karenhyderblog.wordpress.com/ Site: Course:http://bit.ly/1LQ2FUM

31 The Competencies used by CompTIA Certified Technical Trainers (CTT+) and Virtual classroom Trainers Domain 1: Planning Prior to the Course 1A: Review Learning Objectives and Match Them to Learner and Organizational Needs 1B: Create an Environment Conducive to Learning Domain 2: Methods and Media for Instructional Delivery 2A: Select and Implement Delivery Methods 2B: Use Instructional Media Domain 3: Instructor Credibility and Communications 3A: Demonstrate Professional Conduct and Content Expertise 3B: Use Communication and Presentation Skills to Facilitate Learning Domain 4: Group Facilitation 4A: Establish and Maintain a Learner-Centered Environment 4B: Use a Variety Question Types and Techniques 4C: Address Learner Needs for Additional Explanation and Encouragement 4D: Motivate and Reinforce Learners Domain 5: Evaluate the Training Event 5A: Evaluate Learner Performance throughout the Training Event 5B: Evaluate Trainer Performance and Delivery of Course CompTIA’s CTT certification


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