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COACHINGNot just whistles and clipboards
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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
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Poll 1: Who are you coaching?
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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
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Please respond to the Poll
Poll 2: Which coaching formats do you use most?
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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
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Please respond to the Poll
to help trainers identify
opportunities to
The purpose of providing coaching for trainers is...
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engage learners most effectively
using virtual online tools.
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Think of a successful coaching program…
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what are/were the most important aspects?
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Please type responses in the Questions panel.
GoalsBenchmarksRolesExpectationsScopeDurationGround rulesAgreement
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What will success look like?
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Goals deliver session(s) successfully on _____ Benchmarks number of prep sessions + eventRoles who does what, when?Expectations deadlines, performance levelScope what will coaching focus on?Duration what determines done?Ground rules behavior, process details
7 Agreements all agree to above8
What will success will look like?
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TECHNICAL
SKILLS
DELIVERY
SKILLS
DESIGNSKILLS
3 skill areas
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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!
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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:
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TECHNICAL
SKILLS
DELIVERY
SKILLS
DESIGNSKILLS
Poll 3: In which skill area(s) does Anna need coaching?
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Please respond to the Poll
Anna
Coaching Rubric
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Sometimes, there is a clipboard.
See h
an
dout
for
deta
il
Goals Reframe, Deliver on Mar 1
Benchmarks 3 prep sessions + event
Roles A covers content, K handles technologyExpectations
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.
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Impromptu feedback and coachingObserve 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.”
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Feedback Sandwich
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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
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Anna
Anna’s coaching plan
Prep 3Click through slides,
test everything. Agree on tasks.
Rehearse?
Q & A
Thank yous and
survey
Prep 1Immersion, 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
StartAgree to
agree
Intro, tutorial
and tech
support
End
Note how features
will impact lesson plan
Close session. Debrief
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Update files
considering
virtual tools
Update files
considering
Prep 2 decisions
Prep 2Click through
draft files
Rehearse
FINALIZE
Teach/ Rehearse tools from Host view
Offer feedback. Demonstr
ate options. Reframe
Anna delivers
successful session
In this model, the coachee is expected to…
Discussing, demonstrating options
Re-assessing
Giving kind feedback
Assessing/Evaluating
Do Listen
Learn
Apply
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Anna
While the Coach is…
While the Coach is…
While the Coach is…
While the Coach is…
Do-Listen-Learn-Apply Coaching Model
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What causes resistance?
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Please type responses in the Questions panel.
Can’t change?
or doesn’t know how.
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?
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TECHNICAL
SKILLS
DELIVERY
SKILLS
DESIGNSKILLS
Poll 5: In which area(s) does Ken need more coaching?
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KenPlease respond to the Poll
Goals Reframe! Deliver on April 21
Benchmarks 3 prep sessions + Materials updates + eventRoles 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.
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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?
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TECHNICAL
SKILLS
DELIVERY
SKILLS
DESIGNSKILLS
Poll 7: In which area(s) does Alex need more coaching?
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AlexPlease respond to the Poll
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
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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!
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Do Listen
LearnApply
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Ag
reem
en
ts
GoalsBenchmarksRolesExpectationsScopeDurationGround rules
Do-Listen-Learn-Apply Model
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TECHNICAL
SKILLS
DELIVERY
SKILLS
DESIGNSKILLS
Poll 8: In which skill area(s) do your trainers need coaching?
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Please respond to the Poll
Coaching from the chairlift
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YOU Statements
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“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.”
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Less kind and Kind feedback examples
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What’s said? Triggers Another 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.”
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Contact :
Email: [email protected]
www.linkedin.com/in/karenhyder
Twitter: @karenhyder
Blog: https://karenhyderblog.wordpress.com/
Site: www.karenhyder.com
Course: http://bit.ly/1LQ2FUM
The Competencies used by CompTIA Certified Technical Trainers (CTT+) and Virtual classroom Trainers
Domain 1: Planning Prior to the Course1A: Review Learning Objectives and Match Them to Learner and Organizational Needs1B: Create an Environment Conducive to Learning
Domain 2: Methods and Media for Instructional Delivery2A: Select and Implement Delivery Methods2B: Use Instructional Media
Domain 3: Instructor Credibility and Communications3A: Demonstrate Professional Conduct and Content Expertise3B: Use Communication and Presentation Skills to Facilitate Learning
Domain 4: Group Facilitation4A: Establish and Maintain a Learner-Centered Environment4B: Use a Variety Question Types and Techniques4C: Address Learner Needs for Additional Explanation and Encouragement4D: Motivate and Reinforce Learners
Domain 5: Evaluate the Training Event5A: Evaluate Learner Performance throughout the Training Event5B: Evaluate Trainer Performance and Delivery of Course
CompTIA’s CTT certification http://www.comptia.org/certifications/listed/ctt.aspx
