Coaching Conversations Online: A Study of Coach Training Effectiveness Michael J. Vandermark, Ph.D. Irina Zhuplatova, M.S. School of Advanced Studies University of Phoenix Vandermark & Associates, Inc.

Problem Coach training is typically long-term and expensive.

Problem

Purpose of Study Online - Short-Term - Peer Coach - Creative Pedagogy

Research Question To what degree will a peer-based, short-term, online coaching program change participant’s attitudes and subsequent coaching behaviors?

Theoretical Framework Attitude change theory

Theoretical Framework:

Theoretical Framework Experiential adult learning theory Creative pedagogy

Parody Demonstration I still haven’t found what I’m looking for

Parody Analysis I Still Haven’t Found What I Am Looking For

A Coaching Conversation: I’ve noticed something. OK... I have a client who “seeks” continually, but doesn’t “find.” For example... ? We complete goal setting exercises, but to no avail. What happens? A lot of talk, but never seeming to find it. What is the “it”? Neither of us know. Therein lies the dilemma. What is the “it” being referred to here?

Trying to get a clue. Trying to start anew. What is an example of a “clue” that a client eventually gets?

I have thirst for higher ground. What does “have a thirst for higher ground” imply?

Felt the healing force come ‘round. What is the healing force being referred to?

Let’s break the bond and loose these chains. Why type of bonds and chains might you notice with your clients?

A Coaching Conversation: Sounds like me sometimes. In what way? Sometimes I’m not sure what I’m looking for. And your clients... ? It seems many are in the same situation. What intentions have they set? Intentions? Yes. I don’t know. That’s the “it.” What is your interpretation of this remark?

Question Summary 1.What is the “it” being referred to here? (Slide 2) 2.What is an example of a “clue” that a client eventually gets? 3.What is your definition of “breakthrough? 4.What does “have a thirst for higher ground” imply? 5.What is the healing force being referred to? 6.What is it to be cold as stone? 7.Why type of bonds and chains might you notice with your clients? 8.What is your interpretation of this remark? (Slide 24)

Process

Agenda Overview of course design Expectations/commitments Technology Coach/client pairings Practice break-out session Commitments for the week Close

Coaching Conversations Online Instructio nal Design Coaching Theory/Forms Practical Application Steps Generation IV – Six Sigma Coaching Tools Coaching Application Attitude and Performance Change?

Coaching Conversatio ns Online Coaching model driven conversationally by

Expectations/Commitments 1.Go the distance. 2.Attend webinars. 3.Read webinar prep. 4.Watch parody videos. 5.Review parody PowerPoint recap. 6.Meet as coach and client once per week. 7.Read review materials and assignments for each week.

What to expect each week: Coaching manual excerpt for the week Links to online parodies Links to parody analysis and discussion questions Forms from Coach U Tools and Co-Active Coaching Discussion of DQs and Coaching process Coaching Theory/Forms Coaching Manual and Parodies

Technology Go To Meeting –Primary method of communication –“Raise your hand” can be useful Telephone break-outs Parody and PowerPoint Presentations

Coach/Client Pairings You are a coach. You are a client. Contact should have been made by now. If not, please do so very soon.

Practice Breakout Session 1.I’ll name pairs and identify who will initiate call. 2.On screen, you will see phone numbers, break-out question, and timer. 3.Hang up, call or wait for call. 4.Enjoy breakout conversation. 5.Rejoin webinar by dialing the same number when time is up. (Watch timer)

Angie Kay Arthur Kent Barbara Kimberly Bruce Laura Carry Lesa David Lorne Erika Michael Ernesto Novella Greg Nsombi Heather Rick Houston Rith Iris Sandy Jamie Terry Jay Thuy John Trevor Karen Vince Breakout Question: Regarding this program, what is the opportunity here? What is the challenge? How does this fit with your plans/way of life/values? To rejoin, dial Access Code:

Commitments going Forward As coach, contact your client and set up your weekly sessions. 8-week agenda set ahead of time suggested. Review webinar materials for webinar one

Method Quantitative - Quasi-experimental - ANOVA

Method

Notable Attitude Shifts

Mention of stress on the part of the coach

Notable Attitude Shifts Effectiveness of casual conversations

Notable Attitude Shifts Coach’s awareness of client’s personal problems

Notable Attitude Shifts Coach alerting client of coach overload

Notable Attitude Shifts Coaching effectiveness when fatigued

Notable Attitude Shifts Client domination of coaching conversation

Notable Attitude Shifts Effects of coaching a less capable employee/client

Notable Attitude Shifts Coach’s recommendations for counseling

Notable Attitude Shifts Coach’s commiserating with client

Notable Attitude Shifts Client’s motivation and involvement in the process

Notable Attitude Shifts Shift in self-rating from 38% to 62% of the participants

Conclusions “Accordingly, if an online peer coaching-based program shifted attitudes of the participants overall, and mostly in the desired direction, one can legitimately expect behavior change related to coaching competencies to occur among participants, albeit to perhaps a small degree.”

Coaching Conversations Online: A Study of Coach Training Effectiveness Discussion