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Coaching Conversations Online: A Study of Coach
Training Effectiveness
Michael J. Vandermark, Ph.D.Irina Zhuplatova, M.S.
School of Advanced StudiesUniversity 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 theoryCreative pedagogy
Parody Demonstration
I still haven’t found what I’m looking for
Parody AnalysisI 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
Instructional
Design
Coaching Theory/Forms
Practical Application Steps
Generation IV – Six Sigma
Coaching Tools
Coaching Application
Attitude and Performance Change?
Coaching Conversati
ons 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:
Analysis
Laptop Lessons
• 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”
• Email 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 713-991-4541 Kay 303-522-0987
Arthur 408-227-9098 Kent 210.626.6301
Barbara 706-576-2291 Kimberly 210-273-2055
Bruce 202-329-2637 Laura 210-412-6078
Carry 651-270-2324 Lesa 210-669-4395
David 360-830-4924 Lorne 210-739-2736
Erika 210-385-2070 Michael 210-219-9710
Ernesto 209-667-0254 Novella 202-431-4725
Greg 571-970-6758 Nsombi 954-653-8075
Heather 505-577-6947 Rick 615-424-8253
Houston 210-241-3495 Rith 765-621-1560
Iris 210-823-6060 Sandy 408-888-5956
Jamie 513-252-3851 Terry 818-355-7695
Jay 612-805-2249 Thuy 210-563-3653
John 830-372-1214 Trevor 604-345-2250
Karen 864-683-2227 Vince 832-830-7185
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 646-558-2930Access Code: 705-763-832
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
Quantitative - Quasi-experimental - ANOVA
Notable Attitude Shifts
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
