DLI Diploma Submission (website version)

The Williamson GroupCoaching Programme

SUMBMISSION FOR THE PROFESSIONAL DIPLOMA IN DIGITAL LEARNING DESIGN ADELE HOOK

START

INDEX

PART 1:LX DESIGN PLAN

PART 2:MICRO DESIGN & DEVELOPMENT

PART 3:ROLLOUT & EVALUATION PLAN

Design documentation and prototype.

Implementation and learning approach.

The who, why, what and how of learning.

GO

GO

GO

PART 1:LX DESIGN PLAN

THE WHO, WHY, WHAT AND HOW OF LEARNING

INTRODUCTION

WELCOME TO THE WILLIAMSON GROUP

The Williamson Group* has run an employee coaching scheme for the last seven years. Each year, there are 50 coaching 'slots' available that any employee can apply for. If their application is successful, the employee is given six coaching sessions to support their personal and professional development. The coaches are sourced from a variety of external organisations, which has resulted in some issues with the quality of coaching between providers, and high costs for the overall programme. It has been noted that many employees within the business have expressed an interest in training as a coach to support their colleagues. The Williamson Group has therefore decided to bring the coaching programme in-house and is looking to provide a training package for the interested employees.

* Please note, all names given in this project are false.

THE 'WHO' OF LEARNING

LEARNER PERSONAS

The learners for this project fall into three board categories: 1) Those who have previously benefitted from the coaching programme. 2) Those who have coached or mentored in a previous role. 3) Those who are keen to develop their coaching skills, but have no previous experience.

LUCY MILFORD

AARON GREY

NORA JAMESON

+ DESIGN CONSIDERATIONS

THE 'WHY' OF LEARNING

THE BUSINESS PROBLEM

How likely are you to recommend the coaching programme on a scale of 1-10?

The Williamson Group is keen to offer coaching to their employees, but the current method of bringing in external providers is expensive and inconsistent in outcome. Last year, The Williamson Group spent £52,000 on the coaching programme, working with seven different providers. The Group decided to work with a range of providers to ensure employees could access a coach as quickly as possible once their application was approved. This method ensured flexibility and coaching provision was usually offered within two weeks of application approval. All providers signed a 'Terms of Working' document which set out expectations on the purpose of coaching, when and how coaching sessions should take place, resources/tools to be used, and how to escalate concerns.

However, coachees reported a variety of experiences in their end-of-programme survey with an NPS score of 65% (feedback score details above). Data analysis also found that 21% of coaching relationships were terminated by the employee before the end of the six sessions. The Williamson Group has decided to bring the coaching programme in-house and has confirmed an initial 10 employees who will be trained as 'Coaching Champions' across the business. These employees are all keen to learn but generally have low levels of knowledge about coaching.

THE 'WHY' OF LEARNING

THE LEARNING GAP & LEARNING OUTCOMES

The Coaching Champions have low levels of coaching knowledge. Some have been coached before or have been a coach in a previous role, but all need to build or revise foundational skills and understand how to apply these to The Williamson Group setting. The Coaching Champions therefore need to learn coaching fundamentals, how to apply these to the business, and the practical skills of building and leading a coaching relationship.

Summarise the role and impact of a Williamson Group Coaching Champion.

Explain what coaching is and how it is used to develop others.

Describe how to build, lead and close a coaching relationship.

Bloom's L2 (understand)

Bloom's L2 (understand)

Bloom's L2 (understand)

Apply powerful questioning techniques to a coaching conversation.

Evaluate and use a range of coaching resources appropriate to the needs of individual coachees.

Demonstrate active listening techniques in a coaching conversation.

Bloom's L3 (apply)

Bloom's L3 (apply)

Bloom's L5 (evaluate)

It is important that all Coaching Champions achieve a standardised level of proficiency to ensure consistency across the business as this was a major issue in the out-sourced version of the programme. There will therefore be a summative assessment (with associated guidance) at the end of the training programme to assess progress against the learning outcomes.

the 'what' of learning

MODULAR FRAMEWORK AND TOPICS

MODULE 5

MODULE 3

MODULE 2

MODULE 4

MODULE 6

MODULE 1

THE POWER OF COACHING

ADVANCED RESOURCES

USING THE GROW MODEL

THE COACHING RELATIONSHIP

COACHING FUNDAMENTALS

LONGER-TERM IMPACT

Overview of the GROW coaching model. Each stage of the model broken down and explained. Linking powerful coaching questions to the GROW model. Troubleshooting the GROW model.

What Active Listening is and how to become an active listener. The difference between open and closed questions. Building a bank of powerful coaching questions. Methods of goal setting.

The importance of the coaching relationship. How to build rapport with your coachee and the process of contracting. Encouraging accountability through goal setting and follow-up. Managing coachee care and concerns.

How and when to use new resources and models with your coachee. Balance wheels. Image coaching and the use of photos. Motivational interviewing. The STEPPA model.

Closing the coaching relationship. The final session and encouraging post-programme development. Understanding your impact on individual and business-wide levels. Summative assessment video submission.

Welcome and navigation. Definition of pure coaching and how coaching, mentoring and training are different. What coaching means at The Williamson Group and how it fits into the business strategy. The role of a Coaching Champion.

THE 'how' OF LEARNING

MODE OF DELIVERY

The Learning Experience Design will be delivered in a digital asynchronous mode for the reasons stated below.

Accessible

Scaleable

Self-Paced

Start Dates

Flexible

The learning will be available via laptop, PC, tablet and mobile to ensure all learners can access the information in a way that suits them.

The Williamson Group is a large company so learners need to be able to learn at a time and location to suit them.

After the initial learner group, a steady flow of Coaching Champions will be needed across the business so variable start dates will be required.

The asynchronous model means that it will be quick and easy to scale up the programme if this becomes necessary at any point.

Learners are busy professionals so they need to be able to set their own deadlines to work alongside their day-to-day roles.

Participants will have the flexibility to complete the program at their own pace, but within a maximum time frame of four months to guarantee the availability of coaches to meet internal business needs and timelines.

THE 'HOW' OF LEARNING

BUILDING BLOCKS

The building blocks of the learning are based on the content, activities and assessment (both formative and summative). The building blocks on this slide represent those being used throughout the programme, which will then be narrowed to a modular focus.

Feeback & Assessment

Content

Activities

ASSESSMENT

ACTIVITES

CONTENT

THE 'HOW' OF LEARNING

the learning flow

The learning flow will be constructed using the core and spoke model, as shown to the left. The core of each module will be multimedia eLearning. This learning is central to the programme as it will ensure all learners have achieved the holistic learning outcomes. The core for module six will also contain the summative video assessment (and associated guidance) to ensure learners have reached the necessary standard to become a Coaching Champion. The spokes of the programme will include additional resources and practice activities that learners can use to support their development as a coach. The module spokes will also contain two optional formative video assessments which learners can use to gain feedback on their coaching. Participants will be pointed towards these after modules four (filming themselves using the GROW model) and five (filming themselves using an additional resource or model).

SPOKE

core

SPOKE

SPOKE

SPOKE

THE 'HOW' OF LEARNING

the learning flow

The graphic below maps out the detailed learning pathway for module four, utilising the core and spoke model.

An instructional video will be provided as a demonstration of the GROW model, and an interactive video will support learners in applying their knowledge to a scenario.

Videos

SPOKE

The toolkit for this module will include an interactive PDF on the GROW model, links for related blogs and podcasts, activities, and information on how to gain further support and guidance.

CORE

Multimedia eLearningModule 4

Learning Toolkit

SPOKE

Learners will be directed to this spoke at the end of the module and this will be their first opportunity to receive formative feedback on their coaching. Learners will be asked to record themselves coaching using the GROW model and to submit this to the L&D team. They will then receive detailed feedback. Guidance will be supplied on the assessment criteria and how to capture and submit their video.

Learners will be encouraged to engage with the forum during this module. Suggested discussion topics include their reflections on the model, how and when they might use it, and any powerful GROW questions they can suggest.

The core of the programme will be a multimedia eLearning course. The topics covered in module four will be an introduction to the GROW model, using powerful GROW questions, and troubleshooting the model.

SPOKE

Forum

SPOKE

Formative Assessment

PART 2:MICRO DESIGN & DEVELOPMENT

Design documentation and prototypE

SCOPING DOCUMENT

WHO, WHY AND WHAT

target audience

learning outcomes

overview of topics

This scoping document fouses on module four of the Coaching Champions programme.

There are three key learning outcomes for this module, related to using the GROW coaching model.

Topics for this module fall into three topics, which will be explored in more detail on the next slide.

This learning module is for employees of The Williamson Group who are keen to become Coaching Champions. At this stage of the programme, they will have knowledge of the foundations of coaching and how to build a great relationship with the person they're working with. This module will be their first introduction to working with a coaching model.

The module will be broken into three sections: * The Model. * Questioning. * Troubleshooting.

Learners will: * Understand the four elements of the GROW coaching model. * Apply powerful coaching questions to each stage of GROW. * Assess what to do if GROW coaching goes wrong.

SCOPING DOCUMENT

TOPICS COVERED

The full module will be split into three sections, which will then be broken down further into the topics to be covered in each section.

section 1: The model

section 2: questioning

section 3: troubleshooting

WIREFRAME: Module 4

THE LEARNING FLOW

SECTION 2: CONTENT

SECTION 3: CONTENT

SECTION 1: CONTENT

HOOK

Presents knowledge to learners. Can use a mix of text, video, imagery and voice-over.

Presents knowledge to learners. Can use a mix of text, video, imagery and voice-over.

Presents knowledge to learners. Can use a mix of text, video, imagery and voice-over.

Welcomes leaners onto course. Outlines benefits to learners. Outlines what learners will experience.

8.1

7.1

1.0

9.1

SECTION 2: PRACTICE

SECTION 1: PRACTICE

SECTION 3: PRACTICE

OUTCOMES

Outlines learning outcomes.

Challenges learner with an activity based on content from this section.

Challenges learner with an activity based on content from this section.

Challenges learner with an activity based on content from this section.

7.2

2.0

8.2

9.2

SECTION 2: SUMMARY

SECTION 1: SUMMARY

SECTION 3: SUMMARY

NAVIGATION

Presents key takeaways from this section.

Presents key takeaways from this section.

Presents key takeaways from this section.

Shows learners which buttons to press to move forward and backward, turn on subtitles, turn down volume, etc.

7.3

8.3

9.3

3.0

TOOLKIT

Makes learners aware of supporting resources available upon completion of the module.Includes links, videos, PDFs for a deeper dive.

MODULE ASSESSMENT

4.0

Formally test the learners’ comprehension. Usually with a quiz.

ACTIVATION

10.0

Engages learners early in the module with a small activity or self-assessment.

NEXT STEPS

Positions next steps in the learning journey, such as an on-the-job activity or classroom session.Enables access to the toolkit and the mini-survey for the end of module 4.

5.0

11.0

TRANSITION

Overview of the module sections. Learners return here after completing each section.

6.0

SCREEN PLAN, STORYBOARD & PROTOTYPE

DESIGN DOCUMENTATION

This detailed documentation will focus on the first 13 slides of module four.

SCREEN PLAN

STORYBOARD

PROTOTYPE

PROTOTYPE

USING THE GROW MODEL

PART 3:ROLLOUT AND EVALUATION PLAN

IMPLEMENTATION AND LEARNING APPROACH

LEARNING PLATFORM

IMPLEMENTATION PLAN

The Williamson Group already has an LMS in place. This system has many useful features and several advantages for the rollout of the Coaching Champions programme, but there are also elements to take into consideration as part of this process.

CONSIDERATIONS

ADVANTAGES

FEATURES

STAFFING

IMPLEMENTATION PLAN

The Head of Learning and Development will hold ultimate accountability for this project. There will be five key roles needed for the implementation and management of the programme.

PROJECT MANAGER

COMMUNITY MANAGER

ADMINISTATOR

CONTENT CREATOR

ASSESSMENT MANAGER

To ensure the project meets its key deadlines and deliverables, the Learning and Development Manager will act as Project Manager for this programme.

Learners will be submitting their coaching conversations for both formative and summative assessments throughout the programme. While the process for this will sit with the administrator (such as managing emails), the Assessment Manager will review the recordings, carry out moderation, and deliver feedback. This work will be completed by the Learning and Development Manager.

To initially embed the community, such as encouraging online socialisation and information exchange, a Community Manager will be needed. This will be fulfilled by the coordinator in the Learning and Development Team, although this role will reduce as the community develops.

This role will include the technical tasks, training and support for the programme. The Learning and Development Coordinator will fulfil this role, supported by the IT Manager.

All of the core content for the programme will need to be newly created (full process), and supporting content will be curated wherever possible. For these tasks, a dedicated Content Creator role will be necessary, and this will be fulfilled by the in-house Instructional Designer.

RESOURCING

IMPLEMENTATION PLAN

There will be three key resources needed for the implementation of this programme.

ARTICULATE STORYLINE

LMS ACCESS & SUPPORT

TIME

The Content Creator will need to use Articulate Storyline to build the core content. This software is already available within the team.

The Content Creator, Community Manager and Administrator will all need access to the LMS. This access is granted via the IT team.

Suitable time will be needed for all team members to complete the project.

ROLLOUT

IMPLEMENTATION PLAN

The rollout will take place in three stages, with roles aligned to subtasks within each stage.

Stage 1

Stage 2

Stage 3

Soft Launch

Training and Support

Final Roll Out

Roll Out Plan

Roles

MARKETING PLAN - LEARNER ENGAGEMENT

IMPLEMENTATION PLAN

Previously, The Williamson Group worked with seven coaching providers (around 25 individual coaches) to meet demand each year. It is expected that in-house coaches will not be able to take on more than one coachee at a time due to their own workload, and so the programme is looking to recruit 40 in-house coaches in its first year. Added to this, some senior leaders have expressed an interest in the programme as training for their people leader teams. It is therefore expected that a further 55 people will complete the programme during the first year. These individuals will not become recognised Coaching Champions within the business but will build coaching skills as part of their development as people leaders. These ~95 individuals will be invited to join the programme, but there will still be a need to engage and motivate these learners to ensure they reach successful completion in the given timeframe. The following learning marketing strategies will be employed to support and encourage those enrolled in the programme.

MOBILE LEARNING & ACCESSIBILITY

NEWSLETTER WITH NUDGES

TEASER VIDEO & SOCIAL ACTIVITY

TESTIMONIALS & STORYTELLING

SENIOR LEADER SPONSORSHIP

EVALUATION PLAN

EVALUATION PLAN

Kirkpatrick's Model of Evaluation

The evaluation process for the Coaching Champions programme will run throughout the analysis, design, development and implementation phases of the project. This will ensure learning is taken from the project, issues are corrected as quickly as possible, and a high-quality outcome is delivered. There will be three types of evaluation used across the programme:

Results

Behaviour

Goal-based. Evaluation against the original business problem and objectives. For example, does the Coaching Champions programme properly prepare coaches to provide high-quality coaching outcomes?

Learning

Process-based. Analysis at each stage of ADDIE. For example, did the original learner personas provide a thorough guide for the design process, or was anything missed?

Reaction

Outcome-based. Evaluation of how the knowledge of the learners was enhanced and behaviour was changed. For example, were the learning outcomes achieved by the end of the programme?

+ FULL survey

+ CHECKLIST

USER EXPERIENCE DESIGN EVALUATION

EVALUATION PLAN

In order to evaluate the design and user experience of the programme, Peter Moreville's Honeycomb Model will be used. The elements of the model will be considered in relation to the programme, providing a thorough evaluation and highlighting the next steps for iterative changes. These UXDL elements will be evaluated via a checklist, a sample of which can be found below.

Is is useful?

Is it desireable?

Is is accessible?

Is it credible?

Is it findable?

Is it usable?

LEARNING ANALYTICS

EVALUATION PLAN

To ensure the evaluation process of the programme is thorough and cohesive, the learning analytics will be closely monitored and reported back to key stakeholders. This includes data collection, analysis and measurement for the purpose of designing the best learning experience. The analytics will also be used as a prediction model, design indicator and decision-making tool for the future of the Coaching Champions programme.

Monitoring Frequency

Potential Action(s)

Anticipated Insights

KeyIndicator

Source(s) of Data

How often this data will be checked as part of programme iteration.

Where the data will be taken from, such as the LMS, emails, surveys, etc.

The important information we will be looking for in the data.

What we expect the indictor to tell us about the programme.

The corrective or preventative actions that could be taken.

+ LEARNING ANALYTICS PLAN

REFERENCES

British Dyslexia Association. (n.d.). Dyslexia and virtual teaching and learning. Retrieved April 2024 from: https://cdn.bdadyslexia.org.uk/uploads/images/Advice/child/Dyslexia-and-Virtual-Teachinig-and-Learning-Sept21.pdf?v=1632915699 C, E. (2023, March 12). Understanding the Honeycomb Model: A Comprehensive Guide. behindtheproject.co.uk. Retrieved May 2024 from: https://behindtheproject.co.uk/sales/understanding-the-honeycomb-model-a-comprehensive-guide/ David, L. (2020, March 5). Behaviorism in Learning Theories. Retrieved March 2024 from: https://learning-theories.com/behaviorism.html. Deshdeep, N. (2024, February 12). How to Use C.R.A.P. Design Links with Principles for Better UX? Blog. Retrieved May 2024 from: https://vwo.com/blog/crap-design-principles/ Digital Learning Institute. (n.d.). Digital Learning Institute. Retrieved March - May from: https://courses.digitallearninginstitute.com/ Learning Everest Team. (2024, February 29). Bloom’s Taxonomy: Decoded. Learning Everest. Retrieved April 2024 from: https://www.learningeverest.com/blooms-taxonomy-decoded/ Linton, I. (2017, November 21). The Best Practices of a Leader. Small Business - Chron.com. Retrieved March 2024 from: https://smallbusiness.chron.com/practices-leader-58965.html Mayer’s 12 Principles of Multimedia Learning. (n.d.). Digital Learning Institute. Retrieved May 2024 from: https://www.digitallearninginstitute.com/blog/mayers-principles-multimedia-learning MindTools Content Team. (n.d). The GROW Model of Coaching and Mentoring. MindTools. Retrieved April 2024 from: https://www.mindtools.com/an0fzpz/the-grow-model-of-coaching-and-mentoring Passmore, J., & Sinclair, T. (2020). Behavioral approach and the GROW model. In Springer eBooks (pp. 113–118). Retrieved April 2024 from: https://doi.org/10.1007/978-3-030-53161-4_15 Phillips, F. (2016, February 4). Use Coaching Models to Improve Your Coaching. Blog. Retrieved April 2024 from: https://coachestrainingblog.com/becomeacoach/use-coaching-models-to-improve-your-coaching/ Qualifications, British School of Coaching. (2014, November 14). British School of Coaching. Retrieved April 2024 from: https://www.britishschoolofcoaching.com/qualifications/ Sarkissian, A. (2016, October 26). Social Learning Theory & Human Resources. Small Business - Chron.com. Retrieved March 2024 from: https://smallbusiness.chron.com/social-learning-theory-human-resources-61230.html Snegirev, S. (2016, December 20). The 3 Cs Of Branching Scenarios. eLearning Industry. Retrieved April 2024 from: https://elearningindustry.com/3-cs-of-branching-scenarios Staff, T. (2023, September 1). 126 Bloom’s Taxonomy Verbs For Digital Learning. TeachThought. Retrieved April 2024 from: https://www.teachthought.com/critical-thinking/blooms-taxonomy-verbs-2/ Thrive learning - learning that makes an impact. (n.d.). Retrieved April 2024 from: https://www.thrivelearning.com/

IS IT USEFUL?

Evaluation questions:- Is information presented in both words (text or narration) and visuals (videos, animations and images)? - Are visuals used to illustrate key points? - Are diagrams and infographics clear, simple and easy to understand? - Are instructions presented on the same screen as an activity? - Is question or quiz feedback presented next to the relevant question? - Is the learning clearly segmented into coherent bite-sized chunks? - Can learners control the pace of the learning through navigation options? - Is pre-training available for the programme, with a specific focus on accessing and navigating the course? - Is a glossary of key terms available to learners?

LEVEL 1: REACTION

The engagement and experience of the learners will be closely monitored throughout the programme to ensure learners are progressing through the course and finding the information relevant. This level of evaluation will include a mini-survey at the end of each module (link embedded into the multimedia eLearning due to the asynchronous nature of the programme), a longer survey at the end of the programme, and consideration of progress/completion data available through the LMS. As well as survey feedback, this level of evaluation will include programme completion rates, time spent on learning, engagement with social learning, etc.

SECTION 2: QUESTIONING

Why powerful questions matter.

Definition of a powerful question.

TOPIC 1Recap of powerful questions (module 3)

Asking powerful questions at Will.

Asking powerful questions at Reality.

Asking powerful questions at Options.

Asking powerful questions at Goal.

SECTION 2

TOPIC 2Powerful questions and GROW.

Questioning

How to bring the model together.

Analysis of using the full model (example)

TOPIC 3Using the full GROW model.

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WILLIAMSON GROUP'S LMS

CONSIDERATIONS

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NEWSLETTER WITH NUDGES

A monthly newsletter will be sent to anyone who is currently on the programme (both Coaching Champions and people leaders) to encourage completion through a series of nudges. This will include a focus on microlearning, time planning tips to complete small learning sections each week, and curated content that will be interesting and motivating. A second monthly newsletter will be sent to those who have completed the programme to nudge them to continue engaging with the coaching community and sharing their ideas. Both of the newsletters will be designed to encourage learners/active coaches to engage in positive behaviours, such as completing the modules or engaging with the wider community.

of themselves conducting a coaching conversation at the end of the programme. This will be supported by assessment guidance documents and exemplars, and the videos will be assessed by a member of the L&D team. A 'pass' or 'try again' grade will be awarded, alongside comprehensive feedback. Formative Video Assessment To support the above, learners will have the opportunity to submit two practice videos before the final assessment. Participants will be pointed towards these after modules 4 and 5, but they will be optional. If submitted, learners will receive comprehensive feedback from a member of the L&D team to support them in achieving the standard needed to become a Coaching Champion.

BUILDING BLOCK

FEEDBACK & ASSESSMENT

Quizzes Will be used as low-stakes formative assessment throughout the learning design. They will generally be used to help the learner understand their progress at the lower levels of Blooms and will offer feedback on anything they get wrong. Summative Video Assessment To ensure consistency across the Coaching Champions, all learners will need to submit a video

FINAL ROLL OUT

Feedback from the soft launch will be actioned, making adjustments to both the design and technical elements. Once this is complete, the programme will be launched to the initial cohort of ten learners and rolled out further as more individuals apply to become Coaching Champions.

• The LMS supports a range of content types, meaning content can be delivered in a variety of formats. This will be helpful to learners, many of whom have expressed a wide range of learning preferences.
• The communication tools will support learners to progress through the programme with notifications and reminders, especially useful for those who are busy.
• The LMS offers a high degree of customisation, meaning learners have autonomy and control of their learning environment.
• The advanced data analytics will be invaluable for programme evaluation.

williamson group's lms

ADVANTAGES

Linked to learner personas:

• The mobile app will allow learners without a work laptop to access the programme when not in the office.
• Social learning was a clear favourite with learners and the LMS offers a built-in social forum to support this, as well as the ability to integrate through Teams.
• All of the content can sit on the current LMS and be created as a learning pathway. This makes access and navigation easier for learners.

TEASER VIDEO & SOCIAL ACTIVITY

A video will be made to launch the programme to key areas of the business, highlighting the benefits of the training and of coaching overall. There will also be increased social activity around the programme once recruiting for new coaches. The rationale for this is to make people aware of the programme and to highlight the benefits.

LEVEL 3: BEHAVIOUR

This stage of the evaluation will be completed after the delivery of the programme, at 6-month intervals for all Coaching Champions and their coachees. This will entail evaluating how the knowledge and skills gained in the programme are being applied, such as considering the success of coaching conversations. This data will be collected by surveying Coaching Champions on how they are using the learning from the programme, and surveying the coachees to understand the effectiveness of the coaching they are receiving.

Interactive videos will be used later in the programme to present learners with more complex and nuanced scenarios. Supplementary videos will also be provided so learners can watch exemplar coaching conversations. Interactive PDFs These will mainly be used to offer quick reference guides for models and resources, such as when working with balance wheels in module five. Podcasts These will be used to provide exemplar coaching conversations, alongside the coach's reflections on the questions they asked and models/resources they used.

building block

CONTENT

Multimedia eLearning This will make up the main body of the design to give learners a step-by-step pathway to achieving the desired learning outcomes. This content will be made up of onscreen text with corresponding audio, as well as the videos detailed below. Videos There will be two types of video featured in the design: instructional and interactive. The programme will begin by using instructional videos as a structured guide on what to do, such as when learning to build rapport or contract in module 2.

IS IT USABLE?

Evaluation questions:- Do all learning materials work well, and have they undergone technical tests? - Are there any technical considerations that your learners should be made aware of? - Are learners aware of these technical considerations and the support available? - Have assessments been fully tested? - Are all instructions clear to learners?

Games and Simulations Learners will engage with several games and simulations throughout the programme to help them to apply their knowledge to certain scenarios. These activities will also be pivotal in boosting learners' motivation and engagement throughout the course. Blogs A curated series of coaching blogs will be highlighted throughout the programme to offer examples of how great coaches reflect on the conversations they have and the models/resources they use. Learners will be encouraged to engage with these blogs and the wider coaching community.

BUILDING BLOCK

ACTIVITIES

Forum The learners will be asked to engage with a forum throughout the programme and once they become Coaching Champions. They will be encouraged to share their thoughts from the training, their experiences of coaching, what has worked for them in certain situations, and how they've supported the development of those they are coaching. This forum will eventually become a place for coaches across the business to share their ideas, support and successes with one another.

LEVEL 4: RESULTS

Evaluation at this level looks at the impact on the business linked to KPIs. The cost reduction will be a key part of this level of evaluation as the in-house programme is expected to cost much less than outsourcing the company's coaching offer. Consideration of the previous three evaluation levels - such as NPS figures, early termination of the coaching relationship, and time to fill requests for coaches - will also give an indication of the results of this programme. All of the above will be compared with the data from the outsourced coaches to evaluate the change in results.

SECTION 1: THE MODEL

Explanation of a coaching model.

TOPIC 1 Pupose of a coaching model.

What GROW stands for.

Reasons to use GROW.

SECTION 1

The Model

Reality: purpose and content.

Options: purpose and content.

Goal: purpose and content.

TOPIC 2How to use the GROW model.

Will: purpose and content.

TOPIC 3: TROUBLESHOOTING

TOPIC 1 Understanding the limitations.

What to do if things go wrong.

Limitations of GROW.

SECTION 3

Troubleshooting

TOPIC 2Troubleshooting the GROW model.

Trouble-shooting at Options.

Trouble-shooting at Will.

Trouble-shooting at Goal.

Trouble-shooting at Reality.

SENIOR LEADER SPONSORSHIP

A senior leader (exec level) will sponsor and promote the programme on a business-wide level, ideally someone who has benefitted from coaching in the past. This will add credibility to the programme and show that that is endorsed throughout The Williamson Group.

MOBILE LEARNING & ACCESSIBILITY

The elements of mobile learning and accessibility will be highlighted as part of the programme launch and continued marketing. The rationale for this is to ensure potential learners know that the programme is available to them even if they don't have access to a laptop or PC outside of work.

TESTIMONIALS & STORYTELLING

A series of testimonials will be gathered, both in written form and video. These will focus on coaching as a whole (both from the coach and coachee's perspective) to support the full programme. The testimonials will be created in a storytelling format and will be used as part of the launch and the subsequent social activity. This will help potential coaches to understand what they could gain from the programme, such as learning new skills and helping their colleagues.

LEVEL 2: LEARNING

This stage of the evaluation will focus on the achievement of the learning outcomes for the programme. This will include both the formative and summative coaching video assessments, as well as formative assessments built into the multimedia eLearning (quizzes, multiple-choice questions, matching exercises, etc), with a particular focus on those at the end of each module. This evaluation will consider the learner’s acquisition of the knowledge and skills needed to successfully achieve the learning outcomes and complete the course.

IS IT FINDABLE?

Evaluation questions:- Is the programme easy to find on the LMS? - Has the programme been created as a clear learning pathway? - Are all learning materials easy to find? - Is it easy to find assessment information and support? - Are support mechanisms easy to find and access?

• The LMS features a range of communication tools; such as campaigns, notifications to groups, and live-stream broadcasts.
• The system features an advanced analytics dashboard that includes data on trends, activity analysis, and learner behaviours.
• Gamification and badges can be utilised.
• Users can create their own profile with a customisable homepage and configurable theme.
• Live events can be run on the LMS, which include event notifications and attendance tracking.
• There is a user-friendly mobile app.
• Many integrations are available, including Teams, Sharepoint, and OneDrive.

williamson group's lms

FEATURES

• The LMS supports a range of content formats, such as PDF, SCORM, xAPI and MP4.
• The system features an in-built social learning space which can be tailored to specific groups.
• It is possible for users to create and add their own content to the LMS, and there are a range of content creation tools to support users in doing this.
• AI-driven recommendations are used on the LMS to highlight useful content to users.
• Learning pathways can be created on the system.

IS IT DESIREABLE?

Evaluation questions: - Is contrast (colour, text, shapes, etc) used to drive a learner's attention to specific elements? - Is the design consistent throughout the course? - Does the alignment of design elements lead to the cohesiveness of the design? - Are design elements that are associated with one another placed close together? - Are images and icons used meaningfully throughout? - Does voiceover text sound friendly and 'human'? - Are links to social learning made clear? - Are support mechanisms for the programme - such as who to contact for help - made clear?

IS IT CREDIBLE?

Evaluation questions:- Is content drawn from validated academic sources? - Are all sources credible and well established? - Is there a proofing standard for the programme? - Are the learning outcomes clearly defined and articulated? - Are assessments set out to meet the learning outcomes? - Is social learning included? - Are images/text referenced to their authors? - Are minimum consistency standards in place?

SOFT LAUNCH

Ten staff members from across the organisation's non-retail departments will be selected to trial the programme as part of this pilot stage. These people will be selected by the heads of the ten departments that have previously benefitted from the coaching programme, such as having former coachees as part of their team. Those selected will not be connected to the Coaching Champions programme and won't have been coached before.

WILLIAMSON GROUP'S LMS

CONSIDERATIONS

• The LMS offers some interesting tools for the longer-term development of the programme, such as hosting live events and allowing users to create their own content, which could include learners sharing their coaching videos. These developments are not suitable for the initial launch of the programme, but could be considerations for the future, especially as the ambassador community grows.

• There is already a lot of content on the LMS so careful consideration will be needed for the placement of this programme. This will include only giving access to the learning pathway for those on the Coaching Champions programme, highlighting the training so it's easy to find and navigate, and well-mapped links between core content and additional resources so as not to overwhelm learners.

Easy to use. Learners have stated that they want the learning to be easy to use. This includes being easy to find on the LMS, having clear navigation, and a responsive support structure to help with any queries. Social learning. The learners enjoy social media and interacting with others, and so a social learning element to the programme will be vital. Variety of formats. All of the learners have stated preferences for different learning formats, and so this must be considered in the design of the programme. Keen to learn. The participants of the programme are keen to learn and it is important to leverage this through a well-designed and engaging course.

learner personas

DESIGN CONSIDERATIONS

Flexibility. Learners report being busy in their roles with little structured time to complete the programme. They will therefore need flexibility in when and where they learn.Accessibility. Not all learners have access to a laptop or PC outside of work, so the learning will need to be fully accessible and easy to use from a phone. High-quality universal design will also be vital to ensure all learners can participate in meaningful, challenging learning opportunities.

IS IT ACCESSIBLE?

Universal Design principles (UDL) would be used to evaluate the accessibility of the programme. This would include consideration of engagement, representation, and action and expression.

Representation

Engagement

Action & Expression

• Can settings of text, images, audio and video be changed on the LMS?
• Are there descriptions of the images used in the learning?
• Are captions for audio and visual available?
• Is a glossary available to learners?
• Can other languages be enabled for the learning?
• Can learners access previous modules and content?
• Are checklists and templates used to help learners when studying?

• Is there a choice of format for the learning materials?

• Can learners choose the way they produce their assignments?
• Do activities support participation, exploration and experimentation?
• Are communication channels clear?
• Are learning outcomes clearly displayed and can learners track their progress against outcomes?
• Is there space for building an online community?

• If necessary, is extra time available to learners for quizzes and assessments?
• Is the LMS optimised for assistive technology?
• Can feedback be given in multiple ways, such as via video?
• Are there options for learners to explore different pathways depending on their needs?
• Is there a learner monitoring process in place?
• Are feedback surveys embedded into the programme?

TRAINING AND SUPPORT

Staff are already familiar with the LMS as it is used throughout the organisation for mandatory training. There are also several support guides and videos available for the LMS, which are easily accessible to all staff. However, learners will need training on how to access and navigate the Coaching Champions programme, and this will be be built into the onboarding process. This training will be led by the Administrator and a screencast video will be produced to support all learners joining the programme. This will include finding the programme on the LMS, the structure of the learning, navigation tools, and how to seek support. Support will be provided through a central email inbox (coachingchampions@williamson.group) which will be monitored by the Administrator. They will then seek support from other team members if needed.

The Williamson Group

The group incorporates a number of retail stores across the UK, employing around 23,000 people. Although the retail element of the business is by far the largest, there are also substantial numbers of people in both Customer Services and Head Office. The Williamson Group is commercially focused but balances this by valuing its staff and investing in their development.