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practical way is to pick out the main learning points from the training course and to turn them into questions If you can use multiple choice, true/false or yes/no type question structures so much the better as it becomes easier to compare pre and post test results The line manager becomes crucial again at level 3 when we are concerned with establishing whether what has been learnt has been implemented A good post-course debrie ng with a line manager should ensure that the trainee is certain about opportunities to act on what they learnt during training and the line manager will certainly have a view on how well they do so This can be supplemented by asking the trainee to self-report and by asking some of their coachees to provide feedback Level 4 is trickier because when we consider whether training a coach has had an impact on business performance we need really to consider whether their coachees are performing better, and this will always be a judgement call I might coach a salesperson who goes on to double their results in the following month but how can I be certain that this improvement was a result of my coaching The improvement could have been caused by a change of circumstances at home or they could have seen something on television that gave them some new ideas, we could never be certain Nevertheless we should observe the coach in action, collect coachee evaluations and look at coachee performance in order to determine how the business has bene ted from the coaching skills training
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I S O L AT I O N We can now widen the scope of our examination of evaluation to include the coaching sessions as well as any coaching skills training
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Any researcher will tell you that one of the great challenges of showing any causal relationship, ie that a given input created a speci c, linked outcome, is isolating the variables In terms of evaluating coaching this means getting to a point that an identi ed increase in performance or effectiveness can reasonably be attributed to the coaching intervention
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The best we can ever do is show the proximate link between coaching and improvements in the executive s performance Terry Bacon
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What holds true for the executive applies to all coachees as far as I m concerned and the problematic nature of isolation means that we need to have a realistic view of the results of a coaching evaluation They must be viewed as a strong indicator of success (or otherwise) but not treated as empirical data Aside from isolation there is also the fact that coaching is a new eld with a variety of practices going by that name and that coaching activity is progressing much faster than the research into its effects This means that you need to be cautious and circumspect in how you use the results justifying further investment, say but that any positive correlation between coaching and success can be viewed very optimistically against a background of such conservatism We will look at this in more detail later on If we cannot fully solve the problem of isolation then we need to get to the best position we can There are three recognised ways of doing this Firstly, we can perform a pre/post coaching analysis This involves assessing performance before and after coaching and comparing the two sets of results This can be quite straightforward in environments with an existing performance measurement culture and well established mechanisms, a contact centre for example However, any increase in performance can only be reliably attributed to coaching if all other factors are held constant If there was other
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