Train The Trainer Coach Pro Coaching Trainers Mastery Class

Recognize the Trainers Strengths Preview 13:01

Most everybody likes to hear about what they are good at. Almost nobody likes to listen to someone who tells them what they are doing wrong all the time. If the number one fear of a trainer is looking foolish or feeling incompetent, and the number one need of a trainer is to feel safe, then it follows that it’s extra important that you emphasize the trainer’s strengths.

Gauge the Trainer's Areas for Improvement Preview 06:54

Some trainers feel the need to improve. Others feel that they are where they need to be, and just don’t have a lot of things to learn. Perhaps they are getting very good evaluations, or their classes just love them. Perhaps they have spent years working on training or teaching, and feel that they are an expert at what they do, and there is not much that you can teach them.

Identify What's Important to the Trainer Preview 03:21

How is this section different than a trainer’s perceived need? Identifying what’s important to the trainer might seem like something that began in the welcome email by asking the trainer their feelings about themselves and the classroom. However, it’s not until we ask the trainer to identify discrete goals that we can find out what unique milestones the trainer has for the process itself.

Identify the Trainer's Style Preview 01:23

One of the fears of the trainer is that the coach is planning on turning the trainer into someone he/she isn’t. This is not the case. Instead, the coach’s objective is to help the trainer become as successful a trainer as he can be in his own style. Then, once that’s achieved, to help the trainer “center” himself so that he has skills that pull from all quadrants of a personality, and thereby can reach and develop learning relationships with more and more trainees. The way to accomplish that starts with identifying the unique styles of the trainer.

Learn About the Trainer Quiz

Create Deliverables for the Kickoff Meeting Preview 08:15

The deliverables for the kickoff meeting tell the trainer “what’s in it for me”. Did you notice the deliverables that I gave you above to get buy-in for this section of the chapter?

• Create deliverables they can use right away

• Create hooks that gets trainer buy-in

Those deliverables are powerful because they are something that you can use immediately.

Create a Hook for the Kickoff Meeting Preview 10:22

Now comes the unique element of your coaching: when you tell them the whys.

The whats—the deliverables—offer practical advice that appeals to people’s conscious needs. The whys meet their subconscious needs. They eliminate or minimize anything that is causing anxiety, frustration, disappointment, or conflict, and they enhance whatever brings them pleasure.

Prepare for the Kickoff Meeting Preview 07:17

There are five things to print and have prepared before you attend the kickoff meeting with the trainer. Below is a list and a short description of each.

Create Initial Value for the Trainer Quiz

Build a Teammate Relationship Immediately - Part 1 Preview 09:38

Remember, the trainer is about to go through a new coaching process. It follows that the trainer may have a number or concerns, many of which can make the trainer feel uneasy and uncomfortable starting the process. It’s your job to build a relationship with the trainer right away at the beginning of the kickoff meeting.

Build a Teammate Relationship Immediately - Part 2 Preview 20:01

In order to create value for the trainer, you must first get the trainer to believe that this process is in fact valuable, and then you must prove it by providing a list of deliverables that the trainer actual wants to have. Recall the hook gets the trainer to believe that this process is valuable and the specific deliverables that will be given to the trainer as a result of this process shows the trainer what he will get out of the coaching.

Build a Teammate Relationship Immediately - Part 3 Preview 09:41

One of the fears of the trainer is that the coach is planning on turning the trainer into someone he isn’t. This is not the case. Instead, the coach’s objective is to help the trainer become as powerful a trainer as he can be in his own style. Once that’s achieved, the coach is there to help the trainer “center” himself so that he has skills that pull from all quadrants of a personality, and thereby can reach and develop learning relationships with more and more trainees. The key is to point out that the process is geared toward the style of the trainer.

Discuss the Process for Trainer Growth - Part 1 Preview 12:01

The previous lesson promised that we would cover in this lesson a step-by-step recipe to follow as you work through the key components of the kickoff meeting with the trainer. Below is that step-by-step guide for you to follow in your kickoff meeting (after you have a teammate relationship with the trainer) in order to explain the coaching process to the trainer.

Discuss the Process for Trainer Growth - Part 2 Preview 11:43

The 1-on-1 sessions are each to hour teaching sessions to help the trainer meet his goals. These sessions are run based on the trainer’s styles (personality and learning) and the strengths of the trainer in order to help the trainer grow.

Give the Trainer an Opportunity to Share Thoughts Preview 04:35

Trainers, when going through the coaching process, are no different than trainees: they have a fear of looking foolish, and a need to feel safe. One of the best ways to overcome the fear and ensure the need is met is to make them feel comfortable asking for help. For most trainers, this means giving the trainer the opportunity to ask questions that are meaningful to them, and feeling safe in doing so.

Make a Good First Impression Quiz

Prepare for the Classroom Observation Preview 14:46

Prior to the classroom observation, you’ll want to get some context related to the class you are going to be attending. Specifically, your goal is to determine what sorts of trainees will be attending, what the trainer plans to teach, how the trainer feels about this class, and what the trainer’s goals are.

Master 7 Keys to Effective Note-Taking - Part 1 Preview 16:54

When observing a trainer, your goal is to get as much information as you possibly can. Some coaches will type as much (and as fast) as they can to accomplish this. That’s a fine tactic, but I’m also going to suggest that you do so wisely.

Master 7 Keys to Effective Note-Taking - Part 2 Preview 10:55

When you observe the trainer, you will likely spot things that you might have suggestions for. These are things that will help the trainer the next time. Most of the time, the suggestions you come up with instinctually are the ones on the spot. They are also, typically, the most effective. In addition, you may forget these suggestions later, unless you write them down.

Apply 4 Quick Steps to Classroom Observations Preview 09:28

It’s time to synthesize everything you read and heard above so that you can practically use it in your next classroom observation.

Take Effective Classroom Notes Activity - Part 1 Preview 18:37

It’s your turn to take effective notes in a classroom observation.

Scenario: You’ve got a classroom observation coming up today. You will observe the trainer and write effective notes you can use later on to create and deliver feedback.

Take Effective Classroom Notes Activity - Part 2 Preview 17:48

It’s your turn to take effective notes in a classroom observation.

Scenario: You’ve got a classroom observation coming up today. You will observe the trainer and write effective notes you can use later on to create and deliver feedback.

Observe the Trainer in the Classroom Quiz

Identify Strengths and Areas for Improvement - Part 1 Preview 12:37

Imagine you just finished a classroom observation today. You now need to transfer your classroom notes from the credibility section to a “book” format that effectively identifies the trainer’s strengths and areas for improvement.

Identify Strengths and Areas for Improvement - Part 2 Preview 12:41

Imagine you just finished a classroom observation today. You now need to transfer your classroom notes from the credibility section to a “book” format that effectively identifies the trainer’s strengths and areas for improvement.

Record Strengths and Areas for Improvement - Part 1 Preview 19:02

Now it’s time to record the strengths & areas for improvement you identified above, place them in the corresponding task and sub-tasks in the Book Form, and write down some theory about why it’s a strength or area for improvement. This will help firmly implant these into the mind of the trainer so that when you give the trainer feedback, the trainer understands, appreciates, and is able to harness the strengths and tips you give moving forward.

Record Strengths and Areas for Improvement - Part 2 Preview 17:03

It’s time to record the strengths & areas for improvement you identified above and place them in the corresponding tasks and sub-tasks in the Book Form. Let’s start this together to make sure you can get the hang of it, and then you will have the opportunity to try a few on your own. To do this, we’re going to revisit those notes on credibility that we saw in the Classroom Observation Form.

Record Strengths and Areas for Improvement - Part 3 Preview 19:40

It’s time to record the strengths & areas for improvement you identified above and place them in the corresponding tasks and sub-tasks in the Book Form. Let’s start this together to make sure you can get the hang of it, and then you will have the opportunity to try a few on your own. To do this, we’re going to revisit those notes on credibility that we saw in the Classroom Observation Form.

Record the Main Strength of the Trainer - Part 1 Preview 19:45

The main strength of the trainer will be the first thing the trainer reads in the post observation feedback session. It’s imperative that you get this right and that the trainer feels it’s worthy. Keep in mind that telling someone their main strength is a challenging thing to do. Not only must the coach get it right, but the coach must get the trainer to believe that the main strength is true. The coach needs to be able to get the trainer to trust that the strengths can be harnessed in an exciting way in future classroom experiences.

Record the Main Strength of the Trainer - Part 2 Preview 13:36

Periodically, you may find there are two strengths that both seem equally valid as the main strength. If this happens for you, it may help to ask yourself two questions:

1. Which one is the natural main strength of the trainer and which one is the observed main strength of the trainer?

2. If you left one of the strengths out, would you not be doing the main strength justice?

In other words, if you only gave the trainer one of the main strengths, would he/she still not have an accurate picture of what the main strength really is?

If the answer is that you absolutely need both strengths to fully encapsulate this trainer’s main strength, then by all means, include them both. When you do, be sure to indicate which one is the observed strength and which one is a natural strength (if that is applicable).

Write a Classroom Observation Summary

Elicit Post Observation Feedback from the Trainer Preview 14:42

One key component to building relationships with the trainers is to help them feel listened to and understood. It’s also important that the feedback they receive align with (or at least address) their pre-conceived notions and feelings of themselves and their situation. Therefore, prior to giving any sort of feedback to the trainers, the first thing you may want to do is to find out how the trainers feel about themselves and their recent classroom experience.

Document Strengths to Share with the Trainer Preview 10:30

The first place to start on documenting feedback is with documenting the strengths of the trainer. Not only are these the bulk of the feedback the trainer will receive, but they are also the first things the trainer will get a chance to read.

Document Areas for Improvement to Share with the Trainer - Part 1 Preview 12:05

This is one of the more challenging tasks involved in writing the feedback for the trainer because it’s here that you are finally going to share the goals with the trainer that you feel can be improved over the course of your time together and beyond.

Document Areas for Improvement to Share with the Trainer - Part 2 Preview 14:21

It’s your turn to determine the top three goals of a trainer.

Step One: Use the stoplight summary below to determine which task or sub-tasks you feel best describe the target areas for improvement for this trainer.

Document Areas for Improvement to Share with the Trainer - Part 3 Preview 14:21

All of the areas for improvement for this goal should already be written and ready to copy from the Book form. This is highly convenient for you because it’s just a copy and paste at this point. It also ensures consistency in language and writing across all areas of improvement for the trainer, and it enables the feedback to be tailored to an encouraging approach up front when delivering to trainer.

Prepare Feedback for the Trainer Preview 04:48

The written feedback you just created is going to be the foundation for what you will present (both in written form and verbally) to the trainer during the post- observation feedback session. Both the written and verbal feedback may be read and thought about by the trainer, possibly over and over again. It may form a lasting impression on the trainer, so it’s important to get it right. This section will help you do that.

Write Feedback to Give to the Trainer Quiz

Share the Trainers Strengths Preview 07:20

Once you have given the trainer the written feedback, the first order of business is to recognize the trainer’s talents. I recommend spending between twenty-five to thirty-five minutes on this task. During this time, you’ll be going over both the trainer’s main strength as well as all of the related strengths of the trainer that surfaced during this observation.

Share the Trainers Areas for Improvement Preview 12:44

When you finish going over the trainer’s strengths, you will usually have about thirty minutes left in the post-observation conference to go over the trainer’s goals. This includes all of the things that the areas that you and the trainer feel could benefit from improvement.

Continue to Build Rapport with the Trainer - Part 1 Preview 16:14

At the end of a post-observation conference with the trainer, you have an opportunity to either build (or detract) from your current relationship with the trainer. The route you go here will determine how subsequent observations, 1-on- 1 coaching sessions, and post-observation feedback sessions go in the future. Building rapport now is an important step to solidifying that relationship in the future.

Continue to Build Rapport with the Trainer - Part 2 Preview 17:38

At the end of a post-observation conference with the trainer, you have an opportunity to either build (or detract) from your current relationship with the trainer. The route you go here will determine how subsequent observations, 1-on- 1 coaching sessions, and post-observation feedback sessions go in the future. Building rapport now is an important step to solidifying that relationship in the future.

Continue to Build Rapport with the Trainer - Part 3 Preview 15:58

At the end of a post-observation conference with the trainer, you have an opportunity to either build (or detract) from your current relationship with the trainer. The route you go here will determine how subsequent observations, 1-on- 1 coaching sessions, and post-observation feedback sessions go in the future. Building rapport now is an important step to solidifying that relationship in the future.

Deliver Feedback to the Trainer Quiz

Prepare to Coach the Trainer with New Ideas Preview 15:41

In this section, you will learn how to prepare for a coaching session with a trainer that has the six unique characteristics above. The following are the things you will want to do before walking in to the 1-on-1 session with the trainer. You can think of this as a checklist. If you have done each of the following, you’re ready for the 1-on-1.

Get Buy-In from the Trainer for the 1-on-1 Session Preview 14:56

In 1-on-1 coaching sessions, especially the first one, the trainer is often a little unsure why you are meeting, and what to expect. Just like any teaching session, your first job is to show the value of the session in the first place and why it will be very cool for the trainer to stick around. In addition, you need to show you care about the trainer and make the trainer feel safe to learn new things. There are many differences from trainer to trainer. Your job is to tailor the session itself to the different styles & circumstances of the trainer.

Tailor the Coaching Session to the Trainer - Part 1 Preview 19:33

Just like students, trainers vary dramatically in the way they learn information and the way in which they communicate effectively. Below are some key truths to employ to ensure you facilitate the 1-on-1 coaching session in a way that is conducive the style that the trainer appreciates and enjoys.

Tailor the Coaching Session to the Trainer - Part 2 Preview 09:45

When coaching a trainer on a new skill, use the trainer’s strength by incorporating them into the new learning so that the trainer can bank and build on them as the trainer learns the new skill and accomplishes the goal of the session.

One of the most powerful strengths to build off of is the trainer’s main strength. For example, suppose a trainer can build rapport very naturally, and she needs to work on credibility. You can then harness the trainer’s strengths with rapport such as ‘getting trainees to like me’ or ‘meet trainee needs’ to help that trainer with goals such as “regain confidence”, “overcome nervousness” and “feel less on edge”

Tailor the Approach to Coaching the Trainer Quiz

Coach the Trainer to Overcome Nervousness Preview 19:32

The way you approach and teach each trainer is unique. The trainer that knows he is showing nervousness is a bit easier to approach and teach this delicate subject to because he’s already halfway there in recognizing there is a need. The trainer that does not realize he is showing nervousness is more challenging for the coach. This section will teach you how to handle both types of trainers.

Coach the Trainer to Show Confidence Preview 19:37

There are two kinds of trainers that you will come across that may need help with showing confidence.

1. The trainer that knows he’s not showing confidence and wants to.

2. The trainer that doesn’t know he is not showing confidence.

The way you approach and teach each trainer is unique. This section will teach you how to handle both types. We’ll start with some theory to share with the trainer, if you choose, on how and why confidence manifests itself in the classroom.

Coach the Trainer to Show Credibility Quiz

Coach the Trainer to Have Fun and “By Myself” - Part 1 Preview 40:03

The goal of having fun and “being myself as a trainer” is one of the most popular goals among trainers. It turns out that one of the main reasons trainers tend to feel either burned out or simply dead tired at the end of the day is because they are not being themselves and they are being drained because of it. This goal helps to alleviate those concerns and problems and can really help trainers feel better about the classroom experience and even their role as a trainer.

Coach the Trainer to Have Fun and “By Myself” - Part 2 Preview 15:36

One really cool method of helping a trainer bring the fun in her style is to help the trainer identify a common theme between all the fun things he might choose. Then, share that with the trainer. This can help the trainer fish for examples later on that match these characteristics.

Coach the Trainer to Make Class Enjoyable Preview 08:17

This goal is very similar to getting trainees to like me in two ways. First, it’s all about the trainees. Second, it’s imperative that the trainer do this goal by being herself. Just like the above goal, trainees do not respond well to a trainer who is not sincere and genuine in who they are trying to be as a trainer and/or a person.

Coach the Trainer to Build Rapport Quiz

Coach the Trainer to Hook Trainees - Part 1 Preview 15:35

Most trainers don’t know that the primary reason that trainees aren’t engaged is because they are not hooked. What’s more, most trainers don’t know the theory behind how and why trainees are hooked into a class in the first place. This is the primary responsibility of the coach up front. You need to ensure that the trainer really buys into the notion that the hook is the most important way of engaging a trainee in a classroom.

Coach the Trainer to Hook Trainees - Part 2 Preview 10:27

Scenario: You’ve got a 1-on-1 coming up today with your trainer on “Hooking the Trainees”. You would like to know what kinds of questions and statements you can use to get the trainer to figure out some of the hooks and takeaways for her class. You decide to watch another coach to see how to do it. Below is a sneak preview into that coach’s 1-on-1 coaching session with the trainer.

Show the Trainer Progress has been Made Preview 17:46

It’s helpful for the trainer to see how far she has come in the 1-on-1. Take a look at the “before & after” comparison of the takeaways below for the trainer we’ve been working with in this 1-on-1.

Coach the Trainer to Keep Trainees’ Attention Preview 12:00

If trainees aren’t paying attention, chances are that it’s because they are not hooked. (See section above). With that said, there are some skills a trainer can learn to keep the attention of trainees even after the trainees have been initially hooked. This section focuses on ideas and techniques to share with a trainer who is in that very circumstance.

Coach the trainer to engage trainees Quiz

Coach the Trainer to Manage the Pace of the Class Preview 13:17

The theory for what makes up ‘pace’ is often times very different in the minds of the trainees and the mind of the trainer. It’s important to discuss this theory with the trainer before embarking on teaching the trainer how to manage that pace.

Coach the Trainer to Make Things Easy to Follow Along Preview 02:36

Explain to the trainer that ‘Understanding’ is not equal to ‘Follow along’. They are different. Follow along is technically the ability to follow along with the screen, board, companion, trainer words, power point, & activities. Trainees will often lump ‘understanding’ in with the ‘follow along’ above. (On evaluations and verbal feedback, etc.).

Coach the Trainer to make things Easy to Understand - Part 1 Preview 19:24

This task may be the most challenging topic to teach a trainer. Some trainers will resist ‘understanding’ both in the classroom as well as learning how to do it. For a number of reasons, trainers will do this.

• Some find it too hard

• Some find it annoying

• Some find it unnecessary

This topic is challenging for trainers because it is often a very misunderstood topic. Some trainers confuse ‘Understanding’ with other classroom tasks.

Coach the Trainer to make things Easy to Understand - Part 2 Preview 18:37

Making things easy to understand is a long, complicated process that is not easy to understand in its own right. In fact, often, it can take two different one-on-one sessions before it’s all said and done. It’s a good idea, before you get started teaching the trainer specifics on how to make things easy to understand, to share the big picture with the trainer. In general, there are three sections to making things easy to understand.

Coach the Trainer to make things Easy to Understand - Part 3 Preview 16:21

Coach the Trainer to Update a Lesson Plan for a Lightbulb In order to update a lesson plan for a lightbulb, there are four steps. We will go through each step in detail below:

• Write the Concept

• Write the Synthesis Directional

• Write Leading/Review statements and questions

• Decide if you Led too Much or too Little

Now it’s time to put together the lesson plan. This is the part that most trainers struggle with (if they don’t have a coach or this workbook). However, with this new recipe we’ve been using, the struggles will get drastically reduced! That’s a really cool hook to start with when you get buy-in from the trainer on this lesson plan process.

Coach the Trainer to make things Easy to Understand - Part 4 Preview 18:45

Coach the trainer how to write leading/review statements & questions This is possibly the most challenging step to help a trainer with because it’s here that you help the trainer write questions and statements that will lead the trainees to be able to answer the synthesis directional correctly on their own. Remember the rule for synthesis directionals.

Coach the Trainer to make things Easy to Understand - Part 5 Preview 12:48

Coach the Trainer to Create a Presentation Script for a Lightbulb In order to coach a trainer how to identify lightbulbs, there are six steps. We will go through each step in detail below:

1. State the Concept Directional

2. State the Concept Hook

3. Get Trainees Ready for the Synthesis Directional

4. Give the Synthesis Directional

5. Decide How You Will Go Over the Answer

6. Decide How You Will Check for Understanding

Coach the Trainer to Determine whether Trainees Got It Preview 02:12

Many trainees will resist activities to see if they ‘got it’. It’s important to keep that in mind as you teach the trainer techniques and ideas for this goal as it might get more resistance from either the trainer or the trainees. There are a number of reasons trainees will do this, but in common to all those reasons is a lack of understanding (above) of what ‘got it’ really is.

Coach the Trainer to Teach all Learners Quiz

Coach the Trainer to Elicit Questions from the Audience - Part 1 Preview 18:16

You will want to start by taking a moment to actually explain some theory to the trainer that can help the trainer learn to ‘catch his own fish on the fly’ when it comes to the practical piece (later on) for answering questions. You can start by going over the key characteristics and differences between an in-scope question and an out-of-scope question.

Coach the Trainer to Elicit Questions from the Audience - Part 2 Preview 10:10

You will want to start by taking a moment to actually explain some theory to the trainer that can help the trainer learn to ‘catch his own fish on the fly’ when it comes to the practical piece (later on) for answering questions. You can start by going over the key characteristics and differences between an in-scope question and an out-of-scope question.

Coach the Trainer to Answer In-Scope Questions Immediately Preview 15:56

The very first step in answering any question on the planet is to paraphrase the question...each and every time. The coach’s first job is to convince the trainer on why paraphrasing is necessary.

Many trainers ask whether it’s necessary to repeat every single question. The answer is: no, the trainer doesn’t have to repeat every question, just paraphrase them. In order to gather buy-in from a trainer to do this, you must first explain the difference between paraphrasing a question and repeating a question.

Coach the Trainer to Postpone Out-Of-Scope Questions Gracefully Preview 08:50

It’s important to remind the trainer that this occurs for any question that is out-of-scope regardless of whether the trainer knows the answer or not.

Below is a good example of an effectively postponed question:

Example: “Go ahead and write that down. (Trainer writes it down also) Let’s talk about that at 4:30 for you & anyone else who would like to join us.”

Coach the Trainer to Cope Confidently When You Don’t Know the Answer Preview 05:56

It’s important to remind the trainer that this occurs for any question that is out-of- scope, regardless of whether the trainer knows the answer or not.

Below is a good example of an effective way to say “I don’t know”:

“I have a few thoughts on that, but I want to make sure I get you the exact answer you’re looking for. Go ahead and write that down.” ...I’ll have an answer for you by the end of the class.”

Help the Trainer Practice Handling Questions Preview 14:12

Nearly every trainer likes to see the COACH model a new skill that the trainer would like to learn how to do. Handling questions is no exception. With that said, it is still polite (and safe for the trainer) to ask the trainer if he/she would like to see you model it first.

Coach the Trainer to Answer Questions Quiz

Handle Negativity - Part 1 Preview 09:37

Placate resenters, handle fault finders and shut down the hecklers.

Handle Negativity - Part 2 Preview 14:33

Placate resenters, handle fault finders and shut down the hecklers.

Stop Interruptions Preview 08:25

Hog-tie the talk hogs, give experts the spotlight and simmer down the know-it-alls.

Manage Inattention Preview 22:56

Lasso late arrivers and engage the distracted inefficient

Coach the trainer to handle challenges Quiz

Capture New Ideas You Teach the Trainer Preview 08:35

You’re going to be giving the trainer a lot of new ideas in each of the 1-on-1’s that you teach him. What’s more, many of those ideas will be ‘on-the-fly’ discussions between the two of you in which some really neat things come out of. You will make sure the trainer has a copy of all of these ideas in his hand when you leave the 1-on-1 so that he can use those to assimilate the information into a full stage 4 learning experience.

Identify a Practice Plan and Next Steps Preview 08:04

Almost all of the trainers that you work with will likely be at stage 2 (maybe 3) of learning by the time they finish a one-on-one session with you. That means they will be able to see and understand what the Coach is talking about, but they may not be able to do it themselves.

Document and Deliver the Coaching Summary Preview 05:07

Many trainers “hang on” to this 1-on-1 teaching summary. They find it very valuable for a number of reasons:

• It reminds them of the many ideas you went over in the 1-on-1

• It reminds them of their practice plan

• It reminds them they’ll be held accountable

• It reminds them of next steps

• It’s a succinct way to stay organized with their goals.

• They find it helpful to read as research learners.

Encourage the trainer to use new ideas Quiz

Create a Trainer Coaching Summary Preview 18:43

You’ve observed the trainer multiple times. You’ve had a number of 1-on-1’s with the trainer. Things have gone well. The trainer has learned a lot, incorporated many things into the classroom and even felt good about the process. Now what? As with all trainers, there are still things to work on. It’s a never- ending story. How do you set up the trainer to continue to be successful even after you’re done working with her?

Wrap-up the Process with the Trainer Preview 08:04

This is a very short task. It takes about fifteen minutes and you want to save it for the last fifteen minutes of the last post-observation conference with the trainer. There, you will likely have already gone over with the trainer the trainer’s main strength for this observation, related strengths, and the progress of reaching the goals that were worked on in the 1-on-1 sessions.

Handoff the Trainer to the Team Lead Preview 12:17

We have arrived at the last step in the coaching process. It’s time to handoff the trainer to the team lead and set the stage for continued growth even after this round of coaching is complete.

Once you've finished the course, you can obtain your Udemy Certificate of completion. To learn how to do so click here: https://support.udemy.com/hc/en-us/articles/229603868-How-to-Download-Your-Certificate-of-Completion

Or get your Rule the Room certification by passing the complete exam. Find your exam here: https://ruletheroomtrainthetrainer.com/certification-tests/ and use promo code: Udemy90 to get 90% off the exam price!

Set up the Trainer for Future Success Quiz

Train the Trainer Coach Pro Exam

Test your skills with the Coach exam.