Our previous installment of the Dr. Scott Massey newsletter dealt with creating an Action Plan for learners who seek the assistance of a Success Coach.  Today’s installment continues this topic by illustrating how subsequent meetings, including the all-important use of feedback, should be implemented to keep up the momentum of the learner’s improvement and academic success. 

Ongoing meetings

Keep in mind that while metacognitive techniques can be employed at once in helping a learner, overnight success is seldom an outcome.  Determination of the root cause for a learner’s academic struggles may take several sessions. As such, finding the root cause can become part of the action plan, and the action plan itself remains flexible as new information is uncovered.

After the initial session(s) in which the action plan is constructed, future meetings follow this structure:

1. A review of the last session, including goals.

2. An update on what has occurred since the last session.

3. Action plans toward short and long-term goals.

Providing feedback to the learner

Feedback is an essential component to maintaining (and adjusting, if necessary) an Action Plan. The Success Coach provides feedback to the learner with the following in mind.

Be empathetic. Realize that this may be painful for the learner, or cause significant anxiety or stress. Try to demystify the myths, such as “a poor test score is because of lack of intelligence or ability.” There will likely be tensions created from this information that the student may need help processing. A Success Coach does not act as a therapist, but can provide an empathetic interaction to help learners move beyond emotions and into an action plan stage.

Be considerate. Tone of voice should be positive and encouraging, and statements should avoid personal references and inferences. Coaches should be judgment-free and keep personal biases out of their assessments. 

Be consistent. Keep the message clear and on the “same page” between Success Coach, Learner, Advisors, and any other parties involved. 

Be timely. Provide feedback sooner rather than later.

Be goal referenced. Target outcomes the learner knows are necessary (such as a passing score on an exam). Objectives should be clear and attainable.

Be tangible and transparent. Provide authentic feedback, with evidence that supports that feedback. 

Be user-friendly. Stick to one or two points that are not overly technical, and appropriate based on circumstances.

Offer solutions. Practical solutions that jibe with the learner’s style are invaluable. Success Coaches are trained to know several tips to help the struggling learner. Present these as a series of choices for solutions to problems.

Encourage action. Allow the learner to formulate ideas on how to do things differently.

Encourage reflection. Follow up on how the learner is progressing toward goal development, and how the feedback is being utilized. The coach’s role is to point learners to objective data and prompt them to reflect on the information.

At the conclusion of a session, document/supplement action plans and recommendations for improvement as well as follow-up times.  All assignments given should be clearly articulated.

Notes on Notetaking

A Success Coach is rather like a physician conducting an examination to discover the root of an illness – the more detail and thoroughness in the history, the more likely that there will be a successful “diagnosis” in the root cause for subpar performance, and develop a plan of action.

In that vein:

• Gather all information applicable to the learner’s circumstances. This includes the level of preparation strategies used to study in the learner’s understanding of expectations.

• Delving into the undergraduate experience is essential because all students have established successful habits that can be emulated and replicated.

• Use behavioral questions such as:

  • Tell me about a time in your undergraduate experience that you struggled academically and found ways to change course and ultimately succeed.

• Review the performance data and provide objective feedback about its meaning and applications.

• Take copious notes, if necessary, then synthesize these into a narrative that the advisor and other faculty can use to conceptualize the learner’s status and recommendations.

• Document student comments and perspectives relevant to student success and well-being.

• Do not document personal information.

• Refer, if appropriate. We’ll delve further into important step in future issues.

As you can see, the Success Coach has an incredible opportunity to make a difference for a learner. In upcoming issues of our newsletter, we will continue to explore the valuable role of the Success Coach, covering topics such as Success Coach preparation, training and support.