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Instructional Coaching: An effective way to train!

These recent findings were discussed on our LinkedIn professional discussion group by our Head of Clinical Research and PCIT Training Program Manager, Dr. Susan Timmer:

In 1987, Bruce Joyce and Beverly Showers released the findings on the effectiveness of changing practice (these were teachers) resulting from various modes of training and followup support. This information has become the prime mover behind the increase in what is known now as instructional coaching. The following summary of Joyce and Showers’ findings are dramatic!
The research on the need for coaching:
• 5% of learners will transfer a new skill into their practice as a result of learning a theory
• 10% of learners will transfer a new skill into their practice as a result of learning a theory and seeing it demonstrated
• 20% of learners will transfer a new skill into their practice as a result of theory, demonstration, and practice during the training
• 25% of learners will transfer a new skill into their practice as a result of theory, demonstration, practice, and corrective feedback during the training
• 90% of learners will transfer a new skill into their practice as a result of theory, demonstration, practice, and corrective feedback during the training — when it is followed up with job-embedded coaching

Our Director of Mental Health Services, Dr. Anthony Urquiza had this to add:

At the risk of being simplistic, perhaps this is the origin of the phrase, “Practice makes perfect.” Following this, I might add, ‘Hearing about makes okay.’ It reminds me of reading I have done about John Wooden (in case you do not know, Wooden was the most successful college basketball coach of all time – generating a winning record of more than 80% of his games and six national championships. Wooden had a lot of skills and knowledge that went into his success, but one of the things that was foundational was that he would run his basketball practices very carefully and scripted to the minute. Players would repeatedly practice (rehearse) the specific skills they would use in a game. Then during game time, they would simply respond to situations, using the skills they learned (Automaticity – some of us wold say).

Join the conversation!  Let us know what you think about using in-the-moment coaching to teach skills more effectively.  Click the LinkedIn logo at the top right of this page.

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