PARENTS TOOLSHOP® ADVISOR TRAINING MANUAL

 

MODULE 2: GROUP COACHING

If you prefer to download and print out this module to read, click here for the pdf file.

Listen to an overview/preview of this module by audio or video

Group coaching is a skill you will use when conducting support webinars/calls, such as Gold & Grad support webinars/calls, but not On-line T.I.P.S. Class content calls.

In general, here’s the agenda/format for group support webinars/calls:
1. First 15 minutes:
a. Review the agenda and announce the topic of the day:
b. Check-ins – Introductions, share wins & successes
c. Who has questions/issues to discuss (don’t say what they are yet) and few words about the subject but not full question yet (this helps the Advisor budget time)
2. Present the topic of the day: 20-30 minutes (definitely record this part of the call/webinar).
3. Last 15 minutes:
a. Answer questions or clarify, process and help them apply information and skills they are getting elsewhere. (Discuss that day’s topic first, then address any questions parents said they had)
b. Ask what each person on participating is taking away from today’s call?
c. What’s one thing each person will commit to doing this week based on what they learned?

Here’s a generic outline for holding group coaching calls.

This module describes exactly how to do each of these steps listed above. 

Group Coaching vs. 1:1 Coaching

There are different dynamics between group and 1:1 coaching. In group coaching, you always need to remember that the group needs to benefit from the call, not just one person. You also want to ask questions to get information that will benefit all of the callers. You might ask questions they already know the answer to, but ask so that the other callers can use the information to transfer the learning to their situation. This benefits the whole group and keeps the energy flowing, with everyone participating and benefitting! 

What Happens During A Group Coaching Session? 

Group coaching sessions or “support webinars/calls” are usually an Open Q/A and Topic Discussion. First, take attendance and list any questions people have. Do not start answering the first person’s question until you’ve checked to see how many questions the callers have. This helps you budget your time. Then try to group the questions so you can answer several at once. To do this, you use another Advisor skill, which you’ll learn in –depth in the next module. 

Problem-Solving 

When a client asks, “What should I do in this situation?” Use the Advisor problems-solving skills (described in Module #3) to use/model the UB®, guiding the client to through the UB® and to the best tools for their challenge. Be sure to make points along the way that generalize what you are doing so the whole group benefits.  

If you realize the situation is an “onion” or has layers that will take a lot of time, offer them a 1:1 session:

  • If a Grad, offer them a hug seat session on a Gold call. (See next section.)
  • If the issue is personal or unique to them, offer a 1:1 private problem-solving session (Module 3) or Strategy Session (Module 5)

In Gold calls/webinars, clarify anything people don’t understand, but only at the level of the 30-Days To Parenting Success course. If they still don’t understand, refer to an audio or class where teaching occurs. Meet clients where they are.  Too much information, out of order, confuses and overwhelms people. It also takes up time to teach one person who doesn’t know when others on call might.

  • If the person is a non-grad, you can say something to the effect of: “When this happens the problem can either be PU or PO” and explain briefly the difference.
  • Or ask the group if anyone has reached that lesson in the 30-day course and recalls how you tell the difference.
  • Or, if a graduate is on a Gold call, you can ask them, “What type of problem do you think it is? PU or PO?” because this reinforces and gives them practice using the skills and demonstrates to the Gold members how knowledgeable and skillful these parents are as a result of graduating from a Toolshop® class.

In Grad calls/webinars, you can review or remind them of any tools in The Parent’s Toolshop® book or T.I.P.S. class. They’ve already been “taught” the UB® and its tools, so you have more liberty to go into details. If, however, it seems like you are entering into a topic they didn’t learn or don’t remember and you are starting to “teach from scratch,” refer them to Graduate resources and on-line T.I.P.S. videos. (If they are live workshop graduates and didn’t get the upgrade, encourage them to now.) If they don’t have access to any grad resources and don’t want them, refer them to the next best resource for non-grads.

A Hug Seat

A “Hug Seat” is a focused problem-solving session with one Graduate, that’s arranged in advance and usually only lasts up to ½ hour. While you are guiding the Graduate through the problem-solving process, you generalize the steps or information for the group, so they can learn from it, too.  This is a live demonstration of how empowering knowing the UB® is and how much more quickly and easily problem-solving can be with it.

Language Skills/Scripts

In group calls/webinars, the parents may have diverse backgrounds, experiences, and knowledge/philosophies.

On Gold calls/webinars, where clients are new to the UB® thru the FREE e-course, it is important not to assume that every parent comes with the same skill level or mindset. Instead, before answering questions or problem-solving, find out what level of training they’ve had.  What course and where in course they are. Start there and support them in mastering what they already learned.

You can take them a little more advanced or in-depth.  Just pay attention to whether you are starting to teach instead of clarifying, processing, and supporting in applying. By involving Grads in questions from newbies, it shows non-grads or beginners how knowledgeable and skillful people become by taking a class.  This motivates them to keep moving through their course or seek more training. 

Gold Call Script

It’s important to set the stage for the call, especially if there is only one or two people. Otherwise, it will be easy to slip into coaching or get caught up in addressing their questions and not get to the topic or share the time with others in the group. So start each Gold call/webinar with an introduction similar to this:

Hello Everyone! Welcome to the Parent’s Toolshop® Parent Success Club webinar. I’m <<your name,>> a Certified Parents Toolshop® Advisor from <<State, Country>>. I always start these calls with a quick reminder of our agenda, so everyone member can benefit from this call, whether they are attending live or listening to the recording.

First, I’d like everyone to get to know each other, so we’ll start off with some quick introductions. If you are a returning member, we’d love to hear about your wins and successes in applying what you’ve learned on these calls to your family. And if you are coming to the call today with any specific parenting questions, you can say that you have a question or issue and in just a few words what the issue/topic is. When I see how many people have questions or issues, it will help me budget the timing of the topic presentation.

Then I will present today’s topic, which is on <<title of presentation.>> We promise our members fresh content each week, so I will be recording that part of the webinar, if nothing else. And to assure that we get a clean recording for everyone I’ll be switching from Q&A mode to listen-only mode where everyone is muted out during the presentation.

When the presentation is over, which will last about 20-30 minutes, I’ll switch back to Q&A mode and open the discussion about the topic first, and then we’ll address the questions or issues you have in the last 15 minutes of the call/webinar. If it seems your issue needs more private coaching or there is already a resource on the topic, and only under these circumstances, I may mention a resource or service Parents Toolshop® offers or one I’m aware of elsewhere. In this way, all our members can benefit from today’s call.

Then move into introductions. Watch the time. If people start talking about their problem/issue, interrupt and tell them you’ve made a note of it and promise you will come back to them after the presentation. Start & end your presentation on time and record it, even if there are no parents on the webinar. If it seems there are many questions by parents, adjust your presentation to allow a little more time; cover the most important points, but don’t elaborate. The opposite is true of no one is on the webinar. Feel free to do a 45 minute webinar, if you have material planned. This provides great value in the member archive area.

When you move into the personalized problem-solving, be careful to not get into coaching, teaching or a strategy session. Give basic information per the instructions in this module. Refer them to any appropriate resources Parents Toolshop® already has. It’s your responsibility to stay abreast of these resources. Here are the most common areas to find them:

  • Teleseminar series (Top 12 most common parenting challenges)
  • Gold member archives
  • Blog articles
  • The Parents Toolshop® book has an index of 1000+ parenting topics/challenges.
  • Remember that Jody has information on just about any parenting topic. If you aren’t sure, ask her or Belinda and they can provide you with the resource or a link to it. Just tell the parent you’ll get back to them with the answer, resource or link.

Should they need more personalized services (coaching or strategy session) or deeper learning (training), offer to support them more outside this call/webinar and try to get a commitment on the call for what service you will provide and how they can schedule that with you and pay.

Most options can be scheduled with the scheduling tool at https://relationshiptoolshop.com/contact/schedule-an-appointment/. Have then select “1:1 Personal Coaching session” and then “Certified Toolshop Leaders” for the provider. You can also provide the following payment links or they can send the appropriate amount through Paypal to your PT email address (fee splits apply).

  • Advisor Services with Certified PT DSP (price per hour)                        $100.00
  • Advisor Services with Jody Johnston Pawel (price per hour)           $200.00

Examples/Recordings

Description of this Gold Call:
1. Situation with preschool teacher. Parent comes to observe but when child has difficulty with tasks, the parent interferes.
   a. What administrator can say to parent (policy).
   b. What teacher can say to parent after policy is clear.
   c. What teacher can say to child who is frustrated.
         At this point, I made up a new “tool” that I called a “D.I.P. sandwich” combines FAX and DIP.  Learn it and add it to your Toolshop® kit.
2. That led to a clarification about the underlying value and importance of praise vs. encouragement and a review of self-esteem vs. self-image.
3. That led to this question: How can I give myself encouragement if I didn’t get it as a child and feel uncomfortable receiving compliments?
4. That led to the question: How can we avoid inadvertently building ego-esteem?

One of the callers said, “This one call alone was worth what I paid!”

Assignments

Pick 2 topics. For each, outline how that topic could lead to other discussions, about topics, skills, or challenges, like in the sample recording.  You can also use a free mind mapping tool (http://www.thebrain.com/c/personalbrain/?c=67) or diagramming program (www.askggg.com/dia) to map it if you choose.

Client Release of Liability FormThis form needs to be given/read to clients and they need to sign or verbally agree to it prior to receiving services.

When you’ve submitted your assignments, you may go to Lesson 3 or go back to the list of all the Advisor Training lessons.