Coaching and Performance Management

Is the annual appraisal viable in the modern workplace?

In this Coaching and Performance Management training course we explore how organisations can move to a coaching model for performance discussions and examine what these discussions look like in the distinctive higher education environment.

Sectors

  • corporate
  • health
  • higher-education
  • further-education
  • financial-legal-services
  • legal-2
  • charity

Available as

  • Off the shelf
  • Fully Bespoke

Course overview

With some academics growing weary of managerialism, and staff under increasing pressure in the higher education sector, we wanted to provide guidance on how vital conversations should be run so they are meaningful to all concerned.

We created this course in partnership with University College London, focusing on coaching conversations and career development.

Video content breathes life into the subject in a creative and engaging way, combining audio-visual content filmed on the university campus, with accessible design to give the course a stylish feel, without sacrificing the importance of the course’s messages.

Develop careers and work relationships

Appraisals and one-to-ones are crucial to career development and for maintaining productive working relationships with staff. Ensuring that you approach these situations in the right way can make the difference between demotivated staff members, or finding incentives to truly energise them.

The course covers the importance of appraisals and one-to-ones in relation to career development and workforce motivation.

  • Appraisals and One-to-Ones – outlines the importance of staff engagement, staff wellbeing, goal-setting, feedback and the appraisal conversation.
  • Coaching Conversations – explores the best practice for coaching conversations and the most effective coaching styles
  • Career Development – focuses on how career development supports staff and delves into the roles that each staff member should play
  • Video Scenarios – helps to visualise the topics explored earlier on and highlight the differences in effectiveness between the right and wrong approaches to appraisals and one-to-ones.

Course Duration: the course should take around 30 minutes to complete, and progress will automatically be saved enabling learners to complete the course in their own time.

Always up-to-date

If you buy any of our e-learning courses you’ll get all the updates we make, so you’ll always be up-to-date with current legislation.

Learning by design

All of our e-learning courses are highly interactive with rich graphics and audio-visual content, blending a variety of question types to encourage learners to apply concepts to their daily work routine.

Easy to implement & customise

This online learning course comes with Marshall LMS (Learning Management System), which allows you to manage your e-learning and track completed training.

Our in-house developers can quickly & effectively adapt this course to your sector and organisation. You could also add your own graphics, photos & video and amend content to include your policies, procedures, and key areas.

Learn more

If you would like a free trial of this course or find out more about our training courses please call +44 (0)845 123 3909 or get in touch using our contact form.

At Marshall Elearning we’re totally focused on creating content that’s exactly right for your learners. That’s why we’ve built our business around customising our existing courses to match the needs of specific organisations. And if something completely originals required, well make a bespoke course for you from scratch.

When we do this, our approach is guided by a few key principles.

Organisational Need

Why do you need to provide learning for your users – specifically? Is there a compliance need, a requirement to raise performance – or generate positive outcomes for external stakeholders? We prioritise making this clear as the first step in all of our projects.

Learner-Centric

Who are your learners? What are their preferred learning styles? What do they know already? How confident are they with using technology? Well put these questions to you, and base our approach around the picture we build up.

Learning Outcomes

We use these to decide what every screen in every course we make is intended to achieve. What is it – exactly – that learners need to explain, describe, distinguish or list? Defining these up-front keeps every project on course as we move from initial proposal, through to storyboarding and then development.

Engagement

Page-turning e-learning just doesn’t work. All of our courses are highly interactive, making extensive use of scenarios in particular. Rich media is used as appropriate, from audio-visual resources through to animations and bespoke graphics.

Respect for Learners

Treating learners as adults is vital to us. People don’t learn well if they feel they’re being patronised, and we aim to let users manage their own learning experience. We do this by writing our courses with an honest, direct tone, and giving learners choices in the form of additional learning resources and open navigational features.

What’s in it for me? is a question that all of our learners should be able to answer.

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