Advancement: The art of guiding learners forward

Find out how the coaching technique of advancement can be the key to student success

 The triumphant return of sweater weather and pumpkin spiced everything signal that the fall semester is underway at colleges and universities nationwide. Which means that students are busy charting their paths to success — or having a hard time doing so. We talked with InsideTrack’s Aaron Murphy, senior instructional designer, and Marisa Muniz, coaching operations training manager, about what it takes to support student success now and throughout the year. These experts focused on the importance of a coaching technique known as advancement. Their invaluable insights and pro tips offer a guide on how to increase the likelihood of learner follow-through on their intended actions. 

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What is advancement?

Advancement is the coach-aided process of helping a learner take at least one positive step toward their goals. This step could be an action they take or knowledge they gain to support them in moving forward. At its core, advancement is very simple: plan one action with a learner and break that action down to the smallest next step with as much clarity as possible.

A good way to get started with advancing — while also building trust — is to start coaching sessions with a role statement that elucidates the direction and purpose of the session. An example would be: “As your coach, it’s my role to support you in advancing toward graduation (or that learner’s stated goal). This upcoming math test seems to be your biggest challenge right now. Let’s break it down so you have a strong plan when you leave this meeting.”

Partnering with learners to build a plan for reaching their goals can involve either an instructional or developmental approach, depending on what the learner needs. An instructional approach means telling a learner what needs to be done and how to do it, or giving resources and advice. This could include sharing institutional deadlines, where and how something needs to be submitted, program requirements and campus resources. A developmental approach facilitates the learner’s process of uncovering their own answers, giving them agency and choice. 

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For a learner who struggles with time management, asking key questions that help them review their priorities will have a more lasting impact than instruction. Sometimes a combination makes the most sense. For example, if a learner is wondering if their major is the best fit for them, you could suggest an informational interview, explaining what it is and why it’s helpful. Then, to ensure that learner moves forward with this suggestion, use developmental techniques — like brainstorming who to talk to and what questions to ask.

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When should advancing happen in a coaching meeting?

A coaching conversation can be broken down into four parts:

1. Start by framing the conversation. Identify the agenda for the meeting and call out where you are in the semester, how many times you’ve met and what’s left to do before the semester is over. Give space for the learner to share their priorities for the conversation.

2. Next, make a thorough assessment so nothing is missed. The learner can name concerns and share what they are working on. As the supporter, this may include asking questions about topics they didn’t bring up, like finances, health or responsibilities outside of school.

3. Decide on one thing to discuss in depth — ideally, something that came up in the assessment where they need the most support. This is where the advancement will happen.

4. Always summarize by reviewing the next steps that came out of the discussion and connect them to their long-term goals.

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Coaching strategies that increase the likelihood of follow-through

Aaron and Marisa recommend these tried-and-true coaching strategies for helping learners advance:

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1. Use planning questions

This process focuses on the micro-choices that will help learners develop their plan. These are all decisions they will have to make, so making them up front in the supportive environment of their meeting with you will help them visualize their actions. Good planning questions to ask include:

• When and how will you do each part of your plan?
• How long will it take?
• What do you need to do or know before you start?
• What support do you need?

This is also a great time to look at potential obstacles and talk about ways of overcoming them. Marisa explains, “When I advance someone, I want to make sure that they are likely to move forward with the next step we've identified. By planning out that next step on a micro level and asking questions like ‘When will you do it?’ and ‘What's likely to get in your way?’, the next step becomes more tangible.” 

An informative way to wrap up this section of the meeting is to ask a scoring question: “On a scale from 1-10, how likely are you to get this done?” Typically, if it’s below an eight, they won’t do it. Time to rework the plan!

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Advancement in action: Planning questions 

In this real text exchange between a coach and a learner, check out how the coach works in planning questions and potential obstacles: 

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2. Encourage writing it down 

People are significantly more likely to achieve their goals if they put them in writing. Coaches will always have specific things to send learners in an email, but resist the temptation to include the to-do list generated in the meeting. Having the learner write it down in their handwriting increases the likelihood of task completion because of the valuable hand-to-brain connection. Beyond that, seeing a reminder in their own handwriting can be more powerful than seeing one in an email.

“I always practice coaching someone to one action,” Aaron shares. “Even if there are a lot of steps to take, I want one step planned out and written down. Because if they are successful in that one step, then that person will be in action. And everything becomes easier after that.” 

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3. Keep them accountable

As Marisa explains, “When it comes to planning a next step and having your learner take action, accountability is huge. Whether it's a learner letting their coach know they've taken action or the learner sharing their plan with a friend, establishing an accountability partner increases the chances that an individual will reach their goal.”

According to a study by the American Society for Training and Development, people have a 65 percent chance of reaching their goal if they have an accountability partner. And with consistent follow-up as they work toward the goal, the accountability number goes up to 95 percent. As someone who supports students, you could easily be their accountability partner, asking your learner for regular updates on their progress. But maybe you’re not the only person right for the job. Accountability will work best if you put the learner in charge. They may identify someone in their overall support system, like a family member, significant other or fellow student, who would make a great accountability partner.

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Advancement in action: Creating accountability 

In this call transcript, note how the coach finds a creative way for the learner to “write it down” and later talks her through making someone important in her life an accountability partner. The learner then takes the accountability piece even further, asking the coach to check back in with her.

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The importance of advancement

Advancing gives coaches the important opportunity to not just talk with learners about their goals, but to walk them, micro-step by micro-step, through what it will take to achieve them. This detailed attention to the path ahead and any potential obstacles along the way is invaluable to their academic journey. Even more importantly, it helps learners develop a skill they can use as they work toward goals for years to come. Marisa perfectly sums up the significance of advancing when she says, “I often describe the skill of advancement as the ‘bread and butter’ of coaching. Without it, a learner and I might have a nice conversation, but it's not really coaching.”

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‍Marisa Muniz is the Coaching Operations Training Manager at InsideTrack and has been supporting learners since 2013. She is passionate about amplifying the impact of coaching by teaching people how to coach. As a leader on the Learning & Development team, she designs training and manages programs that help InsideTrack employees realize their full coaching potential.

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InsideTrack’s Senior Instructional Designer Aaron Murphy has been coaching and training for over 19 years. His studies in communication include positive psychology, non-violent communication, negotiation and marketing. He also contributes to the theater arts community by acting, teaching, directing and producing. 

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