Developing an effective, scalable coaching program requires cross-functional commitment and success requires clear and realistic goals, based on current realities.

1. Building a highly effective coaching
and mentoring program at scale
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2. The effectiveness of success coaching for students is well
documented in higher education literature
Tinto’s theory of student departure - Coaching facilitates students’ smooth
transition from separation à transition à incorporation
Astin’s theory of involvement aligns with coaching’s efforts to facilitate student
action
Rendon – coaching provides space for student validation, helping to improve
confidence and reduce self-doubt
Sanford – coaching assesses student readiness, and aims to provide
appropriate mix of challenge and support for student
Kuh – coaching promotes student engagement in high impact practices and
educationally purposeful activities
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3. Longitudinal data shows the impact of coaching on
retention and graduation rates
Coaching impact persists through graduation
Coaching period Residual impact period
9%
12%
15%
14%
6-month 12-month 18-month 24-month Graduation
Data source: Bettinger, E. P., & Baker, R. (2011). The effects of student coaching in college: An evaluation of a randomized
experiment in student mentoring (Working Paper No. 16881).
13%
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4. Coaching also has a positive impact on student
engagement and satisfaction
Percentage of students who reported they
were very satisfied with the following areas of college life:
Being an effective college student
Staying healthy and mentally positive
Managing competing commitments
Academic success
Commitment to graduating
Budgeting, finances, covering
educational and living costs
Involvement in the campus community
(i.e. friends, organizations, etc.)
0% 20% 40% 60% 80%
Control
Coached
Data source: Florida State University and InsideTrack, “Coaching enhances the student experience and increases enrollment,
retention and graduation rates,” January, 2011.
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5. Numerous controlled studies have verified the impact and
cost-effectiveness of coaching
“The results are clear: retention rates were greater in the coached group and the
results do not change when we control for key demographic factors. Moreover, the
expenditure is much smaller than that which would be required under an alternative
policy.”
Professor Eric Bettinger, Associate Professor, Stanford University
“ This mentoring program for college students was found in a well-conducted
randomized controlled trial to produce a 14% increase in
college persistence two years after random assignment, and a 13%
increase in likelihood of graduating college four years after random
assignment.”
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6. Coaching programs can be tailored to various students and
points in the student lifecycle
Prospective Students Enrolled Students Graduating Students
Enrollment growth and diversity
Competitive differentiation
Improved efficiency
Market insights
Enrollment Coaching
• Conversion (from app or admit)
• Yield (admit/registration to start)
• Strong Start (prep for success)
Higher retention and completion
Tailored student experience
Improved operational effectiveness
Student experience insights
Better career readiness
Stronger employer relations
Stronger alumni relations
Success Coaching
• Transition (first 2 terms/semesters)
• Continuation (on-demand)
• Special populations (military, non-resident, first-gen, etc.)
• Special situations (probation, transfer, etc.)
Brand differentiation
Career coaching
• Structured/Comprehensive
• On-Demand/Tactical
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7. Developing an effective, scalable coaching program
requires cross-functional commitment
Core functions
Program Director
Serves as liaison to
academic advising,
financial aid, career
and other services
Prospective
Student Coaches
Enrolled Student
Coaches
Coaching
Managers
Mentor coaches and
facilitate development
of best practices
Work one-on-one with prospective and enrolled
students through regular, structured phone
conversations and ad-hoc online communication
Organizational support
Quality Control Pedagogy Communications Research/ Analytics
Evaluate coaching calls;
measure performance on
broad range of metrics
Improve and develop new
coaching methodologies
and incorporate into best
practices
Develop student-facing
coaching materials and
drive student adoption
Operational
Consulting Recruiting IT/Systems
Development
Prepare detailed
quantitative and qualitative
reports for administrative
decision making
Professional
Development
Executive Sponsor
Guides program
director and serves as
liaison to other senior
administrators
Support functional leaders
in operationalizing changes
based on student
experiences and feedback
Extensively screen and
evaluate coach
candidates to ensure
highest quality hiring
Develop and administer
systems used for coaching,
data management and
reporting
Train and certify coaches
through multiple levels of
mastery in various
subjects
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8. Success requires clear and realistic goals, based on
current realities
First-year retention
(first-time-full-time freshman at semi-selective private
university campus)
89.0% 90.1%
88.5%
84.6% 85.1% 85.5%
Cohort A Cohort B Cohort C
Coached Control
Graduation
(first-time-full-time freshman at semi-selective private
university campus)
75.4% 68.9%
54.5%
63.2% 65.2%
50.2%
6-year 5-year 4-year
Coached Control
Inquiry conversion
(all inquiries at semi-selective online program)
10.8% 12.4% 11.2%
9.2% 8.4% 8.1% 8.3%
September January March June
Coached Control
Dropout resumption
5.9%
(post-traditional students at low selectivity online program)
21%
34% 32% 31%
12%
20% 20% 15%
1st Term
Drops
2nd Term
Drops
3rd Term
Drops
4th Term
Drops
Coached Control
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9. Great coaching begins with great coaches and great
candidates come from rigorous selection
Voice
Screener
• Tone
of
voice
• Ability
to
respond
under
pressure
• Comfort
with
technology
• Strong
Comm
Skills
• Strong
interpersonal
Skills
Second
Round
• In
depth
raw
coaching
skill
• Ability
to
implement
feedback
• Performance-­‐oriented
• Dig
into
any
areas
of
PXT
out
of
pa>ern
• All
a7ributes
ü Full
HR
interview
Phone
Interview
• InvitaAon
to
interview
Confirm
salary
range
fit
• Strong
Comm.
Skills
• Strong
interpersonal
Skills
• Fit
with
InsideTrack
• Drive
for
Success
Campus
Director
Interview
• Campus
fit
• Possible
addiAonal
role
play
• Curiosity
• Tone
of
voice
• Drive
for
Success
• Fit
with
Campus
Top-­‐Quality
Coaches
Profiles
XT
• Falls
within
70%
hit
of
benchmark
pa>ern
• Learning,
Behavior,
Job
Fit
Reference
and
Background
Check
• Talk
with
most
recent
supervisor
where
possible
Resume
and
Cover
Le7er
Screen
• Bachelor’s
• Relevant
prof.
experience
• Interest
in
ITK
• Fit
with
InsideTrack
Group
Interview
• Raw
coaching
• Listening
• Interpersonal
skills
• Commitment
to
mission
• All
A7ributes
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10. Great coaches are developed, not born
In his/her first year alone, a new coach should receive 100+ hours
of professional development
ü New coach training /
orientation
ü Ongoing certification –
multiple levels of mastery,
multiple disciplines
ü Routine quality assessment/
developmental observations
ü Individual professional
development meetings
ü Team training
Coaching
Methodology Meeting
Student
Impact
Structure
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11. Great coaching also requires a methodology that addresses
all areas of student success
Clarify where student wants to be after
graduation
Connect to what student needs to
accomplish every week
Help organize student’s commitments to
get work done
Motivate student to overcome obstacles
Reaffirm value of the institution
LONG-TERM GOAL
School
Community
Academics
Career
Managing
Commitments
Effectiveness
Commitment
to Graduation
Finances
Health &
Support
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12. Coaching works best when closely aligned with other
student support functions
Coaching supports:
• Higher contact rates
• Better student preparedness
• Consistency in messages and service delivery
• Proactivity / issue prevention
Coaching
Academic Advising
Financial Aid
Career Services
Other Support Services
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13. A “Success Creation” mindset is critical to an effective
coaching program
A “Failure Prevention” mindset results in wasted resources and
lost opportunities
Success Creation
Failure Prevention
How students are
introduced to coaching
“Get to know you” call from coach
Orientation / information packet
When students hear
from coaches
At regularly scheduled meetings
designed to keep them on track
toward their goals
Missed a class, failed a test or
otherwise triggered a “flag” in the
early alert system
Why students might
reach out to coaches
Want to brainstorm a challenge or
celebrate a recent win
Facing significant hardships, on
the verge of failing, dropping out
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14. Coaching cost-effectiveness is maximized by assessing
likelihood of impact by student type
Coach to enhance
experience, optimize
learning outcomes
Coach to
maximize chances
of completion
Leverage other means
to enhance experience,
optimize learning
outcomes
Leverage other means
to maximize chances
of completion
Risk of Attrition
Likely Impact of
Coaching
Low
High
Low
High
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15. Maximizing the impact of coaching requires investment in
technology and analytics
Both to manage the delivery of coaching and to generate the
insights that guide operational and executive decision making
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16. Many institutions choose to partner with a coaching
services provider
The reasons for partnering vary:
Focus: Partnering enables institutions to focus on their core competencies and
simultaneously address a larger number of competing priorities
Time-to-Benefit: It takes many years to develop a coaching program to the point where it
consistently delivers significant impact
Economies of Scale/Scope: Coaching services providers work with a broad range of
institutions and students, enabling them to better amortize the costs of specialized expertise
and technology
Variable Expense vs Capital Investment: By contracting for coaching services,
institutions can turn a capital investment into an expense that varies directly with enrollment
Risk Management: Implementing an established program avoids the financial, brand,
regulatory and other risks associated with a steep learning curve
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17. The keys to selecting the right partner are expertise and fit
Before engaging a coaching services provider, consider the following:
Mission/Values: Does the organization share your core beliefs?
Brand/Reputation: Are they known for operating with integrity, as a trusted
partner?
Effectiveness: Do they have a strong, well-documented history of success?
Accountability: Are they committed to measurement, transparency and
accountability?
Focus: Is enhancing student engagement and success their core purpose?
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18. InsideTrack works with you to implement a system for
continuous improvement
Increase enrollment, retention and graduation by 15%.
• 1:1 coaching for prospective and enrolled students
• Actionable insights on student perceptions and needs
• Systems to ensure measurement and accountability
InsideTrack is the only college dropout
prevention initiative to meet WWC evidence
standards
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19. Unlocking human potential since 2001
insidetrack.com programs@insidetrack.com
@insidetrack linkedin.com/company/insidetrack
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