Planning & Coaching Content for Multiple Platforms

Michael Roberts

“Editing is one of the great inventions of civilization.”

-- Jill Lepore, Harvard University American history professor

Exercise

Coaching and Planning Content for Multiple Media

• Standards & forms

• Coaching

• Continuous coverage

Performance Management Future improved

performance

Present level of performance

Clear goals

Resources, including staff & equipment

Organizational systems to manage the work

Staff skills, attitudes, behaviors

Compensation, recognition

Training & staff development

Staff needs &

Opportunities to Improve

Standards; “defined outcomes”

1.  Establish a sense of urgency

2.  Form a powerful guiding coalition

3.  Create a vision

4.  Communicate the vision

5: Empower others to act on the vision

6: Plan for and create short-term wins

7: Consolidate improvements, produce more change

8: Institutionalize new approaches

Leading in a time of change

Navigating change

Unfreeze

Change

Refreeze

Standards •  Describe expectations •  Convey core skills •  Focus energy and attention •  Improve communication •  Reinforce goals •  Provide coaching opportunities •  Create momentum •  Foster independence •  Encourage higher performance •  Enhance teamwork •  Reduce stress and conflict

SMART standards

•  Specific: Frame a single observable outcome or behavior.

•  Measurable: Describe success in measurable terms.

•  Action-oriented: Use action verbs in clear descriptions of performance and workflow.

•  Realistic: Attainable with existing skills, abilities or resources -- and related training.

•  Time-dated: Deadline or frequency.

Standards

form (noun) -- the visible shape or configuration of something, arrangement of parts; shape.

medium (noun) -- an agency or means of doing something.

Form vs Medium

Selecting multimedia medium

Time: How much time to publication

Resources: People, man hours, equipment

Shelf life: Amount of effort vs return

Interactivity: Opportunities for users to control what they see and hear

Slide shows

Time: Quick to create & edit

Resources: One person; easy to learn

Shelf life: Short or long

Interactivity: Yes; easy & popular with users

Video

Time: Consuming (plan, shoot, edit)

Resources: Extensive training; videographer

Shelf life: Short or long

Interactivity: Very limited

Flash

Time: Very time consuming

Resources: Considerable staff time; can require

text, photos, video, graphics

Shelf life: Should be long

Interactivity: Extremely interactive

Exercise

Slide shows

Slide Show Stories

Slide show story A slide show of between 12-20 images which tells a story. Each slide show story should have a sharp focus, which often means one main character, a specific event, or a clear theme. The slide show story should be organized in a way that allows the story to unfold in a logical manner through a combination of images and cutlines that convey a beginning, middle, and end. The story may move in chronological order, in blocks or chapters, or in any other clear structure. Cutlines will usually consist of 25% photo ID material and 75% context, news or other information that tells the larger story and builds understanding as the slide show progresses. Photographers and reporters building slide show stories should organize the photos in the slide show tool, write the cutlines in a Word document for editing and copy editing, then cut and paste the finished cutlines into the slide show for final proofing prior to deadline.

CUTLINE 1: (Petri dish)

Take a rare tour inside an anthrax lab. Northern Arizona University has the world's largest collection of anthrax with about 2,000 strains. This photo shows gray colonies of Bacillus anthracis, the bacterium that causes anthrax.

CUTLINE 1 REVISED: (Keim and vial)

Professor Paul Keim of Northern Arizona University played a key role in analyzing anthrax from the 2001 letter attacks, the worst biological attacks in U.S. history. Twenty-two people were infected and five died. Keim’s work made his NAU laboratory one of the leading anthrax research centers in the world. Keim is moving to a new NAU lab in 2008 that will allow him to expand his research on other dangerous germs. Keim is pictured here with a magnified photo of a vial that contains a sample of spinal fluid taken from a Florida photo editor who died of anthrax in the 2001 attacks.

Teens + discipline; military plans; teamwork.

Deer Valley High School's Air Force JROTC program offers students a chance to learn military customs, discipline, leadership skills and teamwork. This year 85 students enrolled in the elective program, some with the goal of joining the military after graduation. The program can be demanding and not everyone makes it to the end. Here cadets march in the Heart of Valor Veterans Day parade in Phoenix, including Jake Suss (front), Michael Campos (left), and Ethan McMannis (right).

Video story forms

Event Guide Profile

Slice of life Man on the street

5 Video Story Forms

Event: One-time event. Ongoing, recurring event.

Guide: Tour. Orientation. Consumer or participant information. How-to.

Profile: Person. Place. Organization.

Slice of life: Sights and sounds, often of the familiar.

Man on the street: Quotes and views from people.

Event video

Preparation: Date, time, expected highlights, cast of characters. If a recurring event, consumer information.

Structure: Chronological; beginning-middle-end.

Content: Distinguishing visual and audio elements. Interviews with participants, main characters. If recurring event, interviews provide consumer information.

Guide video

Preparation: Consumer or participant information; cast of characters; tour guide(s); expected highlights.

Structure: Chronological. Or key elements in clear groupings. Examples: Tour of candy factory that follows production line (chronology). Tour of restaurant that looks at menu, setting and décor, people who work there (grouped).

Content: Knowledgeable tour guide(s) interviews. Distinguishing visual / audio elements.

Man on the street video

Preparation: Identify topic, single question, and identity of group asked to respond.

Structure: Introduce topic and question quickly, then let the comments follow. Generally start with the most compelling sound bite.

Content: Multiple interviews generated with single open-ended question. Limit sound bites to 7-10 seconds. Vary framing of each subject.

Blogs

•  Aggregator

•  Insider

•  Commentator

Blogs Blogs are to supplement news stories, not replace them.

A blog is a live, running narrative or commentary that remixes content from original reporting, outside sources, observations, tidbits not worth a story, existing stories, multimedia and external websites. Blogs appear only online. Blogs should be updated at least once daily. Blogs provide context and / or greater understanding of a topic. As a live product, a blog offers the ability to react to news or events in real time. Sometimes blogs break news that is quickly expanded and turned into a story.

Blogs

AGGREGATOR: Blogs that emphasize aggregation are to be prime sources of news and information on a given topic, trend or blend of traditional beats. The blog will make connections and stitch together common threads within the topic. The blogger could link users to other websites, as well as multimedia story forms such as videos, slideshows and FLASH packages and social media channels such as Twitter and Facebook.

Blogs

INSIDER: Insider blogs emphasize stories or events behind the scenes and around the news. Such blogs incorporate short items such as observations, anecdotes, quotes, photos, links to related content. Much of the material in this kind of blog comes off news already published in another form (i.e. stories; alternative story forms; columns; photos; multimedia.) Posts may look ahead and anticipate events. These could be a group effort or single author with expertise in the topic.

Blogs

COMMENTATOR: Commentator blogs are an extension of existing columnists, reviewers and editorial writers’ work, and are meant to convey the views and personalities of the authors. Blog posts can be quick responses to breaking news, follows to published columns, or other material that augments the authors’ columns or reviews.

Social media

•  Facebook posts

•  Tweets

•  Live tweets

•  Comments / responses

Mobile

•  Mobile web sites

•  Apps

•  Alerts

• 

• 

Cautionary tale

Things to Do lists

Vistalance hosts a night of Drunken Debauchery called, "Las Bandas Borrachas" which means, the drunken bands. All the bands from start to finish perform their set smashed, wasted, blitzed, hammered, trashed, sloshed, drunk. The line-up includes Minus Blindfold, Roveen, Beyond the Now, Driven A.D. and Vrtra. So if sounds good to you, come party.

Most of us avoid those telemarketing phone calls but comedian, Jim Florentine loves them. His series of CDs, "Terrorizing Telemarketers" has audiences falling to their knees from laughing so hard from the real-life conversations that range from at-home abortions to creating awkward situations. His VH-1 hit, "The Metal Show" recently began its second season. Jim has also been seen on such shows as "Celebrity Apprentice" and "Jimmy Kimmel Live." You can count on a good time with Jim as your guide.

Things to do

The function of a Things to Do entry is to provide access to events and activities, and enough background information to help users make a choice as consumers. The entry is not a review, nor an endorsement.

The function of a Things to Do entry is to provide access information to events and activities, and enough background information to help users make a choice as consumers. The entry is not a review.

Each entry consists of three fields: 1: Event info: Event name, time, date, location, cost or ticket information 2: Event description: Background and context on performers or events. 3: Links: Hypertext links to related stories or other information on azcentral

1: Event info: [Information fields template]

2: Event description: The description field should run approximately 40-65 words, The description consists of up to three basic elements of background information, in this order. (a.) Background: Background information that quickly identifies and conveys context on the event, performer, or activity that will help a reader make an informed decision. Assume no prior knowledge. Be concise and specific. (b.) Connections: When appropriate, indicate any relevant sponsors, benefit recipients, or other connections that contribute to an understanding of the event. (c.) Guidance: When appropriate, additional information that can help a reader access, enjoy, participate or benefit from the event. This could include information on what to bring, how to register or obtain tickets, how to prepare, etc.

3: Links: Hypertext links to related stories, photos, video or other content on azcentral.

Things To Do entry

Shirley Peterson and Friends Hotel San Carlos 202 N. Central Ave. Phoenix, AZ, 85004 602-253-4121 Saturday, 6:30 PM - 8:30 PM Free. Veteran jazz vocalist-pianist Shirley Peterson performs Saturday nights in the Copper Door Restaurant, located in the historic San Carlos Hotel in downtown Phoenix. Born in Cheyenne, Wyoming, Peterson has regularly performed in jazz clubs in New York City, Boston and Los Angeles. She lived and performed in Mexico for several years, recorded a CD in California, and settled in Phoenix.

ON THE WEB: www.wallawallaplace.com

Directions & feedback

(Coaching)

Directions

1. Tell the person specifically what is to be done.

2. Demonstrate or provide examples of what is to be done.

3. Check for understanding. 4. Observe and coach as they do what you have

asked. 5. Praise progress.

Praise

1.  Begin by telling the person you want to tell them how they are doing (in this case praise).

2.  Do it immediately, as close to their strong performance as you can.

3.  Tell the person what they did right – be specific. 4.  Tell the person how you feel about what they did, in

no uncertain terms, how it helps the organization, people in the organization.

5.  Pause for a few moments to let them “feel” how good you feel.

6.  Encourage them to do more of the same. 7.  Shake hands or make good eye contact to make it

clear you support their success.

Corrective feedback

1.  Begin by telling the person you want to tell then how they are doing (in this case, a reprimand).

2.  Do it immediately, as close to their poor performance as you can.

3.  Tell the person what they did wrong – be specific. 4.  Tell the person how you feel about what they did, in

no uncertain terms, how it hurts the organization, how it makes it harder to achieve goals.

5.  Pause for a few moments of uncomfortable silence to let them “feel” how you feel.

6.  Remind them how much you value them. 7.  Reaffirm that you think well of them, but not of their

performance in this situation.

Exercise