- C3 Production Playbook
- Coaches Coaching Coaches · 52-Session Program Guide
- PROGRAM ARCHITECTURE
- HOW TO USE THIS PLAYBOOK
- SESSION REGISTRY
- CURRICULUM DESIGN NOTES
- COMMAND 1 — "Create Session N"
- STANDARD SESSION PAGE STRUCTURE
C3 Production Playbook #
Coaches Coaching Coaches · 52-Session Program Guide #
Updated: May 2026 · For use by Barry Morgan and Claude (Cowork)
PROGRAM ARCHITECTURE #
| Stage | Course Title | Sessions | Semesters | Audience |
|---|---|---|---|---|
| Orientation | Course Intro: Try for Free | 1–4 (4 sessions) | — | All Pathfinder Campus members |
| Part 1 | Building the Foundation | 5–28 (24 sessions) | Semesters 1–4 | Pathfinder Guild members |
| Part 2 | Advanced Practice | 29–52 (24 sessions) | Semesters 5–8 | Pathfinder Guild members |
Terminology used throughout this program:
– Session = one unit of learning (what learners complete each week)
– Semester = a themed grouping of 6 sessions (one per part)
– Never use “lesson,” “week,” or “month” in member-facing content
HOW TO USE THIS PLAYBOOK #
Two commands run the entire production pipeline:
| Command | What it does |
|---|---|
| “Create Session N” | Generates everything: 5 HTML files, PPTX slide deck, feature PNG — saved locally and published to FluentCommunity |
| “Update Session N https://youtu.be/XXXXX” | Updates YouTube metadata, uploads thumbnail, replaces video placeholder in HTML, republishes to FluentCommunity |
Barry’s total work per session: record the video, upload it, paste the URL. Claude handles everything else.
SESSION REGISTRY #
ORIENTATION — Sessions 1–4 #
Course: Coaches Coaching Coaches — Course Intro: Try for Free
Status: ✅ Complete
| Session | Title | Core Concept |
|---|---|---|
| 1 | The Shift from Expert to Coach | The identity change at the heart of coaching culture |
| 2 | What Is a Coaching Culture? | The 4 pillars — what it looks like and why it matters |
| 3 | The Power of Listening | Why most people aren’t really listening |
| 4 | The Cost of Helping Too Much | The Advice Monster and the discipline of holding back |
PART 1: BUILDING THE FOUNDATION — Sessions 5–28 #
Course: Coaches Coaching Coaches — Part 1: Building the Foundation
FluentCommunity course ID: 22
Semester 1: The Listening Leader (Sessions 5–10) #
Going beyond the introduction — mastering the mechanics and disciplines of listening at depth.
| Session | Title | Core Concept |
|---|---|---|
| 5 | The Three Levels of Listening | Level 1 (internal) → Level 2 (focused) → Level 3 (global/radical) |
| 6 | Tactical Silence & the 3-Second Buffer | The pause that unlocks deeper conversation |
| 7 | Listening for What’s NOT Said | Reading subtext, body language, and energy |
| 8 | Reflective Mirroring | Naming the emotion beneath the content |
| 9 | Creating a Holding Space | Full presence under pressure — supporting without rescuing |
| 10 | The Listening Audit | Diagnosing your own defaults and designing a personal practice |
Semester 2: The Power of Questions (Sessions 11–16) #
The art of inquiry — replacing the reflex to answer with the discipline of asking.
| Session | Title | Core Concept |
|---|---|---|
| 11 | From “Why” to “What” and “How” | Eliminating the defensiveness trigger in your questions |
| 12 | The Coaching Question Stack | Layered questioning to move from surface to root |
| 13 | Socratic Leadership | Questions that surface assumptions without confrontation |
| 14 | Scaling Questions | Using 1–10 to create insight and movement |
| 15 | The “And What Else?” Discipline | The three words that reach the real issue |
| 16 | Questions That Invite vs. Questions That Interrogate | The tone beneath the technique |
Semester 3: Emotional Intelligence in Action (Sessions 17–22) #
Understanding yourself first — the prerequisite to coaching others effectively.
| Session | Title | Core Concept |
|---|---|---|
| 17 | Self-Awareness & Leadership Triggers | Recognizing your reactive patterns before they run you |
| 18 | The Amygdala Hijack | Leading effectively when your brain is in threat mode |
| 19 | Empathy vs. Sympathy | The Brené Brown distinction — feeling with, not feeling for |
| 20 | Psychological Safety | Building the conditions for honesty and risk-taking |
| 21 | Energy Management | The leader as battery charger — or drain |
| 22 | Self-Compassion in Leadership | The EQ skill that makes all the others sustainable |
Semester 4: The Architecture of Conversation (Sessions 23–28) #
Structure and frameworks for conversations that consistently move people forward.
| Session | Title | Core Concept |
|---|---|---|
| 23 | The GROW Model: Goal & Reality | Setting direction and assessing the honest current state |
| 24 | The GROW Model: Options & Will | From possibility to commitment and action |
| 25 | The 15-Minute Coaching Conversation | Speed and depth — coaching without a formal session |
| 26 | Opening & Closing a Coaching Conversation | The frames that signal this is a different kind of conversation |
| 27 | Coach, Mentor, or Manager? | Reading the situation and choosing the right role |
| 28 | Coaching in the Moment | Embedding coaching into daily interactions — not just 1-on-1s |
PART 2: ADVANCED PRACTICE — Sessions 29–52 #
Course: Coaches Coaching Coaches — Part 2: Advanced Practice
FluentCommunity course ID: 23
Semester 5: Courageous Communication (Sessions 29–34) #
The harder conversations — feedback, conflict, accountability, and the language of leadership.
| Session | Title | Core Concept |
|---|---|---|
| 29 | Feedback as a Gift | The SBI Model (Situation–Behaviour–Impact) done well |
| 30 | The Art of Difficult Conversations | Holding tension without damage — the structure that helps |
| 31 | Naming What’s Happening | Labelling dynamics in the room to defuse and redirect them |
| 32 | Accountability Without Punishment | Follow-through frameworks that motivate rather than threaten |
| 33 | Coaching Through Conflict | Staying neutral and useful when it’s personal and messy |
| 34 | Storytelling for Leaders | Using narrative to unlock thinking and inspire ownership |
Semester 6: Trust, Boundaries & Relationships (Sessions 35–40) #
The relational infrastructure that makes coaching possible — and the limits that keep it safe.
| Session | Title | Core Concept |
|---|---|---|
| 35 | Trust Architecture | The Trust Equation — credibility, reliability, intimacy, self-orientation |
| 36 | Boundaries in Coaching | Where coaching ends and counselling begins |
| 37 | The Reluctant Coachee | Working with resistance without forcing or abandoning |
| 38 | Power Dynamics in Coaching | Coaching across a hierarchy — when you’re the boss |
| 39 | Coaching Up | Influencing your manager using coaching principles |
| 40 | Ethics & Confidentiality | The obligations that protect the relationship and the person |
Semester 7: Coaching Teams & Building Culture (Sessions 41–46) #
Scaling coaching beyond the 1-on-1 — into teams, meetings, and the culture itself.
| Session | Title | Core Concept |
|---|---|---|
| 41 | Team Coaching vs. Facilitation | Knowing which hat to wear and when to switch |
| 42 | Conflict as Data | Reading group dynamics instead of managing group behaviour |
| 43 | Peer Coaching Systems | How to build a culture where the team coaches each other |
| 44 | Coaching in the Meeting Room | Shifting the culture of meetings — one question at a time |
| 45 | Measuring Coaching Culture | The evidence conversation — how to show it’s working |
| 46 | Leading Culture Change | From individual coach to cultural architect |
Semester 8: Identity, Diversity & Legacy (Sessions 47–52) #
The inside work — who you are as a coaching leader, and what you leave behind.
| Session | Title | Core Concept |
|---|---|---|
| 47 | Unconscious Bias in Coaching | Seeing your blind spots before they shape the conversation |
| 48 | Cross-Cultural Coaching | Adapting your style without performing or projecting |
| 49 | The Imposter Phenomenon | Coaching from competence and earned experience — not fear |
| 50 | Authority vs. Power | Influence without force — the difference and how to build it |
| 51 | Teaching Others to Coach | The multiplier effect — building a community of coaching leaders |
| 52 | Your Coaching Legacy | The full circle — annual review, recommitment, and what you’re leaving |
CURRICULUM DESIGN NOTES #
Avoiding repetition with the Orientation:
The four Orientation sessions (1–4) introduce coaching culture at the surface level. Part 1 and Part 2 do not repeat those introductions. Where a concept appears in both (e.g., listening appears in S3 and Semester 1), the subsequent sessions go significantly deeper into technique, neuroscience, and practice rather than restating the concept.
Progressive architecture:
– Orientation: Why coaching culture matters and what stands in the way
– Semester 1–2: The two foundational skills (listening, questioning)
– Semester 3: The internal work that makes those skills sustainable
– Semester 4: Frameworks for structuring coaching conversations
– Semester 5–6: Advanced skills for harder situations and complex relationships
– Semester 7: Moving from individual coaching to cultural leadership
– Semester 8: Identity, diversity, and leaving a lasting imprint
Concepts intentionally excluded from the 48 sessions (covered in Orientation only):
– The basic definition of coaching culture
– The identity shift from expert to coach (introduced in S1, applied throughout — not re-stated)
– The Advice Monster as a concept (introduced in S4, referenced but not re-taught)
COMMAND 1 — “Create Session N” #
When Barry says “Create Session 5” (or any number 5–52), Claude:
Step 1 — Identify the session #
Look up the session number in the registry above. Extract: title, core concept, semester, semester title, part (1 or 2).
Step 2 — Generate 2 files per session #
Each session produces exactly 2 files:
| File | Description |
|---|---|
C3_S{SS}_Session.html |
The single comprehensive session page (everything on one page) |
C3_S{SS}_NotebookLM_Script.md |
The conversation script Barry uploads to NotebookLM to generate the audio discussion |
Where {SS} = zero-padded session number (e.g., 05, 12, 28).
Session page layout (top to bottom — this exact order):
1. Session Header — badge with session number + semester, course label, session title
2. Video — placeholder div at the top (replaced with YouTube embed after Barry records)
3. Learning Objectives — 3–4 action-verb statements in a navy-tinted box: “After this session, you will be able to…”
4. Credible Research Summary — one subsection per learning objective; 200–300 words of evidence-based content per objective; inline citations [1][2] within text; numbered source list with live hyperlinks immediately after each subsection
5. NotebookLM Audio placeholder — gold-tinted dashed box (“Audio Discussion — Coming Soon”); collapsible “How This Was Created” note; copy-ready NotebookLM prompt telling the AI to use the uploaded script as its sole source
6. Case Study — two-panel side-by-side (Less Effective: Management Approach / More Effective: Coaching Approach); same scenario, same characters; 4–6 exchanges per panel; Socratic discovery callout below (questions only — never tell the learner what to notice)
7. Socratic Universal Prompt — standard copy-button prompt asking the AI to act as a Socratic thinking partner for this session’s core concept; paste-ready into Claude, ChatGPT, or Gemini
8. Wednesday Zoom callout — gold-tinted box, links to Pathfinder Guild space
9. Reflection & Community Comment — one focused reflection question; note that the comment is shared with the Pathfinder Guild discussion and replies sync both ways; Complete Session button (gold, full-width)
NotebookLM script format (C3_S{SS}_NotebookLM_Script.md):
– Two hosts: Alex and Jordan
– Sections matching the session’s learning objectives
– One “Real Talk” moment where a host admits personal struggle with the concept
– Natural spoken-word phrasing, stage directions sparingly
– Target: 8–12 minutes of generated audio
Step 3 — Create the Wednesday Zoom event #
- Find the next upcoming Wednesday from today
- POST to
/wp-json/wp/v2/mec-eventswith title “C3 Community Zoom: {Session Title}” - Set MEC date/time meta via database (6:00–7:00 PM PT, America/Vancouver)
Step 4 — Save to correct folder structure #
Part 1 - Building the Foundation/
└── Semester {N} - {Semester Title}/
└── Session {NN} - {Title}/
├── C3_S{SS}_Session.html
└── C3_S{SS}_NotebookLM_Script.md
Step 5 — Publish to FluentCommunity #
- Create section “Session {N}: {Title}” via
/wp-json/fluent-community/v2/admin/courses/{COURSE_ID}/sections - Create 1 lesson under it via POST with
section_id,status: published, and the full HTML as themessage - Lesson title: “Session {N}: {Title}” (same as section title)
Cross-posting setup (one-time, Session 5 only) #
The reflection comment at the bottom of each session page must simultaneously post to the Pathfinder Guild discussion space, and replies from the Guild must appear in the lesson comment thread. This requires a small WordPress hook — flag this to Barry before publishing Session 5 so it can be set up once.
STANDARD SESSION PAGE STRUCTURE #
Every session (5–52) is a single HTML page containing these sections in this exact order. This is the authoritative reference — the SKILL.md implements it, and every “Create Session N” command must follow it.
| # | Section | Heading Shown to Learner | Purpose |
|---|---|---|---|
| 1 | Session Header | (badge + title) | Orients the learner — session number, semester, course label, and session title |
| 2 | Video | (no heading — sits directly under title) | Placeholder until Barry records; replaced with a responsive YouTube iframe once the video is ready |
| 3 | Learning Objectives | “What You’ll Be Able to Do” | 3–4 action-verb statements: “After this session, you will be able to…” — sets expectations before the research |
| 4 | Credible Research Summary | “The Research Behind This Session” | One subsection per learning objective; 200–300 words each; inline citations [1][2]; numbered source list with live hyperlinks immediately after each subsection |
| 5 | NotebookLM Audio Discussion | “Listen to the Discussion” | Placeholder until audio is generated and uploaded; includes collapsible explainer and a copy-ready NotebookLM prompt |
| 6 | Case Study | “In the Real World” | Two-panel side-by-side: Less Effective (Management Approach) vs More Effective (Coaching Approach); same characters, same scenario; Socratic discovery questions below (no |
