1. Planning & Coaching Content
for Multiple Platforms
Michael Roberts

2. “Editing is one of the great inventions of
civilization.”
-- Jill Lepore, Harvard University
American history professor

5. Exercise

7. Coaching and Planning Content
for Multiple Media
• Standards & forms
• Coaching
• Continuous coverage

8. Performance Management
Future improved
performance
Compensation, recognition
Staff needs
&
Training & staff development
Opportunities to Improve
Staff skills, attitudes, behaviors
Resources, including staff & equipment
Organizational systems to manage the work
Standards; “defined outcomes”
Clear goals
Present level of
performance

9. Leading in a time of change
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

10. Navigating change
Unfreeze
Change
Refreeze

11. 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

12. 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.

13. Standards

14. Form vs Medium
form (noun) -- the visible shape or
configuration of something, arrangement
of parts; shape.
medium (noun) -- an agency or means of
doing something.

15. 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

16. Slide shows
Time: Quick to create & edit
Resources: One person; easy to learn
Shelf life: Short or long
Interactivity: Yes; easy & popular with users

17. Video
Time: Consuming (plan, shoot, edit)
Resources: Extensive training; videographer
Shelf life: Short or long
Interactivity: Very limited

18. Flash
Time: Very time consuming
Resources: Considerable staff time; can require
text, photos, video, graphics
Shelf life: Should be long
Interactivity: Extremely interactive

19. Exercise

20. Slide shows

27. Slide Show Stories

28. 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.

29. 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.

30. Teens + discipline; military plans; teamwork.

31. 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).

34. Video story forms
Event Guide Profile
Slice of life Man on the street

35. 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.

36. 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.

37. 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.

38. 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.

40. Blogs
• Aggregator
• Insider
• Commentator

41. 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.

42. 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.

43. 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.

44. 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.

45. Social media
• Facebook posts
• Tweets
• Live tweets
• Comments / responses

46. Mobile
• Mobile web sites
• Apps
• Alerts
•
•

47. Cautionary tale
Things to Do lists

48. 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.

49. 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.

50. 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.

51. Things To Do entry
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.

52. 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

53. Directions & feedback
(Coaching)

54. 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.

55. 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.

56. 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.

57. Exercise