6/5/19 Objectives Bring out the Coach in You! What is coaching and how do I do it? o Participants will learn the key characteristics of coaching o Participants will learn the evidence to support the use of coaching in early childhood o Participants will apply the key concepts of coaching to a coaching conversation Dr. Ellen Pope, OTD, OTR Certified Competent Coach Child Sleep Consultant empope11@gmail.com Self-Assessment for Coaching Using coaching in my role Rate each statement according to our 1-5 rating My current My plan to increase the visibility of this 1=10% or less 2=25% 3=50% 4=75% 5=90% or more rating strategy 1. I employ active listening strategies (stay focused, really listen, allow for silence, understand the emotions Self Assessment behind the words) 2. I primarily use open ended questions to help the coachee reflect on what they already know or have tried Coaching 3. I spend more time listening than talking 4. I support the coachee to identify the issues to be focused on during the coaching session 5. I re-cap or summarize as an active listening strategy to clarify what the coachee has said 6. I provide opportunities for the coachee to offer their own solutions using their own resources 7. I promote the coachee’s ideas and solutions to strengthen their existing skills and create new competencies 8. I spend coaching time supporting the coachee to identify their strengths 9. My coaching conversations are focused on solutions 10. I engage the coachee in development and review of specific plans 1
6/5/19 Why Coach? As part of the redesign of New Mexico’s Early • Do you want people around you to change Intervention Professional Development system, and grow? the Family Infant Toddler Program (FIT) is embracing the use of “coaching” as an evidence- based approach to support early intervention personnel in ongoing professional development • Do you want people around you to be and to support improved outcomes for children empowered? and families Why Coaching? To create a system of capacity building to ultimately improve Coaching is…. family and child outcomes An effective adult learning strategy used to promote the EC learner’s knowledge FIT and ECN Coordinators Practitioners Families Staff and Lead use coaching feel use coaching Coaches to build the competent and Families and to build the use coaching capacity of confident in Children capacity of to build the each other supporting thrive and each other capacity of and of their child’s meet and EC each other families development outcomes Coordinators and practitioners Doyle, 1999; Flaherty, 1999; Kinlaw, 1999; Hayes, 2007) 2
6/5/19 Coaching Example from Business Coaching is…. https://www.youtube.com/watch?v=eKC6qNvI3Kw About helping others achieve results or overcome obstacles to get from where they are now to where they want to be in the future Characteristics of an Effective Coach Traditional approach vs. Coaching approach • Uses active listening skills (listens more than talks) TRADITIONAL COACHING -2 -1 0 +1 +2 • Good, clear communication skills TALK LISTEN • Good at building relationships • Empathetic KNOW BEST TRUST • Self-reflective DO REFLECT • Ability to regulate emotions TELL ASK • Conscientious including being timely and meeting deadlines • Committed learner and open to experience KNOW WONDER • Personal integrity (trusting, honest) CHARGE IN WAIT Skilled at providing feedback • Dunn & Pope, 2012 3
6/5/19 Debrief from the coaching video • Coaching elements • Coaching elements you did not observe you observed Key Elements of Coaching Ac Active Listening Open Ended Questions Active Listening Staying Curious 4
6/5/19 QUESTIONS ASKED [yes/no] WAYS TO IMPROVE QUESTIONS Have you tried asking him what he wants to do? Did you try to engage your co-worker? How do you stay curious? Are you happy with your performance? Did you try your plan for prioritizing tasks? Have you thought about completing this task in a different way? Did you ask Jane to help you? Coaching Session Steps to Follow School of Coaching Mastery Process for Coaching Introduce What is something good that happened this week? Connect Identify Goals What do you want to accomplish today? Clarify Set time frame for What can we accomplish in the next __minutes? Clarify Connect Clarify Create coaching session Establish Uncover the Support the Ask Reflective What does it look like now? When did you first notice this? Clarify relationship with details of the person to Questions What have you done before? person we are situation and strategize and Half Way Check in on the goal for the session. Are you still committed Clarify coaching what the make a plan to our goal for this session? person wants Ask more Reflective How would you like it to look? What’s the benefit of not Clarify Questions changing? Create a joint plan What would you like to try? Time frame? Create Julia Stewart www.schoolofcoachingmastery.com 5
6/5/19 Coaching: Reflective Questions Top Ten List When Learning Coaching Practices AWARENESS ANALYSIS What do you know about…..? How does that compare to what you did before? 1. Leave your agenda at the door What have you tried? What do you think will happen if you…? 2. Spend time developing the relationship 3. Identify a specific goal for the session What happened when you….? How is that consistent with your goals? 4. Listen more than talk What supports were most helpful? 5. Be fully present and focused 6. Recognize strengths ALTERNATIVES ACTION 7. Use open ended questions What else could you have done? What do you plan to do? 8. Develop a specific plan with timelines 9. Remember, there is always room for repair What would it take for you to be able to…..? What supports do you need to take that step? 10. Stay CURIOUS What might make it work better next time? Where will you get the resources you need? Dunn, 2009 adapted from Rush & Shelden, 2005a & b) Triad Observer Role Dyad/Triad Coaching Practice Remember, during your coaching session, • Did the coach connect with the coachee? focus on….. Open Ended Questions • Did the coach actively listen to the coachee? • Did the coach ask reflective questions to clarify what was important to the coachee to work on? Active Listening • Did the coach ask reflective questions to support the coachee in creating a plan? Staying Curious • Did the coach ask what the coachee would work on and when they would work on it? • If the coach offered information, did they ask permission to offer it? • If the coach provide feedback, was it substantive? (not just “Good Job”) 6
6/5/19 Dyad/Triad Coaching tips…. Coaching Practice • Ask What and How Questions • Avoid why questions (people feel they have to defend themselves) • Use the coachee’s language (“I haven’t been able to get my motivation back to exercise”. Tell me more about when you were motivated. • The person who is being coached • Avoid multiple questions within a single inquiry ( “in what way do you (coachee) determines the topic they want need to be more assertive and what’s stopping you from doing that now?”) to be coached about. The coach follows • Always remember active listening …..re-capping or summarizing what the the format for a coaching session and coachee has said. completes a coaching session in 10 • Scaling – on a scale of 1-10, how….. minutes • This or that questions "I try to go to the gym when I can"... • De-brief (ask the coachee what their "you dont sound inspired by going to the gym. Is this something you think experience was; ask the coach what their you are supposed to do, or is it something else?" experience was) What was easy? What was hard? What would you do differently? • Switch Roles What are the benefits and risks? RISKS OF EMPLOYING A TRADITIONAL BENEFITS OF EMPLOYING A COACHING APPROACH APPROACH • We don’t learn about what the • We find out all the things a family or family or practitioner has tried and practitioner has done thought about • We remain clearly on focused on • We offer suggestions that don’t fit participation or ideas that matter to their learning styles the family/practitioner • We make families and practitioners • We expose a family’s or practitioner’s feel incapable of doing their best job capacity to solve their problems • We create dependence • We support independence in problem solving • We employ practices without adequate evidence • We employ evidence based practices Dunn & Pope, 2012 7
Recommend
More recommend
