Self Assessment behind the words) 2. I primarily use open ended - - PDF document

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Bring out the Coach in You!

What is coaching and how do I do it?

• Dr. Ellen Pope, OTD, OTR

Certified Competent Coach Child Sleep Consultant empope11@gmail.com

Objectives

• Participants will learn the key characteristics of

coaching

• Participants will learn the evidence to support the

use of coaching in early childhood

• Participants will apply the key concepts of coaching

to a coaching conversation

Self Assessment

Coaching

Self-Assessment for Coaching

Using coaching in my role Rate each statement according to our 1-5 rating 1=10% or less 2=25% 3=50% 4=75% 5=90% or more My current rating My plan to increase the visibility of this strategy

• 1. I employ active listening strategies

(stay focused, really listen, allow for silence, understand the emotions behind the words)

• 2. I primarily use open ended questions to help the coachee reflect on

what they already know or have tried

• 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

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Why Coach?

• Do you want people around you to change

and grow?

• Do you want people around you to be

empowered? As part of the redesign of New Mexico’s Early Intervention Professional Development system, 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 and to support improved outcomes for children and families

Why Coaching? To create a system of capacity building to ultimately improve family and child outcomes

FIT and ECN Staff use coaching to build the capacity of each other and EC Coordinators EC Coordinators and Lead Coaches use coaching to build the capacity of each other and practitioners Practitioners use coaching to build the capacity of each other and of families Families feel competent and confident in supporting their child’s development Families and Children thrive and meet

• utcomes

Coaching is….

An effective adult learning strategy used to promote the learner’s knowledge

Doyle, 1999; Flaherty, 1999; Kinlaw, 1999; Hayes, 2007)

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Coaching is….

About helping others achieve results or

• vercome obstacles to get

from where they are now to where they want to be in the future

Coaching Example from Business

https://www.youtube.com/watch?v=eKC6qNvI3Kw

Characteristics of an Effective Coach

• Uses active listening skills (listens more than talks)
• Good, clear communication skills
• Good at building relationships
• Empathetic
• Self-reflective
• Ability to regulate emotions
• Conscientious including being timely and meeting deadlines
• Committed learner and open to experience
• Personal integrity (trusting, honest)
• Skilled at providing feedback

Traditional approach vs. Coaching approach

TRADITIONAL

• 2
• 1

+1 +2 COACHING

TALK LISTEN KNOW BEST TRUST DO REFLECT TELL ASK KNOW WONDER CHARGE IN WAIT

Dunn & Pope, 2012

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Debrief from the coaching video

• Coaching elements

you observed

• Coaching elements you

did not observe

Open Ended Questions Active Listening Staying Curious

Key Elements of Coaching

Ac Active Listening

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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? 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?

How do you stay curious?

School of Coaching Mastery Process for Coaching

Connect

Establish relationship with person we are coaching

Clarify

Uncover the details of the situation and what the person wants

Create

Support the person to strategize and make a plan

Julia Stewart www.schoolofcoachingmastery.com

Coaching Session Steps to Follow

Introduce What is something good that happened this week? Connect Identify Goals What do you want to accomplish today? Clarify Set time frame for coaching session What can we accomplish in the next __minutes? Clarify Ask Reflective Questions What does it look like now? When did you first notice this? What have you done before? Clarify Half Way Check in on the goal for the session. Are you still committed to our goal for this session? Clarify Ask more Reflective Questions How would you like it to look? What’s the benefit of not changing? Clarify Create a joint plan What would you like to try? Time frame? Create

6/5/19 6 Coaching: Reflective Questions

AWARENESS What do you know about…..? What have you tried? What happened when you….? What supports were most helpful? ANALYSIS How does that compare to what you did before? What do you think will happen if you…? How is that consistent with your goals? ALTERNATIVES What else could you have done? What would it take for you to be able to…..? What might make it work better next time? ACTION What do you plan to do? What supports do you need to take that step? Where will you get the resources you need?

Dunn, 2009 adapted from Rush & Shelden, 2005a & b)

• 1. Leave your agenda at the door
• 2. Spend time developing the relationship
• 3. Identify a specific goal for the session
• 4. Listen more than talk
• 5. Be fully present and focused
• 6. Recognize strengths
• 7. Use open ended questions
• 8. Develop a specific plan with timelines
• 9. Remember, there is always room for repair
• 10. Stay CURIOUS

Top Ten List When Learning Coaching Practices

Dyad/Triad Coaching Practice Remember, during your coaching session, focus on…..

Open Ended Questions Active Listening Staying Curious

Triad Observer Role

• Did the coach connect with the coachee?
• 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?

• Did the coach ask reflective questions to support the coachee in creating a plan?
• 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”)

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Dyad/Triad Coaching Practice

• The person who is being coached

(coachee) determines the topic they want to be coached about. The coach follows the format for a coaching session and completes a coaching session in 10 minutes

• De-brief (ask the coachee what their

experience was; ask the coach what their experience was) What was easy? What was hard? What would you do differently?

• Switch Roles

Coaching tips….

• 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.

• Avoid multiple questions within a single inquiry (“in what way do you

need to be more assertive and what’s stopping you from doing that now?”)

• Always remember active listening…..re-capping or summarizing what the

coachee has said.

• Scaling – on a scale of 1-10, how…..
• This or that questions "I try to go to the gym when I can"...

"you dont sound inspired by going to the gym. Is this something you think you are supposed to do, or is it something else?"

What are the benefits and risks?

Dunn & Pope, 2012

RISKS OF EMPLOYING A TRADITIONAL APPROACH

• We don’t learn about what the

family or practitioner has tried and thought about

• We offer suggestions that don’t fit

their learning styles

• We make families and practitioners

feel incapable of doing their best job

• We create dependence
• We employ practices without

adequate evidence

BENEFITS OF EMPLOYING A COACHING APPROACH

• We find out all the things a family or

practitioner has done

• We remain clearly on focused on

participation or ideas that matter to the family/practitioner

• We expose a family’s or practitioner’s

capacity to solve their problems

• We support independence in problem

solving

• We employ evidence based practices

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Self-Assessment for Coaching

Using coaching in my role Rate each statement according to our 1-5 rating 1=10% or less 2=25% 3=50% 4=75% 5=90% or more My current rating My plan to increase the visibility of this strategy

• 1. I employ active listening strategies

(stay focused, really listen, allow for silence, understand the emotions behind the words)

• 2. I primarily use open ended questions to help the coachee reflect on

what they already know or have tried

• 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

References Dunn, W. (2011). Best Practice Occupational Therapy for Children and Families in Community Settings. Slack Incorporated. p. 163. Dunst, C.J., & Trivette, C.M. (1996). Empowerment, effective help-giving practices and family-centered

• care. Pediatric Nursing, 22, 334-337, 343.

Graham, F., Rodger, S., & Ziviani, J. (2009) Coaching parents to enable children’s participation: An approach for working with parents and their children. Australian Occupational Therapy Journal, 56, 16-23 Graham, F., Rodger, S., & Ziviani, J. (2010). Enabling occupational performance of children through coaching parents: Three case reports. Physical & Occupational Therapy in Pediatrics, 30, 4–15. Hanft, B. E., Rush, D. D, & Shelden, M. L. (2004). Coaching families and colleagues in early childhood. Baltimore: Brookes. Hayes, E., & Kalmakis, K. (2007). From the sidelines: Coaching as a nurse practitioner strategy. American Academy of Nurse Practitioners, 19, 555–562. Kinlaw, D. C. (1999). Coaching for commitment: Interpersonal strategies for obtaining superior performance from individuals and teams. San Francisco: Jossey-Bass. Rush, D., & Shelden, M. (2005). Characteristics and consequences of coaching practices. Retrieved August 11, 2011, from http://www.fippcase.org/casemakers/casemakers_vol1_no9.pdf Rush D.,& Shelden, M. (2008) Coaching Quick Reference Guide, BriefCASE, Vol. 1, No. 1. Rush, D. & Shelden, M.(2008) Script for Explaining an Evidence Based Early Intervention Model. Vol. 1,

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Rush, D.D., & Shelden, M.L. (2011) The Early Childhood Coaching Handbook, Baltimore, MD: Paul Brooks Publishing Rush, D., Shelden, M., & Raab, M. (2008). A framework for reflective questioning when using a coaching interaction style. Retrieved August 11, 2011, from http://www.fippcase.org/casetools/casetool_vol4_no1.pdf. Shelden, M. L., & Rush, D. D. (2001). The ten myths about providing early intervention services in natural environments. Infants and Young Children, 14(1), 1–13.