PEER COACHING

PEER COACHING

On the job trainingCreated by Puget Sound Regional Services November 2015Note to instructor: The notes accompanying the slides are to be used during the Day 1 classroom training. The Instructions & Materials guide is to help you prepare for the training and should be reviewed prior. This course may only be taught by an approved instructor. Please check to ensure that you are approved to train and provide the 12 Ces. CE code for this 12 hour class is: CE1512528 This code must appear on your CE certificates as well as the amount of time earned. Please see WAC 388-829-0246 - What information must be on certificates for CE?Certificates must contain the following information:(1) Name of the student;(2) Title of the training;(3) Number of hours of the training;(4) Assigned curriculum approval code;(5) Instructor's name, printed and signature;(6) Printed name of the training entity giving the training;(7) Entity program code; and(8) Date(s) of training.

Before class: Please print copies of this powerpoint by choosing the notes pages option and the three slides with lines opposite them .

Facilitator GuideWelcome. Give any instructions about facilities, breaks, etc. (room/time logistics). Remind participants to sign in if they havent done so.

Today were going to learn about what coaching is and isnt. You will have opportunities to discuss different aspects of coaching and how it will apply in your agency.

Contributors:Alpha Supported Living Kris Brown, Human Resources ManagerDDA Jan Sprow, M.Ed., Residential Training Program Manager; Sandra Miller, Residential Quality Assurance Embassy Management LLC Megan Marshall, Regional Training ManagerPSRS Kristin Kavaller, Project ManagerService Alternatives Training Institute Aelfwynn Freer, Technical Assistance AdministratorSOLO ITS, Inc. Sharon Mack, Karen Dill, Kimberly Stewart, Angie FrancisState Operated Living Alternative (SOLA) Jessica Zinda, and Terra Jacobson, Program AdministratorsTotal Living Concept - Sally Sehmsdorf, Employee Development Coordinator

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AGENDA SECTION 1ObjectivesWhat is Peer Coaching?Role & ExpectationsCoaching BasicsRecap ON THE JOBPractice with ChecklistCreate/review SnapshotCoach/demonstrate learning Reflect on progress

DAY 1DAY 2 SECTION 2Coaching CycleSMART GoalsRecap

SECTION 3ToolsBest PracticesRecapNext StepsDay 2(classroom optional)Review and discuss on the job experienceEvaluation & CertificationFacilitator Guide

Review sections, ask if any questions

2SECTION 1Objectives & OutcomesWhat is Peer Coaching?Attributes Role & ExpectationsActivityEffective CoachingGuide to ActionVideoRecap

Facilitator GuideWalk through list3Objectives & OutcomesWhat can you expect?To become a qualified Peer Coach

After this training, you should be able to:Define what Peer Coaching is and why we are doing itUnderstand your role and expectationsIdentify and implement tools Be able to apply best practicesObjectiveSenior, knowledgeable staff will learn tools to use in order to best train and support New Staff (NS) to properly learn and perform the functions of their job.

Facilitator Guide

Key PointsWhy are we here? According to WAC and RCW, agencies are to make on the job training (OJT) available in case a worker requests this assistance. In response, DDA created Peer Coaching. (RCW 74.39A.331 On the Job Training and WACs 388-101-3258, 3240, 3302:)What is the objective? We want to ensure staff are being trained to provide high quality support to individuals. The methods discussed here are intended to give Peer Coaches the tools to provide a positive and thorough training experience for new staff. What can participants expect? To learn tools and best practices that will help them learn how to be an effective coach, how to support, guide, and train

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What is Peer Coaching?Peer Coaching is a flexibly structured process that allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities.Why should we do it?

Peer Coaching creates a collaborative environment for peers at any level of an organization to become resources for each other.

Provides a standard of training designed to improve new staffs experience, resulting in high quality support.

When this happens your team will begin to drive accelerated personal, professional, and management development plans.Facilitator Guide

Key PointsWhat is Peer Coaching? A flexibly structured process that allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities.Coaching is not supervising Your job as a coach is to help the new staff get to the point where that relationship is built, some trust is established, and staff/individual feel comfortable. This is not a Supervisory role, but that of a team member guiding and supporting new staff to learn how to provide quality support.you are training, guiding, and assessing progress. First need to ensure staff understands his/her role, responsibilities, and functions of the job. Once staff has demonstrated competence, independence, and feels comfortable, you may take on more of a supervisory role. Why should we do it? Peer coaching creates a collaborative environment for peers at any level of an organization to become leadership coaching resources for each other. When this happens your team will begin to drive accelerated personal, professional and management development plans.

DiscussionThink back to your first day on the job.

How did you feel? Do you know the moment when you felt comfortable and competent? What happened between that first day and when you felt you could do your job independently? (ex: training, support, relationships, knowing where to find the answers, experience)

Given your experience, think about how would you work with new staff. All support staff must take an Orientation and Safety class before they can work in Supported Living (by RCW or law). They learn about the agency, policies, resources, how to be safe, universal precautions. They really dont learn anything about the person they are going to support. They might get some quick information, like the one page IISP but they really dont know the person.

How long does it take to get to know someone, to feel you can support them as needed/desired? (answers will vary depending on you and how well you and/or the individual being supported)

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Who Should Be a CoachFacilitator Guide

DiscussionReview slide, ask what other qualities might make a good coach? The best coaches have a combination of skills and experience

Discussion (Optional)Before the next slide: Put a large sticky note on the wall or use easel/white board. Ask participants to talk about the qualities of the best teachers, coaches, and mentors with whom they have worked. Record answers.

6AttributesWhat makes a successful coach? Has expectations and communicates themGood listenerPromotes critical thinkingDevelops skills in othersImpartialCreativePatientAccepts challenge & learnsPositive

Creates and discusses agendas, goals, and action plansGuides, supports new staff to learn and practice skillsFinds new ways to train and support different types of learnersSees benefit in working with new staff to increase positive, reduce negative outcomesPeople learn at different paces. Adjusts methods, tries new approaches until it worksLooks at challenge as a positive for growth & development on both sidesAsks questions to guide the process, help new staff get to the answerListens to understandProvides constructive feedback and ways to improve Facilitator GuideThis is an animated slide. The non bolded text will appear with each mouse click.

Key PointsCommunication - Its important to note that part of your role as a Coach is to have expectations of your new staff and ensure staff know what those areHelp develop new skills and ways to approach supporting a new person. There may be specific skills needed unique to supporting particular individual(s)Creative - Acknowledge there are different types of learning. Tailor training to align with how the new staff learns best.Positive maintains a positive attitude, discusses errors and mistakes in a constructive way, validates this is part of learningPatient people learn in different ways at different paces. Remember that you are the expert you didnt learn everything you needed to know in 1 day, 1 week, or even 1 monthChallenge - Do you know people who have challenged your way of thinking and you came out the other side of the frustration and confusion a better person with a better understanding?Critical thinking - Independent problem solving is a critical skill for this job and outside of work. If you continue to tell new staff what to do instead of helping them think through the process to come to the correct or acceptable response, they wont learn.Listens gives NS opportunity to explain, ask questions, talk through their through process, how they need to be supportedRemain impartial focus on actions, behaviors, not personal characteristics. Provide feedback about what you have observed, how to improve

7Role & Expectations for CoachesLeader Develop, Guide, CommitTrainerHelp NS learn functions of the job

Team Member Exchange knowledgeRoleWhat You DoMaintain positive, approachable attitudeGuide and supportDevelop path for leadershipCommit to learning and growingCommunicate clearlyEnsure procedures are understood, learned, and followedApply teaching methods learned in Residential TrainingModel, engage, set goalsEstablish positive working relationshipsShare and apply direct experience and knowledge of individual being supportedCreate opportunities for successFacilitator GuideDiscuss points on slide, elaborate on concepts such as listen to understand (discussed more throughout training)

Key PointsAs a coach, you have several roles, as a leader, a trainer, and a team member. Coaching is part of your job. Leader: Commit to coaching, to providing quality support, to the your agency. Develop skills to increase independence, create a path for staff to move upwards, become experts. Be approachable- you want NS to feel comfortable coming to you for help, advice, support.Trainer: Communicate you cant over communicate. Ensure NS understands what to do and how to do it. Model appropriate behaviors/actions. Observe and provide feedbackTeam Member: You are part of the team when NS succeeds, so do you and the individual being supported benefitsCoaching benefits a greater circle of influence. Your agency staff have skills and information that need to be transferred from current, experienced (or many people) to a new staff.

8Activity Part 11How this works:2One team member will build ONLY one structure per the instructions given. DO NOT TALK.The other team members will watch. DO NOT take notes or photos of the structure, you cannot ask questions.3After instructed, Builder disassembles the structure.TIME ALLOTTED: 10 minutes

(If you have completely switched to Peer Coaching, please skip this activity.)

Facilitator GuideEnsure you have the correct blocks to give to each team (refer to Building Block Activity Instructions)

InstructionsExplain the exercise, hand out instructions to builders. Give 5 minutes to buildInstruct to dismantle structure after discussion (keep blocks at table for Part 2)

Discussion (up to 5 minutes)We will come to Part 2 of the activity a little later (the concept is not realized until completion of Part 2).

How did that go? Any thoughts, questions? What do you think we are trying to accomplish?

9Effective CoachingEffective coaches understand individual training needs and promote good relationships CommunicationPerformanceProductivitySupport qualityStaff confidence & commitmentMotivationFacilitator Guide

Key PointsIts impossible to get to effective and successful implementation in a one shot training. Shadowing only is not an effective training method.Remain impartial. Not doing so (treating certain staff more favorably) results in poor communication, lack of trust, not feeling valued, and poor teamwork/morale. Communication is key be clear, get clarity if you do not understand, ensure you are understoodKeep focused and on track set goals, create action plansSupport staff to problem solve and overcome challengesGuide staff to get to answers on their own- increases their accountability and transfers the ownership from the Coach to the new staff.

DiscussionAssume you receive a one time training - the current job shadowing process is intended for on the job training, but NS are generally only watching others perform tasks. Need to ensure that the skills are implemented when you get to the house where a person will be supported. A familiar staff acts as your guide and support while you learn how the person you are working with likes to be supported.

Now imagine a specific and intentional job training experience where the individual being supported is involved with/helps direct your training about how to best support them.

How does this change what you currently are doing? 10

Old habits are deeply ingrained due to comfort and/or familiarityDID YOU KNOWYou can rewire your brain and learn new habitsAdults need to hear or see something 6 or more times before they hear itNew habits require rewiring the brain establish new connections Practice, practice practiceKnowing what to do is not the same as doing itTo change behavior you have to do the work!Apply what you learn on the jobTakes up to 20 days to form a new habit (through intentional practice)

Facilitator GuideThis is an animated slide. The text to the right will appear with 2 mouse clicks (1 click reveals text above arrow, 2nd click reveals text below the arrow)

Key PointsQuick training does not provide new staff with the tools and knowledge needed to do the job and often results in increased errors and incidents (in the long run, more work for you/the agency)Its not the new staffs job to tell us what they dont know, how can they? They can tell us what challenges they face, what doesnt feel right, what outcomes they are experiencing. Its our job to follow-up to ensure that we recognize what New Staff still need to learn and to ensure they do so through repetition, practice, and support.Some staff might come from other similar jobs where they have either picked up inappropriate habits, or just have a different approach. Depending on the individual being supported and their program, Coach might need to help staff learn new behaviors and/or support methods. They will need training on specific agency procedures and policy. Assess what progress is being made through on-site visits, review of documentation and coaching conversations. Verify that what you taught is being used the way you taught it. Course correct as needed before it gets too far along in the wrong way.

Discussion (Optional)What attributes make for a welcoming environment for NS? Record on sticky paper or just discuss.11

Guide to Action

Listen to understand Active listeningQuestion to motivate Ask open ended questionsObserve to help reflect Observe NS in the environmentFacilitator Guide

Key PointsQuestion to motivate - Open ended questions cant be answered with one word and encourage the speaker to continue with more detailed information. Provide Example (use your own or this one): What do you think might have caused the behavior? vs. Do you think he was mad he didnt get to go out for lunch?Listen to understand - We often listen to answer when we should be listening in order to understanding what is being said. Use active listening to ensure you understand what is being communicated. Check to be sure you understand what people are trying to say. Talk about active listening it is a specific method.Observe, help reflect - Coaches should observe NS how is s/he responding to the environment? Help NS be present and aware: Whats happened? Why? What could have been done differently?Be aware as a Coach, teach new staff to be aware and observe situations, antecedents, their own response. In some larger agencies there are response teams for when challenging behaviors are taking place. At least one person will be assigned as observer to watch what is taking place and to document how staff and individual alike responded in the situation. Ideally this information provides the team with a way to learn and respond better in the future.

Exercise & Discussion After reviewing the slide, hand out the activity marked Listen to Understand. Break the group into pairs and have them read the scenario on their card. They can be creative and tell their own story as well. Have the Coach who is listening ask the appropriate question. Switch roles.

When everyone has had a chance to go through the exercise, discuss as a group. How did that feel? What might this mean in the work place where they work? Where else and when could you apply this skill for more practice?

OR

Have participants pair up. One person is the coach who is to demonstrate being non-engaged (by body language, speech, or movements. EX: constantly on their phone). The other person is NS and is to provide feedback on how they felt. After 2-3 minutes, switch roles. Now, each person take a turn demonstrating being an engaged coach and provide feedback. This can also be done as a group exercise with volunteers and class discussion.

Video (Optional) have it loaded if you choose to viewhttps://www.youtube.com/watch?v=4WgUj9LUDPQ Run time: 7:44 minutes. Note: Closed captioning is terrible on this video.

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Video Facilitator GuideClick on the screen and then the play button to start the video. You may need to adjust your sound.

Key PointsEffective coaching means ensuring the new staff understands what they are to do and how to make the individual they are supporting feel safe and respected.New staff should be given time to meet the individual they are supporting and establish a relationship.Consider the perspective of the individual being supported would you allow a stranger into your home and then let them guide your activities or instruct you?

DiscussionWhat Not To DoWhat did you see in the first part that might be confusing for a new staff who has never worked with someone with a developmental disability? (Too many things going on, sending the individual with an unfamiliar person, telling the new staff the issues your dealing with and painting the agency in a bad light) What do you think the new staff learned?

What To DoWhat happened in the second part to show the individual that they were the most important part of this training? (Talked about what he likes to do and what his goals are, gave him an opportunity to share his own goals) Which way do you want to train your new staff? Did the stance change? (yes the staff focused on the individual and the new staff with the task at hand.) Do you think the new staff has a different view of how things are to work in this agency? Have some discussion here about what is being modeled to new staff on their first day. What Healthy Behaviors do you want to see?

13Activity Part 2TIME ALLOTTED: 5 minutes

Now the other team member(s) will build the EXACT same structure as the previous builder did in the first part of this activity.

The new builder(s) cannot use the instructions, and must replicate the structure based on memory.1(If you have completely switched to Peer Coaching, please skip this activity.)

Facilitator GuideRefer back to Part 1 as a quick review, provide instructions

DiscussionWhat was the experience like for the builder(s)?How did it feel to not be able to communicate or refer to instructions?How does this translate to training you have experienced?What would be a better approach?

What did you learn? Job shadowing is not a sole method of teaching/learning; it is not effective. Currently, job shadowing is a common practice. There are other aspects of coaching that need to be incorporated into your training approach

14RecapWhat have we learned?

Peer Coaching allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities

A successful Coach has many attributes including a positive attitude, listening skills, and deriving positive outcomes from challenges

A Peer Coach is a leader, trainer, and team member who transfers knowledge and skills acquired from experience to NS

Job shadowing is not a sole method of teaching/learning. Other aspects of coaching need to be incorporated into your training approach

Guide to action: 1) Question to motivate, 2) Listen to understand, 3) Observe and reflect

Facilitator GuideThis is an animated slide each check mark will appear individual when you click the mouse. You can review the slide as you would like (one item at a time, all at once, engage in discussion).

Discussion (Optional)What are some benefits of Peer Coaching?What are some attributes of a good Coach?How can you guide staff to action?Add your own

15Section 2Coaching CycleFocusSMART GoalsActivityActionReflectRecap

Facilitator GuideWalk through list16FocusActionReflectCoaching CycleFacilitator Guide

Key PointsThe next several slides will go into more detail about each part of the cycle this is just a summary.3 point cycleAs with many cycles, you can enter it at any time. The important thing to remember is to complete the cycle and to repeat it as often as necessary to complete the objectives.

17Coaching Cycle: Identify Focus AreasHelp NS stay focused and engaged

Talk about what is to be learnedSet a goal to learn or improve a skillEncourage questions and sharing of concerns Assess and discuss progress what is your success criteria?

Multi-tasking is not effective: NS should learn one area at a timeFacilitator Guide

Key PointsKnow what NS needs to learn first, start thereHave you taken time to get to know NS or share information about yourself? Establish a relationship get to know what motivates NS, what helps him/her learnSupport there is a learning curve, people learn at different paces. What is your criteria for competence? How will you/NS know if they have successfully learned the skill/job?Note - Will learn about the checklist a little laterFocus will help drive progress. That and a lot of practice.

DiscussionWhat might the implications of teaching only one area at a time be in your setting? Take some answers from the group.

These questions should be discussed: How will you manage rolling out the training implementation plan? What are the risks? How you will manage this in your agency?

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Coaching Cycle: Set Goals & Take ActionImprove listening skillsGoal Planned Action

What will you do to work on this skill in the next 48 hours?

How will you receive feedback?Goals help us understand what needs to be accomplished, and to set expectations

Action Plans help us define how to accomplish the goalsWhat actions would you take to improve listening skills? Facilitator GuideThis is an animated slide. The text on the clipboard will appear with each mouse click. Refer to Coaching Agenda handout

Key PointsGoals ensure both NS and Coach are aligned on what will be learned and can assess progressAction Plans define how the goal will be achieved

DiscussionExample: Goal is to improve listening skills. Action plan addresses what to do in the next 48 hours at work (could be at home) and plan for feedback. On an easel sheet write the answers provided (keep this posted in the room):

1. What are some actions we can take to improve listening skills? (Not talk over others, active listening, demonstrate we heard what was said/requested through actions)2. New goal and action - what would be some goals related to individuals you are supporting? What actions could correlate?

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SMART GoalsWhat is a SMART goal, and when should we apply this method?

pecificeasurablectionableelevantime BoundWhat actions will you take to achieve the goal?How will you measure progress? How will you know when you have achieved the goal or completed the action?Target a specific area for improvementWhat results can realistically be achieved and make sense? (consider resources, timeframe, etc)Specify when the results can/will be achieved Use SMART goals to help identify and plan significant goals, or those that are too broad.Facilitator GuideThis is an animated slide. With each click of the mouse, an individual letter and line of text will appear.

Key PointsReview each word and definitionSMART goals do not need to be applied to every task or goal. Generally, they are used to help identify and plan significant goals.

DiscussionWrite a goal together on an easel sheet: : Example - the individual we support communicates using sign language. We want to learn sign language in order to communicate with this individual (Refer to the communication chapter of the Residential Curriculum for a sheet of sign language that you can use here.) Note: This is not repeated here in case of updates. Use what is in the Residential Curriculum.

Example: I support a client who is deaf and who uses ASL to communicate. I have very limited ASL skills and need to learn more signs so that I can better support and communicate with the individual. A good SMART goal might look like this: I will learn 15 new signs (most used by the individual) each week by the end of my first 120 days of hire. (Better - list each sign they want to learn.)

Ask if/how the goal is specific, measurable, actionable (achievable), relevant, time bound? If not, fix it.

20ActivityThink of a goal - might be one you are currently working on or a new one (You may not use the same goal we used in our sample together)

As a team write a goal using the SMART formula

Be prepared to share and discuss with the group

TIME ALLOTTED: 30 minutes

123Facilitator GuideGive each team of participants an easel sheet and markers for the activity

InstructionsReview slideBreak up into teams of 2-4 Time allotted: 15 minutes max for teamsHave each team share with the group discuss: is the goal specific, measurable, actionable, relevant, time bound. If not, work as a group to make changes (about 10-15 minutes depending on size of group)

The answer for who would you ask to help could be the person being supported or a familiar staff, or the Coach. They could also take a sign language class. The difficulty in this case is time involved to learn the language and many of the people we support use their own form of sign language.

21Coaching Cycle: Action - Implement Now its time for NS to apply what has been learned What is your role? What has been learned? What still needs some work? Revisit goals and action planProvide feedback what is NS doing well, what still needs work. What does NS think of progress towards, or achievement of the goal? What is needed to be successful?Facilitator GuideRefer to Coaching Agenda handout

Key PointsAs a Coach, you have worked with NS to create goals and action plans this should be a guided discussionNS then needs time to learn and achieve goals, demonstrate competenceDuring this time, Coach needs to: 1. Assess progress, in which areas NS has demonstrated competence. Review goals/action plans. Ready to add another goal? 2. Listen to NS what do they need to be successful? Learn better? Improve? 3. Guide and support NS give feedback, ask questions, make sure NS understands agency policy/requirements

22Coaching Cycle: Reflect Ask questions

Listen

Encourage critical thinking

Provide support and guidance

Ask questions Share concerns

Be accountable

Accept feedback and instruction

Document

Learn and adapt

SAMPLE QUESTIONSWhat happened?Why did it happen that way?What were the consequences? For the individual? For housemates? For the agency? For you?How would you handle a similar situation in the future?Who can you talk to: for support, perspective, guidance?What will you do in the next 48 hours to use what you learned?Facilitator Guide

Key PointsReflection = learning, growthBoth Coach and NS need to ask questions to gain better understandingCoach should encourage NS to process what happened, guide NS through what could be done differently, and what to do moving forward (allowing NS to come up with answers). Allow NS to express feelings, concerns. Validate mistakes are part of learningNS needs to be accountable, learn from mistakes, adapt response/behavior. When NS feels supported and has a trusting relationship with the Coach, they are more likely to take accountability, motivated to correct actions. Accountable is different from responsible. EX: You might not be responsible for directly administering medication but you are accountable for ensuring it is done (correctly) and documented. Documentation of any incident is critical. Ensure NS understands agency documentation policy.

DiscussionWho has had an experience where something did not go as planned? Prompt people to think about challenging behaviors and the PBSP.

Lead this discussion focused on the consequences for the person being supported. What does the person value? Did the outcome build trust or distrust?

What might your reflection look like?How would reflection for a coach differ from the New Staff?

23Recap

What have we learned?

Coaching Cycle contains 3 parts:Focus Assess and prioritize what NS is to learn, skills to develop/improveAction Build SMART goals, ensure NS has successfully implemented learningsReflect What is NS doing well, what needs improvement?

SMART goals are Smart, Measurable, Actionable, Relevant, and Time Bound - can help make broad goals specific and achievable

During the Implementation phase, Coach and NS should discuss progress

Help NS to reflect by asking questions, listening, and providing guidance

Facilitator GuideThis is an animated slide. With each click of the mouse, a line will appear. Review slide or have discussion.

Discussion (Optional)Click mouse Ask, what are the 5 parts of the Coaching Cycle? one will appear with each clickWhy do we have SMART goals? What does the acronym stand for?What are some questions to ask NS during Reflection?

24Section 3ToolsSnapshotCoaching Checklist ActivityReflection WorksheetMeetings & AgendasBest PracticesActivityRecapNext Steps

Facilitator GuideWalk through list

25ToolsIdentifies and documents coaching actions and statusProvides an overview of the individual being supportedFollow agenda, discuss, provide guidanceOpportunity for NS to assess their performance, think criticallyFacilitator GuideThis is an animated slide. With each click of the mouse, text box will appear starting top left.

Key PointsThese are the Tools to use to support your Coaching. Snapshot will be developed with the individual you are supporting prior to a new staff being trained. It will be used for training purposes to help new staff get to know the client quickly and help to build that relationship.Checklist will be used to document the training of new staffMeetings - you will meet with NS using the agenda to guide the conversationReflection worksheet will be used by new staff to ensure that they remember the learning from things that happened, to give them a basis of conversation when you are meeting with them.

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Tools: SnapshotOften includes:

LikesDislikesRisks (must include)BehaviorsPhotoCommunicationHow does individual like to have fun (activities, places, etc)Purpose: Provides a summary of the individual being supported to give NS a sense of who s/he is, and what supports may be required.Facilitator GuideRefer to Snapshot handout

Key PointsSnapshot is a way to capture and transfer information about the individual being supported. Might contain significant details about their life/needs in one page to provide an overview and familiarize peopleWant the individuals we support to have the opportunity to share what they want a NS to know about them.You are not required to do the snapshot as part of the curriculum, however, you have the option to complete these.Review Snapshot template (in packet)

Exercise Review the Snapshot topics, ask participants to complete one for themselves. Provide about 10 minutes to complete them, then another 5 minutes for participants to share their snapshot with others/the group. What did you learn about each other?

27Tools: Coaching ChecklistPurpose: List of tasks/actions to be learned and tracked to completion/demonstrated competence.

Your checklist must align with the Coaching Checklist ObjectivesIf your agency has already been through this activity, please skip to the next slide.

Facilitator Guide

Key PointsReview the Coaching Objectives Checklist with participants (this is part of the 30 hour requirement). Make sure you review the different sections, column headers, time element, and last page of competencies and signaturesThen review the 19 page checklist

Exercise & Discussion (Optional) If your agency has already developed their tool, you may skip this activity and discuss the tool you have developed.Split class into groups (no more than 4 to a group) to figure out the things that were missing from the checklist, how to organize it, and what things could be done more efficiently, effectively. Group presents findings to class.

Ask participants to pull out the checklist they brought from their agency (or provide the one used at your agency). Review to ensure that the checklist they have meets the objectives of this list.

Time allotted: 15-20 minutes

28ActivityReview the Coaching Checklist with a partner.

Think about the population you serve and ensure that the checklist has everything you would need to train a new staff.

How will you model and provide guided practice for each topic mentioned?

How will you ensure that you focus on one section or topic at a time?

How will you use this with the individual that its about to ensure that it contains everything they want a new staff to know?

How will you prioritize where to begin?

TIME ALLOTTED: 15 minutes12Facilitator GuideIf you had participants break into groups previously to review the checklist, keep these groups for the activity.

InstructionsUsing the checklist that is part of this curriculum, or the one your agency uses (as long as it meets the objectives), ask participants to work through each of the questions above. Be prepared to discuss their answers. The previous (optional) exercise was to ensure that the agencys checklist met the objectives. Note: It is important that you as the instructor, do not just say, heres our checklist. Each checklist should meet the needs of the individual being supported and the objectives.

Time Allotted: 15-30 minutes (depending on class size).

DiscussionHow will you approach the individual this is about to enlist their help with prioritizing and personalizing? Create a plan to follow. Give participants 15 minutes to create their plan based on the person. Look at the Action Plan Guide in your handouts.

Following this activity and discussion you may send participants to the houses to work with the individual this checklist will be about. Depending on work schedules set up the next training date to complete the training on Coaching meetings. They should work with the individual to develop the one pager (if you choose this option) and the checklist so that when they return to the training they have the list and the one pager completed.

The next classroom training is about the coaching meeting. You may do that as part of this day or break the training up into three parts. The third part is your coaching meeting with the new coach. Your choice.

Take a break after this activity so that this information can be set apart from the next section.

29Tools: Reflection SheetPurpose: Provide a way for NS to think through different events, review them during coaching sessions, and discuss ideas for improvement. Facilitator Guide

Key PointsReflection is not just about completing the form requires discussion, follow up, changing behaviors/responses, etcReflection is an important part of problem solving and improving skills/supportUse the worksheet as a guide some NS will want/need to document, others might do better with guided conversationCan use the worksheet for many different situations, at any given time

DiscussionShare a story of your own or ask for others to share. Remain focused on the topic and limit discussion to what was done and what did you learn from it.

You may use this story: Rachel went to the book store every day to get coffee. New staff arrived and Rachel continued to sign book all morning. No words would come from staff except book. They thought Rachel wanted a book. When familiar staff arrived in the afternoon Rachel signed book and the staff asked her if she had been to the bookstore for coffee that day. When Rachel said no, the familiar staff apologized and made plans to take her that afternoon. Then they explained to the new staff what the plan was.

What were the consequences for Rachel? New Staff? How could this have been avoided?How do you manage this type of situation with NS?Jot down ideas to take back to the office

30Tools: Meetings & Agendas If NS has completed their last goal or you need to create a new one, note the new goal NS is working towardsPurpose: Prepare for quality, constructive meetings with NS. Use an agenda to define expectations and goals. Facilitator GuideHandout Coaching Agenda

Key PointsReview each section of the agenda and ensure that everyone knows that this is a tool that is optional since some meetings will take place on the fly or be less formal. Agenda may not always fit the situation.

Agree to rules and meeting cadence (when you will meet) When we say meet, this could be a passing during shifts, meeting over coffee, or, for more serious conversations, in a room with the door closed.

New staff does not complete on their own, will discuss with Coach what they want to/should work towards, and help them write goal. Check in to see how things are progressing. Some goals will be achievable very quickly, while others may take more time. If progress is to an acceptable level, make a new goal but check back in on the other goal from time to time to ensure skills are being maintained.

In this section you will note what has to be done, by whom and by when. Its an action plan. It helps to keep you on target with assisting and support while it keeps the new staff working towards improvement. Dont forget to note what the new staff is doing well.

If the new staff has completed their last goal or you need to write a new one note the new goal that the New Staff is working towards. Just like we do for the clients, we do for staff because its a good practice. In theory, this could continue for the remainder of this persons employment.

31GuideSupportCommunicateBest PracticesCoachingSet clear goals and expectations

Regularly create and review goals/action plan

Follow up, inform, discuss

Establishes trusting relationships

Acknowledge successes and challenges

Listen and validate

Be approachable and available

Demonstrate tasks, give NS hands on experience

Ask open ended questions

Promote critical thinking

Help understand where improvement is needed and how to do itFacilitator GuideThis is more or less a review of what you have been talking about

Key PointsAs a Coach, you wear many hats, often all at one timeCommunicate keep discussing, it is critical to NS learning that the coach is clear about expectations, goals, and gives constructive feedback (will talk more about that in a bit)Guide helping NS get to a level of competence through coaching that promotes independent problem solving, self awarenessSupport - Listen and validate concerns, experiences, challenges. NS need to know it is expected they will make mistakes as part of the learning process. Coach is there to be supportive and help

Discussion (Optional)What do you need to be more confident as a coach? Can record answers or discuss do participants have best practices to share with one another?32Best PracticesCultureExperiencesValuesReligionBeliefsFacilitator Guide

Key PointsConsider all that people carry with them to the job, who they are as individuals beliefs, values, cultural and religious practices, previous experiences how do you coach everyone? Does everyone respond to one method of teaching?You now have some tools but there is no one right way depends on the NS, the individual being supported, agency policy, etcEmpower what does it mean to empower someone? (ex: show their voice is heard, acknowledge they make an impact, validate ideas/concerns). Promote critical thinking, give them ability to make decisionsIndependent practice NS needs to be able to demonstrate competency, cannot always have another person there to ensure things are done as neededValue & respect just because NS is new to the agency does not mean they are new to this line of work, or that they dont bring valuable skills with them. Respect differences - ideas, approaches, practices. Doing something differently does not mean it is being done incorrectly but there may be a preferred way which needs to be taught do this respectfully.Guided practice hands on training, feedback, demonstration, etc.Model show NS through your actions appropriate responses, behavior, decision making, protocol, etcMake learning relevant what does staff need to know, how can you coach in a manner that makes sense to them? What broader skill sets are needed or would benefit NS?

33Best Practices: Giving FeedbackAsk questions, listen Constructive feedback provides insight into what needs to improve and how it can be achieved through encouragement, support, and direction.

TimelyHonestClearObjectiveAction/solution-orientedFacilitator Guide

Key PointsHow you deliver feedback is important. Remember, your goal is to help and support NS to improve skills and performance in order to best serve the individual being supported.We often confuse feedback with criticism probably because much of our experience with it has had more to do with what weve done wrong than what weve done right or how we could do better.Feedback should not be viewed as a personal assault or a list of errors, mistakes, or mishaps. Delivery of feedback can always be constructive. If its not, the feedback will not be accepted or might be received as an insult, which can ignite other issues and problems. Constructive feedback is the most useful and beneficial to the receiver because it provides encouragement, support, corrective measures, and direction.Positive feedback tells someone what they did correctly/well always acknowledge success

Exercise & DiscussionSee Feedback Activity Cards in Instructions & Materials Guide. Break into pairs; one person will be a Coach, the other will be NS. Give the Coaches one color and the New Staff the other. Ask them to comment on whether the feedback would be helpful to new staff, or how their feedback might differ.

-OR-

Group discussion: Use this scenario, or your own. NS tells you the Coach: I told Mary [client] to sweep the floor, wipe the counters, and vacuum the rug. She got mad, yelled at me, and then sat on the couch. Mary refused to do anything I asked her to.

Ask for examples of constructive feedback. How could a coach approach this situation with NS in a productive way? What feedback might NOT be effective?

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Best Practices: Encourage & RecognizeFind out how NS likes to be recognized, provide recognition so its meaningful to themAcknowledge the positives, what has been done correctly/wellEncourage best practicesRemind NS of their strengths and successesContinue to ask what support NS need and provide itFacilitator Guide

Key PointsIts important to acknowledge what a challenging job this is. It can be exhausting everyone needs praise, positive feedbackValidate and empathize! You may not always have the answers but chances are you have had similar experiences and feelingsContinue to be supportive support needs change over timePart of being a good leader is playing on peoples strengths are there specific tasks staff is really good at or interested in? Find out what the NS likes and how they like to be recognized. This may be in the form of a thank you note, or getting to take someone to a baseball game

35ActivityPutting it all together

Find a partner

One of you is the Coach the other is the New Staff

Read the scenario you have been providedTogether, complete a reflection worksheet based on this scenarioTogether, complete a meeting agenda for a coaching sessionDetermine what challenges you might face for discussion with the groupTIME ALLOTTED: 20 minutes123123Facilitator GuideMake sure you have all materials printed and ready to hand out.

InstructionsReview stepsHand out materials: Scenario cardReflection worksheetCoaching AgendaCheck in with the teams to ensure that they are using the 2 tools to complete the activity.

Time Allotted: 15 minutes

Discussion

36Recap

What have we learned?

Checklist, Snapshot, Agendas are helpful tools to use with NS to improve understanding and learning

Snapshot provides an overview of the individual being supported it must include risks

The Checklist defines objectives and tracks tasks in which NS has demonstrated competence

Reflection Sheet enables deeper insight into how and why things happened, how to learn from the experience

Agendas help set expectations and guide conversations

Constructive feedback is a beneficial way to discuss with NS what needs to improve and provides direction

It is important to recognize what NS has done well and progress being madeFacilitator GuideThis is an animated slide. With each click of the mouse, a line will appear. Review slide or have discussion.

Discussion (Optional)Name the tools you can use to improve understanding and learningWhy would you create a Snapshot?What is the purpose of having a Checklist?What is the value of an Agenda?What is constructive feedback?37

Facilitator GuideWrap up. Open up for any questions or final thoughts.

Key PointsThere is no set path to success. There are often hiccups along the way; it can get messy. Dont let setbacks or challenges throw you off course. Be creative, be persistent. Try new methods of training, problem solving. Communicate. Use the tools you have learned.

Discussion (Optional)What are some of the challenges your agency might encounter when implementing Peer Coaching? Record answers (it is recommended that this feedback be reviewed by appropriate people within the agency to assess risks/issues and create process and/or mitigation plans to address)38Next StepsYou are ready to head out into the field where you will have the opportunity to practice using the tools and best practices we discussed.

AssignmentFor the next 1-2 weeks, you will work with an individual(s) you support and staff to:

Develop Risk SnapshotDevelop personalized ChecklistMeet with your NS at least 3 timesHave New Coaches return to the classroom for discussion and problem solving.

Refer to the On the Job Training packet provided for specific instructions

As the new Coach, consider pairing up with another coach from your agency. Coach each other on Coaching!Now that you have completed the Day 1 Classroom Training, its time for you to apply what you have learned.Facilitator GuideAssignment is not optional.

HomeworkCoaches are to go out into the field and apply methods to their work with NS.

Work with a client on Snapshot Personalize checklist, prioritize orderSet up Coaching meetings with NS (set ground rules and frequency)

Set date and time for final review of documents and activities for Coaches this can be 1:1 or in the classroom. Complete evaluations and hand out certificates.

Homework (Optional)Ask participants to step out of their comfort zone and do something between this training and the next that they DO NOT like to do. This could be something they are afraid to do/try, an uncomfortable thing, something new that has not been tried before, or just something they have continuously put off. Does not have to be work related. The idea is to get into the mindset of a NS and develop empathy. Be prepared to share and discuss during Day 2.

*If you give this assignment out, make sure you schedule discussion into Day 2.

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