On the Job Training.

 Day One  What is Coaching?  Who should be a Coach?  What’s the role of a coach?  Building a one pager  Personalize your checklist  Day Two  Practice with the checklist  Talk with individuals for feedback on one pager and checklist  Demonstrate to Lead Coach  Reflect on progress

Communication Performance from training Productivity  And is an integral part of learning.

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.

 Challenges,  Has performance expectations at work.  Develops specific skills for the tasks,  Impartial, focused on improvement in behavior.

 Start with the Individual being supported. They should participate as much as possible.  As a Direct Support Professional, the more you know about the person, the more you should be a coach. Therefore, those who know the person best need to be a coach.

 Coach  Performance  Specific Agenda  Comes with the job  Expectation of your Position  Teamwork / performance  Task related

 One team member will build a structure per the instructions given.  You may only build the structure. You may not talk.  The other team members will watch.  You may not take notes or photos of the structure and you may not ask questions.

Process Who What

Assess Focus Set Focused Goals Prepare an Action Plan Implement your new skill with the individual you are supporting Reflect/ debrief Ask questions

Multi-tasking is not effective.  One area at a time  Based on the individual you support, focus on what will have the greatest impact for supporting them first – prioritize the checklist  Get guidance from your coach and others.

 The Goal: Improve listening skills  Planned Action: 1. What will you do in the next 48 hours to use this in your work life? 2. How will you receive feedback?

SMARTSMART  Specific  Measurable  Actionable  Relevant  Time Bound

With a partner write down:  You are a new staff member  Select one of the topics on the easel sheet  As a team write a goal using the SMART formula.  Be prepared to share with the group.

 Apply what you learn on the job.  Practice, practice, practice and practice some more.

Ask yourself questions. Write down the answers! Then discuss with your coach!  What 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?

Based on the goal you just wrote:

 If you were watching and observing, it is your turn to build the same structure. It must match exactly what you observed being built earlier.  You may not use the instruction sheet. You just saw it being done.  You may not talk and the rest of the team must observe. No coaching!

Process Who What Meeting

 Have the proper stance :  Explore – don’t criticize.  Unravel the mystery together  Ask open ended questions  Look for, describe and assess the practice and results not the person’s competence.  Have the right talk :  Describe first, discuss later  Only discuss if the NS brings it up.  Be specific and concrete  Discuss only what can be changed  Comment on strengths  Insure clear communication  Interact – attending, listening, responding and acknowledging.

It’s full of old habits and lots of information.

You can rewire your brain and learn new habits.

I learn from you and you learn from me.

1. Snap shot 2. Coaching Checklist 3. Best Practices for Teaching Adults These were prepared in advance of staff being hired. 4. Coaching Agenda – completed as a team 5. Reflection Worksheet – completed as needed

Coaching Meeting 3 & 4 1. Snap Shot 2. Checklist 5. Reflection

 Per contract you are providing a “Snap Shot” related to Risks. Additional information can be added to this “Snap Shot” if you choose to do so.  See suggested template in your handouts.

 Turn to the Coaching checklist in your handouts.  Look at Section One.  What would you add to section one to ensure that new staff were prepared to work with the person they will support?

 Objectives are the goals of training.  They help us to identify what we want people to do or learn.  They provide us with a roadmap and keep us on track.

 Review the 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 it’s about to ensure that it contains everything they want a new staff to know?  How will you prioritize where to begin?

1. Value what people already know 2. Model the right way 3. Guided practice the right way 4. Independent practice the right way 5. Make learning relevant

Coaching Meeting 3 & 4 1. Snap Shot 2. Checklist 5. Reflection

Listen to understand.

 What’s happening?  What happened before that?  What could have gone better?  Is the new staff really listening?  Is the new staff a good detective?

We listen to answer instead of listening to understand.

 Positive Describes a specific behavior and its POSITIVE impact  Constructive Describes a specific behavior and its NEGATIVE impact.

The best feedback is: Wanted by the person receiving it Acknowledges what the person has done well Describes specific behavior – not thoughts, values, traits or intentions Is honest – not over or under stated Includes suggestions for performing the skill effectively

Is not as appreciated as some may think.

 Asking the right questions is crucial to the coaching process and increases the information that you receive.  The right questions empower staff to think for themselves and to be good problem solvers.

 Find a partner  Read the scenario on the card you have been handed  One of you is the new staff as indicated on your card and one of you is the coach  NS read the scenario  Coach provide feedback on what you just heard. Use the previous slide to ensure your feedback follows the guide. (Best feedback)  NS tell coach how well they did  Switch places and repeat.

1. Set a goal to improve a single skill 2. Talk to your coach often and ask lots of questions. Take cues from the individual you are supporting for your success rate! 3. Share concerns with your Coach. 4. Complete a reflection exercise. 5. Talk about what happened and what was learned.

 Knowing what to do is not the same as doing it.  Old habits are deeply ingrained due to comfort and/or familiarity  New habits mean rewiring the brain to establish a new stronger connection  To change behavior you have to do the work!

 Listen to understand  Acknowledge  Remind NS of their strengths and successes  Ask what support they Need  Ask how NS likes to be recognized and provide recognition so it’s meaningful to the person.

 Do the reflection exercise with your coach. If things went wrong use it as a learning experience. Do better the next time. If you can’t do better the same thing will continue to happen.  What happened?  Why did it happen that way?  What were the consequences?  How would you handle it in the future?  What will you do in the next 48 hours to implement the lesson learned? Tool #5: Reflection sheet

Coaching Meeting 3 & 4 1. Snap Shot 2. Checklist 5. Reflection

Find a partner. One of you is the Coach the other is the new staff. Read the scenario. 1. Together, complete a reflection worksheet based on this scenario. 2. Together, complete a meeting agenda for a coaching session. 3. Determine what challenges you might face for discussion with the group.

Use the Meeting agenda and build on this from meeting to meeting. Assess Focus Set Focused Goals Prepare an Action Plan Implement your new skill with the individual you are supporting Reflect/ debrief Ask questions Prioritize content of areas the NS wants to address with the needs of the agency (S.M.A.R.T.) Individualized checklist Use the reflection sheet to document

 The remainder of this course: Work with individual you support to: 1. Develop “Risk” snap shot 2. Develop personalized check list 3. Meet with your NS for at least three meetings. Checklists will start with the learning objectives already stated and build on the 40 hour DDA Residential Training. A template is available for your use in a WORD document for easy editing. As the new Coach, pair up with another coach from your agency. Coach each other on Coaching!

 Every training we do needs to be evaluated so we can learn. Much like we reflect on what has taken place and how we can improve as a coach or a new staff, an evaluation serves as a reflection with the intent of improvement the next time. Please provide some positive and constructive feedback on the evaluation form in your handouts. I will exchange the evaluation for your certificate. You earned 12 continuing education credits for taking this class. Please keep your original certificate. A copy will be placed in your personnel record.

 Throw away your trash  Stack and place the post its in the bucket  Place toys in the clear bag  Put pens, markers and highlighters back in the bag and place on the table  Take down posters from the walls  (if necessary – replace tables and chairs to original positions as indicated on room set up requirements)  Thank you for your participation today! Good luck with your Coaching!