1. PEER COACHING On the job training
Note 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: CE This code must appear on your CE certificates as well as the amount of time earned. Please see WAC 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 Guide
Welcome. Give any instructions about facilities, breaks, etc. (room/time logistics). Remind participants to sign in if they haven’t done so.
Today we’re going to learn about what coaching is and isn’t. 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 Manager
DDA – Jan Sprow, M.Ed., Residential Training Program Manager; Sandra Miller, Residential Quality Assurance
Embassy Management LLC – Megan Marshall, Regional Training Manager
PSRS – Kristin Kavaller, Project Manager
Service Alternatives Training Institute – Aelfwynn Freer, Technical Assistance Administrator
SOLO ITS, Inc. – Sharon Mack, Karen Dill, Kimberly Stewart, Angie Francis
State Operated Living Alternative (SOLA) – Jessica Zinda, and Terra Jacobson, Program Administrators
Total Living Concept - Sally Sehmsdorf, Employee Development Coordinator
Created by Puget Sound Regional Services November 2015

2. AGENDA DAY 2 DAY 1 SECTION 1 SECTION 2 SECTION 3 ON THE JOB
Practice with Checklist
Create/review Snapshot
Coach/demonstrate learning
Reflect on progress
SECTION 1
Objectives
What is Peer Coaching?
Role & Expectations
Coaching Basics
Recap
SECTION 2
Coaching Cycle
SMART Goals
Recap
SECTION 3
Tools
Best Practices
Recap
Next Steps
Day 2
(classroom optional)
Review and discuss on the job experience
Evaluation & Certification
Facilitator Guide
Review sections, ask if any questions

3. SECTION 1 Objectives & Outcomes What is Peer Coaching? Attributes
Role & Expectations
Activity
Effective Coaching
Guide to Action
Video
Recap
Facilitator Guide
Walk through list

4. Objectives & Outcomes Objective What can you expect?
Senior, 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.
What 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 it
Understand your role and expectations
Identify and implement tools
Be able to apply best practices
Facilitator Guide
Key Points
Why 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 , 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

5. What is Peer Coaching? Why should we do it?
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 staff’s 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 Points
What 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.
Discussion
Think 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 don’t learn anything about the person they are going to support. They might get some quick information, like the one page IISP but they really don’t 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)

6. Those who are committed to providing quality support services
Who Should Be a Coach
Direct Support Professionals who know the individual being supported, and have experience
Individuals who want to continue to learn and develop new skills for themselves and others
Those who are committed to providing quality support services
The individual being supported should help determine who would be a good coach
Facilitator Guide
Discussion
Review 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.

7. Attributes What makes a successful coach?
Has expectations and communicates them
Creates and discusses agendas, goals, and action plans
Develops skills in others
Guides, supports new staff to learn and practice skills
Creative
Finds new ways to train and support different types of learners
Positive
Sees benefit in working with new staff to increase positive, reduce negative outcomes
Facilitator Guide
This is an animated slide. The non bolded text will appear with each mouse click.
Key Points
Communication - It’s 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 are
Help 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 learning
Patient – people learn in different ways at different paces. Remember that you are the expert – you didn’t learn everything you needed to know in 1 day, 1 week, or even 1 month
Challenge - 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 supported
Remain impartial – focus on actions, behaviors, not personal characteristics. Provide feedback about what you have observed, how to improve
Patient
People learn at different paces. Adjusts methods, tries new approaches until it works
Accepts challenge & learns
Looks at challenge as a positive for growth & development on both sides
Promotes critical thinking
Asks questions to guide the process, help new staff get to the answer
Good listener
Listens to understand
Impartial
Provides constructive feedback and ways to improve

8. Role & Expectations for Coaches
What You Do
Leader
Develop, Guide, Commit
Maintain positive, approachable attitude
Guide and support
Develop path for leadership
Commit to learning and growing
Trainer
Help NS learn functions of the job
Communicate clearly
Ensure procedures are understood, learned, and followed
Apply teaching methods learned in Residential Training
Model, engage, set goals
Facilitator Guide
Discuss points on slide, elaborate on concepts such as listen to understand (discussed more throughout training)
Key Points
As 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 can’t over communicate. Ensure NS understands what to do and how to do it. Model appropriate behaviors/actions. Observe and provide feedback
Team Member: You are part of the team – when NS succeeds, so do you and the individual being supported benefits
Coaching 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.
Team Member
Exchange knowledge
Establish positive working relationships
Share and apply direct experience and knowledge of individual being supported
Create opportunities for success

9. Activity Part 1 How this works:
One team member will build ONLY one structure per the instructions given. DO NOT TALK. 2
The other team members will watch. DO NOT take notes or photos of the structure, you cannot ask questions.
(If you have completely switched to Peer Coaching, please skip this activity.)
Facilitator Guide
Ensure you have the correct blocks to give to each team (refer to Building Block Activity Instructions)
Instructions
Explain the exercise, hand out instructions to builders. Give 5 minutes to build
Instruct 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? 3
After instructed, Builder disassembles the structure.
TIME ALLOTTED: 10 minutes

10. Effective Coaching
Effective coaches understand individual training needs and promote good relationships
Effective Learning
-Provides intentional training – how does NS learn best?
-Communicates clearly
-Keeps NS focused
-Promotes critical thinking
-Offers support and encouragement
Ineffective Learning
-Shadow only or provides one time training
-Lack of communication
-No clear goals or action plans
-Not available often or difficult to approach
-Lack of constructive feedback
Communication
Support quality
Facilitator Guide
Key Points
It’s 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 understood
Keep focused and on track – set goals, create action plans
Support staff to problem solve and overcome challenges
Guide staff to get to answers on their own- increases their accountability and transfers the ownership from the Coach to the new staff.
Discussion
Assume 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?
Performance
Staff confidence & commitment
Productivity
Motivation

11. To change behavior you have to do the work!
DID YOU KNOW
Old habits are deeply ingrained due to comfort and/or familiarity
Knowing what to do is not the same as doing it
New habits require rewiring the brain  establish new connections
You can rewire your brain and learn new habits
Facilitator Guide
This 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 Points
Quick 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)
It’s not the new staff’s job to tell us what they don’t know, how can they? They can tell us what challenges they face, what doesn’t feel right, what outcomes they are experiencing.
It’s 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.
Takes up to 20 days to form a new habit (through intentional practice)
Apply what you learn on the job
Adults need to hear or see something 6 or more times before they hear it
Practice, practice… practice

12. Observe to help reflect
Guide to Action
Question to motivate
Ask open ended questions
Facilitator Guide
Key Points
Question to motivate - Open ended questions can’t 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 didn’t 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: What’s 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 view
Run time: 7:44 minutes. Note: Closed captioning is terrible on this video.
Listen to understand
Active listening
Observe to help reflect
Observe NS in the environment

13. Video Facilitator Guide
Click on the screen and then the play button to start the video. You may need to adjust your sound.
Key Points
Effective 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?
Discussion
What Not To Do
What 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 Do
What 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?

14. Activity Part 2
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 Guide
Refer back to Part 1 as a quick review, provide instructions
Discussion
What 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
TIME ALLOTTED: 5 minutes

15. Recap What 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 Guide
This 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

16. Section 2 Coaching Cycle Focus Action Reflect Recap SMART Goals
Activity
Action
Reflect
Recap
Facilitator Guide
Walk through list

17. Coaching Cycle Focus Reflect Action Facilitator Guide Key Points
The next several slides will go into more detail about each part of the cycle – this is just a summary.
3 point cycle
As 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.

18. Coaching Cycle: Identify Focus Areas
1. What does the individual want NS to learn about them first?
2. What does the agency need NS to focus on?
Determine the best approach for coaching NS in those areas
Support NS to focus on those areas until competence is demonstrated
Multi-tasking is not effective: NS should learn one area at a time
Facilitator Guide
Key Points
Know what NS needs to learn first, start there
Have 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 learn
Support – 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 later
Focus will help drive progress. That and a lot of practice.
Discussion
What 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?
Help NS stay focused and engaged
Talk about what is to be learned
Set a goal to learn or improve a skill
Encourage questions and sharing of concerns
Assess and discuss progress – what is your success criteria?

19. Coaching Cycle: Set Goals & Take Action
Goals help us understand what needs to be accomplished, and to set expectations
Action Plans help us define how to accomplish the goals
Goal
Improve listening skills
Planned Action
What will you do to work on this skill in the next 48 hours?
How will you receive feedback?
Facilitator Guide
This is an animated slide. The text on the clipboard will appear with each mouse click.
Refer to Coaching Agenda handout
Key Points
Goals ensure both NS and Coach are aligned on what will be learned and can assess progress
Action Plans define how the goal will be achieved
Discussion
Example: 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?
What actions would you take to improve listening skills?

20. SMART Goals pecific easurable ctionable elevant ime Bound
What is a SMART goal, and when should we apply this method?
Use SMART goals to help identify and plan significant goals, or those that are too broad.
pecific
Target a specific area for improvement
easurable
How will you measure progress? How will you know when you have achieved the goal or completed the action?
Facilitator Guide
This is an animated slide. With each click of the mouse, an individual letter and line of text will appear.
Key Points
Review each word and definition
SMART goals do not need to be applied to every task or goal. Generally, they are used to help identify and plan significant goals.
Discussion
Write 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.
ctionable
What actions will you take to achieve the goal?
elevant
What results can realistically be achieved and make sense? (consider resources, timeframe, etc)
ime Bound
Specify when the results can/will be achieved

21. Activity 1
Think 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 2 3
Facilitator Guide
Give each team of participants an easel sheet and markers for the activity
Instructions
Review slide
Break up into teams of 2-4
Time allotted: 15 minutes max for teams
Have 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 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.
TIME ALLOTTED: 30 minutes

22. Coaching Cycle: Action - Implement
Now it’s time for NS to apply what has been learned – What is your role?
Listen
Guide
Assess
What does NS think of progress towards, or achievement of the goal? What is needed to be successful?
What has been learned? What still needs some work? Revisit goals and action plan
Facilitator Guide
Refer to Coaching Agenda handout
Key Points
As a Coach, you have worked with NS to create goals and action plans – this should be a guided discussion
NS then needs time to learn and achieve goals, demonstrate competence
During 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
Provide feedback – what is NS doing well, what still needs work.

23. Coaching Cycle: Reflect
NewStaff
Ask questions
Listen
Encourage critical thinking
Provide support and guidance
Ask questions
Share concerns
Be accountable
Accept feedback and instruction
Document
Learn and adapt
Facilitator Guide
Key Points
Reflection = learning, growth
Both Coach and NS need to ask questions to gain better understanding
Coach 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 learning
NS 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.
Discussion
Who 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?
SAMPLE QUESTIONS
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?

24. Recap What have we learned? Coaching Cycle contains 3 parts:
Focus Assess and prioritize what NS is to learn, skills to develop/improve
Action Build SMART goals, ensure NS has successfully implemented learnings
Reflect 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 Guide
This 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 click
Why do we have SMART goals? What does the acronym stand for?
What are some questions to ask NS during Reflection?

25. Section 3 Tools Snapshot Coaching Checklist Activity
Reflection Worksheet
Meetings & Agendas
Best Practices
Recap
Next Steps
Facilitator Guide
Walk through list

26. Tools Snapshot Checklist Meetings & Agendas Reflection Sheet
Provides an overview of the individual being supported
Identifies and documents coaching actions and status
Facilitator Guide
This is an animated slide. With each click of the mouse, text box will appear starting top left.
Key Points
These 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 staff
Meetings - you will meet with NS using the agenda to guide the conversation
Reflection 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.
Follow agenda, discuss, provide guidance
Opportunity for NS to assess their performance, think critically

27. Tools: Snapshot
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.
Often includes:
Likes
Dislikes
Risks (must include)
Behaviors
Photo
Communication
How does individual like to have fun (activities, places, etc)
Facilitator Guide
Refer to Snapshot handout
Key Points
Snapshot 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 people
Want 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?

28. Tools: Coaching Checklist
Purpose: List of tasks/actions to be learned and tracked to completion/demonstrated competence.
Checklist
Clearly defines objectives
Keeps us on track
Helps identify what NS needs to learn
If your agency has already been through this activity, please skip to the next slide.
Facilitator Guide
Key Points
Review 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 signatures
Then 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: minutes
Your checklist must align with the Coaching Checklist Objectives

29. Activity 1 Review 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 it’s about to ensure that it contains everything they want a new staff to know?
How will you prioritize where to begin? 2
Facilitator Guide
If you had participants break into groups previously to review the checklist, keep these groups for the activity.
Instructions
Using 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 agency’s checklist met the objectives.
Note: It is important that you as the instructor, do not just say, “here’s our checklist”. Each checklist should meet the needs of the individual being supported and the objectives.
Time Allotted: minutes (depending on class size).
Discussion
How 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.
TIME ALLOTTED: 15 minutes

30. Tools: Reflection Sheet
Purpose: Provide a way for NS to think through different events, review them during coaching sessions, and discuss ideas for improvement.
NS completes Reflection (worksheet optional)
Coach discusses with NS
Learn from experience
Complete/Add goals and action plans
Facilitator Guide
Key Points
Reflection is not just about completing the form – requires discussion, follow up, changing behaviors/responses, etc
Reflection is an important part of problem solving and improving skills/support
Use the worksheet as a guide – some NS will want/need to document, others might do better with guided conversation
Can use the worksheet for many different situations, at any given time
Discussion
Share 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

31. Tools: Meetings & Agendas
Decide when, where, and how often you will meet, what your ground rules will be
Guide NS to create SMART goal. Coach and NS should agree to the progress being made
Create action plan to keep things on track - note what has to be done, by whom, by when.
Purpose: Prepare for quality, constructive meetings with NS. Use an agenda to define expectations and goals.
Facilitator Guide
Handout – Coaching Agenda
Key Points
Review 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. It’s an action plan. It helps to keep you on target with assisting and support while it keeps the new staff working towards improvement. Don’t 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 it’s a good practice. In theory, this could continue for the remainder of this person’s employment.
If NS has completed their last goal or you need to create a new one, note the new goal NS is working towards

32. Best Practices Communicate Guide Support Coaching
Establishes trusting relationships
Acknowledge successes and challenges
Listen and validate
Be approachable and available
Set clear goals and expectations
Regularly create and review goals/action plan
Follow up, inform, discuss
Demonstrate tasks, give NS hands on experience
Ask open ended questions
Promote critical thinking
Help understand where improvement is needed and how to do it
Facilitator Guide
This is more or less a review of what you have been talking about
Key Points
As a Coach, you wear many hats, often all at one time
Communicate – 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 awareness
Support - 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?
Communicate
Guide
Support
Coaching

33. Make learning relevant
Best Practices
Independent practice
Value & respect
Guided practice
Model
Make learning relevant
Empower
Values
Religion
Facilitator Guide
Key Points
Consider 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, etc
Empower – 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 decisions
Independent practice – NS needs to be able to demonstrate competency, cannot always have another person there to ensure things are done as needed
Value & respect – just because NS is new to the agency does not mean they are new to this line of work, or that they don’t 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, etc
Make 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?
Culture
Experiences
Beliefs

34. Best Practices: Giving Feedback
Action/
solution-oriented
Ask questions, listen
Timely
Describe specific behavior
Acknowledge what has been done well
Discuss suggestions for improvement
Improved Understanding & Performance
Honest
Objective
Clear
Constructive feedback provides insight into what needs to improve and how it can be achieved through encouragement, support, and direction.
Facilitator Guide
Key Points
How 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 we’ve done wrong than what we’ve 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 it’s 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 & Discussion
See 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?

35. Best Practices: Encourage & Recognize
Encourage best practices
Find out how NS likes to be recognized, provide recognition so it’s meaningful to them
Remind NS of their strengths and successes
Acknowledge the positives, what has been done correctly/well
Facilitator Guide
Key Points
It’s important to acknowledge what a challenging job this is. It can be exhausting – everyone needs praise, positive feedback
Validate and empathize! You may not always have the answers but chances are you have had similar experiences and feelings
Continue to be supportive – support needs change over time
Part of being a good leader is playing on people’s 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
Continue to ask what support NS need and provide it

36. Activity Putting it all together1 1
Find a partner
One of you is the Coach the other is the New Staff
Read the scenario you have been provided
Together, complete a reflection worksheet based on this scenario
Together, complete a meeting agenda for a coaching session
Determine what challenges you might face for discussion with the group 2 2 3 3
Facilitator Guide
Make sure you have all materials printed and ready to hand out.
Instructions
Review steps
Hand out materials:
Scenario card
Reflection worksheet
Coaching Agenda
Check in with the teams to ensure that they are using the 2 tools to complete the activity.
Time Allotted: 15 minutes
Discussion
TIME ALLOTTED: 20 minutes

37. Recap 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 made
Facilitator Guide
This 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 learning
Why would you create a Snapshot?
What is the purpose of having a Checklist?
What is the value of an Agenda?
What is constructive feedback?

38. Facilitator Guide
Wrap up. Open up for any questions or final thoughts.
Key Points
There is no set path to success. There are often hiccups along the way; it can get messy.
Don’t 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)

39. Next Steps
Now that you have completed the Day 1 Classroom Training, it’s time for you to apply what you have learned.
You are ready to head out into the field where you will have the opportunity to practice using the tools and best practices we discussed.
Assignment
For the next 1-2 weeks, you will work with an individual(s) you support and staff to:
Develop “Risk” Snapshot
Develop personalized Checklist
Meet with your NS at least 3 times
Have New Coaches return to the classroom for discussion and problem solving.
Refer to the On the Job Training packet provided for specific instructions
Facilitator Guide
Assignment is not optional.
Homework
Coaches are to go out into the field and apply methods to their work with NS.
Work with a client on Snapshot
Personalize checklist, prioritize order
Set 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.
As the new Coach, consider pairing up with another coach from your agency. Coach each other on Coaching!

40. Resources Questions? Need help? Contact: <Facilitator Info>
<Anyone else>
Visit the following website for document templates:
<agency site/location or DDA site)
<Add any additional info>
Facilitator Guide
Your coaches should know where to go if they have questions or need help. Complete the slide with the info you want to make available. If you do not want to communicate the info in a slide, it can be deleted.

41. Evaluation
Every training we do needs to be evaluated so we can learn. An evaluation serves as a reflection with the intent of improvement each time.
Please provide constructive feedback on the evaluation form in your handouts, then exchange the evaluation for your certificate.
You will earn 12 continuing education credits for taking this class and completing the assignment. Please keep your original certificate. A copy will be placed in your personnel record.
Facilitator Guide
You will receive your certificate. Time doing these activities is built into the 12 hours of continuing education and credit may not be given until all of the classroom training and activities have been completed.
THANK YOU