Peer Coaching

Peer CoachingOn the Job Training.

Make sure that you have a printed copy of the notes pages in front of you for this training. Make copies of the handouts as indicated in the Appendix and that you have a sign-in sheet with the name of the training, the date, the instructor, the CE code, name of the agency and program code. (Template provided in instructor masters)

Materials needed:ComputerPost it notesInternet connectionPensPowerpoint presentationChart paperLinks to videosBlue tapeMonitor or projector and screenMarkersHandouts as indicated in training materialsColored blocks for the tower exercise

This course is intended for Lead Community Residential Service Business staff to learn to coach new staff. This course may be taught by any approved instructor with qualifications to teach continuing education. Course Code: CED-1002 CEs approved: 12 hours

Italics = notes to facilitator( ) = possible answers to discussion questions

Approved by DSHS, DDA Residential Training Program Manager

1Coaching: DDA CRSB 8/2015contributorsContributors: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 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

2Coaching: DDA CRSB 8/2015Peer Coaching OutlineI. What is Peer Coaching?Difference between coaching and mentoring Evidence that it worksII. What is the role of a coach?Focus, Action, ReflectionListen to UnderstandGive specific feedbackHelp them stay focusedGuide them to take actionOffer Encouragement be welcomingHelp them learn from ExperienceHold them AccountableIII. Reflection for new staff and CoachWhat do you see, think about what you see(beliefs, opinions, value judgments cultural competency), feel, what do you need?IV. Creating an optional Snap Shot one pagerV. Creating a meaningful checklistA. Review the one pager with the IndividualB. Work with individual to develop a checklist for training new staffi. Objectives to be metii. topics to cover iii. special insight (humor, learning style, fun things to do)iv. Spaces for new staff, coach and individual to sign off

DAY TWO:VI. Practice with checklist, individual and coachVII. Documentation and record keepingVIII. Evaluations and Certificates

3Coaching: DDA CRSB 8/2015Before the event: Prepare Certificates. Print with persons name, new instructor number and the trainer information. Print one certificate for each participant . A Certificate template is provided. Create and Review the About Me document with the individual and ensure they agree with what it contains. After all it is about them! This is the positive side of this person. Who are they? An electronic template is available for download at: https://www.dshs.wa.gov/node/10621/ Discuss with individuals that you support that you need to make a checklist of all of the things they want new staff to know about them. Have them sign off on the their own checklist for new staff. Some items may be mandatory based on the policies and procedures from your agency that you cannot remove while other items may be required by State Law or rules. You may use the one provided as a starting point or create your own. However, it must meet the stated objectives. A suggested template is available at: https://www.dshs.wa.gov/node/10621/ Prepare handouts, packets, information you will share during your training: Individualized check sheet, meeting agendas, reflection worksheets. Templates are available at: https://www.dshs.wa.gov/node/10621/ Prepare activities to use and PRACTICE them. Ensure that you have written instructions for all activities including time. Ensure that individuals you support are aware that new staff will be coming to their home and they should be ready to assist with training.Review etiquette for talking with people in wheelchairs, with hearing impairments and sign language. (Other items as needed.)Gather all materials that you will need for the training before you take the new staff to the house to meet individuals they will be supporting. Be prepared and organized. Provide instructions to the new staff before arriving at the house. Is today a good day for the individual? Should they talk? To whom do they ask questions? Encourage new staff to frequently ask the person they are supporting if they are comfortable with the way the new staff is providing support? Do they need to change something? Start on time!

4Coaching: DDA CRSB 8/2015Overview of training requirements. 1 hourStart with Introductions. Who are you? Whats your role in the agency? Whats your background, something you like to do, where youve lived. Have a social minute or two.

Introduction activity: Ask everyone to take a coin from their pocket or purse. Make sure you have a few extras in case people dont have any. You will get them back.

Look at the coin and note the year it was minted. What happened to you in this year that you are willing to share with the group?

5Coaching: DDA CRSB 8/2015

6Lets get started!You will be learning new skills to be a peer coach. You will be training new staff to work with individuals you support because you are the expert. You already have a positive relationship with this person and you need to transfer your skills and knowledge to someone new!

Review: the objectives with participants. DO not skip this step. These tell the participants what they are to learn. It helps them to be accountable for their own learning and to know that they should ask questions as needed.OBJECTIVES:Purpose of this training: The intent of Peer Coaching is to transfer information from Senior Staff to New Staff (NS) regarding Individuals supported by your agency. It is the Senior Staff who have the best knowledge and how to build relationships with an individual. It will be important to build relationships from the first meeting.

Coach (C):Expectations: Coaches are expected to demonstrate:a positive attitudeexpectations for staff they are coaching are clearly communicatedquestioning to allow for higher order of thinking/problem solvingpositive working relationship with NSDirect experience and knowledge of the people being supportedHave a positive relationship with the person they are supporting and transferring knowledge about.Learning outcomes:Demonstrate Focus, Action and ReflectionUse quality teaching with NSWhat did you hear/observeWhat are your questions of clarificationWhat is your responseRepresent the Agency in a Professional MannerDemonstrate proper documentationBreakdown teaching into measurable stepsAssess NS readiness to work aloneTest skills of NSSupport NS with building relationships with individuals.Coaching: DDA CRSB 8/2015New Staff (NS):Expectations:Ask questions to clarifyProduce accurate documentation with respectful languageBe open to learning new thingsHave a positive attitudeBe present in each day and learning experienceSolve Problems with a Win-Win perspectiveOwn your mistakesShow empathy and understanding

Learning Outcomes for the NS using the checklist: Each agency may add to these objectives but may not remove any objectives.Demonstrate active listeningBreakdown focus, action and reflectionApply habilitation teaching skills learned in Residential TrainingShow correct documentation in individuals recordPlan activities for community integration and inclusion specific to an individualUse Problem solving skills in a daily working environmentExplain Medication Management for each individualTeach back how to document on MAR and the consequences of Medication errors and documentation errors.Discern the difference between an Incident Report for Abuse and Neglect versus one for a discovered bruise in a core area.Demonstrate knowledge of household emergency procedures and where to locate the fire extinguisher.Identify escalating behavior for an individualDemonstrate best use of Positive Behavior Support Plan to reduce escalating behaviorBreakdown program teaching stepsShow respect for individual by demonstrating communication style for each individual.Summarize risk assessment and indicate protective plan to reduce risk and increase safety.Support each Individual through an activity of the Individuals choice.Compare different outcomes for a problem and determine acceptable solution for a win-win outcome.Complete habilitation program with each Individual.Demonstrate appropriate prompt level and communication style with each IndividualDemonstrate use of adaptive equipment (if appropriate for the individual being supported)Demonstrate independence with all skills from the Coaching checklist.

7Coaching: DDA CRSB 8/2015AGendaDay OneWhat is Coaching?Who should be a Coach?Whats the role of a coach?Building a one pagerPersonalize your checklistDay TwoPractice with the checklistTalk with individuals for feedback on one pager and checklistDemonstrate to Lead Coach Reflect on progressToday were going to learn about what coaching is and isnt. You will have some opportunities to discuss different aspects of coaching and how it will apply in your agency.

Think back to your first day on the job. How did you feel? (anxious, lost, dumb) DO you know the moment when you felt comfortable? (Probably not) What happened between the first day and the day you realized you were comfortable? (Training, coaching, support, relationships, knowing where to find the answers, experience)

When you are working with new staff what is one of the things you need to do? (build relationship, provide information, train, support) Right. These are all things that need to take place.

Before staff can work in Supported Living whats the first training they need to take? The answer is that by RCW or law, all support staff must take an Orientation and Safety class. They learn about the agency, policies, where to find things, where to sign in and out, how to be safe, wash your hands, wear gloves. They really dont learn anything about the person they are going to support. They might get some quick information, like the one page IISP that we shared for introductions this morning but they really dont know the person. How long does it take to get to know someone? (answers will vary.) The point is that this will vary depending on you and how well you pay attention to the people we support, or it can depend on the individual being supported.

Your job as a coach is to help the new staff get to the point where that relationship is built, that trust is apparent, and that mistakes are minimal. You are looking for the win win and will not be in a Supervisory role.8Coaching: DDA CRSB 8/2015 Objectives

Objectives shape the path we take in training.Coaching: DDA CRSB 8/20159Coaching Benefits Communication

Performance from training

Productivity

And is an integral part of learning.Its hard to get to effective and successful implementation on a one shot training. So, coaching has an on-going component that cannot be overlooked. In your role as coach you will not improve communication if you do not remain impartial. Favoritism is one of the offenders that results in poor communication, lack of trust, not feeling valued and poor teamwork. It may be perceived favoritism or real but it gets in the way. Coaching, done the right way, will break down this barrier and others to lead to improved communication, improved training and implementation of that training and extend learning beyond the one shot training.

Lets assume our one shot training is the Residential Services Curriculum. Your current job shadowing program is intended to ensure that the skills taught in that class are implemented when you get to the house where a person will be supported. You already know the benefits of that job shadowing. 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 going from a one shot training to more specific and intentional job shadowing. The person you support begins by telling the new staff something about themselves either verbally or in writing and they are the director of the training about themselves.

How does this change what you currently are doing? We will discuss a simple way to assist with this later in this training.10Coaching: DDA CRSB 8/2015

What governs our work?RCW 74.39A.331 On the Job Training and WACs 388-101-3258, 3240, 3302This law and the following rules speak to on the job training in Assisted Living Facilities but fall under the Long Term Care Worker rules as well. Agencies are to make on the job training (OJT) available in case a worker requests this assistance. In the Community Residential Service Business world, our OJT looks very different than it would for an Assisted Living Facility but since the law says the training must be available we addressed this requirement by developing a Peer Coach program. In other portions of the WAC Peer Coaching or Mentoring must be lead by a qualified instructor, one who has attended 12 hours of coaching classes. With a Stakeholder workgroup, DDA determined that the 12 hours could be Continuing Education hours and that the current peer coaching could be improved with structure and training. We do it anyway lets get some credit and value from the need. Following this class you will be a qualified Coach.11Coaching: DDA CRSB 8/2015Peer 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.

What is Peer Coaching? 2 hoursPeer 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. 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.

If you are also a Supervisor, your Supervisory tasks may feel similar to coaching but remain different.

First we teach/train and then we coach to ensure the skills and knowledge from the training are applied correctly then we supervise!12Coaching: DDA CRSB 8/2015Attributes of a coachChallenges,Has performance expectations at work.Develops specific skills for the tasks,Impartial, focused on improvement in behavior.Its important to note that your role as a Coach is to have expectations of your new staff and that your role is to remain impartial and focused on improvement.

Do new staff need new skills? Absolutely! Not only new skills but new attitudes, new ideas, new ways to approach supporting someone they barely know.

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?

How many of you want new staff to be good problem solvers? They wont be if we continue to tell new staff what to do instead of helping them think through the process to come to the correct or acceptable response.

Additional attributes of a good Coach: They are good listeners and they ask animated questions to get you thinking.

13Coaching: DDA CRSB 8/2015Who should be a coach?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.14Coaching: DDA CRSB 8/2015CoachCoachPerformanceSpecific AgendaComes with the jobExpectation of your PositionTeamwork / performanceTask related

Coaching is part of your job. The coaching benefits a greater circle of influence and impacts others as well as yourself. Coaching should be approached as a win-win problem solving method. Your agency staff have skills and information that need to be transferred from one person (or many people) to a new person. Everyone in the circle of influence will benefit from you being trained properly.

15Coaching: DDA CRSB 8/2015ActivityOne 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.We are going to see what takes place during shadowing. So in the next three minutes you will work with a partner. One of you will build a structure following instructions while the other team member watches. This is what we are currently doing for our on the job training.

(If you have completely switched to Peer Coaching, please skip this activity.)Coaching: DDA CRSB 8/201516Now we knowCoaching: DDA CRSB 8/201517PRocessDuring the cycle the coach provides companionship for the new staff. This allows the NS to talk about concerns and issues without feeling threatened or stupid. The coach can provide feedback about the NSs way of executing their new skills and course correct as needed. The coach analyses the NS progress, adapts implementation methods and supports the NS through the new strategies. (Showers, 1984)

If you notice there appears to be no starting point with this 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.18Coaching: DDA CRSB 8/2015First: Focus the new staffMulti-tasking is not effective.One area at a timeBased on the individual you support, focus on what will have the greatest impact for supporting them first prioritize the checklistGet guidance from your coach and others.What might the implications of teaching only one area or domain at a time be in your setting? Take some answers from the group.

These questions should be discussed as the activity: How will you manage rolling out the training implementation plan? What are the risks? With a partner (or small group depending on the size of your class) discuss how you will manage this in your agency and be prepared to discuss with the class.

This may be difficult at first but after some practice the outcome is likely to be that your new staff or more prepared to work on their own.

Lets start with the Residential services curriculum. It starts by telling a NS what their roles and expectations are. Where would you start if you were talking to a new hire about the roles and expectations of their job? (Residential Curriculum states that the Roles of a DSP include: Ambassador, Partner, Advocate, Teacher, Resource Encourager, Provider and to use Cultural Competency for the person being supported) Write on easel sheet or white board.

Prioritize where to start with NS and come to agreement on the top three as a class.

19Coaching: DDA CRSB 8/2015FocusThe Goal:

Improve listening skillsPlanned Action:

1. What will you do in the next 48 hours to use this in your work life?2. How will you receive feedback?So, lets think about ourselves for a moment. What goal might we choose for a coaching session? Our example indicates to improve listening skills. Our action plan addresses what to do in the next 48 hours at work could be at home and then making a plan for receiving feedback. You might be in a meeting or a training, and the person you asked to coach you is also in the room. They observe that while someone else is talking you are on your phone. As a coach, how might I approach you on this when I know you are working on better listening skills?(Ask questions, Understand the why? Model listening to the person who asked you to be their coach. ) Nothing. The answer is most likely nothing. Say nothing until the person asks you for your feedback. This would be one of the differences with Coaching and Supervising.

Anyone married or living with someone and tried to lose weight? What happens as soon as you tell them youre on a diet? (They comment on what you eat) How do you feel? (judged, failing) Thats not what we want from Coaching. This is a positive learning experience.

On an easel sheet write the answers provided to this question (keep this posted in the room): What topics could staff choose as a goal related to learning communication styles of the person they are supporting? (learn sign language, write social stories, picture exchange system, words used to replace other words- i.e. stop lets try something else -)20Coaching: DDA CRSB 8/2015Focus with SMART goalsSMART

SpecificMeasurableActionableRelevantTime Bound

To write a goal for ourselves we must keep in mind that the goal must be specific, measurable, etc.

Looking at the list of skills lets write a goal together.Lets say that the person we support uses sign language for communication. We want to learn sign language for that person. (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. Please use what is in the Residential Curriculum.

On an easel sheet begin to write the goal the class works on. A good goal might look like this: I want to learn three new signs each week by the end of my first 120 days of hire. Better might be to list each specific sign they want to learn.)

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

Give each team of participants an easel sheet and markers for the activity on the next slide.

21Coaching: DDA CRSB 8/2015Activity 10 minutesWith a partner write down:You are a new staff memberSelect one of the topics on the easel sheetAs a team write a goal using the SMART formula. Be prepared to share with the group.You may not use the same goal we used in our sample together. Please use a new goal.

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.

Review the goals and make corrections as needed. Ask if the goal is specific, measurable, actionable, relevant and time bound. Make them correct by having the team re-work their goal until it meets the criteria. Do the same for each teams SMART goal.22Coaching: DDA CRSB 8/2015Second: Take ActionApply what you learn on the job.Practice, practice, practice and practice some more.

Adults need to hear or see something 6 or more times before they HEAR it but need to practice it beyond that to GET IT. Imagine being asked to do brain surgery without practicing that skill first. Would you want to be patient zero? Probably not. Youd want to know that the surgeon had several successful surgeries under his/her belt before they worked on your brain.

Now imagine entering someones home as a new hire. What are the skills needed prior to arriving at the house?

Take some answers. Keep a list on easel sheets or white board.

By reflecting on what went well or not so well we can improve our own performance. Imagine teaching new staff the skill to think through, with a coach or on their own, how to improve their own performance! Its like MAGIC!23Coaching: DDA CRSB 8/2015Third: ReflectAsk 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?

Who has had an experience where something did not go as planned? Prompt people to think about challenging behaviors and the PBSP. What happened? Why did it happen that way? What were the consequences? Who did that impact?What might you do differently next time? Who can you talk to?

Look at the goals you have written. What could go wrong? Why did it happen that way? Were there consequences for you, the individual or the agency?

Lead this discussion focused on the consequences for the person being supported. What does the person value? Did the outcome build trust or distrust?24Coaching: DDA CRSB 8/2015

Share a story of your own or ask for others to share. Dont let this get out of hand. Remain focused on the topic and limit discussion to what was done and what did you learn from it.

You may use this story if you cannot think of one of your own: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?

Where do you write these things for new staff? Can they find them easily? See? Even doing this exercise has you thinking of things that you could improve so that the person supported isnt disappointed or their choice of activities devalued. Since you are thinking of a couple of things, jot them down on a post it and go back to the office at the end of this training and take care of those things! (Give three minutes for people to jot those ideas down.)

Reflection is an important part of problem solving! Its not a nuisance! We tend to think of it as touchy feely and not an important part of learning. 25Coaching: DDA CRSB 8/20151. What might your reflection look like? 2. How would reflection for a coach differ from the New Staff? Based on the goal you just wrote:Turn to the Reflection page in your handouts. Weve taken the time to structure this reflection for you to ensure that you walk through all of the steps. Think of a situation from your own experience and fill out the form. It doesnt have to be thier own experience but can be something they know about.

When everyone is done, ask if someone would like to share. Discuss what was shared based on the persons point of view that they were supporting.26Coaching: DDA CRSB 8/2015Lets go back to our shadowing ActivityIf 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!(Remember that if you have converted to Peer Coaching and no longer do shadowing, you may skip this activity.)

How much did you remember from observing the tower build earlier? So what would have helped? (answers would include talking, assisting, making the instructions available, modeling) What you are really saying is that if you knew how to Coach someone it would help to ensure that the person remembered more of the instrucitons?

Coaching: DDA CRSB 8/201527Where are we?Now we know what Coaching is, who should be a coach, and the process. Raise your hand if you can tell me two of the three parts of the process of coaching? (Focus, Action, Reflection)Coaching: DDA CRSB 8/201528To hold the meeting you need:Have the proper stance:Explore dont criticize.Unravel the mystery togetherAsk open ended questionsLook for, describe and assess the practice and results not the persons competence.

Have the right talk:Describe first, discuss laterOnly discuss if the NS brings it up.Be specific and concreteDiscuss only what can be changedComment on strengthsInsure clear communicationInteract attending, listening, responding and acknowledging. As a coach you will need to have the right attitude and the right talk. The right attitude is that this person you are coaching needs your support. They need to be inspired to identify and overcome any challenges they face without you just telling them they have to. It is always best to let people come to the right answers on their own. This increases their accountability and transfers the ownership from the Coach to the new staff.

Look at the last bullet interact. Does it include telling? No it does not.29Coaching: DDA CRSB 8/2015Your brain Its full of old habits and lots of information.

When we hire new staff we make the assumption that we will be able to train them and get them to do exactly as we want them to just because they went to some quick training. Its as though they should get it just because they showed up. But they dont and heres why to some degree. Your brain and their brain is already full of information and habits that we have formed.

Attend 45 hours of training, dump in new application of that material and voila! A recipe for incident reports, poor documentation, citations.30Coaching: DDA CRSB 8/2015Through Practice, Practice, PracticeYou can rewire your brain and learn new habits.

The truth we have to face is that our job is really hard! We have to rewire that new staffs brain to work the way we want it to. That hit and run training event or hour of information needs a lot of follow-up. Its not the new staffs job to tell us what they dont know. They dont know what they dont know. They can tell us what challenges they face, what doesnt feel right, what outcomes they are experiencing. Who else can tell us these things? (The person we support)

Its our job to follow-up to ensure that we recognize what New Staff still need to learn and teach it to them. Form the new habits. Get the right documentation! Stop those medication errors! Reduce the antecedents to challenging behaviors! Increase communication with individuals and the new staff.

Trust but verify! Trust that progress is being made but verify it by 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.

A wise man once said, You get what you inspect and not what you expect.Commander Dale W. Sprow, USN, Retired31Coaching: DDA CRSB 8/2015Coaching is a process to exchange informationI learn from you and you learn from me.

So we try to pick each others brains. Really it would be so much simpler if we could do a Vulcan mind meld. In 2014 Neuro scientists actually made headway in transferring commands from one persons brain to another. In the future we may be able to hook people up to each other and do just what a Vulcan mind meld appeared to do.

So short of the Vulcan mind meld, what is the best way to transfer information from one person to another? (modeling, lists, experience)

What is the fastest way to exchange information? (Telling someone.) But that doesnt help the visual learner. What could help the visual learner? (Something written, pictures, IISP.)

Lets take a look at a one page document that could identify the person, their likes, dislikes, goals, favorite activities, risks and any number of other things. You should have enough templates copied for each participant to have one.32Coaching: DDA CRSB 8/2015

Coaching and transferring information means that the new staff understands what they are to do and how to make the individual they are supporting feel safe and respected.

Play the video. You may need to adjust your sound to ensure that you can hear everything.

Ask 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 in this portion of the video?

And then what happened in the second portion 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?Coaching: DDA CRSB 8/201533So what Tools do I use to teach / Coach?1. Snap shot2. Coaching Checklist3. Best Practices for Teaching Adults

These were prepared in advance of staff being hired.

4. Coaching Agenda completed as a team5. Reflection Worksheet completed as needed

Review the slide. People may ask how they are to prepare for using Best Practices for teaching. This is done by taking an adult education class for teaching adult learners. It is also accomplished with lots of practice!We will be going over each of the tools that have been developed for your use.

Coaching: DDA CRSB 8/201534What tools go where?First lets talk about the tools to support your Coaching. The snap shot 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.

The checklist will be used to document the training of new staff. It will focus training in prioritized manner.

You will hve Coaching meetings. During the meetings you will use some form of an agenda, the checklist and the reflection tool.

The Reflection worksheet will be used by new staff to ensure that they remember the learning from things that happened. It will give them a basis of conversation when you are meeting with them.Coaching: DDA CRSB 8/201535Tool #1 Snap shotPer 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.Activity: Review the snap shot topics and ask that participants complete one of these for themselves. Provide about 15 minutes to complete them and then another 10 minutes for participants to share their snap shot with others. What did you learn about each other?

Just as you learned from each other we want the people we support to have the opportunity to share what they want a NS to know about them. Developing one of these with the people we support could be the first step in the coaching process. You are not required to do the snap shot as part of the curriculum as that would impact contracts, however, you have the option to complete these.36Coaching: DDA CRSB 8/2015Tool #2: Coaching checklistTurn 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?If your agency has already been through this activity, please skip to the next slide.

Review the Coaching checklist with participants. Make sure you review the different sections, the column headers, the time element, and the last page of competencies and signatures. Go back to the first section. Ask if anyone would add to this section and write their answers on the easel sheet. If they provide answers that are in another section, direct them to that section and do not write it on the easel sheet.

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. Provide 30 minutes for each team to review their checklist to ensure that it meets the objectives. They should note where their check list need improvements if they are going to use their own and not the template provided.

With a partner review you checklist. Compare it to the objectives handout and mark those areas that your checklist does not meet. You have 30 minutes. At the end of the 30 minutes lead discussion with this question?

Do you have a big job ahead of you to update your checklist? How will you manage this? Take some answers.

37Coaching: DDA CRSB 8/2015Checklist ObjectivesObjectives 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.

Turn in your handouts to the Coaching Objectives.Demonstrate active listeningBreakdown focus, action and reflectionApply habilitation teaching skills learned in Residential TrainingShow correct documentation in individuals recordPlan activities for community integration and inclusion specific to an individualUse Problem solving skills in a daily working environmentExplain Medication Management for each individualTeach back how to document on MAR and the consequences of Medication errors and documentation errors.Discern the difference between an Incident Report for Abuse and Neglect versus one for a discovered bruise in a core area.Demonstrate knowledge of household emergency procedures and where to locate the fire extinguisher.Identify escalating behavior for an individualDemonstrate best use of Positive Behavior Support Plan to reduce escalating behaviorBreakdown program teaching stepsShow respect for individual by demonstrating communication style for each individual.Summarize risk assessment and indicate protective plan to reduce risk and increase safety.Support each Individual through an activity of the Individuals choice.Compare different outcomes for a problem and determine acceptable solution for a win-win outcome.Complete habilitation program with each Individual.Demonstrate appropriate prompt level and communication style with each IndividualDemonstrate use of adaptive equipment (if appropriate for the individual being supported)Documents effective teaching strategies of modeling by the Coach, guided practice with the staff doing and the coach monitoring/correcting and demonstration of independence by staff doing and coach watching.

38Coaching: DDA CRSB 8/2015ActivityReview 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 its about to ensure that it contains everything they want a new staff to know?How will you prioritize where to begin?Using the checklist that is part of this curriculum or the one your agency is using that meets the objectives, ask participants to work through each of the questions above. Be prepared to discuss their answers. The first activity was to ensure that the agencys checklist met the objectives. This is to ensure that the template has all areas covered based on the knowledge of the participants. Even if your agency has a checklist based on the person you are supporting and training on, things may have changed and the checklist will need to be updated.

This will probably take 30 minutes depending on class size. 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. They should have the opportunity to provide feedback and to help prioritize.

Follow up after the checklist review: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.39Coaching: DDA CRSB 8/2015Tool # 3: Follow best practices for teachingValue what people already knowModel the right wayGuided practice the right wayIndependent practice the right wayMake learning relevant

While these are effective teaching strategies they are also effective coaching strategies. There is no tool for you to use that is specific for Training other than the Checklist.

How would you value what someone knows if you just met them? Take answers from the group. (ask questions, use their name, be polite, observe, try to understand them, ask them to show you)

What does it mean to model and practice the right way? Take some answers.It really means that doing it the right way in practice means a greater success rate for implementation. The more you practice without mistakes, the better you will perform on your own.40Coaching: DDA CRSB 8/2015Tool #4 Meeting AGenda

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 over coffee and the agenda may not fit the situation. However, the information on the agenda should be discussed.

1. This is where you decide when and where you will meet, what your ground rules will be and how often 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 wit hthe door closed.Coaching: DDA CRSB 8/201541Section 2 of Agenda

2. While this states that the new staff is to complete this section, they wont know how to write a smart goal. The new staff should know what they want to work towards. Once that is identified, you as the coach will assist them to write the goal in a smart format. Then as you talk, you and the new staff should agree to the progress that is being made. Some goals will be achievable very quickly, while others may take more time. If progress is to an acceptable level, go ahead and make a new goal but check back in on the other goal from time to time to ensure that skills have not been lost or dropped off.Coaching: DDA CRSB 8/201542Section 3 & 4 of the agenda

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 traget with assisting and support while it keeps the new staff working towards improvement. Dont forget to note what the new staff is doing well. Life is not all improvement! Sometimes we do things well and we should get recognition for that!

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, thios could continue for the remainder of this persons employment.Coaching: DDA CRSB 8/201543What tools go where?In addition to the tools that have been developed you will want to also use the following skills.Coaching: DDA CRSB 8/201544Question to motivate.Listen to understand.

If this is a continuation of your training day make sure that you have given participants a break.

Now you know what Coaching is. Who can tell me two attributes of a coach? (Refer back to the slide with the attributes of a coach.)

You have developed the tools you will need to train the NS. Now its time to ensure that your coaching meetings go well and your NS are working towards independence in their jobs.

Listening to understand requires that you use two ears and one mouth! Questions of clarification, or inspiration are required! But constant telling is not.

Review questions participants have regarding their one-pagers (risks for sure) and the checklist. How did they personalize and prioritize the checklist? What was the experience like to work with the person they support to get their input?

Now its time to discuss how you as a coach will work with your new staff to ensure that learning has taken place. Earlier we talked about setting goals as a new staff. These need to be discussed and require follow-up and youll need some time and place to discuss progress on the checklist.45Coaching: DDA CRSB 8/2015*Observe the new staffWhats happening?What happened before that?What could have gone better?Is the new staff really listening?Is the new staff a good detective?

In our job, a coach has to be aware of what is going on around the situation as well as the situation itself. Teaching new staff to be aware and observe for prevention are skills we might miss teaching. While you are observing the NS you will also need to be mindful of these things. What did you see? 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 client alike responded in the situation. Ideally this information provides the team with a way to learn a better way after reflecting on this information. Realistically the team seldom gets the opportunity to sit down and review and learn from the mistakes made. If you can make a plan to be more purposeful in this type of activity staff will not feel as though they are alone. Its a team effort in this example and not one person so the whole team should review how to improve working together to achieve a better outcome.

You get what you inspect and not what you expect.

46Coaching: DDA CRSB 8/2015Listen to UnderstandWe listen to answer instead of listening to understand.

Check to be sure you understand what people are trying to say.Encourage the speaker to continue by asking open ended questions.Check what you think you are hearing.Open ended questions cant be answered with one word and encourage the speaker to continue with more detailed information. After reviewing the slide, hand out the activity marked Third: 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, put the small groups into groups of 4 (two - two person teams). 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? Then what happened?Why do you think she did that?Tell me more.What was the real issue?What are some other ways you could have handled the situation?Which approach will work best for you?How do you feel about that?What are your next steps?What kind of help do you need?https://www.youtube.com/watch?v=4WgUj9LUDPQ 7:44 Closed captioning is terrible on this video. Please be mindful when showing it.47Coaching: DDA CRSB 8/2015Give Specific feedbackPositiveDescribes a specific behavior and its POSITIVE impactConstructiveDescribes a specific behavior and its NEGATIVE impact.

The most important thing to remember as a coach is that feedback is wanted! The new staff asks for the feedback. It is not thrust upon them. Supervisors can tell staff about things they didnt ask about but a Coach should never start off a conversation by telling the new staff what they need to work on, how they did. New staff will need to be encouraged to share, or reveal, so the Coach can listen and support.

Positive feedback tells someone what they did correctly that ends with a positive impact while constructive feedback describes a behavior that had a negative impact. What are some examples of positive feedback? Of Constructive feedback?

Positive:I like the way you talked to Jan about her laundry. She went and did the task without further disruption and she still feels good about herself.

Constructive:When you talked to Jan about her laundry you used the words calm down. This makes her upset. Her PBSP tells you how to talk to her without using the words calm down. Lets review that section of the PBSP.

The best feedback is wanted, acknowledges success, is specific (just like a smart goal) is honest but not over the top, suggests change.48Coaching: DDA CRSB 8/2015The best feedback is:Wanted by the person receiving itAcknowledges what the person has done wellDescribes specific behavior not thoughts, values, traits or intentionsIs honest not over or under statedIncludes suggestions for performing the skill effectivelyCoaching: DDA CRSB 8/201549Brutal HonestyIs not as appreciated as some may think.

Guided Practice: Lets practice. Use the scenarios in the Facilitator Masters marked fourth: specific feedback that you prepared before class. Print off and cut them apart. Pass them out so that each team has one of the two scenarios (each one should have a different one in the team). One person will be the Coach while the other person reads their scenario as if this just happened. The coach is to respond with the appropriate feedback. When you are finished, switch places so that each has a chance to practice giving the feedback. Provide three minutes before switching. Show the next slide with activity instructions.

Ask for questions or guidance on the answers given. Clarify as needed.50Coaching: DDA CRSB 8/2015Remember when we said the Coach had to have the right talk?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.

Coaching: DDA CRSB 8/201551Activity for the Right TalkFind a partnerRead the scenario on the card you have been handedOne of you is the new staff as indicated on your card and one of you is the coachNS read the scenarioCoach 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 didSwitch places and repeat.Independent Practice: Now lets practice without a scenario. If you are the NS, tell your coach about something that happened. Please use something that has happened to you in this setting. It may have happened and you observed it with another staff or you did something that you can talk about. Keep it fairly simple. As the Coach, you will respond with either positive feedback or constructive feedback. This is your opportunity to practice giving feedback so make sure you are both trying to make the Coach role successful.

Debrief. What was that like? How did it feel to receive this feedback? Do you think it takes the personal out of it?

52Coaching: DDA CRSB 8/2015help the new staff remain focusedSet a goal to improve a single skillTalk to your coach often and ask lots of questions. Take cues from the individual you are supporting for your success rate!Share concerns with your Coach.Complete a reflection exercise.Talk about what happened and what was learned.As a coach, how do you think a new staff will know to do this? Whats the best place for this information to be given to them? This may be different within your agency. Determine this ahead of time when you train this section. Remember to praise in public and correct in private. Only provide feedback when asked!

Focus is what will drive progress. That and a lot of practice!

As a NS, will you be asked to provide agenda items for your weekly meetings? Sure! Lets take a look at the form the coach can use to ensure that they remember all of the questions they have.

In your handouts, look at the reflection page again. If you are completing your reflection sheets through out your training, you will always have your questions ready. You may have needed to get some answers before your coaching meeting so dont forget that you can ask questions at any time! As a Coach you should be encouraging ongoing questions. Adult learners like their training to be timely and relevant. They want to be able to use it because if they cant use it they will lose it and you will be retraining in no time.53Coaching: DDA CRSB 8/2015Guide to take actionKnowing what to do is not the same as doing it. Old habits are deeply ingrained due to comfort and/or familiarityNew habits mean rewiringthe brain to establish a new stronger connectionTo change behavior you have to do the work!

Has anyone tried to stop smoking? Eating? Lose weight? Biting their nails? Sure, we all try to form new and healthier habits over our lives. How long does it take to form a new habit? Research tells us it takes 20 days to form a new habit and thats practicing something the way we want to do it.54Coaching: DDA CRSB 8/2015Encourage & recognizeListen to understandAcknowledgeRemind NS of their strengths and successesAsk what support they NeedAsk how NS likes to be recognized and providerecognition so its meaningful to the person.

As a coach your job is to follow these guidelines. Listening to answer is not listening.

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!55Coaching: DDA CRSB 8/2015learn from experienceDo the reflection exercise with your coach. If things went wrong use it as a learning experience. Do better the next time. If you cant 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 sheetEarlier we talked about making a plan. What would your plan include?

Lets take some time to use the form for reflection again. This time, you are a new coach and you need to talk to the trainer (who is now coaching you to coach). How might this look different now that your role has changed?

Take 10 minutes to complete the reflection form for your coaching session with your coach. You can make up a scenario of your own based on the questions you have regarding this training so far.

Review the reflection sheets as coaches. Questions? More information needed?56Coaching: DDA CRSB 8/2015What tools go where?Once you have developed the snap shot and the checklist for one individual that you support you will want to ensure that you are using Best Practices for teaching adults, the Coaching Agenda, Listening skills, feedback skills, observation skills, refocusing on priorities, making action plans and supporting this new staff to independence in all skills.Coaching: DDA CRSB 8/201557Putting it all togetherFind a partner.One of you is the Coach the other is the new staff.Read the scenario.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.Provide 20 minutes for this activity. Check in with the teams to ensure that they are using the two tools to complete the activity. If people finish early, move on to the discussion portion. Coaching: DDA CRSB 8/201558PRocessUse the Meeting agenda and build on this from meeting to meeting.Prioritize content of areas the NS wants to address with the needs of the agency(S.M.A.R.T.)Individualized checklistUse the reflection sheet to documentClick: Remember the process we talked about earlier?Now that we know what the tools are for Coaching, lets put these in the cycle.Click: First was to prioritize. We have several different prioritizations. Theres the priority of the Individual and what they want NS to learn. Theres the NS priority of where they want to start with their learning and theres the priority of the agency and what they need people to know that has a sense of urgency and that will keep the agency out of difficult situations.

Click: Setting focused goals is the SMART goal we talked about and wrote together.Click: The meeting agenda is the action plan. What ware you going to do, by when. Whos responsible for whatClick: Implementation of new skills is where the checklist comes in. We are ensuring that NS know the new skills before we begin expecting them to do this on their own.Click: NS will use the reflection worksheet to document what happened and what they would do in the future and the Coach would use the reflection document to think about how they are coaching.59Coaching: DDA CRSB 8/2015

Coaching: DDA CRSB 8/201560End of classroom trainingThe remainder of this course:Work with individual you support to:Develop Risk snap shotDevelop personalized check listMeet 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!61Coaching: DDA CRSB 8/2015EvaluationsEvery 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.Once you have completed:

Classroom training (6 hours)Working with a client regarding About Me one pager and checklist and prioritizing information for training new staff.Set up the checklist in the prioritized orderSet up Coaching meetings with ground rules and frequencySet your goals for your own coaching sessions with your coach

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.

We will meet again as a group on: set date and time for final review of documents and activities for Coaches for approximately one hour.

Serve refreshments or ensure that administrators are part of the celebration.

Complete evaluations and hand out certificates.62Coaching: DDA CRSB 8/2015Please help with clean upThrow away your trashStack and place the post its in the bucketPlace toys in the clear bagPut pens, markers and highlighters back in the bag and place on the tableTake 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!Coaching: DDA CRSB 8/201563