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Coaching Toolkit for Child Welfare by Majido Publishing
Table of Contents
Welcome
1. Introduction
Definition of Coaching
Purpose of the Toolkit
Tenets of Coaching
Dimensions of Coaching
Putting Together the Pieces
Key Terms
Pause and Reflect
References
2. The Value of Coaching
Coaching Pays
The Coaching Pyramid
Why Coaching Works
Summary
Pause and Reflect
References
3. Framework and Foundation
Child Welfare Coaching
Framework
Coaching Foundational Theories
Appreciative Inquiry
Cultural Humility
Adult Learning
Pause and Reflect
References
4. Capacity Building
Goal Setting
Observation
Reflection
Methods of Questioning
Building Motivation
Giving Feedback
Building Confidence
Secondary Traumatic Stress
Disorder
The Coach’s Journal
Troubleshooting Coaching
Challenges
Pause and Reflect
References
5. Coaching Approaches
Solution-Focused Approach
Reflective Practice Approach
Pause and Reflect
References
6. Coaching Models
Why Present Four Models?
How to Use Coaching Models
Enrollment
Coaching Agreements
Child Welfare Skills-Based
Coaching Models
Performance and Development
Coaching
CLEAR Model
The flow of the Coaching Model
GROW Model
Summary
Pause and Reflect
References
7. Implementation
Implementation Drivers
Stages of Implementation
Change Agents
Creating the Coaching
Implementation Plan
Pause and Reflect
References
8. Readiness
The Learning Environment
Pause and Reflect
References
9. The Coach
Internal vs. External Coach
Supervisor as Coach
Assessing Supervisory Coaching
Skills
Peers as Coaches
Group Coaching
Online Coaching
Coaches, Mentors, and Counselors
Coaching Skills Assessment
Pause and Reflect
References
10. Continuous Quality
Improvement
Why Evaluate
Designing an Evaluation
Pause and Reflect
References
11. Considerations of Coaching
Ethics
Liability
Creating Agreements
Pause and Reflect
References
12. Final Thoughts and Reflections
Introduction
The Coaching Toolkit for Child Welfare Practice is designed to help guide the development and implementation of formal, professional coaching within the child welfare context. Recently, the use of coaching in child welfare organizations has received a great deal of attention — and for good reason. Coaching helps individuals learn new skills faster and more efficiently and effectively, and coaching can support organizations in implementing new practices and strategies.
This toolkit presents many examples and scenarios specific to child welfare settings. The toolkit provides structure and guidance on the who, what, when, where, why, and how of coaching methods and techniques.
Definition of Coaching
Coaching is a process by which the coach creates structured, focused interaction with learners and uses appropriate strategies, tools, and techniques to promote desirable and sustainable change for the benefit of the learner, making a positive impact on the organization.
~ adapted from Mink, Owen, &
Mink, 1993;
Cox, Bachkirova, & Clutterbuck, 2010
The coaching described in this toolkit is formal; it is focused, goal-oriented, and performance-driven.
The toolkit describes coaching
approaches and models that can be used for the following purposes:
- Newly employed staff learning county protocol and procedures.
- Career practitioners who want to improve current practice or learn new skills.
- Agency leadership who seek organizational growth.
Child Welfare Skills-Based Coaching Model
The child welfare skills-based
coaching model should be used when the learning goal is the attainment of a
specific pre-identified skills. In this situation, the coach is typically an
expert in the skill being learned. Druckman & Bjork (1991, p. 61) suggest
that “[skills coaching] consists of observing students and offering hints, feedback,
reminders, new tasks, or redirecting a student’s attention to a salient feature
— all with the goal of making the student’s performance approximate the expert’s
performance as closely as possible.”
Examples of skills-based coaching goals
- Basic interviewing skills
- Forensic interviewing
- Group supervision
- Family meeting facilitation
- Testifying in court hearings
- Case plan development
- Court report writing
Performance and Development Coaching Models
Performance and/or development
coaching uses insight-oriented and learner-led inquiry-based models. The three
performance and development coaching models, CLEAR, Flow and GROW, are presented
in this section. These flexible models allow coaches and learners to (a)
identify areas for improvement in performance or growth and (b) set a system in a place to meet specific goals and objectives.
Coaches serve as facilitators and collaborative problem solvers in helping learners reach their goals. Development coaching in particular is described as “less directive than the other types, and is aimed at challenging and stimulating growth and areas of excellence. Coaches challenge learners to develop deeper levels of critical thinking to assimilate theory, research, and practice” (Potter & Brittain, 2009). Development coaching can be used to identify goals to improve professional performance or the effectiveness of the organization. Performance coaching is not to be confused with coaching that addresses personnel issues, although the strategies may be helpful if using coaching as a corrective action.
Uses for performance coaching
Organizational
skills
Human
resource skills
Writing
skills
Court
report writing
Case
management skills
Uses for development coaching
Leadership
style
Organizational
development
Working
with families (in a broad sense)
As a result of performance or
development coaching, learners may choose to engage in a more skills-based
coaching experience. For example, suppose a supervisor has enrolled in
performance coaching to improve supervision skills. Through several sessions of
performance coaching the learner may identify a desire to improve group
supervision skills and request coaching to specifically address this discrete
skill. Given this scenario, the coach and learner will together decide if the current coach can provide this kind of skills-based learning or if the supervisor will need to seek out additional support.
Coaches using performance or development coaching model will have advanced or expert knowledge in the use of questioning and reflection, which helps guide learners to identify effectively ways of being successful, as opposed to having expertise in the skills learners are trying to embrace.
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