Coaching Staff Members to
Improve Program Quality
Tyler Richendollar, M.Ed.
Program Specialist
Ice Breaker – Ideal Coach
Workshop Goals
• Define Coaching for OST
• Characterize Coaching for Quality ↑
• Articulate a Viable Coaching Model
• Deve...
Workshop Takeaways
• A Plan for Implementing Coaching
• Organizers to Support Coaching Process
• Tools to Support Staff Me...
Workshop Agenda
• Coaching vs. Everything Else (10 min)
• Effective Coaching – Why & What (30 min)
• Coaching for Quality ...
What is Coaching?

Coach –
One who carries others to a goal.
(c. 1830 – Oxford University)
What ISN’T Coaching
• Supervision
• Mentoring
• Curriculum implementation
• Direction giving
• Delivering consequences
Well, Why Isn’t That Coaching?
Research shows there is not a clear
definition.
BUT
We can characterize what a coach does.
Characteristics of Non-Coaches
The Boss:
• Direction giver
• Manager
• Disciplinarian
Characteristics of Non-Coaches
The Supervisor:
• Similar to boss
• Projects w/ big groups
• Fixes problems
Characteristics of Non-Coaches
The Mentor:
• Long term (1 yr+)
• Naturally occurs
• Set goals as needed
Characteristics of Non-Coaches
The Consultant:
• External advisor
• Data collector
• Big picture goals
Characteristics of Non-Coaches
The Colleague:
• Cheerleaders
• Brain-stormers
• Partners
The Coach
Who Can Be a Coach?

Almost anyone!
Characteristics of the Coach
The Coach:
• Relationship builders
• Goal-orienters
• Resource developers
Characteristics of the Coach
Typical Coach Background:
• Expert/Experienced
• Targeted Content Knowledge
• Credentials
Characteristics of the Coach
Key Mindsets:
• Everyone can be developed
• People want to grow
• People want to succeed
Coac...
Group Game
Quality Improvement Bingo
Debrief
What techniques have we used?
Break
5 minutes
DHS-OST Coaching for CQI
DHS-PHMC Approach:
• Continuous Quality Improvement
DHS-OST Coaching for CQI
The Coaches:
• High education levels
• Average 7 year of exp.
• Targeted skill areas
Game: Order the Process
Data Analysis
External Evaluation
Self-Assessment
Coaching
Mentoring

1. External Eval.
2. Self-As...
External
Evals

SelfAssess

Coaching
Support

External
Eval

Data
Analysis

Coaching
Support
Why Coaching?
It’s Effective:
• Statistically significant changes

Center for Youth
Program
Quality, 2013
Why Coaching?
It’s transformative:
• Staff growth
• Prepares for change
• Outcomes
Why Coaching?
It’s intentional:
• Feasibility
• Data driven
• Performance measurement
Preparing Staff Members
Memorable quotes
“…What coaching is all about is taking players and analyzing their
ability, and p...
Small Group Discussion:
What do you want to get out of coaching?
For staff members (or colleagues)?
Your youth?
Your progr...
Small Group Discussion:
Coaching can help achieve these things!
Coaching for Quality
Preparing
Staff

Coaching
in Action

Maintain
the Cycle
Preparing Staff for Coaching
Create the Culture:
• Team Building
• Conduct inventories
• Meaningful growth
Inventories Are Fun
Know your team:
• Gather qualitative data
• Seek first to understand
Inventories
Sample Inventories
Complete inventories in groups.
Discuss results.
Share.
MBTI
Learning Styles
What was your strongest style?
How can this inform work as a coach?
Example from the System
H&S Learning Center:
• Support in Human Relationships
• Staff / Director divide
• Used above two i...
Preparing Staff for Coaching
Create the Culture:
• Team Building
• Conduct inventories
• Meaningful growth
Meaningful Growth
Growth = Change,
Change = Challenge
• Craft your language
• Not punitive  PD+
• Youth outcomes
Meaningful Growth
Change is Necessary:
• Set Goals
• Empower teammates
• Exit strategies
Meaningful Growth
Setting Goals:
• External evaluation
• Self-assessment
Meaningful Growth
Evaluation & Assessment Tools:
• Compiled in-house (not research based)
• Pre-designed, researched
Meaningful Growth
Video Sample: Cartoon Club
Evaluate activity implementation
Discuss in group
Meaningful Growth
Setting Goals:
• Examine data
• Data driven decisions
• Set actionable goals
Meaningful Growth
Sample Goals:
• “Staff member will implement at least three
kinds of transition activities during the
pr...
Meaningful Growth
Sample Goals:
• Who, what, where, how?
Meaningful Growth
Sample Goal Practice
Using your evaluation, create two goals for
the staff members in the video
Meaningful Growth
Final Notes on Goals:
• Collaboration necessary
• Strengths and Weaknesses
Coaching in Action
The Set-up:
• Gather data
• Analyze data
• Set goals/plan
Coaching in Action
Time to Plan
How will we…?
When will we…?
How do we know…?
Coaching in Action
Who, when and how we will:
• Plan
• Evaluate & self-assess (maintained?)
• Implement, Practice, Observe...
Coaching in Action
Planning in Small Groups
Work in small groups
Discuss ideas, review documents
Chart it out
Coaching for Quality
Preparing
Staff

Coaching
in Action

Maintain
the Cycle
Maintain the Cycle
Timeline:

Center for Youth Program Quality, 2013
Maintain the Cycle
Data? What data?
• First cycle
• Compare to baseline
• Revisit goals
Maintain the Cycle
Data? What data?
• Identify changes
• Keep or new ideas?
Maintain the Cycle
Coaching is a Challenge.
“Failure is not fatal, but failure to change might be.”
“Success is never fina...
Maintain the Cycle
Celebrate Your Successes!
• Title promotions
• Awards/Scholarships
• Praise, Mentoring
Suggestions?
Maintain the Cycle
For Managers, Directors:
• Partnerships
• Research, Grants
• Community Involvement
Maintain the Cycle
For Managers, Directors:
• Difficult conversations
• Staff member attitudes
Workshop Goals
• Define Coaching for OST
• Characterize Coaching for Quality ↑
• Articulate a Viable Coaching Model
• Deve...
Workshop Takeaways
• A Plan for Implementing Coaching
• Organizers to Support Coaching Process
• Tools to Support Staff Me...
Follow-up Information
www.phillyost.org
tylerr@phmc.org
www.youtube.com/user/PhillyOST1
www.scoop.it/u/PhillyOST
www.twitt...
Penn SACCA Coaching For Program Improvement 11 8-13 v4
Penn SACCA Coaching For Program Improvement 11 8-13 v4
Penn SACCA Coaching For Program Improvement 11 8-13 v4
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Penn SACCA Coaching For Program Improvement 11 8-13 v4

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This deck reviews best practices to define coaching for quality improvement, provide the right mindsets for coaching individuals, tools to engage staff members in the process, and the opportunity to plan to implement a CQI process. This is an approach from the DHS-PHMC OST Project in Philadelphia, PA.

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  • 1 min. Welcome introduction
  • 15 minutes: Small Group discussion or gallery walk if in classroom set-up. What is your ideal professional coach? TWIST: What are the top 5 characteristics s/he would have– prioritize as a group? Share out: Select group speaker who introduces the group members and the group’s top three characteristics. Facilitator records on chart paper. “We all have the idea of what a coach is in our minds. We are going to create a more formal idea of who is a coach, what they do, and how they do it. We’ll look at the coaching process as a means for continuous quality improvement, but understand that there’s more to it than coaching.”
  • 1 minute – Quick overview of goals for the workshop. What the participants will walk away able to do.
  • 1 minute – The tools they will have once the workshop is over.
  • 1 minutes – Quick explanation of what will happen in each section.
  • 1 min – Define and what that means for the participants.
  • 3 min. – Brief overview of why the above isn’t coaching. Not about directions, instruction, being right/wrong, working only with one individual.
  • 1 min. - Coaching could be numerous things. But we’ll characterize what a coach does (and use definitions provided by attendees to look at what that means).
  • 2 min – Not punitive, not about staff members getting a particular topic correct. It’s about guiding staff members in a supportive way. Inclusive.
  • 2 min – Coaches do not fix problems. They do not turn everything into a project. Coaches help ID problems and create goals and guidelines with staff members.
  • 3 min – Mentors are personalized relationships that occur when a natural connection forms. Sometimes there are goals. Other times, there are just Q&A sessions.
  • 2 min – A person outside the organization that does not build relationships or works with staff members to set goals. Just collects data and works with upper level staff members to set bigger goals or give hard-and-fast action steps.
  • 2 min – Support each other, act as sounding boards, collaborate, and work with each other to solidify performance.
  • 1 min – You can see that coaches come in all shapes and sizes with lots of characteristics. We might have a specific idea in mind of who a coach is and what s/he looks like, but…
  • 2 minutes – Just be forewarned that it’s difficult to play the role of boss and coach. There isn’t a switch to turn on/off objective v. subjective. Considerate v. hard line decisions. It’s possible, but a challenge.
  • 3 min. – This could be a senior group leader, supervisor, director, program manager, etc. Fact is that there are consistent criteria.
  • 2 min
  • 8 min. – Try to find other individuals who have completed some of the bingo card items. Winners will get two rows/columns, corners + row/column.
  • 8 min. – Try to find other individuals who have completed some of the bingo card items. Winners will get two rows/columns, corners + row/column.
  • 5 min. – Discuss as a whole group the strategies they have used, what works, what hasn’t and what they would like to try.
  • 5 min. – Break. When we come back look at Philadelphia DHS system approach with PHMC as intermediary.
  • 2 min. – Provide a brief overview of the DHS-funded, PHMC intermediated OST system. Total number of agencies, sites, programs. What led to the CQI process.
  • 2 min. – ID PS’s as coaches. Discuss team’s background. Explain that this is good to know to frame system examples.
  • 7mins – Chat in groups for ~three minutes to get a sense of what you think the order would be. Come back together as a group and share our thoughts and why. Explain that research shows the most effective process is to have the order above. And, it makes sense. Evaluate to ensure coaching audience is at the point where the approach will be effective. And the process flows from there.
  • 3 min. – Overview of the process that should be present to kick-off coaching.
  • 2 min. – Correlations between coaching and employee performance are strong.
  • 3 min. – A coach is like a gardener the way they tend to the prepare the soil, care for the seeds, prune, make adjustments, add nutrition, etc. There’s a clear goal in mind, and the work is there as needed.
  • 3 min. – Naturally fits into what programs need to be doing. Integrates nicely into STARS, and creates a structure for staff members to grow. PD Record easy.
  • 2 min. – I think what coaching is all about, is taking players and analyzing there ability, put them in a position where they can excel within the framework of the team winning.Read more at http://www.brainyquote.com/quotes/quotes/d/donshula371649.html#MEhOAsVxeswYoQG0.99"Success comes from knowing that you did your best to become the best that you are capable of becoming." - See more at: http://latimesblogs.latimes.com/sports_blog/2010/06/john-wooden-ucla-coach-dies-basketball-titles-legend.html#sthash.DF6h5v8K.dpuf
  • 5 mins. Discuss in small groups and share out. Come up with at least two for each item. Share within your tables, and select your top two (personally) for each. Each group has to pick a speaker to share out at least the discussion, if not their own top two.
  • 1mins: Coaching is an approach, so it works how you work it. Analyze the data, make your choices, and forge ahead.
  • 3 min. – Overview of the rest of the workshop. Explanation of each.
  • 3 min. – Coaching is about building a team, learning about staff members and each other, and coaching as an approach that is meaningful growth through on-going PD. It’s non-punitive, and it’s for the benefit of the staff (youth indirectly). Ultimate Goal = Functioning team.
  • 2 min. – Coaching is about building a team, learning about staff members and each other, and coaching as an approach that is meaningful growth through on-going PD. It’s non-punitive, and it’s for the benefit of the staff (youth indirectly). Ultimate Goal = Functioning team. We’re used to pop culture quizzes, which are fun ways to start the process, but do not yield useful info for the process. Align with what you want to know about the staff members at the end (approachable v. kind v. compassionate, etc.).
  • 10 min. – We’re going to try some sample inventories. If you’ve done these before, please play along. Discuss in groups afterward and see what it might mean. For you and/or your program.
  • 3 min. – There are great ways to visualize this information. But this makes it fun, relatable, and more. Reveals a lot about a team and who can play what roles.
  • 3 min. – Explanation from styles groups.
  • 5 min. – H&S Learning center thought relationships b/t staff-youth were weak. Wanted to improve. They consulted with Program Specialist to develop a coaching model for themselves, and Site Director found in roads with staff members after taking inventories– they were no longer judging the staff members, the inventories gave everyone a level playing field to discuss who they were and what they needed to do. Strengths and weaknesses.
  • 1 min. – Revisit, focus now on growth.
  • 2 min. – Coaching is about building a team, learning about staff members and each other, and coaching as an approach that is meaningful growth through on-going PD. It’s non-punitive, and it’s for the benefit of the staff (youth indirectly). Ultimate Goal = Functioning team.
  • 2 min. – Change needs big goals for the program, as well as small goals for the staff members and youth. The focus is on empowering team. Ultimately, you should work with staff members to craft an exit strategy so they can move up to new roles or to other organizations at a higher level.
  • 3 min. – When it comes to setting goals, it’s necessary to have an external evaluation– someone who doesn’t work directly in the youth groups, but should be an object outsider. In fact, it requires a tool that the team agrees upon. At the same time or shortly after, staff members should be self-assessing to create baseline data.
  • 3 min. – For evaluation tools, it might be worthwhile to pick & choose if an individual has time. If not, there are readily available tools for OST, esp. from NIOST. May require addtl training.
  • 10 min. Need to have standard tool, need to discuss tool as group before using to define quality, need to feel comfortable with observation, and be honest about performance.
  • 2 min. – Coaching is a pair, small group, or cohort activity. Remember, managers give directions, consultants act in silos, and supervisors fix problems. Your goal is to coach so that the workload is shared. This is about action plans. Lift your staff members, don’t burden them. You’re a navigator, not the airplane.
  • 4 min. – Review sample goals, share from group about similarities in structure.
  • 1 min. – Goals have to answer these questions.
  • 5 min. – Coaching is about building a team, learning about staff members and each other, and coaching as an approach that is meaningful growth through on-going PD. It’s non-punitive, and it’s for the benefit of the staff (youth indirectly). Ultimate Goal = Functioning team.
  • 1 min. – Coaching process is collaborative. Great for strengths as well as weaknesses.
  • 1 min. – To prepare for coaching, do these three things first.
  • 1 min. – When action planning consider these three things.
  • 3 min. – Some simple verbs to consider to make coaching happen– Remember this is an intentional process that needs to be charted. Take time now to put things on a calendar and brainstorm with each other. Big question is about how will the data be maintained. On paper, excel, elsewhere? Who will maintain it?
  • 25-30 min. – Participants work in groups to create an action plan/calendar to implement. Use some documents to review and gauge. Flip back to previous slide to show questions.
  • 3 min. – Overview of the rest of the workshop. Maintain the cycle is about analyzing data for the second cycle, celebrate staff members, and
  • 3 min. – Timeline. Looks like a looong time, but in reality it’s
  • 3 min. – Let’s assume you’ve made it through YOUR first cycle (many will look different). What did you do? What will you do with this information? Look at baseline data. Where did you grow? Where did you fall back?
  • 2 min. – Best thing to do is ID what you’ve done (best to keep track of any interventions along the way) and use second self-assessment to identify what was perceived, and the data to see if it matches up.
  • 2 min. – Not a perfect approach. It takes time, energy, and failure to get things right. "Failure is not fatal, but failure to change might be." - See more at: http://latimesblogs.latimes.com/sports_blog/2010/06/john-wooden-ucla-coach-dies-basketball-titles-legend.html#sthash.l8QECNy7.dpuf"Success is never final, failure is never fatal. It's courage that counts.“I have not failed. I've just found 10,000 ways that won't work.” “Success is stumbling from failure to failure with no loss of enthusiasm.”
  • 2 min. – Celebrate constantly. If a team turns on itself, it falls apart, and they fail to reach their goals. Great ways are short/long term title changes (Lead, Senior, Team Leader, Assistant Coach, etc.). Schedule time to celebrate and give awards on a regular basis. CELEBRATE YOUTH OUTCOMESCreate that exit strategy so that staff members can either move up within the organization or to another agency at a higher level. Discuss in small groups about other suggestions
  • 2 min. – A word for Site Directors, Managers, and up– this is a time to look for partnerships, put together proposal with solid data, and figure out other organizations that can support the process in the ways you need to be supported. Lessens overall workload. Structural.
  • 2 min. – A word for Site Directors, Managers, and up– this is the time to have difficult conversations with staff members, manage youth attitudes (over exuberant as much as critiques). Should ALWAYS come from a place of positivity, solutions-oriented, not blame oriented. The staff member’s best interest at heart.
  • 1 minute – Quick overview of goals for the workshop. What the participants will walk away able to do.
  • 1 minute – The tools they will have once the workshop is over.
  • Penn SACCA Coaching For Program Improvement 11 8-13 v4

    1. 1. Coaching Staff Members to Improve Program Quality Tyler Richendollar, M.Ed. Program Specialist
    2. 2. Ice Breaker – Ideal Coach
    3. 3. Workshop Goals • Define Coaching for OST • Characterize Coaching for Quality ↑ • Articulate a Viable Coaching Model • Develop Techniques to Motivate Staff
    4. 4. Workshop Takeaways • A Plan for Implementing Coaching • Organizers to Support Coaching Process • Tools to Support Staff Members PD
    5. 5. Workshop Agenda • Coaching vs. Everything Else (10 min) • Effective Coaching – Why & What (30 min) • Coaching for Quality – How (45 min) • Building Staff Buy-in/Growth (30 min) • Continuing the Process (45 min)
    6. 6. What is Coaching? Coach – One who carries others to a goal. (c. 1830 – Oxford University)
    7. 7. What ISN’T Coaching • Supervision • Mentoring • Curriculum implementation • Direction giving • Delivering consequences
    8. 8. Well, Why Isn’t That Coaching? Research shows there is not a clear definition. BUT We can characterize what a coach does.
    9. 9. Characteristics of Non-Coaches The Boss: • Direction giver • Manager • Disciplinarian
    10. 10. Characteristics of Non-Coaches The Supervisor: • Similar to boss • Projects w/ big groups • Fixes problems
    11. 11. Characteristics of Non-Coaches The Mentor: • Long term (1 yr+) • Naturally occurs • Set goals as needed
    12. 12. Characteristics of Non-Coaches The Consultant: • External advisor • Data collector • Big picture goals
    13. 13. Characteristics of Non-Coaches The Colleague: • Cheerleaders • Brain-stormers • Partners
    14. 14. The Coach
    15. 15. Who Can Be a Coach? Almost anyone!
    16. 16. Characteristics of the Coach The Coach: • Relationship builders • Goal-orienters • Resource developers
    17. 17. Characteristics of the Coach Typical Coach Background: • Expert/Experienced • Targeted Content Knowledge • Credentials
    18. 18. Characteristics of the Coach Key Mindsets: • Everyone can be developed • People want to grow • People want to succeed Coaches are role models
    19. 19. Group Game Quality Improvement Bingo
    20. 20. Debrief What techniques have we used?
    21. 21. Break 5 minutes
    22. 22. DHS-OST Coaching for CQI DHS-PHMC Approach: • Continuous Quality Improvement
    23. 23. DHS-OST Coaching for CQI The Coaches: • High education levels • Average 7 year of exp. • Targeted skill areas
    24. 24. Game: Order the Process Data Analysis External Evaluation Self-Assessment Coaching Mentoring 1. External Eval. 2. Self-Assessment 3. Data Analysis 4. Coaching 5. External Eval. 6. Self-Assessment
    25. 25. External Evals SelfAssess Coaching Support External Eval Data Analysis Coaching Support
    26. 26. Why Coaching? It’s Effective: • Statistically significant changes Center for Youth Program Quality, 2013
    27. 27. Why Coaching? It’s transformative: • Staff growth • Prepares for change • Outcomes
    28. 28. Why Coaching? It’s intentional: • Feasibility • Data driven • Performance measurement
    29. 29. Preparing Staff Members Memorable quotes “…What coaching is all about is taking players and analyzing their ability, and putting them in a position where they can excel within the framework of the team winning.” “Success comes from knowing that you did your best to become the best that you are capable of becoming.”
    30. 30. Small Group Discussion: What do you want to get out of coaching? For staff members (or colleagues)? Your youth? Your program/organization?
    31. 31. Small Group Discussion: Coaching can help achieve these things!
    32. 32. Coaching for Quality Preparing Staff Coaching in Action Maintain the Cycle
    33. 33. Preparing Staff for Coaching Create the Culture: • Team Building • Conduct inventories • Meaningful growth
    34. 34. Inventories Are Fun Know your team: • Gather qualitative data • Seek first to understand
    35. 35. Inventories Sample Inventories Complete inventories in groups. Discuss results. Share.
    36. 36. MBTI
    37. 37. Learning Styles What was your strongest style? How can this inform work as a coach?
    38. 38. Example from the System H&S Learning Center: • Support in Human Relationships • Staff / Director divide • Used above two inventories
    39. 39. Preparing Staff for Coaching Create the Culture: • Team Building • Conduct inventories • Meaningful growth
    40. 40. Meaningful Growth Growth = Change, Change = Challenge • Craft your language • Not punitive  PD+ • Youth outcomes
    41. 41. Meaningful Growth Change is Necessary: • Set Goals • Empower teammates • Exit strategies
    42. 42. Meaningful Growth Setting Goals: • External evaluation • Self-assessment
    43. 43. Meaningful Growth Evaluation & Assessment Tools: • Compiled in-house (not research based) • Pre-designed, researched
    44. 44. Meaningful Growth Video Sample: Cartoon Club Evaluate activity implementation Discuss in group
    45. 45. Meaningful Growth Setting Goals: • Examine data • Data driven decisions • Set actionable goals
    46. 46. Meaningful Growth Sample Goals: • “Staff member will implement at least three kinds of transition activities during the program.” • “SM will draft at least two lesson plans each week that list an intro, body, and end.”
    47. 47. Meaningful Growth Sample Goals: • Who, what, where, how?
    48. 48. Meaningful Growth Sample Goal Practice Using your evaluation, create two goals for the staff members in the video
    49. 49. Meaningful Growth Final Notes on Goals: • Collaboration necessary • Strengths and Weaknesses
    50. 50. Coaching in Action The Set-up: • Gather data • Analyze data • Set goals/plan
    51. 51. Coaching in Action Time to Plan How will we…? When will we…? How do we know…?
    52. 52. Coaching in Action Who, when and how we will: • Plan • Evaluate & self-assess (maintained?) • Implement, Practice, Observe • Research, Attend PD
    53. 53. Coaching in Action Planning in Small Groups Work in small groups Discuss ideas, review documents Chart it out
    54. 54. Coaching for Quality Preparing Staff Coaching in Action Maintain the Cycle
    55. 55. Maintain the Cycle Timeline: Center for Youth Program Quality, 2013
    56. 56. Maintain the Cycle Data? What data? • First cycle • Compare to baseline • Revisit goals
    57. 57. Maintain the Cycle Data? What data? • Identify changes • Keep or new ideas?
    58. 58. Maintain the Cycle Coaching is a Challenge. “Failure is not fatal, but failure to change might be.” “Success is never final, failure is never fatal. It's courage that counts.” “It is hard to fail, but worse never to have tried to succeed.”
    59. 59. Maintain the Cycle Celebrate Your Successes! • Title promotions • Awards/Scholarships • Praise, Mentoring Suggestions?
    60. 60. Maintain the Cycle For Managers, Directors: • Partnerships • Research, Grants • Community Involvement
    61. 61. Maintain the Cycle For Managers, Directors: • Difficult conversations • Staff member attitudes
    62. 62. Workshop Goals • Define Coaching for OST • Characterize Coaching for Quality ↑ • Articulate a Viable Coaching Model • Develop Techniques to Motivate Staff
    63. 63. Workshop Takeaways • A Plan for Implementing Coaching • Organizers to Support Coaching Process • Tools to Support Staff Members PD
    64. 64. Follow-up Information www.phillyost.org tylerr@phmc.org www.youtube.com/user/PhillyOST1 www.scoop.it/u/PhillyOST www.twitter.com/PBLinPhilly

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