This presentation is a guide to coaching steps and best practices.

1. PEER COACHING
On the job training
Created by Puget Sound Regional Services
November 2015

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

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

4. Objectives & Outcomes
What can you expect?
To become a “qualified“ Peer Coach
After this training, you should be able to:
 Define what Peer Coaching is and why we are doing it
 Understand your role and expectations
 Identify and implement tools
 Be able to apply best practices
Objective
Senior, knowledgeable staff will learn tools to use in order to best train and support New Staff (NS) to
properly learn and perform the functions of their job.

5. What is Peer Coaching?
Peer Coaching is a flexibly structured process that allows peers to become a resource to each other to
help them achieve their full potential through regularly scheduled discussions and activities.
Why should we do it?
Peer Coaching creates a collaborative environment for peers at any
level of an organization to become resources for each other.
Provides a standard of training designed to improve new staff’s
experience, resulting in high quality support.
When this happens your team will begin to drive accelerated personal,
professional, and management development plans.

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

7. Attributes
What makes a successful coach?
Has expectations and communicates them
Good listener
Promotes critical thinking
Develops skills in others
Impartial
Creative
Patient
Accepts challenge & learns
Positive
Creates and discusses agendas, goals, and action plans
Guides, supports new staff to learn and practice skills
Finds new ways to train and support different types of learners
Sees benefit in working with new staff to increase positive, reduce negative outcomes
People learn at different paces. Adjusts methods, tries new approaches until it works
Looks at challenge as a positive for growth & development on both sides
Asks questions to guide the process, help new staff get to the answer
Listens to understand
Provides constructive feedback and ways to improve

8. Role & Expectations for Coaches
Leader
Develop, Guide, Commit
Trainer
Help NS learn functions of
the job
Team Member
Exchange knowledge
Role What You Do
• Maintain positive, approachable attitude
• Guide and support
• Develop path for leadership
• Commit to learning and growing
• Communicate clearly
• Ensure procedures are understood, learned, and followed
• Apply teaching methods learned in Residential Training
• Model, engage, set goals
• Establish positive working relationships
• Share and apply direct experience and knowledge of
individual being supported
• Create opportunities for success

9. Activity Part 1
1
How this works:
2
One team member will build ONLY one structure per the instructions given. DO NOT TALK.
The other team members will watch. DO NOT take notes or photos of the structure, you cannot
ask questions.
3 After instructed, Builder disassembles the structure.
TIME ALLOTTED: 10 minutes

10. Effective Coaching
-Provides intentional
training – how does NS
learn best?
-Communicates clearly
-Keeps NS focused
-Promotes critical
thinking
-Offers support and
encouragement
-Shadow only or provides
one time training
-Lack of communication
-No clear goals or action
plans
-Not available often or
difficult to approach
-Lack of constructive
feedback
Effective
Learning
Ineffective
Learning
Effective coaches understand individual training needs and promote good relationships
Communication
Performance
Productivity
Support quality
Staff confidence &
commitment
Motivation

11.  Old habits are deeply ingrained due
to comfort and/or familiarity
DID YOU KNOW
 You can rewire your brain and learn
new habits
 Adults need to hear or see something
6 or more times before they hear it
New habits require rewiring the brain  establish
new connections
Practice, practice…
practice
Knowing what to do is not the same as doing it
To change behavior you have to
do the work!
Apply what you learn on the job
 Takes up to 20 days to form a new
habit (through intentional practice)

12. Guide to Action
Listen to understand
Active listening
Question to motivate
Ask open ended questions
Observe to help reflect
Observe NS in the environment

13. Video

14. Activity Part 2
TIME ALLOTTED: 5 minutes
Now the other team member(s) will build the EXACT same structure as the previous
builder did in the first part of this activity.
The new builder(s) cannot use the instructions, and must replicate the structure based on
memory.
1

15. Recap
What have we learned?
 Peer Coaching allows peers to become a resource to each other to help them achieve their full potential through
regularly scheduled discussions and activities
 A successful Coach has many attributes including a positive attitude, listening skills, and deriving positive outcomes
from challenges
 A Peer Coach is a leader, trainer, and team member who transfers knowledge and skills acquired from experience to NS
 Job shadowing is not a sole method of teaching/learning. Other aspects of coaching need to be incorporated into your
training approach
 Guide to action: 1) Question to motivate, 2) Listen to understand, 3) Observe and reflect

16. Section 2
 Coaching Cycle
1. Focus
SMART Goals
Activity
2. Action
3. Reflect
 Recap

17. Focus
Action
Reflect
Coaching Cycle

18. Coaching Cycle: Identify Focus Areas
Help the individual stay focused and engaged
1. Talk about what is to be learned
2. Set a goal to learn or improve a skill
3. Encourage questions and sharing of concerns
4. Assess and discuss progress – what is your success criteria?
1. What does the
individual want?
2. What do you need to
focus on?
Determine the best
approach for coaching in
those areas
Support individual to
focus on those areas until
competence is
demonstrated
Multi-tasking is not effective: Individual should learn one area at a time

19. Coaching Cycle: Set Goals & Take Action
Improve listening skills
Goal
Planned Action
1. What will you do to work
on this skill in the next
48 hours?
2. How will you receive
feedback?
Goals help us understand what needs to be
accomplished, and to set expectations
Action Plans help us define how to accomplish
the goals
What actions would you take to improve listening
skills?

20. SMART Goals
What is a SMART goal, and when should we apply this method?
pecific
easurable
ctionable
elevant
ime Bound
What actions will you take to achieve the goal?
How will you measure progress? How will you know when you have achieved the goal or
completed the action?
Target a specific area for improvement
What results can realistically be achieved and make sense? (consider resources, timeframe, etc)
Specify when the results can/will be achieved
Use SMART goals to help identify
and plan significant goals, or
those that are too broad.

21. Activity
Think of a goal - might be one you are currently working on or a new one (You may not
use the same goal we used in our sample together)
As a team write a goal using the SMART formula
Be prepared to share and discuss with the group
TIME ALLOTTED: 30 minutes
1
2
3

22. Coaching Cycle: Action - Implement
Now it’s time for NS to apply what has been learned – What is your role?
What has been learned? What still
needs some work? Revisit goals
and action plan
Provide feedback – what is the
individual doing well, what still
needs work.
Listen
Guide
Assess
What does the individual think of
progress towards, or achievement
the goal? What is needed to be
successful?

23. Coaching Cycle: Reflect
Coach
Coached
• Ask questions
• Listen
• Encourage critical
thinking
• Provide support
and guidance
• Ask questions
• Share concerns
• Be accountable
• Accept feedback and
instruction
• Document
• Learn and adapt
SAMPLE QUESTIONS
• What happened?
• Why did it happen that way?
• What were the consequences? For the individual? For housemates? For the
agency? For you?
• How would you handle a similar situation in the future?
• Who can you talk to: for support, perspective, guidance?
• What will you do in the next 48 hours to use what you learned?

24. Recap
What have we learned?
 Coaching Cycle contains 3 parts:
1. Focus Assess and prioritize what NS is to learn, skills to develop/improve
2. Action Build SMART goals, ensure NS has successfully implemented learnings
3. Reflect What is NS doing well, what needs improvement?
 SMART goals are Smart, Measurable, Actionable, Relevant, and Time Bound - can
help make broad goals specific and achievable
 During the Implementation phase, Coach and NS should discuss progress
 Help NS to reflect by asking questions, listening, and providing guidance

25. Section 3
 Tools
1. Snapshot
2. Coaching Checklist
Activity
3. Reflection Worksheet
4. Meetings & Agendas
 Best Practices
 Activity
 Recap
 Next Steps

26. Tools
Snapshot Checklist
Meetings
&
Agendas
Reflection
Sheet
Identifies and documents
coaching actions and status
Provides an overview of the
individual being supported
Follow agenda, discuss,
provide guidance
Opportunity for NS to assess
their performance, think
critically

27. Tools: Snapshot
Often includes:
 Likes
 Dislikes
 Risks (must include)
 Behaviors
 Photo
 Communication
 How does individual like to have fun (activities, places, etc)
Purpose: Provides a summary of the individual being supported to give NS a sense of who s/he is, and
what supports may be required.

28. Tools: Coaching Checklist
Purpose: List of tasks/actions to be learned and tracked to completion/demonstrated competence.
Checklist
Clearly defines
objectives
Keeps us on
track
Helps identify
what NS needs
to learn
Your checklist must align with the
Coaching Checklist Objectives

29. Activity
Review the Coaching Checklist with a partner.
Think about the population you serve and ensure that the checklist has everything you would
need to train a new staff.
• How will you model and provide guided practice for each topic mentioned?
• How will you ensure that you focus on one section or topic at a time?
• How will you use this with the individual that it’s about to ensure that it contains
everything they want a new staff to know?
• How will you prioritize where to begin?
TIME ALLOTTED: 15 minutes
1
2

30. Tools: Reflection Sheet
Purpose: Provide a way for NS to think through different events, review them during coaching sessions, and discuss ideas
for improvement.
NS
completes
Reflection
(worksheet
optional)
Coach
discusses
with NS
Learn from
experience
Complete/Add
goals and action
plans

31. Tools: Meetings & Agendas
If NS has completed their last goal or
you need to create a new one, note the
new goal NS is working towards
Decide when, where,
and how often you
will meet, what your
ground rules will be
Guide NS to create
SMART goal. Coach
and NS should agree
to the progress being
made
Create action plan
to keep things on
track - note what
has to be done, by
whom, by when.
Purpose: Prepare for quality, constructive
meetings with NS. Use an agenda to define
expectations and goals.

32. Best Practices
Guide Support
Communicate
Coaching
Set clear goals and
expectations
Regularly create and review
goals/action plan
Follow up, inform, discuss
Establishes trusting
relationships
Acknowledge successes and
challenges
Listen and validate
Be approachable and
available
Demonstrate tasks, give
individual hands on
experience
Ask open ended questions
Promote critical thinking
Help understand where
improvement is needed and
how to do it

33. Best Practices
Independent
practice
Value & respect
Guided practice
Model
Make learning
relevant
Empower
Culture
Experiences
Values
Religion
Beliefs

34. Best Practices: Giving Feedback
Improved Understanding &
Performance
Discuss
suggestions
for
improvement
Acknowledge
what has been
done well
Describe
specific
behavior
Ask
questions,
listen
Constructive feedback provides
insight into what needs to improve
and how it can be achieved through
encouragement, support, and
direction.
Timely
Honest
Clear
Objective
Action/
solution-
oriented

35. Best Practices: Encourage & Recognize
Find out how NS
likes to be
recognized, provide
recognition so it’s
meaningful to them
Acknowledge the
positives, what has
been done
correctly/well
Encourage best
practices
Remind NS of their
strengths and
successes
Continue to ask
what support NS
need and provide it

36. Activity
Putting it all together
Find a partner
One of you is the Coach the other is the New Staff
Read the scenario you have been provided
A. Together, complete a reflection worksheet based on this scenario
B. Together, complete a meeting agenda for a coaching session
C. Determine what challenges you might face for discussion with the group
TIME ALLOTTED: 20 minutes
1
2
3
1
2
3

37. Recap
What have we learned?
 Checklist, Snapshot, Agendas are helpful tools to use with NS to improve understanding and learning
 Snapshot provides an overview of the individual being supported – it must include risks
 The Checklist defines objectives and tracks tasks in which NS has demonstrated competence
 Reflection Sheet enables deeper insight into how and why things happened, how to learn from the
experience
 Agendas help set expectations and guide conversations
 Constructive feedback is a beneficial way to discuss with NS what needs to improve and provides
direction
 It is important to recognize what NS has done well and progress being made

39. Next Steps
You are ready to head out into the field where you will have the
opportunity to practice using the tools and best practices we discussed.
Assignment
For the next 1-2 weeks, you will work with an individual(s) you support
and staff to:
1. Develop “Risk” Snapshot
2. Develop personalized Checklist
3. Meet with your NS at least 3 times
4. Have New Coaches return to the classroom for discussion and
problem solving.
Refer to the On the Job Training packet provided for specific instructions
As the new Coach, consider pairing up with another coach from your agency. Coach each other on Coaching!
Now that you have completed the Day 1 Classroom Training, it’s time for you to apply what you have learned.

40. Resources
Questions? Need help?
Contact:
<Facilitator Info>
<Anyone else>
Visit the following website for document templates:
<agency site/location or DDA site)
<Add any additional info>

41. Evaluation
Every training we do needs to be evaluated so we can learn. An evaluation serves as a reflection with
the intent of improvement each time.
Please provide constructive feedback on the evaluation form in your handouts, then exchange the
evaluation for your certificate.
You will earn 12 continuing education credits for taking this class and completing the assignment.
Please keep your original certificate. A copy will be placed in your personnel record.
THANK YOU