Transcript Document

Person Centered Thinking
Coaches – An Introduction
Developed by….
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
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Training Map
Purpose: To review coaching principles and skills
Ground Rules: Determined by the group
Roles:
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Facilitator –
Time keeper
Recorder
Agenda
Why have person centered thinking coaches?
Who should be a coach?
What do coaches do?
When and how do you coach?
How can the coaches be supported in their work and how can they
support the organization in making changes?
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Creating a Thinking Environment
“The quality of everything
we do depends on our the
thinking we do first”
Nancy Kline
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Attention is important - Rounds
Being present – no rush, no
tapping feet
Keeping your eyes on the
eyes of the thinker
Your face expressing
interest and respect
Stillness
No interrupting – letting the
person finish
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Why have Coaches?
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Why have person centered
coaches?
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Make level 1 changes
To take skills from training to habit
Move toward the success that
leadership group (and coaches) defined
To learn what needs to stay the same
and what needs to change within the
organization
Share learning with Leadership Group
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Level 1 changes
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those changes that
can be made
without becoming a
change target –
without changing
core structures,
responsibilities, etc.
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Examples of Level 1 Changes
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By using important to and for a service
coordinator helps a man pursue his dream of
driving via golf cart at a Georgia golf course
Through matching a staff person skilled in
sewing with a woman interested in learning
crafts the woman was able to sew new curtains
for her home that were sorely needed and make
a friend.
Person centered description used at an ISP
meeting goals changed from “spending time in
the community” to focusing on working, learning
to read – things that were important to the
person and important for the person.
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The power of level 1 changes
 Sharing
stories creates a buzz
 Shows people “it” (positive
change) is possible
 Creates optimistic discontent
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Level 2 Changes
New policies, structures, practices
 Training needs are identified
 Examples:
Orientation for all new staff includes person centered
thinking training
Most meetings use positive and productive meeting
approach and incorporate pc thinking tools
Learning logs used for all people at day service
Matching staff with people supported used in hiring process
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Moving from Service Life to Community Life
Service
Life
• Important for
addressed
• No organized effort
to address important to
A Good But
Paid Life
• To and for present
• Closest people are
paid or family
• Few real connections
Community
Life
• To and for present
• Active circle of support
• Included in community life
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Moving from Service Life to Community Life
Community
Life
A Good But
Paid Life
Service
Life
‘Important to’ recognized
‘Important to’ present
• Important for
addressed
• No organized effort
to address important to
Focus on connecting,
building relationships
• To and for present
• Closest people are
paid or family
• Few real connections
• To and for present
• Active circle of support
• Included in community life
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From training to habit
Formal training
Structured practice
With feedback
Informal training
Reinforce
Skill becomes
habit
Coaches roles
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How to Coach
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Difference between a coach and a
trainer
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Trainers teach skills in formal settings
using a fixed curriculum
Coaches –
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Teach informally, using teaching “moments”
Demonstrate skills thru modeling
Give people “immediate” feedback as they are
using the skills and help them improve
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How to coach
1. Informally teach
the skills (“Let me
show you how we
can use this tool
to…”)
Demonstrate.
 Share something that you have
already done (“here is one I prepared
earlier”)
 Work with people to do this (“lets
have a go at working out what is
important to and for…”)
Side-by-side. Working alongside
someone to use the tool (co-facilitating
a session at a team meeting)
Progressive delegation. Gradually
hand over responsibility as the other
person develops their skills. Watch,
practice, do on your own.
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How to coach
GROW
2. Enable people to
see opportunities G - goal or problem to solve
to use the tools
R - reality (what is working or
not working or use 4 plus 1
(“Would any of the
questions)
tools help in this
O - options (could any of the tools
situation?”)
help here?)
W - will. Who will do what by
when?
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How to coach
Feedback must be:
3.Provide feedback on the
use of the skills (“What do
you think worked and did
not work about using that
tool?”)
Honest and helpful
Specific
Include recent examples.
Relate feedback to behaviour that can
be changed.
Be descriptive not judgemental.
Describe the behaviour not the person.
Focus on a few important areas.
Remember the balance of positive
work and things that need more work.
• Offer ideas about alternative ways of
working.
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How to coach
4. Reinforce the use
of the skills,
helping the use
become a habit
(“It was great that
way that you…”)
Ratio of Appreciation to Criticism,
5:1 Nancy Kline
What will positively reinforce
(make frequent use more likely)
skill use and application of
learning?
What will negative reinforce
(make it less likely that
sustained use will occur) skills
use and application of learning?
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Understanding how people learn
Look at how the people you are with learn
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Learning styles
Individual and group learning
Remember that there should be more than
1 opportunity to coach
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What do coaches do, what are
their core responsibilities, etc.
Building the coaches donut
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The coaches donut
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Person centered thinking coaches – roles and responsibilities
Core
responsibilities
• Seek opportunities
to use the skills and
use them effectively
Use judgment and
creativity
Not our paid
responsibility
•In how learning is
shared
As a person centered
thinking coach –
•To model the desired
behaviors –
consistently walk the
talk
•Encouraging others to
walk the talk
•Make people learn,
walk the talk
•How to utilize/sell the
resources
•Make people use
resources
•Understand & use
the resources
available
•Sharing what isn’t
working in ways that
people can hear
•To have every effort
work
•Identify what is and is
not working – and
share
•How to contribute to
problem solving
•Participate in agency
problem solving
efforts
•Looking for the “low
hanging fruit” –
opportunities
•To develop person
centered plans
•Make changes in how
the organization works,
policies, structures
•Creating a buzz
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Person centered thinking skills
Some of the ways they can help
those who use services and the
organizations that support them
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Skills needed to support people
Supporting
Dreams
Supporting Relationships/
Community Connecting
Being “Mindful” and
Recording Learning:
Matching Staff and
Those Using Services
Recognizing/Sorting Important To
and Important For —Finding the
Balance Between
•Working/Not Working
• The 4 Questions
•Learning Log
Learning, Using and
Recording Communication
Defining Staff Roles and
Responsibilities
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Rate your skills
© The Learning Community for Essential Lifestyle Planning, Inc. 2006
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Rate your skill for each tool
0 = I’m not using this tool
1 = I just started using this tool, still learning how
and when to use
2 = I have learned how to use this tool (when and
how)
3 = Competent and confident, but have to remind
myself to use it, still forget
4 = Habit, I use it whenever it is helpful
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Important to/important for
For the person
 Helps people get more
of what is important to
them without ignoring
important for
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Identifying what still
needs to be learned
Helps people make
critical decisions only
when the relevant
information is present
For the organization
 Teaches critical
thinking
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Reinforces “think
before you act”
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Helps people feel
listened to
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Supports an active
learning culture
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Defining roles and responsibilities –
using the “donut”
For the person  Makes it more likely
that those things that
are most important (to
or for) will happen
 People will be creative in
support
 Those paid will “keep
their noses out of”
those things that are
not their paid
responsibility
For the organization  Builds a culture of
accountability
 Clearly delineates
who is responsible
for what
 Supports being
creative without
fear
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Matching staff with those who use
services
For the person  Because staff find more
pleasure in their work
they stay longer (more
stability)
 Where there is a good
match –
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People who use services
are more likely to have
what is important to them
New learning about what
is important to people is
more likely to happen
For the organization  Reduces turnover
 Makes those who use
and provide services
feel
valued/respected
 Helps support “real”
relationships
 Decreases likelihood
of incidents
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Communication chart
For the person  Use of the communication
chart in day to day support
insures that 
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There is an increase in the
presence of what is important
to the person
People using services feel
listened to
There is a decrease in
frustration and the behaviors
that go with it
For the organization  Recognizes learning done by
those who support
 Reinforces learning culture
 Provides new/relief staff with a
quick way to get off to a good
start
 Decrease in challenging
behaviors and therefore a
decrease in incidents
 Increases/reinforces
observational skills
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Mindful learning:
Working/not working
For the person  Results in greater clarity
about what needs to stay
the same and what needs
to change in each
person’s life
 Helps in determining
goals/outcomes that help
the person move toward
a desired life
For the organization  Teaches critical thinking
 Promotes better problem
solving
 Leads to clarity about
what needs to change
and what needs to stay
the same
 Supports a learning
culture
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Mindful learning:
4 plus 1 questions
For the person  Provides a record of
those things that have
been tried and their
efficacy
 Those who support are
less likely to continue to
do those things that are
not working in support
 Figuring out better ways
to support people are
likely to happen faster
For the organization  Everyone has a voice and
feels listened to
 Collective
learning/knowledge is
gathered efficiently
 More effective use of
meeting time
 Facilitates effective
problem solving
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Mindful learning:
learning log
For the person  Because people are recording
what is working and not
working in support –
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More of what is working and
Less of what is not working
will occur
For the organization  Those doing the work feel
listened to
 Learning done by those doing
the work is recorded
 Provides a vehicle for learning
to be synthesized and
recorded
 Helps with problem
solving/hypothesis testing
 Creates good paper
 Reinforces a learning culture
and teaches critical thinking
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Tools for building Person Centered Descriptions
Communication
Chart
Matching
Staff
Relationship
Map
4 + 1 ?s
Learning Logs
Rituals
Reputation
Good Day/
Bad Day
Working/
Not Working
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Person Centered Description
Like and
Admire
Important
for
Important
to
Person
Centered
Description
Instruction
s for
Supporters
Things to
Figure
Out
Characteristic
s
of Supporters
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Learning Wheel
What needs to stay the same?
What needs to change?
Person
Centered
Description
Action
Planning
PCT Tools
Implementation
& Learning
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When to coach
Who to coach
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A teaching moment….
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An opportunity to demonstrate how
one of the skills will help in a situation
For the learners –
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Feel immediately useful - Help with the
issue at hand
Not take more time then they have
Appear to be something that they can do
themselves
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Using a learning opportunity
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What meetings do you attend in the course
of a week or month?
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What tool would be helpful for people in that
meeting
What are the other “natural” opportunities
for skill/tool use?
Look at how you ranked your skills,
Where do you have a “good” score (a 4 or a
5) and there is a good opportunity to use it?
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Action Planning
Use “planning for success” to develop a
personal action plan for a successful start
in coaching
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ID patterns,
organize learning
Collective
learning
Plans for sharing,
celebrating,
changing
Coaches
Group
Leadership
Group
Individual
learning
ID what needs to be
share, celebrated,
or changed
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for more information go to:
www.learningcommunity
.us
or contact:
Michael Smull
[email protected]
410-626-2707
3245 Harness Creek Rd
Annapolis, MD 21403
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