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Coaching Care
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Coaching Defined
Coaching is a simple, quick process focused on
enhancing performance. Definitions include:
Informal training
Individualized instruction and guidance in
the context of daily work,
unstructured developmental processes where
managers provide one-on-one feedback and
guidance to employees
ongoing encouragement and advice
personalized, formal and/or informal
instruction that empowers autonomous action
through positive reinforcement and feedback
Support of acceptable work and elimination of
unacceptable work through consistent
feedback based on information gathering,
observation, and listening
interactions which encourages self discovery
and directed learning
Change management, future thinking...
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Coaching Benefits Us
Coaching enhances performance and drives goal
achievement. Further, it ensures team members
understand how to provide great care and we, as
supervisors, follow up to hold team members
accountable for their behaviors and performance.
The outcome is our performance drives census
and EBITDARMI outcomes, ensuring we have the
resources to operate effectively.
Other reasons we coach are:
Coaching is tailored to the specific needs of
specific team members
Coaching drives interaction between
supervisors and team members
Coaching develops skills and problem solving
abilities, allowing independent thinking and
actions from our team members
Coaching is quicker & less expensive than
formal training
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The Supervisor’s Role
Being a supervisor is not about doing paperwork
or being in charge. Supervision is about
leadership; Specifically, leading your team. This
is because facility outcomes and your success are
driven by the team. Effective leaders:
use their influence to drive outcomes
influence the behaviors and decisions of team
members through teaching and coaching
understand that Influence involves ensuring
the team accepts ideas and behaves as expected
Leaders influence performance through coaching.
Good leadership includes:
Setting Expectations
Monitoring Performance
Supporting Performance
Recognizing Performance
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Telling Vs. Asking
As stated, leaders influence behaviors and
actions of team members through teaching and
coaching. Telling is the easiest way to ensure
actions occur, but it doesn’t teach team members
how to think. This means the right action may
not occur next time.
Asking questions helps team members learn to
think for themselves. Asking questions also tells
us what team members know and what they
don’t. As coaching is just training, knowing
this helps us know what action to take: more
training or holding employees accountable.
Examples of question to ask are:
What did you just do well?
What could you have done differently?
What is our process for __________?
What was your goal in ______________?
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Supervisor’s Action
Supervision involves action from the leader.
When we don’t see results, likely we’ve not taken
action. The steps are:
Set expectations – Tell what good performance
is, how to prioritize, how to communicate, and
what deadlines are important
Monitor performance – Inspect what you
expect, observe, listen, and engage feedback
sources, i.e. residents, coworkers, & leaders
Support Performance – Train proactively,
provide constant coaching and feedback, and
ensure tools and resources are available
Recognize Performance – Say what you see,
letting everyone know when good
performance occurs and individuals know if
performance improvement is needed, reward
good performance with a thank you, pat on
the back, or public acknowledgement, and
stop poor performance with policy based,
discussed up front consequences
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Authoritative Vs. Authoritarian
Leadership determines how the team acts. If we
teach and explain while holding team members
accountable, goals will be achieved.
Authoritative leadership drives buy in and
independent performance. Authoritarian
leadership produces fear based compliance,
producing short term results and misbehavior
when the leader is absent.
Authoritative leaders drive thinking and
autonomy through explanation, discussion,
and positive reinforcement. They set clear
performance and behavioral standards and
follows up to ensure goals are achieved
Authoritarian leaders discourage discussion,
focusing on performance misses and using
directive communication, e.g. do X because I
said so. Clear standards are set, but
compliance is driven through negative
feedback, limiting positive self esteem
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Gaining Objectivity
It’s easy to jump into authoritarian mode.
Having your leader ask why your team didn’t
achieve a goal or having an employee fail to
perform as expected can shoot you into a judger
moment.
Asking questions helps supervisors learn, just
like it helps team members learn. Questions help
us quiet the judger inside of us and refocus us on
leading our team and coaching output.
The first question to ask is:
What was my team member’s motivation for
acting as they did?
This simple question reminds us that team
members may have a reason for acting as they
did and tells us we need to figure out what that
was. It also reminds us they may need our
support, not an attack.
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SWOT Analysis
Sometimes, gaining objectivity is tougher than
it sounds. It’s important to remember that team
members, even those who are frustrating us
generally perform well in most of what they do.
If gaining objectivity is tough, step back and
take a break, using the time to observe and
listen. If you can’t see good action, ask someone
else their opinion, seeking facts, not just feelings
or opinions.
A SWOT analysis may help you understand
what your team member does well. It requires you
to write down the team member’s strengths and
weaknesses. It also allows you
to assess opportunities you
may use and threats you may
have to mitigate.
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5 Functions of a Team
As noted, leadership is not about being in charge
or directing team members. In order for members
to gain benefit from coaching, they have to trust
the one coaching, i.e. their supervisor.
Trust is not just about honesty, also known as
character based trust. It’s also about competency
based trust, knowing you know what you’re
talking about.
Once trust is established, discussion can occur.
This means openness to feedback, both from and
to each other. This in turn, allows commitments
to be made and accountability to be established.
As a supervisor, the ability to
hold team members accountable
leads to needed outcomes, e.g.
success!!
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Coaching Self Esteem
In order for team members to perform well, they
have to maintain a positive self esteem. As a
leader, we have to drive positive self esteem in our
team members if we want positive outcomes:
Thoughts, feelings, and beliefs impact how a
team member perform
When faced with a goal, team members ask
“Will I successfully achieve __________”
Good self esteem drives engagement, high
performance, and goal achievement because
thoughts, feelings, and beliefs say “Yes, I will
achieve _____________”
To have high self esteem, team members must
“win” more than they “lose”
“Wins” occur when we acknowledge successes
Losses occur when we point out failures
We drive good esteem by telling team
members what they are doing right more
often than telling what they are doing wrong
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Compassionate Coaching
Authoritative leaders are compassionate coaches.
Compassion involves understanding that
hearing feedback can be tough, especially if it’s
constructive. To balance this, compassionate
coaches ensure they provide positive feedback
when they provide constructive feedback. They
also ensure they provide more positive feedback
than constructive feedback so employees can
maintain a positive self esteem.
Compassionate coaches:
demonstrate empathy and understanding of
the feelings for the one being coached
show care for and commitment to the person
being coached
Willingly adjust feedback and actions based
on what they hear and observe from the
employee being coached
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Coaching Motivates
The goal of coaching is to motivate. Motivating
others means influencing by impacting thought.
In order for team members to buy into coaching ,
they must believe, think, and feel:
the work they perform is meaningful
they are accountable for performance and
behavioral outcomes
outcomes are clearly understood
Constant Coaching
Coaching, just like training, requires follow up.
As a leader, we have to commit to coaching
constantly, saying what we see every time. This
is because learning a new skill requires practice.
In fact, it requires we practice at least 12 times.
Breaking a bad habit requires we practice over
100 times. Coaching is a never ending job.
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Coaching Tips
Effective coaching involves proactive action. It
focuses on behaviors and procedures and seeks to
impact by clarifying expectations, evaluating
performance, and setting goals. Tips are:
Don’t wait for a problem or crisis to coach
Gain the employee’s perspective
Set reasonable goals
Be positive
Coaching Steps
Coaching steps are:
State what you observed
Describe the outcome required
Discuss and practice future action
Set future goals
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Coaching CARE Specifics
At SAVA, our goal is to coach great care. To do
this, we have to congratulate great performance,
analyze actions, reinforce needed action, and
energize our team.
Congratulate – To help maintain positive self
esteem, let team members know what they are
doing right. These are not exaggerated
congratulations, but acknowledgements of
work that produces good results
Analyze – Ask questions as a means of
gaining objectivity and understanding
Refocus – Train team members in how to act
and ensure they practice performing
Energize – Gaining a commitment focuses
the team member on the future and not on
corrected action, allowing future thinking to
drive future actions and outcomes
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Coaching Care Steps Practical Phrases Practical Tips
C
ongratulate
employees on their
positive behavior
Focus on what
went well
If you’re not
sure, observe
Thank you for ….
You handled ____
very well…
You really showed
care when you…
____ appreciated it
when you …
Always find the
positive
Be sincere
Be specific
Explain “why”
their action is
positive
A
nalyze actions /
behaviors and
opportunities / gaps
Always ask
Never tell
Self discovery
is powerful
Show me how to …
Tell me the process
for…
What did we do
well?
What could we do
differently?
Listen & observe
Be open to new
ideas or feedback
Be ready to be
wrong
Remain positive
Focus on the task
R
efocus the employee
on needed action /
behavior
Development is
the goal
Let me show you
how we…
Our process is…
Show me how to…
We may want to …
Practice makes
perfect
Redirect the
action / behavior
Show respect
E
nergize the
employee
Prepare them to
give care
What’s your
commitment for…
Why do we …
Who benefits when
we…
Explain why
Gain
commitments
Share benefits
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Coaching Assessment
Before a supervisor can coach a team member
successfully, he / she has to assess coaching
readiness. Being ready does not involve the
supervisor being ready to hold others accountable.
It involves ensuring his / her style will allow
team members to be receptive to the coaching.
As a means of figuring this out, ask yourself:
Do my team members trust me?
o Do they feel that I follow through on what I
commit and lead by example, i.e. character
based trust – Yes / No
Why / Why not: _________________________
___________________________________________
o Do they believe I have the knowledge and
skills to lead them, i.e. competency based
trust – Yes / No
Why / Why not: _________________________
___________________________________________
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Coaching Assessment, P2
Do I use an authoritative style?
o Do I drive thinking and autonomy in my
team members through explanation,
discussion, and positive reinforcement?
Yes / No
Why / Why not: ________________________
___________________________________________
Am I objective when I assess my team
members?
o Do I understand all of us have strengths
and perform well and also have
opportunity areas where development is
needed? Do I assess all team members by
the same standards? - Yes / No
Why / Why not: _________________________
___________________________________________
___________________________________________
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Coaching Assessment, P3
Do I ask questions and seek to influence?
o When I approach situations, do I act on
my initial feeling or do I ask questions
as a means of engaging team members
and learning? – Yes / No
Why / Why not: _________________________
___________________________________________
Am I empathetic and caring in my approach?
o Do I consider the feelings and reactions of
my team members before and during our
interactions, seeking to achieve goals
without damaging self esteem or create
bad feelings? – Yes / No
Why / Why not: _________________________
___________________________________________
___________________________________________
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Coaching Assessment, P4
Do I coach constantly, saying what I see?
o Do I coach my team members every time I
see them acting well and when I see
opportunities for development? – Yes / No
Why / Why not: _________________________
___________________________________________
None of us are perfect coaches. We all have areas
where development needs to occur. If you
answered “no” to any of these questions, you
may need evaluate your leadership style and
take action to develop yourself as a first step.
The actions I plan to take are:
_______________________________________________
o Completion Date: _________________________
_______________________________________________
o Completion Date: _________________________
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Tools for Success
Region Human Resources Director
Ask us, we’re here to support you
Author: Marilee G. Adams
Author: Patrick Lencoini
Self Paced Management Modules
Coaching and Counseling
Excellence in Supervision
Accountability
SAVA Resources
New Leader Orientation Guide
Clinical Pathways
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More Tools for Success
Author: Harry Paul & Ross Reck, Ph D
SAVA’s Crucial Conversation’s Worksheet
Author: Quint Studner
Author: Spencer Johnson, M.D.
Author: Jim Collins
Work Styles Survey
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