Coaching Workshop: Classroom Slides
Slide 1: Coaching Workshop
Slide 2: Objectives
Slide 3: Knowledge, Skills, and Attitudes (KSAs)
Slide 4: The Role of Each Team Member Is To...
Slide 5: Coaching
Slide 6: The Role of the Coach Is To...
Slide 7: Characteristics of an Effective Coach
Slide 8: Coaching Competencies
Slide 9: The Coach as Motivator
Slide 10: Coaches Provide Feedback That Is...
Slide 11: Feedback Should Be...
Slide 12: Exercise: Coaching Self-Assessment
Slide 13: Coaching Tips
Slide 14: The Results of Good Coaching Are...
Slide 15: Exercise: Coaching
Slide 16: Exercise: Coaching (continued)
Slide 17: How To Implement a Coaching Strategy
Slide 18: Teamwork Actions
"A good coach will make the players see what they can be rather than what they are."
— Ara Parasheghian
Image: Two penguins are hiding behind a snowdrift; one penguin is holding the other up on his shoulders so the second penguin can look over the snowdrift's top.
- State how team members' knowledge, skills, and attitudes are developed.
- Describe the characteristics of an effective coach.
- Assess coaching strengths and areas for improvement.
- Identify the results of good coaching.
- Demonstrate and evaluate coaching competencies.
- Describe how to implement a coaching strategy.
Team member KSAs are developed through:
- A clear understanding of team members' roles.
- Clearly defined tasks and responsibilities.
- A high level of commitment and a firm belief in accomplishment of the task/responsibility.
- A good understanding of the culture and norms.
- Apply specific teamwork skills to accomplish and fulfill the responsibilities and tasks.
- Communicate pertinent information to teammates and the resident/family efficiently and effectively.
- Demonstrate desired behaviors and skills.
- Possess the attitudes necessary to develop mutual trust and team orientation.
- Request clarification or additional information as needed.
- Make adjustments to behaviors based on feedback.
- Providing guidance, feedback, and direction to ensure successful performance.
- Establish and clarify goals of the session.
- Develop a plan to accomplish the tasks and responsibilities.
- Ensure team members have a clear definition and understanding of their roles and responsibilities.
- Align expectations with members of the team.
- Advise, instruct, and demonstrate desired teamwork behaviors and skills.
- Encourage and provide feedback for improvement.
- Acknowledge and reinforce desired behaviors when observed.
- Interpersonal style.
- Effective feedback.
Listening for Understanding
Building Rapport and Trust
Working With Personal Issues
Confronting Difficult Situations
Setting Performance Goals
Dealing With Failure
Assessing Strengths and Weaknesses
Responding to Requests
- Help team members see the bridge between:
- What they value and desire; and...
- The task or role for which they are responsible.
- Provide specific, timely observations of performance and effectiveness.
- Encourage belief in team members' abilities to succeed.
- Validate current levels of accomplishment while advocating greater achievement.
- Identify potential challenges, pitfalls, and unforeseen consequences.
- Descriptive and nonevaluative.
- Meant to improve skills by making team members aware of what was right or wrong about their task performance.
- Considered a development tool used to enhance task performance.
- Two way—allows team members the opportunity to interact and ask questions.
- Gives information, not advice.
- Is meant to help the recipient; it is a gift.
- Should not be used to "get something off of your chest."
- Will not fix what you believe is wrong with another person.
- Avoid terms like "good" or "bad."
- Helps people understand and accept the effects of their behavior on others.
- Does not include team member's decision to change behavior.
Complete a coaching self-assessment form to identify coaching strengths and areas for improvement.
- Actively monitor and assess team performance.
- Establish performance goals and expectations.
- Acknowledge desired teamwork behaviors and skills through feedback.
- Coach by example; be a good mentor.
- Coach from a distance.
- Coach only to solve problems.
- Lecture instead of coach.
- Defined and understood goals.
- Aligned expectations between the team leader and team members.
- Transfer of knowledge on a "just-in-time" basis.
- Increased individual motivation and morale.
- A more adaptive and reactive team.
- Improved team performance and safer patient care.
- The class splits into groups of three.
- Participants review the scenarios and Coaching Feedback Form.
- Each participant takes a turn playing the coach, team member, and observer.
- The coach provides feedback to the team member in the scenario.
- The team member role plays the scenario.
- The observer completes the Coaching Feedback Form and shares it with the groups.
Images: A penguin in a white, medical coat consults in turn with two other penguins who are respectively holding a clipboard and taking notes.
- Present coaching concept to leadership.
- Select coaches based on the characteristics and competencies of an effective coach.
- Conduct a session on coaching for the appointed coaches.
- Match coaches with team members.
- Leverage current performance tools or create new tools to help coaches sustain a coaching environment.
- Perform as a leader and a coach of other team members.
- Provide well-intentioned, nonjudgmental feedback.
- Analyze results of your coaching to look for ways to continually improve team performance.
- Ensure team members are performing their roles as appropriate.
- Implement a coaching strategy.
TeamSTEPPS Enhancing Safety for Patients With Limited English Proficiency Module: Coaching Workshop. Slide Presentation (Text Version). Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/teamsteppstools/tslepfiles/coaching/lepslcoaching.htm