From Expert to Consultant to Coach:

Reflecting on our Roles

Greg Abell, Prinicipal

Sound Options Group, LLC

Objectives

Identify and explore the multiple roles we inhabit as we work with children and families.

Explore the role of “Coach” as a way of integrating these multiple roles.

Explore the ramifications of this emerging role for effectively serving children and families.

Other?

Roles we inhabit

Professional: Educator, SLP, OT, PT, Psych.,Healthcare, Nutritionist

Lead Agency

Service Provider

Expert

Consultant

Other?

Activity: In small groups reflect on each role and answer the following questions:

What am I “doing” when I am in this role? Who am I “being” when I am in this role? What are some of the key assumptions from

which we operate while in this role? How and when does this role effectively

support us as we serve children and families?

How and when might this role hinder us in our ability to effectively serve children and families?

Technical & Adaptive Work

Technical Work“Technical problems are those that, in some

sense, we already know how to respond to them.”

Adaptive Work“The problem definition is not clear-cut, and

technical fixes are not available. Learning is required to both define problems and implement solutions.”

Leadership Without Easy AnswersRonald A. Heifetz

Situational Styles

Situation Problem

Definition

Solution/

Implementation

Primary

Responsibility

For Work

Kind

Of

Work

Type I Clear Clear Authority Technical

Type II ClearRequires

Learning

Authority

&

Team

Technical

&

Adaptive

Type IIIRequires

Learning

Requires

Learning

Team

&

“Coach”

Adaptive

Activity: In small groups . . .

What are examples of Type I, II, and III situations that you have experienced recently?

What are ramifications of the roles we bring to the situation to how we engage the situation?

DifferentiatingChange from Transition

Change is not the same as Transition

Change is situational

Transition is the psychological process people go through to come to terms with the new situation.

Change is external, Transition is internal

Unless Transition occurs, Change will not work

Managing Transitions: Making the Most of ChangeWilliam Bridges

“When we talk about change we naturally focus on the outcome that

the change will produce.”

“Transition is different. The starting point for transition is not the

outcome but the ending you will have to make to leave the old

situation behind.”

Managing Transitions: Making the Most of Change

William Bridges

Phases of Transition

Ending or Letting Go

The Neutral Zone

New Beginnings

Coaching:Foundational Principles

Relationship in coaching is a partnership characterized by mutual appreciation and respect.

Coach is not engaging the conversation as an expert, authority or healer.

Coach/Coachee choose focus, format, and outcomes.

Structuring a conversation that will promote learning and action in line with commitments.

Characteristics of Coaching

Joint Planning

Observation

Action/Practice

Reflection

Feedback

Sheldon and Rush

Activity: In small groups . . .

What distinguishes this role from those previously discussed?

What value does this role bring to your relationship with children and families?

What is possible from this role? What is not possible from this role? What will you need to address in order to

take on this role with families?

Developing the Relationship

Preparing yourself as “coach”.Who am I committed to being in this

conversation?

How do I bring myself into alignment with this commitment?

Clearing

Two Types of Stances

TELLING

Judgment Hubris Pretense Dismiss

LEARNING

Curiosity Humble Presence Acknowledge

In a “Learning” Stance

Shift your internal orientation from:

Certainty to Curiosity

Debate to Exploration

Simplicity to Complexity

“Either/Or” to “And”

A Learning Stance:

Invites you to learn their story.

Provides the possibility of expressing your views and feelings in a way that you will be heard.

Creates a Safe framework for Problem-Solving together.

Establishing the Relationship

Intentional Inquiry: Strengths / Interest Based Questions Challenges Formal / Informal SupportsFor example Why did you contact early intervention? How are you best supported? What are your concerns about ___ health and

development? If someone suggested that you call us, what were his/her

concerns? What kind of information would be must useful to you? What questions do you have?

Write it down

Think of a question that you have used in your work, once or regularly, that you believe has had a useful impact.

(Or…think of a question that you have been asked that caused you to reflect and change)

Questions that Work(Groups of 3 or 4 – prepare to report back)

What is the context in which you asked the questions? (bare-bones, only what someone needs to know to understand the meaning of your question)

What was the question and how did you ask it? What impact did it have and on whom? What made it a good question?

Be prepared to report back on the characteristics of a good questions

The Power of Questions

What we ask, the spirit in which we ask, how we ask…all invite certain responses and discourage others.

Questions influence the way we tell our stories, what we include and what we leave out.

The very act of asking a question can have a profound influence.

Questions have the power to shape meaning and expand or restrict the possibility for action.

Questions provide focus

Questions can refocus our attention towards a different conversation, a different relationship, a different outcome, a different story.

Intentional Inquiry

Intentional inquiry is a method of asking questions with a purpose in mind.

The inquiring person intends to inspire reflection and new thinking.

Intentional inquiry invites the storyteller to step beyond the stuck conflict story into a new resolution story.

Crafting Intentional Questions

What work do I want this question to do? What kinds of response is this question likely to

inspire? Is this question born of genuine curiosity? Do I have an answer in mind? Are my own assumptions embedded in this

question?

Activity: Dilemma Exercise

Primary-Coach Approach to Teaming:Operational Definition

The operational definition of a primary-coach approach to teaming is the use of a multi-disciplinary, geographically-based team, where one member is selected as the primary coach, receives coaching support from other team members, and provides direct support to the parents and other care providers using coaching and natural learning environment practices to strengthen parenting competence and confidence in promoting child learning and development.

Rush and Sheldon

Implementation Conditions

1. All therapists and educators on the team must be available to serve as a primary coach.

2. All team members attend regular team meetings for the purpose of colleague-to-colleague coaching and support.

3. The primary coach is selected from among other team members according to desired outcomes of the family, the relationship between the primary coach and the family and other care providers, and the knowledge and availability of the coach and family.

Implementation Conditions

4. Joint visits are essential when implementing a primary-coach approach to teaming. A joint visit is defined as a visit in which another team member accompanies the primary coach for the purpose of supporting him/her, the child’s care providers, and the child in a timely and effective manner.

5. The primary coach for a family should rarely change.

Rush and Sheldon

Joint Planning

Coach and coachee agree on a a two-part plan:What is going to be done by whom

between visits, andWhat they will do during the next visit.

Coach and Coachee review the joint plan at the beginning of the next visit.

Structure of a Coaching Conversation

Check – in Coaching Request Coaching Conversation Review previous practices / action New practices / action Acknowledgement

Wrap-up

What new learning or insight have you experienced as a result of this conversation?

What will you do with this information? What action will you take on the basis

of this learning?