From Expert to Consultant to Coach: Reflecting on our Roles

1. From Expert to Consultant to Coach: Reflecting on our Roles Greg Abell, Prinicipal Sound Options Group, LLC

2. 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?

3. Roles we inhabit • Professional: Educator, SLP, OT, PT, Psych.,Healthcare, Nutritionist • Lead Agency • Service Provider • Expert • Consultant • Other?

4. 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?

5. 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 Answers Ronald A. Heifetz

6. Situational Styles

7. 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?

8. 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 Change William Bridges

9. “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

10. Phases of Transition • Ending or Letting Go • The Neutral Zone • New Beginnings

11. 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.

12. Characteristics of Coaching • Joint Planning • Observation • Action/Practice • Reflection • Feedback Sheldon and Rush

13. 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?

14. 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

15. TELLING Judgment Hubris Pretense Dismiss LEARNING Curiosity Humble Presence Acknowledge Two Types of Stances

16. In a “Learning” Stance Shift your internal orientation from: • Certainty to Curiosity • Debate to Exploration • Simplicity to Complexity • “Either/Or” to “And”

17. 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.

18. Establishing the Relationship Intentional Inquiry: • Strengths / Interest Based Questions • Challenges • Formal / Informal Supports For 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?

19. 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)

20. 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

21. 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.

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

23. 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.

24. 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

25. 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

26. Implementation Conditions • All therapists and educators on the team must be available to serve as a primary coach. • All team members attend regular team meetings for the purpose of colleague-to-colleague coaching and support. • 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.

27. Implementation Conditions • 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. • The primary coach for a family should rarely change. Rush and Sheldon

28. Joint Planning • Coach and coachee agree on a a two-part plan: • What is going to be done by whom between visits, and • What they will do during the next visit. • Coach and Coachee review the joint plan at the beginning of the next visit.

29. Structure of a Coaching Conversation • Check – in • Coaching Request • Coaching Conversation • Review previous practices / action • New practices / action • Acknowledgement

30. 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?