100 The Coaching Toolkit for Child Welfare Practice
and the learner says, "yes, but... [fill in the answer]." Rather, coaches
should ask what, when, and how questions which will push learners
to give increasingly greater detail in her or his answers. Here are
examples of what, when, and how questions:
How is what you are doing now hurting or helping you?
What can you do about [identified barriers]?
How can you make it better?
What can you change in your approach?
How are you going to get it done?
What do you need to do differently?
When can you do it?
When will you get it done?
Use significant caution when asking why questions. They may
simply give learners an opportunity to give excuses for not meeting
the required performance standard. Sometimes, coaches might need
to use assertive talking skills, especially if the learner attempts to
manipulate the coach to feel angry, frustrated, or guilty rather than
staying focused on problem solving to improve excellence in
practice.
Giving Feedback
Coaches must master the timeliness of providing feedback. If they
have appropriately facilitated reflection it is possible the feedback
stage will be quite natural; those who master feedback will use an