152 The Coaching Toolkit for Child Welfare Practice
6.5). The learner is provided with time to observe an expert using
the desired skills; then the learner has the opportunity to
demonstrate his or her use of the skill. This model is cyclical in
nature — a process of learning and engaging to help the learner
integrate and implement a discrete skill. The coach using this model
is “hands-on” and purposeful.
There is no time limit imposed on these seven steps; indeed,
sometimes these steps may occur almost simultaneously.
Table 6.5. Child Welfare Skills-Based Coaching Model (adapted from Rush & Sheldon,
2007 and Gallacher, 1997)
Steps Description
Step 1:
Initial interest
Learners either identify a need for coaching or are offered
coaching as a result of an agency initiative or directive. The
overall purpose of coaching is clarified, with or without the
coach present. Learning contracts should be developed
between coaches and learners and with the agency
leadership if appropriate. Supervisors must be involved in
the contracting phase.Step 2:
Joint planning
Learners and coaches build rapport and trust and discuss
concerns and apprehensions. Expectations are shared
through the development of goals and objectives, either
using the Goal Attainment Rating Scale or using SMART
criteria (see Chapter 4: Capacity Building). Sometimes the
supervisor takes part in this session or at least is debriefed
about the goals of the coaching process.
The coach and learner agree upon process specifics: where,