Chapter 9: The Coach 233However, with the assistance of managers and supervisors serving
as coaches, learning may be more authentic and results achieved
more quickly.
Example: Preparing supervisors to coachA child welfare organization recently implemented ice-breakers.
Supervisors were engaged early in the implementation process. It
was important for supervisors to have the proficient skills in ice-
breakers as they were to assist staff in their respective use of the
skill. Supervisors used the child welfare s kills-based coaching
model, providing significant opportunities for new learners to
observe them facilitating ice-breakers. Learners were asked to
facilitate ice-breakers with supervisors present, demonstrating their
use of new skills. Ample time was spent allowing for reflection and
feedback. Importantly, supervisors ensured the learning process was
supportive and non-punitive.
Supervisors can also implement a more formalized coaching model,
such as the CLEAR model or the child welfare skills-based coaching
model.
As supervisors move from employing the strategies as part of
everyday normal supervision to using a formalized, purposeful
coaching method, they must take special steps to ensure coaching
success. The supervisor must
understand the impacts of voluntary vs. mandatory coaching;
understand the potential consequences to staff;