Coaching Toolkit for Child Welfare

234 The Coaching Toolkit for Child Welfare Practice

 understand the current level of trust between the staff and
supervisor;

 empathize with staff regarding their likely concerns about
performing new tasks in front of the supervisor; and

 become well skilled at the task of enrollment — address learners'
resistance to engage in a new program they may not want to use.

When supervisors formally coach, there appears to be a natural fear
and defensive response on the part of the learner, preventing the
coaching process from becoming a full learning experience
(Gallacher, 1997). Many researchers argue the need to separate
formalized coaching from supervision — especially if coaching is to
be accepted by the learner (e.g., Hargreaves & Dawes, 1990;
Gallacher, 1997). As such, it is imperative to acknowledge the
differences between supervision and coaching and know how to
adjust as needed. When using formal coaching models or strategies,
supervisors must do the following:

1. (^) Build trust. T he coaching environment should be a place
   where staff can take risks without fear of mistakes being noted
   in performance evaluations or disciplinary actions.


2. (^) Set clear boundaries. It is essential that supervisors formally
   acknowledge when they are coaching and how performance
   concerns will be addressed. Lines can easily blur between
   supervisor and coach, creating a multitude of potential
   boundary issues. Supervisors must clearly articulate to
   individuals when they are coaching and when they are