40 The Coaching Toolkit for Child Welfare Practice
scarce, demands abound, and the environment is fast paced and
high pressure. Each member has special skill sets and techniques
essential to creating a culture of learning.
Willingness and good chemistry were by
far the most frequently cited ingredients
of a successful coaching relationship.
~ Scoular, 2009, p.96
Roles of each member in the community of learning
Learners: Learners will benefit from remaining open to the coaching
process. While learners may need some time to adjust, they must
eventually commit to the coaching process. From this commitment,
learners will discover they can take risks to learn new skills and be
actively prepared for coaching sessions.
Supervisors: The role of supervisors is two-fold: (a) to support staff
who are being coached by an external coach or by a peer or other
staff member or (b) to actively coach the staff, either informally or
formally. In either scenario, supervisors must p rovide staff with
time to attend coaching sessions, ensure learners’ goals are aligned
with agency policy, and provide additional resources and support as
needed.
Agency leadership: Leadership sets the stage for a successful
learning environment by working to provide an environment where