Coaching Toolkit for Child Welfare

Chapter 8: Readiness 215

in tandem with a feeling of helplessness due to lack of resources,
high case loads, secondary trauma, and other factors. Stressors must
be acknowledged prior to asking staff to engage in new learning
experiences.

New ideas are valued and encouraged (McGill, Slocum & Lei,
1992). All levels of staff are valued when they brainstorm solutions
to challenges and potential programs or strategies to implement.

Supervisors and co-workers provide support, allowing
individuals to learn and attempt to implement new ideas
(Dubin, 1990; Tracey, Tannenbaum & Kavanaugh, 1995).
Learners must be allowed to spend time in training and in the
consequent transfer of the learning process.

Policies and practices support the effective use of training.
Learners will be more engaged in learning and in enhancing the
effectiveness of the organization if training is available, relevant and
applicable to their jobs. If learners buy into training and see how it
fits into the big picture, their chances of success are greatly
enhanced.

Assessing readiness

The first step to creating a learning organization is assessing
readiness, both individually and organizationally. Table 8.1
describes characteristics of organizations that help or hinder the
coaching process.