Why use coaching as a learning and professional development strategy?
Traditional one-off training is not enough – research shows that even with the best training ever we retain only 10-20% of that knowledge without reinforcement of that original learning – especially when we get back to the busy human services work places! One-off classroom training rarely results in positive, long-term changes in learners’ professional knowledge skills and attitudes.
Ever heard of the Forgetting Curve?
It is a long standing piece of research by a guy named Hermann Ebbinghaus and backed up over many decades by neuroscience – put simply – our brain has a use it or lose it policy! Google it!
To make information ‘sticky’ it needs to be reinforced and practiced until it is embedded in our longer term memory – purposeful spaced repetition achieves this! We must review, reinforce and scaffold the learning!
I use the terms coaching and spaced repetition, however organisations might use language such as ‘action learning’, ‘group and individual supervision’, ‘continuous conversations’, ‘team reflection’ etcetera to describe a spaced repetitive learning forum. It does not matter the terminology – just do it!
Coaching is a continuous quality improvement and implementation method or strategy to build both individual and team capacity and skill development toward the implementation goals.
Whom do I coach?
I coach groups or individuals in the human services and child protection sector.
What is my coaching framework?
- Strongly underpinned by solution focused approach using the person(s) skills and ideas to solve problems and move to a future they want
- An eclectic use of learning theory and adult learning strategies
- Use of mentoring processes in the niche subject matter of child protection and human services
- Guided by safety centred practice principles and practices
- Guided by motivational interviewing strategies and humanistic (Rogerian) counselling practices
- Guided by resilience-based theory and models
- Application of Tony Morrison’s supervision framework
- Strongly influence by Positive intelligence theory and practice
- Guided by trauma-informed theory
- Includes a deep understanding of being socially aware and responsible about privilege I have in my life
What do I coach to?
It’s parallel process – by the organization supporting the individual(s) learning needs families we work with benefit!
I coach to:
- Foundational child protection practice to new workers in NGO and statutory teams
- Restoration/reunification practice
- Solution focused case planning and using solution focused questions as an intervention
- Implementation – making it easier
- Safety centred practices
- Growing leadership skills and capabilities
- Positive intelligence practice
- The use of Structured Decision Making® assessments
- Any topic that I train in (see training modules – add link) to deepen and embed the knowledge and practice because one off training is not enough to facilitate practice change and new programs
What benefit will participants get from coaching?
- A greater depth of learning from trying on new skills and having a space to reflect and receive feedback on what worked well and what they might do differently next time
- Time to do some slow thinking and focus their own practice and learning needs support to take action
- Support to process and analyse adaptive challenges of complex human services work
- Enhanced critical thinking
- Strategies and concrete tools to use with the people you work with
- Skills to build relationships
- Strategies to adopt a coaching based supervision style
- Sustainable practice changes
- Increased motivation and empowerment in the job
- And at the end of the day, the families we work with are the important beneficiaries of the coaching!