Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Activity 12: Practice #8 – Coach to Maximize Worker Effectiveness
Purpose: To build understanding of the concepts and application of the coaching process as
it relates to the supervisor’s educative role. To establish connections between the practices of
performance appraisal, building worker capacity, and coaching as interrelated strategies for
building effective worker performance.
Time: 120 minutes
Objectives: Through this activity, the supervisor will:
1. Explain the four components of the Coaching Model.
2. List and describe the steps of the coaching process.
3. Practice coaching conference skills in simulated situations.
4. Complete a Coaching Planner to use with a direct report.
5. Apply the coaching process with a direct report.
6. Summarize the results of an actual coaching conference with a direct report.
Materials: (change below as needed)
 Learner’s Guide
 Supplemental Handout – Coaching Action Planner
 Flip chart and markers
 Projector
 PowerPoint file
Sequence: (of topics/exercises)
Time
Framing Our Look at Coaching
Coaching Model Overview: Approaches and Analysis
Coaching Process
Coaching Skills
Application Exercise
Coaching Planner & Assignment
15 min.
15 min.
15 min.
30 min
35 min.
10 min.
V2: 1/2007
Module 2 Activity 12
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Activity 12: Coach to Maximize Worker Effectiveness (Total Minutes =
105)
Method
Script
Tips/Notes
Framing Our Look at Coaching (15 minutes)
People Management
Practices
Slide #1
Coach to Maximize Worker Performance
Mod 2 Act 14
Integrative
Statement:
1
“In getting work done through others, we’ve
discussed the importance of setting performance
expectations and rating performance through the
use of the PES process. We talked about how that
process ends in the creation of a development plan,
and we’ve looked at how to employ principles of
adult learning and the experiential learning cycle in
designing strategies to develop workers.
Bearing in mind that we are working on the positive
side of employee development – dealing with
performance issues that can be resolved through a
variety of processes other than disciplinary
correction – we need to integrate one further tool
into our toolbox of supervisory interventions for
developing our workforce: Coaching.”

Do:
V2: 1/2007
Open the discussion on Coaching with the
following slides illustrating 16 reasons why
employees don’t do what they’re supposed to
do.
Module 2 Activity 12
From: Coaching
for Improved Work
Performance.
Ferdinand F.
Fournies, 2000.
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Why don’t they do it?
1.
2.
3.
Slides #2-5
4.
They don’t know what they are supposed
to do.
They don’t know how to do it.
They don’t know why they should be
doing it.
They think they are doing it (lack of
feedback).
Mod 2 Act 14
2
Why don’t they do it?
5.
6.
7.
8.
There are obstacles beyond their control.
They think it will not work.
They think their way is better.
They think something is more important
(priorities).
Mod 2 Act 14
3
Why don’t they do it?
9.
10.
11.
12.
There is no positive consequence to
them for doing it.
There is a negative consequence to
them for doing it.
There is a positive consequence to them
for not doing it.
There is no negative consequence to
them for not doing it.
Mod 2 Act 14
4
The resulting list is
sequenced by
highest to lowest
frequency.
Why don’t they do it?
13.
14.
15.
16.
Personal limits (incapacity).
Personal problems.
Fear (they anticipate future negative
consequences).
No one could do it.
Mod 2 Act 14
V2: 1/2007
This material is the
result of Fournies’
research on
practical
explanations on
reasons for good
and poor
employee
performance. The
initial sample was
4,000 private &
public sector
managers whose
education ranged
from H.S. diploma
to Ph.D., and
whose level in the
organization was
from front line
supervisor to
executive. He later
expanded the
sample to 25,000
managers
worldwide. Got
consistent results.
5
Module 2 Activity 12
Note the
relevance of the
matter of choice.
Reasons 1,2,4,5
13 and 16 all have
nothing to do with
the employee
choosing not to do
it. All other
reasons – 3, 6, 7,
8, 9,10, 11, 12, 14
& 15 are logical
reasons why
employees choose
not to do it.
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
“What are your insights about this list?
Ask:
What, if anything surprises you?”
Here’s what Fournies found surprising…
Note: The most
frequently reported
item - #1 – “They
didn’t know they
were supposed to
do” is something
very easily
correctible by
supervisors. See
Key points below.
Surprises from the research…


Slides #6-7

Item #1 appeared first or second on
supervisor’s lists 99% of the time.
When Supervisors try to solve nonperformance, they rarely select this as a place
to start.
Only 2 items on the list point to something
inherently wrong with the worker (personal
limits, or personal problems).
Mod 2 Act 14
6
Surprises from the Research…


“The majority of the reasons for
nonperformance are obviously there because
management didn’t do something right or did
something wrong.
Most of the reasons appear to be the result of
a communication problem – lack of direction
and lack of feedback.”

Ferdinand Founies. Coaching for Improved Work
Performance
Mod 2 Act 14



Key Points
Ask:
7
Item #1 appeared first or second on supervisor’s
lists 99% of the time.
When Supervisors try to solve non-performance,
they rarely select this as a place to start.
Most of the reasons appear to be the result of a
communication problem – lack of direction and
lack of feedback.”
“In Module 1, you had to list the attributes of good
and poor leaders. I want you to think now of
supervisors who were effective “coaches.”
What did they do? What made them good
coaches?
(Chart Responses)
V2: 1/2007
Module 2 Activity 12
One major reason
supervisors fail to
improve employee
performance
problems is that
their solutions are
not related to the
problem.
Good Coaches:
clearly
communicate
expectations; point
out where
performance is
lacking; explain
what to do, how
and why; provide
instructive
feedback; provide
support and
resources for
improvement.
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide

Key Points
Do:
Ask:
Add value to participants responses with the
following:
The effective coach:
 maintains positive work relationships
 conducts conversations that are fully
interactive/reciprocal and balanced
 communicates respect
 is change-oriented, focusing on what can be
improved, modified or developed
 focuses on the problem – that can be objectively
described. Their goal is to fix performance not
fix people. They refrain from character
assassination, guilt trips, or accusations.


Acknowledge contributions of class.
Add to the chart the following list of leadership
attributes related to coaching, as outlined by
Kouzes and Posner:
1. Honesty – involves ethics and
integrity;
2. Forward Looking – longer-term
rather than shorter-term thinking;
3. Inspiring – ability to fire people up;
4. Competent – knows the game or
willing to learn;
5. Fair-minded – treating people
consistently and doing what’s right.
“If the following is a fair definition of coaching, how
do these attributes enhance the credibility and
effectiveness of the coach?”
Coaching
Slide # 8


Coaching is: a guided relationship in which
one person assists in the development of
another person’s competencies.
Coaching is:




Forward looking.
Change oriented.
Focused on development.
An ongoing process.

Mod 2 Act 14
V2: 1/2007
Personnel Administration Office, Govt. of Alberta, CA
8
Module 2 Activity 12
The Leadership
Challenge. Kouzes
and Posner,
Tie the leadership
attributes to the
definition of
coaching to create
a profile of an
effective coach.
Alternative: draw a
caricature of the
effective coach on
the easel, and ask
the participants to
describe what the
eyes, ears, mouth,
brain and heart
would be like.
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Coaching Model Overview: Approaches and Analysis (15 minutes)

Explain that this material on coaching is based
on a coaching model with four components.
Show and explain the model.
Refer participants to pg. 65 in their Learner’s
Guide.


Key Points
Coaching Model
Coaching Model
Coaching
Analysis
Slides # 9 - 10
Coaching
Approach
Excellent
Coaching
Coaching
Process
Coaching
Skills
Mod 2 Act 14
9
Coaching Approaches




Resolving Problems = Advising
Supporting Performance = Guiding
Teaching Skills and Process = Tutoring
Adjusting Performance = Confronting
Mod 2 Act 14


Key Points

10
Coaching
There are different approaches to coaching,
Approaches
based upon the nature of the performance
issue.
Explain the approaches and provide or elicit
examples. Refer participants to pg. 66 in their
Learner’s Guide.
Coaching Approaches:
 Resolving Problems = Advising/Counseling
 Supporting Performance = Guiding/
Mentoring
 Teaching Skills and Process = Tutoring
 Adjusting Performance = Confronting
Advising/Counseling:
 This approach is focused on solving some
technical, organizational or other problem that is
blocking performance.
 Typical Outcomes are:
V2: 1/2007
Module 2 Activity 12
From: Coaching
for Commitment.
Dennis Kinlaw.
1999.
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Supervisory Practices in Child Welfare
Module 2: People Management
Key Points






Instructor’s Guide
accurate description of problem and causes.
technical and organizational insight.
venting of strong feelings.
changes in point of view.
commitment to self-sufficiency.
deeper personal insight into one’s own
feelings and behavior.
Guiding/Mentoring:
 focused on helping someone understand their
organizational environment and/or plan and take
responsibility for his/her career development.
 Typical Outcomes are:
 development of political savvy
 sensitivity to organization’s culture
 personal networking
 greater pro-activity in managing one’s career
 commitment to organization’s goals and
values
 sensitivity to idiosyncrasies of organization’s
leaders
Tutoring:
 Focused on helping employee gain new
knowledge/skill.
 Typical Outcomes are:
 increased technical competence
 increased breadth of technical understanding
 movement to an expert status
 increased learning pace
 commitment to continuous learning
Confronting:
 About deficits in performance.
 Typical Outcomes are:
 clarification of performance expectations
 identification of performance shortfalls
 acceptance of more difficult tasks
 strategies to improve performance
 commitment to continuous improvement
Say:
“Before you can make a sound decision about the
type of coaching approach you need to take, you
must first conduct a Coaching Analysis.
Coaching
Analysis
You must look at the performance and ask what’s
going on? What’s contributing to the current
V2: 1/2007
Module 2 Activity 12
Page 7 of 14
Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
level of performance, and how can you enhance
it.”

Do:


Key Points


Explain that the first step in Coaching has to do
with conducting an analysis to see what is
behind the non-performance.
Stress that this ANALYSIS of what is behind the
performance is a search for facts, not
assumptions.
In identifying the deficiency – look for
measurable behavior. You must know what
the behavior is, so that you can recognize
whether it is changing or improved through your
coaching.
Examples of measurable behavior:
 My worker’s SARs are never complete on
the 1st submission
 My worker fails to post her schedule and let
me know when she’s going into the field.
Examples of NOT measurable behavior:
 My caseworker thinks he/she doesn’t have to
fill in all the information (you can’t know or
measure what he/she thinks)
 My caseworker forgets who’s the boss! She
lacks commitment – is lazy.

Do:
Ask:
Have participants read the quote from Ferdinand Prevention of the
“all-seeing, allFournies in their Learner’s Guide, pg. 67.
knowing disease”
establishes the
rationale for
conducting the
Coaching
Analysis.
“Have you ever run across anyone – not just
supervisors – with the all-seeing, all-knowing
disease? (A spouse, a relative, a friend?)
Without mentioning names, anyone care to share
an example?
What was the impact on you? Was their thinking
helpful?
V2: 1/2007
Module 2 Activity 12
Page 8 of 14
Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide

Explain that without a proper coaching
analysis, you may, like the supervisor in
Fournies quote, expend a great deal of effort
applying solutions to correct non-existent
reasons for poor performance.

Refer participants to the Coaching Analysis
flowchart on pg. 68 of their Learner’s Guide, and
review.
Acknowledge similarities between this and the
Mager-Pipe flowchart.
Have participants, as a class, identify the issues
that can be addressed through some form of
coaching.
Identify those that have to do with negative
corrective action, or discipline.
Acknowledge that they will be given information
on how to pursue corrective action on the
following class day under “Manage Performance
Problems.”
Explain that the rest of this material will focus on
the other causes of non-performance, using
coaching as a strategy to shape and direct
performance improvement.
Key Point
Do:





The Coaching Process (15 minutes)
Do:


Introduce the Coaching Process Model
Discuss the 3 Stages in the model, and the
activities within them.
Coaching
Process
Coaching Process:
Prepare
Conference
Results
Review
Expectations for
Performance
Coaching Analysis
Slide #11-13
Gather facts and
observations
Plan strategy for
discussion
Anticipate
concerns
Mod 2 Act 14
V2: 1/2007
8
Module 2 Activity 12
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Coaching Process:
Prepare
Conference
Review
Expectations for
Performance
Coaching Analysis
Gather facts and
observations
Plan strategy for
discussion
Anticipate
concerns
Clarify
Expectations
Present facts
Gain agreement
on problem
Discuss
alternatives
Agree on action to
be taken
Results
Mod 2 Act 14
9
Coaching Process:
Prepare
Conduct
Review
Expectations for
Performance
Coaching Analysis
Gather facts and
observations
Plan strategy for
discussion
Anticipate
concerns
Clarify
Expectations
Present facts
Gain agreement on
problem
Discuss
alternatives
Agree on action to
be taken
Results
Follow-up
with feedback
Measure
results
Repeat - or
Reinforce
Mod 2 Act 14
Ask:
10
“What might differentiate this coaching process
from a process you’d follow for a corrective action
or disciplinary conference?”
Coaching v. Discipline
Slide #14
Prepare
Conduct
Review
Expectations for
Performance
Coaching Analysis
Gather facts and
observations
Plan strategy for
discussion
Anticipate
concerns
Clarify
Expectations
Present facts
Gain agreement on
problem
Discuss
alternatives
Agree on action to
be taken
Mod 2 Act 14

Key Points




V2: 1/2007
Results
Follow-up
with feedback
Measure
results
Repeat - or
Reinforce
11
Agree that there are similarities in the
processes, but the tone and intent of the
Coaching process is rooted in the identification
of the cause of the performance discrepancy.
Review the differences in terms of the intent of
the coaching process, which is learning and
growth.
The coaching analysis reveals that the problem
is grounded in a need to develop skills or
provide a new understanding of how to achieve
the organization’s results.
The strategy for the discussion differs in that
there is no need for a discussion of corrective
action consequences.
The goals of the coaching conference are to
reach agreement on the performance to be
shaped or changed and the positive activities or
Module 2 Activity 12
Page 10 of 14
Supervisory Practices in Child Welfare
Module 2: People Management

Transition
Statement
Instructor’s Guide
strategies that will be used to effect that change.
Supervisors must not turn a coaching
conference into a discipline conference. If
the worker is consistently not performing the
tasks assigned through case conferencing or in
a coaching conference, the supervisor should
gather his/her facts and documentation, consult
his/her supervisor, HR and Labor Relations and
begin to plan a disciplinary process. (More to
come on day four of this Module – “Manage
Performance Problems.”)
“The coaching process is most likely to be
successful, to improve performance and maintain
positive relationships, when coaches employ certain
coaching process skills.”
Coaching Skills (30 minutes)
Say:
Do:
Ask:
“Let’s take a look at the skills associated with
effective coaching, and do some assessment of
your own capabilities.”
 Review Coaching Process skills on pg. 72 of
their Learner’s Guide.
 Give participants 5 minutes to rank their own
capability in each skill on a scale of 1 to 5 as
follows:
1. 1 – no capability
2. 2 – some capability
3. 3 –average capability
4. 4 – above average capability
5. 5 – mastery
 Ask volunteers to share some of their strengths
and areas needing improvement.
“What similarities or parallels do you see between
the use of these skills, and casework?”

Do:

V2: 1/2007
Emphasize
modeling
opportunity
Ask participants if they read the material in the
workbook assigned in the last class. If they
haven’t, advise participants to look over the
additional material on coaching skills (pp. 73-75)
on their own.
Refer them to the Coaching Matrix on pg.76 of
their Learner’s Guide.
Module 2 Activity 12
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Supervisory Practices in Child Welfare
Module 2: People Management
Instructor’s Guide
Coaching Matrix
Hi
Slide #15
Low
Mod 2 Act 14


Key Points
Say:
Do:

Empower
Hi Structure
Low Support
Low Structure
Low Support
Direct
Guide
Hi Structure
Hi Support
Low Structure
Hi Support
Hi
15
Explain the dimensions of “Structure, Support,
and Competence.”
Explain that to be effective as coaches,
supervisors must select the coaching style most
appropriate to the present needs of the worker.
The goal is to move all workers to the upper
right quadrant, by gradually decreasing the
amount of direction and support until the worker
can function well in that quadrant.
“Let’s take a few minutes now to make an
assessment of your work units, and discuss some
issues of time and balance.”






V2: 1/2007
Low
Teach
Break class into small groups.
Have each participant individually create a
unit profile by identifying how many workers
they have, and in which quadrant they are
functioning overall. (How much support and
structure do they need to provide to each
individual.)
Have participants share their unit profiles with
the others at their table.
Have the groups answer the following
questions: (post questions on easel)
1. Given the profiles, and in an ideal world,
how much time on average should you
be spending in coaching their workers?
2. How much time do you actually spend?
3. What barriers do you face to spending
more time in coaching activities?
4. What strategies might you use to remove
or ameliorate those barriers?
5. What can you do with the proficient
workers to continue to develop them?
Have groups appoint a recorder/reporter.
Allow 15-20 minutes for these discussions.
Module 2 Activity 12
Post questions
on an easel
sheet.
Page 12 of 14
Supervisory Practices in Child Welfare
Module 2: People Management
Ask:
Instructor’s Guide
“What did you discover by looking at the profile of
your unit, and at the time you actually spend on
coaching?”
“What did you identify as barriers to doing more
coaching?” (chart answers)
“What were some strategies you came up with for
removing those barriers?” (chart answers)
“What ideas did you surface to continuously grow
your more proficient workers?” (Chart answers)
Say:
“It’s no surprise that finding time to coach is a
challenge in the child welfare business. However,
coaching sessions are an investment that will pay
off in the long run. The more time you can invest in
developing your staff, the more proficient they
become. The more proficient they become at
managing their caseloads, the less crisis-driven will
your work will become.
Given all that, it’s time to apply and practice what
we’ve learned about the coaching conference and
coaching process skills in a simulation”
Application Exercise (35 min.)







V2: 1/2007
Explain that this is a role-playing exercise.
Break class into triads.
Have participants turn to pp. 79-80 in their
Learner’s Guide.
Explain that they will take turns role playing a
coaching conference. Each person will play
each role once and then rotate until all have
played all three roles.
Supervisors are to rehearse moving through the
steps of the coaching conference listed in their
Guide on page 70 (Conducting the Coaching
Conference).
Workers should be advised to ask questions and
behave as realistically as possible.
Observers are to use the observation checklist
and note the coaching skills employed by the
supervisor.
Module 2 Activity 12
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Supervisory Practices in Child Welfare
Module 2: People Management



Instructor’s Guide
Observers are also to give feedback on the
supervisor’s execution of the coaching
conference when time is called.
Allow 5 minutes per role play before calling time.
Allow 3-5 minutes for triads to debrief. Then
switch roles and repeat two more times.
Conduct short debriefing when rotations are
done.
“What did you learn from this exercise?”
Ask:
“How comfortable were you in the role?”
“Where there any observations of your behavior
that surprised you?”
Coaching Planner & Assignment (10 minutes)

Do:
Transition
Statement
Explain that their associated field assignment for
this activity is to complete a coaching
conference with one of their workers.
 Have participants turn to page 81 in their
Learner’s Guide, “Application Exercise:
Coaching Planner.” This page details the
instructions for completion of the Coaching
Planner. Review them with the group.
 Review pp. 82-85 - Coaching Action Planner.
Have them start to think about which of their
direct reports they will coach, and fill out the first
four questions on the planner.
 If time, ask a few volunteers to share their plan
(not the name of the worker) with the class.
 Remind them that they must complete the
Planner and turn it in on the last class day of
Module 3 – Casework Management.
“Coaching is a development tool used by
supervisors to guide their workers toward increased
competence. Decisions about which competencies
to focus on are grounded in a review of their
performance against the standards and
requirements of the job as contained in their formal
performance agreement.
Distribute a blank
copy that they can
use to write on, or
email them the
electronic copy at
your next office
day.
Our next discussion will be around assessing and
evaluating performance, and the use of the State’s
Performance Evaluation System (PES).
V2: 1/2007
Module 2 Activity 12
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