positive approach™ to coaching€¦ · positive approach™ to coaching what today will do for...

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Positive Approach™ to Coaching

What TODAY will DO for YOU!

“If you want to lead others, you have to first lead yourself.”

Review the following:

1. Personality Assessment a. Personality Trait cards

2. Learning Style Inventory a. Multiple Intelligences cards

3. Adult Experiential Learning Cycle cards a. Reflect on the Care Skills Day for use of the AELC and its

effect 4. GEMS™ cards

a. Look closely at Sapphires versus Diamonds 5. Six Pieces of the Puzzle

a. Especially when dealing with challenging situations

Classroom training:

OUR Classroom Day is about Becoming a PAC Coach. We will review work you did in the ON-LINE training and the CARE SKILLS DAY training to help you move from where you are to a SUCCESSFUL COACHING role – helping others gain and use skills that make a difference!

What you practice during classroom training will be yours to share with

others as you gain skill and become an effective and supportive coach. The

first person you will work to improve is who? Yeah – You!

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Key Learning for the Day:

1. You’ll learn the difference between traditional supervising and coaching, and how to improve outcomes when trying to change others’ behaviors towards people living with dementia. Certification Requirement:

Identify skills you will work on and how you plan to do it before the next call.

Document and record what you did using coaching language and skills and the outcome.

How did it compare to similar situations that you might have approached as a supervisor? – discuss and share with your PAC Mentor – build your skills with more drills.

2. You’ll learn to use pre-coaching and planned coaching using PPA™

strategies and scripts to guide yourself and help your team member gain

new skills and use them in planned interactions.

Certification Requirement:

Use the checklist and script during your planned PAC Coaching Sessions with your PAC Mentor and integrate the mutually agreed upon change into your next Coaching session, which you will record and submit.

Demonstrate the majority of the PAC Coaching Skills on a consistent basis. Multiple sessions may be required to achieve this objective.

Keeping sessions short, focused, and frequent is essential to success.

3. You’ll learn to Coach in the Moment, celebrating spontaneous use of skills,

as well as coping with challenging situations.

Certification Requirement:

Following successful completion of Coaching with a Plan, you will work on Coaching in the Moment – real world coaching. Your PAC Mentor will work with you to identify the process and possible ways to create opportunities to Coach in the Moment.

The objective is to use your PAC Coaching Skills to guide and support without triggering negative and primitive reactions through the use of personality and personal preference awareness, as well as key active listening skills and responsive behaviors.

Demonstrate use of positive affirmation, objective accountability statements and behaviors, and responsive modification for your team members' needs.

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4. You’ll learn how to conduct quick Huddle-Ups and create a game plan that

works with your situation. Certification Requirement:

In your first follow-up conversation with your PAC Mentor, you will lay out your proposed ‘Game Plan’ for your own training as well as that of your ‘team’ or group. Your PAC Mentor will help you modify and develop that game plan and set up supportive systems and gatherings to promote and foster success.

You will run at least one Huddle-Up and will have reported your activity and outcomes with your Coach and revisited the effort using suggested modifications.

5. You will learn how to continue to build your awareness, knowledge, and

skills while becoming a more active and integrated part of the PAC Team. Certification Requirement:

You are responsible for partnering with your PAC Mentor to complete all work within a timely manner. You are also responsible for daily drilling and rehearsing of skills identified and agreed upon. You will submit evidence of your drilling and rehearsing to your PAC Mentor. Your PAC Mentor will work with you to help you stay on track and correct any possible challenges that arise.

6. You will begin to more accurately use PAC Language and Skills when

completing your own work and when coaching others. Initial skills include: PPA™, HuH™, Visual-Verbal-Touch cues, basic GEMS™ identification and Active Listening. Certification Requirement:

After the workshop, you will work with your PAC Mentor to submit videos of you applying your newly learned skills. You and your PAC Mentor will review, role play and discuss evidence of improvement needed or success related to specific skills.

As a Certified PAC Coach, you will use the skills and language in all coaching activities. Sufficient evidence (completed checklist, videos, and interactions) will be needed to aid your PAC Mentor in determining, with your input, that you have achieved this level of performance.

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Practice Tools for PAC Coaches

Positive Physical Approach™ Cheat Sheet

1. Get into visual range

2. Knock – announce self

3. Pause at edge of personal space (6 ft)

4. Greet and smile

5. Move slowly – hand offered in handshake position

6. Move from the front to the side – supportive stance

7. Greet with a handshake and your name

8. Slide into Hand-under-Hand™ hold

9. Get at or below the person’s eye level

10. Be friendly – make a nice comment or smile

11. Give your message… simple, short, friendly

Coaching Cheat Sheet

1. Approach with PPA

2. Ask for permission to COACH (Do you have a few minutes to work on your skills?)

3. ASK: “So how do you think you did?”

4. Listen actively and use some of their words…

5. REVIEW the EVENT/TAPE/ACTIVITY

6. Use the PPA™ Cheat Sheet for specifics and steps

7. Work with the person to ID at least TWO pieces that are going well/improving

8. Work with the person to ID ONE piece to work on and then…

9. PRACTICE at least one time – Reinforce desired change

10. ASK for Follow-up

a. ID what the person will work on

b. ID when you will get back together

11. Report/Record progress, share with Leadership Coaching Team or PAC Mentor

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Coaching Skill Check-Off

Name of PAC Coach:__________________ Name of PAC Mentor:______________

Skill 1st try

2nd try

3rd try

Comments

Approach using PPA™ with learner

Connect – friendly personal greeting

Set up practice session

Video PPA™ use

Review video on own

Review video with learner

Ask learner to give feedback on self

Share back what learner observed – support as needed

Offer specific positive comments on skills used

Identify one skill area for improvement

Practice the use of the skill with the learner

Reinforce value and use of the skill as follow-up

Coach reinforces the effort and progress, if seen, and sets up next practice

Coach reports back to local head coach or PAC Mentor

Leader coach gives the learner coaching feedback

__Coaching skills are developing __ Improvement noted in this area: _____________________________________________ __ Continued work to practice in this area: _______________________________________ __No Change in Coaching Skills are noted __ Pass to another leader __ Address concern with the person – get feedback __ Ask your PAC Mentor for help with next steps

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Extended Coaching Skill Check-Off Skill 1st

try 2nd try

3rd try

Comments

Approach the learner in a positive and friendly manner

Share with the person – time to work on PPA™ Skills

Ask if they will work with you or set up a time to do so during the day

Set up the environment for the drill – practice of the approach

Video the approach so that the person being coached is visible and can be heard (the resident being approached also needs to be seen for distance and hand placement issues)*** (if the person is nervous about being videoed, volunteer to let them video you first and give you feedback first – then do them)

Thank the learner for doing the video

If you have 5 minutes, go ahead and review the video then with the learner, IF NOT then Coach independently reviews the video for PPA accuracy and skill use – sets up time for review within a day

Coach and learner watch video together

Coach asks learner to look at the PPA skill checklist and report how they feel they did on the skills – may need to re-watch to see specifics

Coach then reflects back to the person what they heard and where there are matches – if too hard on self, use positives, if to general work to specifics, if too positive look for something to work on

Coach then gives specific positive feedback on the approach skills

Coach then identifies ONE THING to focus on and work on in the next practice session

Coach sets up next session – right away if possible to reinforce and rehears the skill the right way for a few tries

Coach reinforces the effort, if seen, and the progress, if seen, and sets up next practice

Coach reports back to head coach using agreed upon method regarding PPA skill development AND coaching skill development for themselves

__Coaching skills are developing __ Improvement noted in this area: _____________________________________________ __ Continued work to practice in this area: _______________________________________ __No Change in Coaching Skills are noted __ Pass to another leader __ Address concern with the person – get feedback __ Ask your PAC Mentor for help with next steps

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Positive Physical Approach™ (PPA™) As you teach and coach learners through the steps of PPA™ it is important that you provide many opportunities for safe practice with you and other learners before working with people living with dementia. Both practice sessions and actual sessions with those living with dementia should be used for the coaching sessions.

Did the learner: 1st Try + = YES 0 =? - = NO

2nd Try + = YES 0 =? - = NO

3rd Try + = YES 0 =? - = NO

Comments

Use PPA™ to approach

1. Get into Visual Range

2. Knock or Announce Self (not a conversation)

3. Pause at 6 ft (edge of personal space)

4. Greet and Smile

5. Move Slowly – hand offered in ‘handshake’ position

6. Move from the front to the side (supportive stance)

7. Greet with a handshake and your name

8. Slide into Hand-under-Hand™ hold

9. Get to the person’s level

10. Be friendly -make a ‘nice’ comment or smile CONNECT

Introduce themselves and then seek the person’s name OR use the person’s name and give their name - “I’m Mary and you are…” or “Hi John, It’s Mary”

Find out about the person by sharing something -“I’m from Atlanta, and you’re from…?”

Give a compliment – looks, skills, appearance… Make a positive observation about something in the immediate area – visual

Share something known about the person or find something out about the person – in a friendly way

Other:

11. Give your message… simple, short, friendly

Rating: __ Routinely makes positive connections prior to asking the person to do something __ Makes positive connections, but only if reminded or occasionally – not a habit __ Typically, tries to get the person to do something without making positive connections, only makes

connections if prompted or reminded, after unsuccessful attempts __ Does not use the skills unless monitored

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PAC Hand-under-Hand™ Skill Check-Off Sheet Hand-under-Hand™ Guidance and Assistance -Watch the learner use Hand-under-Hand™ assistance in 3 observed situations. Rate their skills in each situation.

Did the learner: + = YES 0 =? - = NO

+ = YES 0 =? - = NO

+ = YES 0 =? - = NO

Comments

Identify the DOMINANT side for the person – set up, offer correct hand, move to

Use elements of PPA™ to get started – Use visual, then verbal, then touch cues

Offer your hand to the person in a handshake position to gain initial connection

Achieve the correct Hand-under-Hand™ positioning – the person being helped is on top

If using an object – place the item in your fingers and keep holding the person with your ring and little finger (strength)

If just using your hand, use your thumb, index, and middle finger (skill) for an action and continue to hold the person with your little and ring fingers (strength)

Place the hand you are not using on the person’s shoulder or another body part, joints are best, to create a third point of contact

Move the person’s hand and arm through the motion you are seeking – pausing or restarting if the person doesn’t follow through and move with you

Complete several repetitions of the action/task – pausing as needed so that the person is following along

Complete the activity with the person and indicate thanks and finish

Rating: __ Uses Hand-under-Hand™ regularly and accurately for interaction, care, movement, and engagement

activities __ Uses Hand-under-Hand™ in some situations without prompting, but needs guidance or prompting in

order to use it, when it would/should be used __ Has the basics of Hand-under-Hand™, but makes errors and doesn’t not have it down as a mastered

technique __ Has only the very basic understanding of the technique, needs cues or prompts to use it during tasks

or interactions __ Does not use Hand-under-Hand™ correctly __ Does not attempt the use of Hand-under-Hand™ when it would be helpful or important in connecting

or assisting a person with a task

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Order of Cues: Visual – Verbal – Tactile Cues Watch the learner while they assist in a variety of settings. Try to make at least 3 separate observations.

Did the learner: + = YES 0 =? - = NO

+ = YES 0 =? - = NO

+ = YES 0 =? - = NO

Comments

SHOW 1st - Give a visual cue - written info - picture info - gesture - object - mime - demonstrate - other _______________

TELL 2nd - Give a matching verbal cue - keep it short & simple - limit words -say it once & wait for a 3-5 count

TOUCH 3rd – Give a tactile cue - Hand-under-Hand™ - touch a body part - place an object in their hand - other _________________

Rating: __ Consistently uses all three methods and gives cues in the right order __ Uses the right sequence, but not always effective with specific cues __ With prompting or reminders can get the cues, but not yet a habit __ Does not use the three step cues with any regularity

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Recognizing GEMS™ Levels Behavior, Language, Interests, and Responses

Watch someone at ease and during 1-3 activities (mealtime, personal care task, and a leisure or productive activity) and then have the learner identify which GEMS™ Level they think the person is and explain why. If the learner gives an accurate explanation and good rationale, then they have achieved the goal.

Gem Level Activities Observed

Behaviors Noted

Language Noted

Responses Noted

Interests Noted

Sapphire

Diamond

Emerald

Amber

Ruby

Pearl

Rating: __ Identifies GEMS™ Levels – accurately and completely __ Understands the general idea, but still needs some guidance or help with specifics __ Doesn’t seem to have the GEMS™ information available to use in daily interactions

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Overall Check Off As a Certified PAC Coach, you may want to create your own checklists to add to this list if your learners are showing high levels of growth and skill. Otherwise, stay within the basic skills and drill for the skills until they have mastered them.

Skill Skill Mastered and Used

Skill Needs Work

Skill Needs

Retraining

Comments Date of

Rating

Positive Physical Approach™

Hand-under-Hand™

Visual-Verbal-Touch Cues

Recognize the GEMS™

Using Time-Out – to get and give help __ Learner uses Time-Out signals with peers to offer guidance and help __ Learner uses Time-Out signals to ask for guidance and help from others __ Learner seems to time themselves out when what they are trying to do doesn’t seem to work __ Learner only uses Time-Out to give feedback or guidance if prompted or cued __ Learner doesn’t use Time-Out signal to back off or get help when the interaction is NOT working __ Learner does not typically respond in a positive or favorable way when a Time-Out signal is given __ Learner does not seem to be able to recognize the need to stop, back off, and try again when the interaction is

not going well.

Using Time-Out Signals

PAC Certified Coach: ____________________________ (name) Date: _________________ PAC Skills Learner: ______________________________ (name) Date: _________________

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Practice the AELC as a PAC Coach

Learning Objective: Describe what students should know, understand, or be able

to do at the end of the coaching session that they couldn't do before.

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Having an Experience example:

_____________________

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Sharing questions:

_____________________

_____________________

_____________________

_____________________

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Thinking Out Loud examples:

Connecting It examples:

Using It examples:

SHARE ‘Concretes’ about what

happened

THINK OUT LOUD Why? Why not?

Meaning?

We All Learn In a Five Step Cycle

HAVE an EXPERIENCE

CONNECT IT Put puzzle pieces

together

USE IT Try out what was figured

out

Adult Experiential Learning

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Learning Styles as a PAC Coach

How are you addressing different learning styles?

Refer to your learning objective from the previous page, describe ways you could

adapt your coaching session to meet the needs of each type of learner.

Visual Spatial = Picture Smart:

Existential = BIG Picture Smart:

Kinesthetic = Body/Action Smart:

Intrapersonal = Me Smart

Interpersonal = People Smart

Logistical/Mathematical = Puzzle/Number Smart

Verbal/Linguistic = Word Smart

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Naturalistic = Pattern/Nature Smart

positive approach™ to coaching€¦ · positive approach™ to coaching what today will do for...

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