Coaching in the Field of Child Welfare - In Organization

This section examines topics related to coaching in the organization, specifically:

1. Organizational Readiness
2. The Learning Environment
3. Coaching Implementation Planning

Organizational Readiness

Organizational leadership must build and maintain a climate where coaching is viewed as important and where the predominant style of managing and working together is through a coaching framework. Megginson and Clutterbuck (2005) identify four main stages to incorporate a culture of coaching into an organization.

Four stages to creating a culture of coaching include the following:

• Nascent: The organization conveys little or no commitment to creating a coaching culture. This is the beginning stage of creating a culture of learning.
• Tactical: The organization recognizes the value of creating a coaching culture, but there is little understanding of what that means and what will be involved. In this stage, some staff members may have already begun the coaching process.
• Strategic: The organization has begun to expend effort and time in educating staff about the value of coaching and training people to coach in a variety of settings. Coaching at this point is discussed, and staff knows coaching may be used as a learning tool.
• Embedded: People at all levels are engaged in coaching, both formally and informally, within the same function and across functions and levels.

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The Learning Environment

Coaching is best integrated into an organization that already has a strongly established learning environment. As noted in A Child Welfare Coaching Framework, the learning environment is the foundation upon which coaching can be implemented. Without the learning environment in place, staff may not take the risks necessary to learn or engage fully in the coaching process.

Differences in the learning environments, and the relative success of each organization in preparing and developing its staff, have unique implications for promoting continuous learning.
~ Tannenbaum 1997 p.441

Tannenbaum (1997) suggests that eight characteristics are present in a positive learning environment.

The eight characteristics of a positive learning environment include the following:

1. Individuals are aware of the “big picture.” Learners at every level understand what the organization is trying to accomplish and how they relate to others in the organization. When individuals understand the “big picture,” they can ensure their personal goals are in balance with organizational goals.
2. Individuals are assigned tasks where they can apply what they have learned and where they are stretched and challenged (Dubin, 1990). Learners must have ample opportunity to apply new skills and put into practice the skills they have been taught in more formalized trainings events.
3. Mistakes are tolerated during learning and early application, when individuals are trying new ideas and skills (Gundry, Kickul & Prather, 1994; Sitkin, 1991). This cannot be emphasized enough. If learners do not feel they have the ability to make mistakes without reproach from supervisors or agency leadership, they will shy away from taking risks and trying newly acquired skills. Fear of reprisal can inhibit learning, initiative, and innovation (Suarez, 1994).
4. Individuals are accountable for learning, and performance expectations are high enough to necessitate continued personal growth (Rosow & Zager, 1988). Supervisors and other leaders must maintain high expectations for performance and continuous learning. Supervisors who assist with the transfer of learning from the training event to everyday practice promote professional development and growth. Individuals are recognized for newly learned skills and for appropriate risk taking.
5. Situational constraints to learning and performance are identified and minimized. Burnout is high among social workers, which is due partly to the high intensity of stress and pressure, often 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.
6. 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.
7. 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.
8. 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.

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Coaching Implementation Planning

To effectively address the complex issues within child welfare services, it is important to develop a deliberate and thorough coaching implementation plan.

If you don’t know where you’re going, you might wind up someplace else.
~Yogi Berra

The coaching implementation plan can be quite detailed. Use the following questions as a starting point for creating an implementation plan.

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