Coaching in the Field of Child Welfare - Models
Background | Approaches | Models | In Organization | Framework and Foundation
A model comprises examples or standards for how to structure the overall coaching process. This section examines four types of coaching models:
The Child Welfare Skills-Based Coaching Model
The child welfare skills-based coaching model should be used when the learning goal is the attainment of a specific pre-identified skill. In this situation the coach is typically an expert in the skill being learned. Druckman & Bjork (1991, p. 61) suggest that “[skills coaching] consists of observing students and offering hints, feedback, reminders, new tasks or redirecting a student’s attention to a salient feature — all with the goal of making the student’s performance approximate the expert’s performance as closely as possible.”
Some examples of skills-based coaching goals include the following:
- Basic interviewing skills
- Forensic interviewing
- Group supervision
- Family meeting facilitation
- Testifying in court hearings
- Case plan development
- Court report writing
The child welfare skills-based coaching model is a seven-step process based on a series of observations and demonstrations (adapted from Rush & Sheldon, 2007 and Gallacher, 1997; see Table below). The learner is provided with time to observe an expert using the desired skills; then the learner has the opportunity to demonstrate his or her use of the skill. This model is cyclical in nature — a process of learning and engaging to help the learning integrate and implement a discrete skill. The coach using this model is “hands-on” and purposeful.
There is no time limit imposed on these seven steps; indeed, these steps sometimes occur simultaneously.
The CLEAR, Contracting, Listening, Exploring, Action, Review model was originally developed in the early 1980s. It is described as a “systematic transformational coaching” model, which purposefully facilitates the adult learning component of transformation (Hawkins & Smith 2006, p. 28).
The original CLEAR model provided coaches with a series of steps for the learner to reflect upon their work, which would lead to meaningful insight and a plan for incorporating new components into their career (Hawkins and Smith, 2006). Interestingly, once this isnight and plan were prepared, the coaching process would end; the model relied on the change to happen outside, or after the coaching session. Hawkins and Smith realized the learning, or the change, must occur during the coaching session. They adjusted the model, noting, “We have become increasingly aware that coahces and their clients are often frustrated when they recognize that in spite of making clear progress in their sessions, these new insights often do not lead to the hoped change back at work” (p. 28).
| CLEAR STEP | KEY INGREDIENTS AND TIPS FOR COACHES |
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Contracting |
Hawkins and Smith suggest starting with the end in mind (2006). Creating learning contracts set the stage for the coaching process by discussing the goal or outcome of the coaching, setting ground rules, discussing boundaries as appropriate, and identifying other specifics such as accountability, expectations, and evaluation. Coaches can use the following questions to help generate a learning contract:
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Listening |
The purpose of this stage is to facilitate learners’ personal insight into the identified subject of coaching. Hawkins and Smith (2006) identify the main job of the coach as listening, including asking questions to obtain information and elicit self-reflection. Coaches may ask the appropriate questions, but without effective listening skills they may miss key opportunities to engage the learner in a meaningful process of change. Coaches can demonstrate effective listening by using reflective statements:
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Exploring |
This phase has two components: (a) helping learners understand the personal impact of the current situation and (b) challenging learners to create new possibilities for future action in resolving the situation. This stage requires that coaches appropriately reflect what the learners achieved and challenges they have confronted. Coaches may employ various questions to assist learners in exploring this process.
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Action |
Coaches support learners in committing to moving forward and creating action steps. Coaches need to ensure learners create action steps, and the change is learner-led. Coaches should ask questions such as the following:
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Review |
Coaches take stock, reinforce progress, improvements, and commitments made; review the process and how it could be improved, and plan the future review after the action has been tried. The coach and learner have, at this point, officially completed the CLEAR coaching cycle. Next they must review and assess their actions. This does not necessarily signal the end of the coaching process, but does conclude the process of learning, action, and review. All of these steps may take place within one or many coaching sessions. Coaches may ask the following questions:
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Enrollment can vary by degree, and can be thought of as something similar to the commitment level of the learner and coach. Flaherty describes enrollment as something that is tangible and intentionally named in the coaching process (2010). Enrollment is a central tenet of this coaching toolkit. James Flaherty (2010) created a model for coaching that he named “the flow of coaching.” This model describes a cycle that may occur several times throughout the entire learning process. Flaherty’s Flow model is similar to the CLEAR model, in that the coaching process does not end until the desired change has begun to take effect. Importantly, note the first four tasks happen prior to the coaching conversation.
The Flow model features five basic stages: (a) establish relationship, (b) recognize opening, (c) assess, and observe, (e) enroll, and (f) have the coaching conversation (Flaherty, 2010).
Key features of the Flow Model:
| STAGE | DESCRIPTION |
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Stage 1: |
The first step is to establish a relationship that will help to create a strong foundation for coaching. This relationship is often overlooked in professional coaching where the coach attempts to begin the learning process without having a relationship that is based on openness, communication, appreciation, fairness, and shared commitment. |
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Stage 2: |
Coaches and learners identify openings for which a genuine partnership can be built. Even though learners may have been enrolled in coaching by their supervisor, coaches need to identify when the learner embraces the coaching process and when finds value in the coaching process. Openings refer to points during which coaches and learners together understand the goal and purpose of the learning topic. For example, during an initial conversation with his coach, social worker Terry discusses a desire to learn more about family finding. Terry does not totally buy-in to the concept of family finding as he acknowledges having some biases against biological extended family members. He expresses an urge to look at this issue more closely. Both Terry and his coach agree the purpose of the coaching session and/or entire process will be on the topic of family finding. |
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Stage 3: |
Learners and coaches engage in an assessment and observation of each other. Coaches can begin to formulate a plan for assessment of the skills learners currently maintain (which may be a self-assessment by each learner), and learners are given the task to observe someone doing the skills they desire. |
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Stage 4: |
Enrollment on the part of the learner must occur prior to authentic learning. Both the learner and coach make explicit what they are committed to accomplishing in the coaching program. Coaches must feel comfortable having frank conversations regarding potential barriers. If learners do not seem to be engaged, coaches must discuss potential reasons and help to remove barriers. The following questions may help coaches uncover hindrances or barriers:
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Stage 5: |
At this point, coaches (a) determine the scope of the coaching project, (b) define the structure, and (c) carry out coaching through the coaching session conversations. During the sessions coaches offer support, clarify outcomes, provide feedback, facilitate reflections, and conclude with more goal setting. |
The GROW (Goal Setting, Reality, Options, Wrap-up) model, first developed by Sir John Whitmore (1992, 1996), highlights the importance of goal setting and action planning. Anthony Grant (2011) modified Whitmore’s model to highlight the iterative process of reviewing and evaluating past coaching sessions and making appropriate adjustments. In the RE (Review, Evaluate) GROW model, learning goals are continually redefined and adjusted, since action between sessions may lead to changed goals.
Re-Grow Model adapted from Grant, 2011)
| STAGE | DESCRIPTION |
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Stage 1: |
Establish realistic goals and learning contracts. Coaches may ask the following:
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Stage 2: |
Coaches explore and validate current situations and understand rational and goals. Coaches invite learners to describe their current situation and offer self-reflection and insight they currently have.
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Stage 3: |
Coaches work with learners to brainstorm options, as well as possible actions that have already been taken.
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Stage 4: |
Coaches work with learners to identify specific steps and obstacles, write an action plan, and check for commitment.
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