Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
SlideShare a Scribd company logo

Facilitator's guide and PPT for Coaching.pptx

•Download as PPTX, PDF•
•
E
EquinoxConsultants

The document outlines a training for peer coaching, describing it as a process where experienced staff provide guidance and support to help new staff learn job functions. It discusses the roles and expectations of coaches, providing guidance and tools for setting goals, implementing a coaching cycle of focus, action, and reflection, and best practices for peer coaching. The training is intended to help new staff learn through collaborative guidance from more experienced peers.

1 of 41
PEER COACHING On the job training Created by Puget Sound Regional Services November 2015
AGENDA SECTION 1 • Objectives • What is Peer Coaching? • Role & Expectations • Coaching Basics • Recap ON THE JOB • Practice with Checklist • Create/review Snapshot • Coach/demonstrate learning • Reflect on progress DAY 1 DAY 2 SECTION 2 • Coaching Cycle • SMART Goals • Recap SECTION 3 • Tools • Best Practices • Recap • Next Steps Day 2 (classroom optional) • Review and discuss on the job experience • Evaluation & Certification
SECTION 1  Objectives & Outcomes  What is Peer Coaching?  Attributes  Role & Expectations  Activity  Effective Coaching  Guide to Action  Video  Recap
Objectives & Outcomes What can you expect? To become a “qualified“ Peer Coach After this training, you should be able to:  Define what Peer Coaching is and why we are doing it  Understand your role and expectations  Identify and implement tools  Be able to apply best practices Objective Senior, knowledgeable staff will learn tools to use in order to best train and support New Staff (NS) to properly learn and perform the functions of their job.
What is Peer Coaching? Peer Coaching is a flexibly structured process that allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities. Why should we do it? Peer Coaching creates a collaborative environment for peers at any level of an organization to become resources for each other. Provides a standard of training designed to improve new staff’s experience, resulting in high quality support. When this happens your team will begin to drive accelerated personal, professional, and management development plans.
Who Should Be a Coach Direct Support Professionals who know the individual being supported, and have experience Individuals who want to continue to learn and develop new skills for themselves and others Those who are committed to providing quality support services The individual being supported should help determine who would be a good coach
Attributes What makes a successful coach? Has expectations and communicates them Good listener Promotes critical thinking Develops skills in others Impartial Creative Patient Accepts challenge & learns Positive Creates and discusses agendas, goals, and action plans Guides, supports new staff to learn and practice skills Finds new ways to train and support different types of learners Sees benefit in working with new staff to increase positive, reduce negative outcomes People learn at different paces. Adjusts methods, tries new approaches until it works Looks at challenge as a positive for growth & development on both sides Asks questions to guide the process, help new staff get to the answer Listens to understand Provides constructive feedback and ways to improve
Role & Expectations for Coaches Leader Develop, Guide, Commit Trainer Help NS learn functions of the job Team Member Exchange knowledge Role What You Do • Maintain positive, approachable attitude • Guide and support • Develop path for leadership • Commit to learning and growing • Communicate clearly • Ensure procedures are understood, learned, and followed • Apply teaching methods learned in Residential Training • Model, engage, set goals • Establish positive working relationships • Share and apply direct experience and knowledge of individual being supported • Create opportunities for success
Activity Part 1 1 How this works: 2 One team member will build ONLY one structure per the instructions given. DO NOT TALK. The other team members will watch. DO NOT take notes or photos of the structure, you cannot ask questions. 3 After instructed, Builder disassembles the structure. TIME ALLOTTED: 10 minutes
Effective Coaching -Provides intentional training – how does NS learn best? -Communicates clearly -Keeps NS focused -Promotes critical thinking -Offers support and encouragement -Shadow only or provides one time training -Lack of communication -No clear goals or action plans -Not available often or difficult to approach -Lack of constructive feedback Effective Learning Ineffective Learning Effective coaches understand individual training needs and promote good relationships Communication Performance Productivity Support quality Staff confidence & commitment Motivation
 Old habits are deeply ingrained due to comfort and/or familiarity DID YOU KNOW  You can rewire your brain and learn new habits  Adults need to hear or see something 6 or more times before they hear it New habits require rewiring the brain  establish new connections Practice, practice… practice Knowing what to do is not the same as doing it To change behavior you have to do the work! Apply what you learn on the job  Takes up to 20 days to form a new habit (through intentional practice)
Guide to Action Listen to understand Active listening Question to motivate Ask open ended questions Observe to help reflect Observe NS in the environment
Video
Activity Part 2 TIME ALLOTTED: 5 minutes Now the other team member(s) will build the EXACT same structure as the previous builder did in the first part of this activity. The new builder(s) cannot use the instructions, and must replicate the structure based on memory. 1
Recap What have we learned?  Peer Coaching allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities  A successful Coach has many attributes including a positive attitude, listening skills, and deriving positive outcomes from challenges  A Peer Coach is a leader, trainer, and team member who transfers knowledge and skills acquired from experience to NS  Job shadowing is not a sole method of teaching/learning. Other aspects of coaching need to be incorporated into your training approach  Guide to action: 1) Question to motivate, 2) Listen to understand, 3) Observe and reflect
Section 2  Coaching Cycle 1. Focus SMART Goals Activity 2. Action 3. Reflect  Recap
Focus Action Reflect Coaching Cycle
Coaching Cycle: Identify Focus Areas Help the individual stay focused and engaged 1. Talk about what is to be learned 2. Set a goal to learn or improve a skill 3. Encourage questions and sharing of concerns 4. Assess and discuss progress – what is your success criteria? 1. What does the individual want? 2. What do you need to focus on? Determine the best approach for coaching in those areas Support individual to focus on those areas until competence is demonstrated Multi-tasking is not effective: Individual should learn one area at a time
Coaching Cycle: Set Goals & Take Action Improve listening skills Goal Planned Action 1. What will you do to work on this skill in the next 48 hours? 2. How will you receive feedback? Goals help us understand what needs to be accomplished, and to set expectations Action Plans help us define how to accomplish the goals What actions would you take to improve listening skills?
SMART Goals What is a SMART goal, and when should we apply this method? pecific easurable ctionable elevant ime Bound What actions will you take to achieve the goal? How will you measure progress? How will you know when you have achieved the goal or completed the action? Target a specific area for improvement What results can realistically be achieved and make sense? (consider resources, timeframe, etc) Specify when the results can/will be achieved Use SMART goals to help identify and plan significant goals, or those that are too broad.
Activity Think of a goal - might be one you are currently working on or a new one (You may not use the same goal we used in our sample together) As a team write a goal using the SMART formula Be prepared to share and discuss with the group TIME ALLOTTED: 30 minutes 1 2 3
Coaching Cycle: Action - Implement Now it’s time for NS to apply what has been learned – What is your role? What has been learned? What still needs some work? Revisit goals and action plan Provide feedback – what is the individual doing well, what still needs work. Listen Guide Assess What does the individual think of progress towards, or achievement the goal? What is needed to be successful?
Coaching Cycle: Reflect Coach Coached • Ask questions • Listen • Encourage critical thinking • Provide support and guidance • Ask questions • Share concerns • Be accountable • Accept feedback and instruction • Document • Learn and adapt SAMPLE QUESTIONS • What happened? • Why did it happen that way? • What were the consequences? For the individual? For housemates? For the agency? For you? • How would you handle a similar situation in the future? • Who can you talk to: for support, perspective, guidance? • What will you do in the next 48 hours to use what you learned?
Recap What have we learned?  Coaching Cycle contains 3 parts: 1. Focus Assess and prioritize what NS is to learn, skills to develop/improve 2. Action Build SMART goals, ensure NS has successfully implemented learnings 3. Reflect What is NS doing well, what needs improvement?  SMART goals are Smart, Measurable, Actionable, Relevant, and Time Bound - can help make broad goals specific and achievable  During the Implementation phase, Coach and NS should discuss progress  Help NS to reflect by asking questions, listening, and providing guidance
Section 3  Tools 1. Snapshot 2. Coaching Checklist Activity 3. Reflection Worksheet 4. Meetings & Agendas  Best Practices  Activity  Recap  Next Steps
Tools Snapshot Checklist Meetings & Agendas Reflection Sheet Identifies and documents coaching actions and status Provides an overview of the individual being supported Follow agenda, discuss, provide guidance Opportunity for NS to assess their performance, think critically
Tools: Snapshot Often includes:  Likes  Dislikes  Risks (must include)  Behaviors  Photo  Communication  How does individual like to have fun (activities, places, etc) Purpose: Provides a summary of the individual being supported to give NS a sense of who s/he is, and what supports may be required.
Tools: Coaching Checklist Purpose: List of tasks/actions to be learned and tracked to completion/demonstrated competence. Checklist Clearly defines objectives Keeps us on track Helps identify what NS needs to learn Your checklist must align with the Coaching Checklist Objectives
Activity Review the Coaching Checklist with a partner. Think about the population you serve and ensure that the checklist has everything you would need to train a new staff. • How will you model and provide guided practice for each topic mentioned? • How will you ensure that you focus on one section or topic at a time? • How will you use this with the individual that it’s about to ensure that it contains everything they want a new staff to know? • How will you prioritize where to begin? TIME ALLOTTED: 15 minutes 1 2
Tools: Reflection Sheet Purpose: Provide a way for NS to think through different events, review them during coaching sessions, and discuss ideas for improvement. NS completes Reflection (worksheet optional) Coach discusses with NS Learn from experience Complete/Add goals and action plans
Tools: Meetings & Agendas If NS has completed their last goal or you need to create a new one, note the new goal NS is working towards Decide when, where, and how often you will meet, what your ground rules will be Guide NS to create SMART goal. Coach and NS should agree to the progress being made Create action plan to keep things on track - note what has to be done, by whom, by when. Purpose: Prepare for quality, constructive meetings with NS. Use an agenda to define expectations and goals.
Best Practices Guide Support Communicate Coaching Set clear goals and expectations Regularly create and review goals/action plan Follow up, inform, discuss Establishes trusting relationships Acknowledge successes and challenges Listen and validate Be approachable and available Demonstrate tasks, give individual hands on experience Ask open ended questions Promote critical thinking Help understand where improvement is needed and how to do it
Best Practices Independent practice Value & respect Guided practice Model Make learning relevant Empower Culture Experiences Values Religion Beliefs
Best Practices: Giving Feedback Improved Understanding & Performance Discuss suggestions for improvement Acknowledge what has been done well Describe specific behavior Ask questions, listen Constructive feedback provides insight into what needs to improve and how it can be achieved through encouragement, support, and direction. Timely Honest Clear Objective Action/ solution- oriented
Best Practices: Encourage & Recognize Find out how NS likes to be recognized, provide recognition so it’s meaningful to them Acknowledge the positives, what has been done correctly/well Encourage best practices Remind NS of their strengths and successes Continue to ask what support NS need and provide it
Activity Putting it all together Find a partner One of you is the Coach the other is the New Staff Read the scenario you have been provided A. Together, complete a reflection worksheet based on this scenario B. Together, complete a meeting agenda for a coaching session C. Determine what challenges you might face for discussion with the group TIME ALLOTTED: 20 minutes 1 2 3 1 2 3
Recap What have we learned?  Checklist, Snapshot, Agendas are helpful tools to use with NS to improve understanding and learning  Snapshot provides an overview of the individual being supported – it must include risks  The Checklist defines objectives and tracks tasks in which NS has demonstrated competence  Reflection Sheet enables deeper insight into how and why things happened, how to learn from the experience  Agendas help set expectations and guide conversations  Constructive feedback is a beneficial way to discuss with NS what needs to improve and provides direction  It is important to recognize what NS has done well and progress being made
Facilitator's guide and PPT for Coaching.pptx
Next Steps You are ready to head out into the field where you will have the opportunity to practice using the tools and best practices we discussed. Assignment For the next 1-2 weeks, you will work with an individual(s) you support and staff to: 1. Develop “Risk” Snapshot 2. Develop personalized Checklist 3. Meet with your NS at least 3 times 4. Have New Coaches return to the classroom for discussion and problem solving. Refer to the On the Job Training packet provided for specific instructions As the new Coach, consider pairing up with another coach from your agency. Coach each other on Coaching! Now that you have completed the Day 1 Classroom Training, it’s time for you to apply what you have learned.
Resources Questions? Need help? Contact: <Facilitator Info> <Anyone else> Visit the following website for document templates: <agency site/location or DDA site) <Add any additional info>
Evaluation Every training we do needs to be evaluated so we can learn. An evaluation serves as a reflection with the intent of improvement each time. Please provide constructive feedback on the evaluation form in your handouts, then exchange the evaluation for your certificate. You will earn 12 continuing education credits for taking this class and completing the assignment. Please keep your original certificate. A copy will be placed in your personnel record. THANK YOU

More Related Content

Facilitator's guide and PPT for Coaching.pptx

  • 1. PEER COACHING On the job training Created by Puget Sound Regional Services November 2015
  • 2. AGENDA SECTION 1 • Objectives • What is Peer Coaching? • Role & Expectations • Coaching Basics • Recap ON THE JOB • Practice with Checklist • Create/review Snapshot • Coach/demonstrate learning • Reflect on progress DAY 1 DAY 2 SECTION 2 • Coaching Cycle • SMART Goals • Recap SECTION 3 • Tools • Best Practices • Recap • Next Steps Day 2 (classroom optional) • Review and discuss on the job experience • Evaluation & Certification
  • 3. SECTION 1  Objectives & Outcomes  What is Peer Coaching?  Attributes  Role & Expectations  Activity  Effective Coaching  Guide to Action  Video  Recap
  • 4. Objectives & Outcomes What can you expect? To become a “qualified“ Peer Coach After this training, you should be able to:  Define what Peer Coaching is and why we are doing it  Understand your role and expectations  Identify and implement tools  Be able to apply best practices Objective Senior, knowledgeable staff will learn tools to use in order to best train and support New Staff (NS) to properly learn and perform the functions of their job.
  • 5. What is Peer Coaching? Peer Coaching is a flexibly structured process that allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities. Why should we do it? Peer Coaching creates a collaborative environment for peers at any level of an organization to become resources for each other. Provides a standard of training designed to improve new staff’s experience, resulting in high quality support. When this happens your team will begin to drive accelerated personal, professional, and management development plans.
  • 6. Who Should Be a Coach Direct Support Professionals who know the individual being supported, and have experience Individuals who want to continue to learn and develop new skills for themselves and others Those who are committed to providing quality support services The individual being supported should help determine who would be a good coach
  • 7. Attributes What makes a successful coach? Has expectations and communicates them Good listener Promotes critical thinking Develops skills in others Impartial Creative Patient Accepts challenge & learns Positive Creates and discusses agendas, goals, and action plans Guides, supports new staff to learn and practice skills Finds new ways to train and support different types of learners Sees benefit in working with new staff to increase positive, reduce negative outcomes People learn at different paces. Adjusts methods, tries new approaches until it works Looks at challenge as a positive for growth & development on both sides Asks questions to guide the process, help new staff get to the answer Listens to understand Provides constructive feedback and ways to improve
  • 8. Role & Expectations for Coaches Leader Develop, Guide, Commit Trainer Help NS learn functions of the job Team Member Exchange knowledge Role What You Do • Maintain positive, approachable attitude • Guide and support • Develop path for leadership • Commit to learning and growing • Communicate clearly • Ensure procedures are understood, learned, and followed • Apply teaching methods learned in Residential Training • Model, engage, set goals • Establish positive working relationships • Share and apply direct experience and knowledge of individual being supported • Create opportunities for success
  • 9. Activity Part 1 1 How this works: 2 One team member will build ONLY one structure per the instructions given. DO NOT TALK. The other team members will watch. DO NOT take notes or photos of the structure, you cannot ask questions. 3 After instructed, Builder disassembles the structure. TIME ALLOTTED: 10 minutes
  • 10. Effective Coaching -Provides intentional training – how does NS learn best? -Communicates clearly -Keeps NS focused -Promotes critical thinking -Offers support and encouragement -Shadow only or provides one time training -Lack of communication -No clear goals or action plans -Not available often or difficult to approach -Lack of constructive feedback Effective Learning Ineffective Learning Effective coaches understand individual training needs and promote good relationships Communication Performance Productivity Support quality Staff confidence & commitment Motivation
  • 11.  Old habits are deeply ingrained due to comfort and/or familiarity DID YOU KNOW  You can rewire your brain and learn new habits  Adults need to hear or see something 6 or more times before they hear it New habits require rewiring the brain  establish new connections Practice, practice… practice Knowing what to do is not the same as doing it To change behavior you have to do the work! Apply what you learn on the job  Takes up to 20 days to form a new habit (through intentional practice)
  • 12. Guide to Action Listen to understand Active listening Question to motivate Ask open ended questions Observe to help reflect Observe NS in the environment
  • 13. Video
  • 14. Activity Part 2 TIME ALLOTTED: 5 minutes Now the other team member(s) will build the EXACT same structure as the previous builder did in the first part of this activity. The new builder(s) cannot use the instructions, and must replicate the structure based on memory. 1
  • 15. Recap What have we learned?  Peer Coaching allows peers to become a resource to each other to help them achieve their full potential through regularly scheduled discussions and activities  A successful Coach has many attributes including a positive attitude, listening skills, and deriving positive outcomes from challenges  A Peer Coach is a leader, trainer, and team member who transfers knowledge and skills acquired from experience to NS  Job shadowing is not a sole method of teaching/learning. Other aspects of coaching need to be incorporated into your training approach  Guide to action: 1) Question to motivate, 2) Listen to understand, 3) Observe and reflect
  • 16. Section 2  Coaching Cycle 1. Focus SMART Goals Activity 2. Action 3. Reflect  Recap
  • 18. Coaching Cycle: Identify Focus Areas Help the individual stay focused and engaged 1. Talk about what is to be learned 2. Set a goal to learn or improve a skill 3. Encourage questions and sharing of concerns 4. Assess and discuss progress – what is your success criteria? 1. What does the individual want? 2. What do you need to focus on? Determine the best approach for coaching in those areas Support individual to focus on those areas until competence is demonstrated Multi-tasking is not effective: Individual should learn one area at a time
  • 19. Coaching Cycle: Set Goals & Take Action Improve listening skills Goal Planned Action 1. What will you do to work on this skill in the next 48 hours? 2. How will you receive feedback? Goals help us understand what needs to be accomplished, and to set expectations Action Plans help us define how to accomplish the goals What actions would you take to improve listening skills?
  • 20. SMART Goals What is a SMART goal, and when should we apply this method? pecific easurable ctionable elevant ime Bound What actions will you take to achieve the goal? How will you measure progress? How will you know when you have achieved the goal or completed the action? Target a specific area for improvement What results can realistically be achieved and make sense? (consider resources, timeframe, etc) Specify when the results can/will be achieved Use SMART goals to help identify and plan significant goals, or those that are too broad.
  • 21. Activity Think of a goal - might be one you are currently working on or a new one (You may not use the same goal we used in our sample together) As a team write a goal using the SMART formula Be prepared to share and discuss with the group TIME ALLOTTED: 30 minutes 1 2 3
  • 22. Coaching Cycle: Action - Implement Now it’s time for NS to apply what has been learned – What is your role? What has been learned? What still needs some work? Revisit goals and action plan Provide feedback – what is the individual doing well, what still needs work. Listen Guide Assess What does the individual think of progress towards, or achievement the goal? What is needed to be successful?
  • 23. Coaching Cycle: Reflect Coach Coached • Ask questions • Listen • Encourage critical thinking • Provide support and guidance • Ask questions • Share concerns • Be accountable • Accept feedback and instruction • Document • Learn and adapt SAMPLE QUESTIONS • What happened? • Why did it happen that way? • What were the consequences? For the individual? For housemates? For the agency? For you? • How would you handle a similar situation in the future? • Who can you talk to: for support, perspective, guidance? • What will you do in the next 48 hours to use what you learned?
  • 24. Recap What have we learned?  Coaching Cycle contains 3 parts: 1. Focus Assess and prioritize what NS is to learn, skills to develop/improve 2. Action Build SMART goals, ensure NS has successfully implemented learnings 3. Reflect What is NS doing well, what needs improvement?  SMART goals are Smart, Measurable, Actionable, Relevant, and Time Bound - can help make broad goals specific and achievable  During the Implementation phase, Coach and NS should discuss progress  Help NS to reflect by asking questions, listening, and providing guidance
  • 25. Section 3  Tools 1. Snapshot 2. Coaching Checklist Activity 3. Reflection Worksheet 4. Meetings & Agendas  Best Practices  Activity  Recap  Next Steps
  • 26. Tools Snapshot Checklist Meetings & Agendas Reflection Sheet Identifies and documents coaching actions and status Provides an overview of the individual being supported Follow agenda, discuss, provide guidance Opportunity for NS to assess their performance, think critically
  • 27. Tools: Snapshot Often includes:  Likes  Dislikes  Risks (must include)  Behaviors  Photo  Communication  How does individual like to have fun (activities, places, etc) Purpose: Provides a summary of the individual being supported to give NS a sense of who s/he is, and what supports may be required.
  • 28. Tools: Coaching Checklist Purpose: List of tasks/actions to be learned and tracked to completion/demonstrated competence. Checklist Clearly defines objectives Keeps us on track Helps identify what NS needs to learn Your checklist must align with the Coaching Checklist Objectives
  • 29. Activity Review the Coaching Checklist with a partner. Think about the population you serve and ensure that the checklist has everything you would need to train a new staff. • How will you model and provide guided practice for each topic mentioned? • How will you ensure that you focus on one section or topic at a time? • How will you use this with the individual that it’s about to ensure that it contains everything they want a new staff to know? • How will you prioritize where to begin? TIME ALLOTTED: 15 minutes 1 2
  • 30. Tools: Reflection Sheet Purpose: Provide a way for NS to think through different events, review them during coaching sessions, and discuss ideas for improvement. NS completes Reflection (worksheet optional) Coach discusses with NS Learn from experience Complete/Add goals and action plans
  • 31. Tools: Meetings & Agendas If NS has completed their last goal or you need to create a new one, note the new goal NS is working towards Decide when, where, and how often you will meet, what your ground rules will be Guide NS to create SMART goal. Coach and NS should agree to the progress being made Create action plan to keep things on track - note what has to be done, by whom, by when. Purpose: Prepare for quality, constructive meetings with NS. Use an agenda to define expectations and goals.
  • 32. Best Practices Guide Support Communicate Coaching Set clear goals and expectations Regularly create and review goals/action plan Follow up, inform, discuss Establishes trusting relationships Acknowledge successes and challenges Listen and validate Be approachable and available Demonstrate tasks, give individual hands on experience Ask open ended questions Promote critical thinking Help understand where improvement is needed and how to do it
  • 33. Best Practices Independent practice Value & respect Guided practice Model Make learning relevant Empower Culture Experiences Values Religion Beliefs
  • 34. Best Practices: Giving Feedback Improved Understanding & Performance Discuss suggestions for improvement Acknowledge what has been done well Describe specific behavior Ask questions, listen Constructive feedback provides insight into what needs to improve and how it can be achieved through encouragement, support, and direction. Timely Honest Clear Objective Action/ solution- oriented
  • 35. Best Practices: Encourage & Recognize Find out how NS likes to be recognized, provide recognition so it’s meaningful to them Acknowledge the positives, what has been done correctly/well Encourage best practices Remind NS of their strengths and successes Continue to ask what support NS need and provide it
  • 36. Activity Putting it all together Find a partner One of you is the Coach the other is the New Staff Read the scenario you have been provided A. Together, complete a reflection worksheet based on this scenario B. Together, complete a meeting agenda for a coaching session C. Determine what challenges you might face for discussion with the group TIME ALLOTTED: 20 minutes 1 2 3 1 2 3
  • 37. Recap What have we learned?  Checklist, Snapshot, Agendas are helpful tools to use with NS to improve understanding and learning  Snapshot provides an overview of the individual being supported – it must include risks  The Checklist defines objectives and tracks tasks in which NS has demonstrated competence  Reflection Sheet enables deeper insight into how and why things happened, how to learn from the experience  Agendas help set expectations and guide conversations  Constructive feedback is a beneficial way to discuss with NS what needs to improve and provides direction  It is important to recognize what NS has done well and progress being made
  • 39. Next Steps You are ready to head out into the field where you will have the opportunity to practice using the tools and best practices we discussed. Assignment For the next 1-2 weeks, you will work with an individual(s) you support and staff to: 1. Develop “Risk” Snapshot 2. Develop personalized Checklist 3. Meet with your NS at least 3 times 4. Have New Coaches return to the classroom for discussion and problem solving. Refer to the On the Job Training packet provided for specific instructions As the new Coach, consider pairing up with another coach from your agency. Coach each other on Coaching! Now that you have completed the Day 1 Classroom Training, it’s time for you to apply what you have learned.
  • 40. Resources Questions? Need help? Contact: <Facilitator Info> <Anyone else> Visit the following website for document templates: <agency site/location or DDA site) <Add any additional info>
  • 41. Evaluation Every training we do needs to be evaluated so we can learn. An evaluation serves as a reflection with the intent of improvement each time. Please provide constructive feedback on the evaluation form in your handouts, then exchange the evaluation for your certificate. You will earn 12 continuing education credits for taking this class and completing the assignment. Please keep your original certificate. A copy will be placed in your personnel record. THANK YOU