Capacity-Building Coaching …..working with a group Joan M. Oakes, MSW

d’Plan First…. a little review A little practice Working with Teams Difficult people And a little more practice

Capacity-Building Coaching A Non-judgmental communication process where individual or team thinking is mediated (guided) through strategic questions and paraphrasing. Judy Robertson, PhD AZ Dept of Ed, 2005

Planning Format Determine the Goal. Identify specific Indicators of success Decide on Strategies Focus on Data Discuss Alternative plans

3 Basic Types of Paraphrases Acknowledging and clarifying Summarizing and organizing Shifting conceptual focus

Acknowledging and Clarifying You’re thinking that…. So, you’re wondering if…. You’re frustrated because….

Activity 1.Develop 3 questions for each section of the Planning Template. Use your own language. 2.Share! 3.Practice.

Teams We create teams when – There is a clear purpose for the team Informal relationships and communication will not accomplish the purpose. Results of decisions or actions of a team will have broad impact. Several meetings will be required Diverse points of view are needed and should be accommodated. Conzemius, A & O’Neill. J. (2002). Handbook for SMART School Teams.

Cornerstones of Productive Teamwork People – Leadership, Commitment, Knowledge and Skills Task – Functions, Work Plans, Timelines and Results Process – Decision-making, Problem-solving, Communication and Meetings Conzemius, A & O’Neill. J. (2002). Handbook for SMART School Teams.

The Role of Groups When people are asked to make decisions in a group, they come to very different conclusions than when they are asked to the question by themselves. Once part of a group, we are susceptible to peer pressure and social norms and any number of other influences that can play a critical role in sweeping us up in the beginnings of an epidemic.

As coach, we will be more effective if we remember that team members: Need to feel a sense of ownership Contribute unique talents and knowledge Work in a climate of trust Express ideas, opinions, disagreements, and feelings o Practice honest and open communication o Are encouraged to develop skills Work to resolve conflict constructively Participate in decision making and respect leader’s role

Building (or Re-building) Effective Teams  Identify the WHO 1.Identify team members 2.Identify the sponsor and stakeholders 3.Define team member functions  Identify the What and WHY 1.Identify group goals  Define the HOW 1.Plan the work and develop a charter 2.Discuss the assumptions about teamwork 3.Agree on guidelines for group behavior

Team Member Function Participant=Thinker Leader=Vision Facilitator=Process & Communication Recorder=Historian Timekeeper=Clock watcher Coach=Questioner, Guide, “Herding Duty”

Team Tools Norms or Ground Rules – developed by the group Agenda – developed in advance of the meeting by facilitator and team leader; lists meeting purpose, what will be covered, how much time will be needed, who will be involved. Team Meeting Record – tracks key discussions and decisions, assignments Notebook – to keep it all in!

Helping Teams to “Move-it-along” So you’re ready to move on to ….. First you’re going to…., then you will…. On the one hand…., and on the other hand….

Sample Barriers & Thoughts on Removal Scenario #1: You arrive at the team’s first meeting to find the facilitator has no apparent purpose or plan for the meeting. What tools or strategies would you recommend to ensure productive, effective meetings? Scenario #2: The meeting appears to be getting out of hand. Members are speaking over each other, no one is listening, some people are talking on cell phones, others are coming and going. Not all members are present. What tools or strategies would you recommend? Scenario #3: The 4 th /5 th grade team has agreed to focus on their implementation of standards-based instruction. One of the strategies they have agreed to use is to post the standard that the students are learning in their room each day. They feel this will help the students and teacher focus on the target and expectations. However, on a recent walk-through a team of teachers and the principal discovered only 60% of the teachers had the standards posted. What tools or strategies might be helpful to ensure there is sufficient commitment to team decisions?

Activity 1.Develop 3 questions for each section of the Planning Template specifically for use with a team. 2.Share! 3.Group practice: a.Issue – Ad Hoc committee to plan celebration of improved test scores school wide. b.Roles – Leader, Facilitator, Recorder, Timekeeper, Coach c.Practice! d.Share.

Dealing with Difficult People ….and Now Introducing….. Know it All! Sniper Tank Whiner Grenade Other: You Name It!

Reflecting... the follow-up Summarize the event Recall Signs of Success Review Data Analyze Challenges Construct –describe New Learning

Activity 1.Develop 3 questions for each section of the Reflecting Template. Use your own language. 2.Share! 3.Practice.

A few final thoughts Change is a process, not an event Change is accomplished by individuals Change is a highly personal experience Change involves developmental growth You can’t mandate what matters

Questions? Answers?