1. NOT PROTECTIVELY MARKED Aspiring Leaders for Teaching and Learning Session 3: Managing and monitoring the performance of the team and individual Jacky King 27 th January 2014

2. NOT PROTECTIVELY MARKED Quick task… Please draw a picture that represents your feelings about Great Team Meetings

3. NOT PROTECTIVELY MARKED Quick task… Please draw a picture that represents your feelings about Poor Team Meetings

4. NOT PROTECTIVELY MARKED

5. Learning Objectives By the end of the session Aspiring Leaders (and Coaches where present) will have: Been introduced to ways of making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes Begun to develop an understanding of how to evaluate and lead teams Considered own personal team roles and characteristics Carried out a Performance Analysis of a real team Considered strategies for Coaching an improving or underperforming individual / team Considered how to manage difficult team behaviours

6. NOT PROTECTIVELY MARKED Quick task… What is the difference between a Group and a Team?

7. NOT PROTECTIVELY MARKED What is the difference between a Group and a Team? The terms ‘small group’ and ‘team’ are often seen as being interchangeable. A team is a group of people with complementary skills who are committed to a common purpose and who share common goals. Not all groups are teams. Work in groups is often the sum of individual effort where members are only responsible for their own results. In teams, there is joint effort and accountability.

8. NOT PROTECTIVELY MARKED – 15 – Team Development

9. NOT PROTECTIVELY MARKED 46 Effective Team Behaviours: Teams have creativity and ingenuity… None of us is as smart as all of us Suspend judgement on what’s possible Produce Extraordinary Results! Share a vision of greatness Remove mental limitations Commit to continuous improvement Compensate For weaknesses Trust each other Complement Strengths Aim high – refuse to accept second best

10. NOT PROTECTIVELY MARKED 42 Good Teams have some Common Characteristics Have a common vision Share purpose (mission) and goals Share responsibility and ownership for work and success, and hold one another accountable Have a passion for results Develop, maintain and improve processes to structure their work Establish and adhere to operating norms and periodically review and modify them Support and develop each other to foster a sense of belonging. People feel “I’m a member of the team and I make a difference”. Enjoy their work!

11. NOT PROTECTIVELY MARKED High Performing Teams

12. NOT PROTECTIVELY MARKED 49 When teams get together to perform a task, they can go through several stages of team development Performance Time FormingStorming Norming PerformingAdjourning Source: Tuckman et al

13. NOT PROTECTIVELY MARKED 49 When teams get together to perform a task, they can go through several stages of team development Performance Time FormingStorming Norming PerformingAdjourning Source: Tuckman et al

14. NOT PROTECTIVELY MARKED 50 In FORMING, teams often ignore feelings – a facilitator might observe: People are exploring their dependencies and roles Team members  Sat back  All want air time  Personal agendas  Testing authority  Sizing each other up  Wondering about inclusion & trust Team Behaviours  Feelings of excitement, anticipation, optimism  Feelings of suspicion, fear, anxiety about job ahead  Self orientation  Identification of the task  Exploration & discovery of how to interact with one another as a group Politeness Objectives & agenda mismatch

15. NOT PROTECTIVELY MARKED 51 In STORMING, feelings start to surface – a facilitator might observe: Team Members  Out of their box  Conflicting Ideas or opinions  Not much building  Confrontation  Churning  Hostility  Dissatisfaction  Crisis mode  Adjustment anxiety Team Behaviours  Realise size & complication of tasks ahead  Disparity between hopes & reality  Power control conflict  Defining mission goals, roles, strategies, activities  Doubts about team success  Frustration about time to get things done, waves of emotion Team output is reduced Passion For me Task Conflict

16. NOT PROTECTIVELY MARKED 52 In NORMING, teams display a degree of group cohesion – a facilitator might observe: A common spirit emerges around the outcome Team Members  Cohesion around shared goals  We all have a role to play  We’ve all got something to contribute  More comfort in giving & receiving feedback  Taking ownership of the problem  Resolution of conflict  Reconciliation Team Behaviours  Understanding/Buy-in  Cooperation overcomes competition  Sharing responsibility  Building confidence  Developing trust & respect for each other  Begin to develop team values  Show of affection  Acceptance of diversity Constructive independence Conscious use of process

17. NOT PROTECTIVELY MARKED 53 In PERFORMING, Teams interdependence becomes evident – a facilitator might observe: Team Members  Active teamwork  Support  Volunteering  I don’t feel threatened - “My time will come.”  Shared leadership  Comfortable with others Team Behaviours  Diagnosis and problem solving  Decision making  Rapid progress  ‘Reading from the same page’  Performance soars  Team success Trust and openness are shown within the team Passion for Team results Interdependence Unconscious use of process

18. NOT PROTECTIVELY MARKED – 9 – The basis of team building is changing team behaviours to drive collaboration … Beliefs Values AttitudesBehaviours Translate into Years/DecadesMonths/YearsWeeks/Months

19. What’s your Style?

20. NOT PROTECTIVELY MARKED – 10 – Styles Profile developed by: J. Clayton Lafferty, ph.D. © Copyright 1973, 1976, 1981, 1987, 1989 Human Synergistics - Verax. All Rights Reserved.

21. NOT PROTECTIVELY MARKED – 11 – Meyer Briggs introduced four fundamental role groups

22. NOT PROTECTIVELY MARKED Beckherd’s Model: Team Hierarchy What do you want to achieve? How do you keep people on task? How do you keep people on task? How do you decide who does what? How do you resolve conflict? How do you resolve conflict?

23. NOT PROTECTIVELY MARKED – 17 – What do you want to achieve?

25. Vision Lessons It requires some effort to see something from a different perspective It can be difficult to maintain the vision of the new perspective You can become confused Analysis Paralysis: the longer you stare at it the more it moves Different people see different things from the same image It can be difficult for others to appreciate your perspective; or for you to appreciate theirs!

26. NOT PROTECTIVELY MARKED Beckherd’s Model: Team Hierarchy How do you decide who does what?

27. NOT PROTECTIVELY MARKED Process Choosing and following the right process People Managing the emotional and political dimensions Task Ensuring that the objectives are met Team roles are defined by Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 10 John Adair

28. NOT PROTECTIVELY MARKED – 12 – Belbin BELBIN Team-Role Type ContributionsAllowable Weaknesses PLANT Creative, imaginative, unorthodox. Solves difficult problems. Ignores incidentals. Too pre-occupied to communicate effectively. CO-ORDINATOR Mature, confident, a good chair- person. Clarifies goals, promotes decision-making, delegates well. Can often be seen as manipulative. Off loads personal work. MONITOR EVALUATOR Sober, strategic and discerning. Sees all options. Judges accurately. Lacks drive and ability to inspire others. IMPLEMENTER Disciplined, reliable, conservative and efficient. Turns ideas into practical actions. Somewhat inflexible. Slow to respond to new possibilities. COMPLETER FINISHER Painstaking, conscientious, anxious. Searches out errors and omissions. Delivers on time. Inclined to worry unduly. Reluctant to delegate. RESOURCE INVESTIGATOR Extrovert, enthusiastic, communicative. Explores opportunities. Develops contacts. Over - optimistic. Loses interest once initial enthusiasm has passed. SHAPER Challenging, dynamic, thrives on pressure. The drive and courage to overcome obstacles. Prone to provocation. Offends people's feelings. TEAMWORKER Co-operative, mild, perceptive and diplomatic. Listens, builds, averts friction. Indecisive in crunch situations. SPECIALIST Single-minded, self-starting, dedicated. Provides knowledge and skills in rare supply. Contributes only on a narrow front. Dwells on technicalities.

29. NOT PROTECTIVELY MARKED Using the Belbin Handout can you identify roles in your team? What’s your role? Activity

30. NOT PROTECTIVELY MARKED Quick task… What did you think?

31. NOT PROTECTIVELY MARKED Beckherd’s Model: Team Hierarchy How do you keep people on task? How do you keep people on task?

32. NOT PROTECTIVELY MARKED 45 Teams generally FAIL when team members do not: Understand or accept a team’s purpose or goals Know or stick to their roles and responsibilities (even though they may be flexible) Understand how to complete their tasks (process) or how to work as a part of the team (norms and values) and Have the necessary technical or team skills (member, facilitator, leader), or the necessary resources

33. NOT PROTECTIVELY MARKED – 15 – Vince Add slide about TEAM ROLES What Type of Thinker are you?

34. NOT PROTECTIVELY MARKED David Kantor’s “Four Player System” introduces four “moves” that occur in our conversations Propose Bystand Oppose Follow (Adapted from David Kantor, 1995) Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 45

35. NOT PROTECTIVELY MARKED The 4 “moves” explained Follow To support a Propose or an Oppose, and endorse/validate it To give additional reasons Without support it’s not possible to have action Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 46 Oppose A stance in relation to a Propose To bring correction into the conversation Bystand To provide perspective to the group about what’s going on To bring perspective to a conversation Propose To introduce an idea/action/ change/perspective To bring into a conversation something with force To help to give direction to a conversation

36. NOT PROTECTIVELY MARKED If we can navigate the phases of dialogue, we can better bring about change (Claus Otto Scharmer, 1996) 4. Flow3. Enquiry 1. Politeness2. Breakdown Reflective thinking Blaming and non-reflective Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 49

37. NOT PROTECTIVELY MARKED Helps people feel part of a group Can relax OK if you know the rules The phases … People break the rules Things come out strangely Hard work Bewildering “How far will this go?” “Where will this end up?” Release of energy Excitement Positions emerge Some people enjoying this stage; others not Lots of moves If there is too much breakdown, then there will be a return to politeness where people try to establish some rules to get the group out of chaos If you don’t know the rules, you don’t know what’s going on Then, a crisis point : no-one will get to the real stuff if politeness continues 1. Politeness2. Breakdown Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 50

38. NOT PROTECTIVELY MARKED Moving into reflective thinking Inquiring into one’s own contribution and the contributions of others Realisations, insights Awareness of how we impact on each other Positive learning emerges that helps move the group forwards Enquiry is the key skill that prevents the dialogue slipping back into politeness Downside is that inquiring can go on … and on Then, some FOLLOWS and some BYSTANDS to get us to the next phase 3. Enquiry Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 51

39. NOT PROTECTIVELY MARKED Clarity of thinking Seeing the old world with new eyes Generation of new possibilities that lead to action Big problem is that the rest of the world isn’t there yet! Flow feels like play Then, a point where everyone begins to see the whole picture 4. Flow Then, at some point our dialogue re-enters a phase of politeness Having diagnostic skill means being able to cycle through these four phases Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 52

40. NOT PROTECTIVELY MARKED Effective facilitation requires a number of beliefs: The team has all the capability and knowledge it needs to improve itself. Facilitation is creating a process which allows the team to develop their potential. It is not adding content Facilitation is about the team learning, not the facilitator teaching. It’s about people discovering what they know rather than being told what they don’t Anything that anyone does is the best possible contribution they can make to developing the team. This means everything is taken as a serious contribution Richardson, Macneish and Lane, 1997 Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 9

41. NOT PROTECTIVELY MARKED Establishing common purpose Clarifying objectives Defining boundaries Remaining impartial Setting scene Moving group through conflict Facilitation The facilitator’s PRIMARY role is to manage the PROCESS of a group and NOT to add CONTENT Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 11

42. NOT PROTECTIVELY MARKED NOT Facilitation Making judgements Getting bogged down Providing answers Getting side- tracked Losing control of the process The facilitator must watch for potential pitfalls Monopolising discussion Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 12 Being the expert

43. NOT PROTECTIVELY MARKED Beckherd’s Model: Team Hierarchy How do you resolve conflict? How do you resolve conflict?

44. NOT PROTECTIVELY MARKED Quick task… Please discuss with a partner some of the difficult behaviours you might encounter

45. NOT PROTECTIVELY MARKED 42 Difficult behaviours / scenarios A team member who always points out difficulties An individual dominating the meeting A non-contributing member An “expert” The Cynic (“I’ve heard it all before”) Conflict between two team members The leader (headteacher/senior staff member) as a participant!

46. NOT PROTECTIVELY MARKED The objector … a team member who always points out the difficulties Ask them to suggest a solution to the difficulty they have identified View them as a resource against whom to bounce ideas and suggestions Be prepared for the negative – and use it to improve an idea Regard the statement of difficulty as an invitation to build, not as an obstacle Difficult scenarios: 1 Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 21 The dominator … an individual dominating the Meeting Take control constructively Call on other delegates by name Thank, restate pertinent points and move on Avoid eye contact Use your physical position in the room

47. NOT PROTECTIVELY MARKED Difficult scenarios: 2 The silent one A non-contributing member Don’t put pressure on the participant Acknowledge their contributions – every time they speak Give a non-verbal invitation to speak Ask them if they agree with what’s being said Capitalise on their knowledge and personality Talk to the reluctant participant (outside the meeting) The “know all” An “expert” Don’t react defensively – respect what they can offer Use the person’s expertise – but set limits Encourage the expert to listen Invite the expert to present formally Give the expert an official role in answering people’s questions Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 22

48. NOT PROTECTIVELY MARKED Difficult scenarios: 3 The cynic “I’ve heard it all before” Don’t get defensive or angry Find some merit in what they are saying Bring them in when you want them to speak Encourage them to concentrate on the positive Talk to them privately – find out if they are upset or annoyed Use the rest of the group to give different viewpoints The fighters Conflict between two team Members Don’t intervene too early Emphasise points of agreement, minimise points of disagreement Direct delegates’ attention to the objectives of the meeting Shelve or park the issue for the moment Draw others into the discussion to reduce the one-to-one element De-personalise Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 23

49. NOT PROTECTIVELY MARKED Please use post-its to offer any other suggestions to counteract the behaviours Activity

50. NOT PROTECTIVELY MARKED There are ways to overcome blocks or barriers… Overcoming barriers Highlight inconsistencies Time out Ask direct questions Give direct feedback Unmask the concealed Ask for expansion Research and plan Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 18

51. NOT PROTECTIVELY MARKED – 21 – Conflict Resolution: Styles High CompetingCollaborating Compromising Concern for Own Agenda Low High Avoiding Accommodating Concern for Other’s Agenda

52. NOT PROTECTIVELY MARKED – 23 – Conflict Resolution: Pitfalls High L HConcern for Other’s Agenda Competing little/no buy-in to solution resentment damaged relationships decision made on basis of incomplete grasp of situation Collaborating sledgehammer to crack a nut; a long time spent dealing with matters of little importance or consequence ineffective decision if some parties unqualified to debate issues Compromising no-one fully satisfied solution may be short-lived solution may be seen as a sell out longer term issues may be sacrificed to short term practicality Concern for Own Agenda Low High Concern for Other’s Agenda Avoiding decision made by default unresolved issues causing resentment creative input or improvement prevented Accommodating decreases influence and respect if over used frustration best solution relinquished

53. NOT PROTECTIVELY MARKED – 22 – High Competing quick, decisive action needed important but unpopular issues are at stake and where there isn’t a “right” way Collaborating both sets of concerns too important to be compromised needs insights from different perspectives increases others’ commitment to solutions long-term major issues Compromising moderately important goals but not worth potential disruption of more assertive modes two equally strong parties committed to mutually exclusive goals expediency back up competing/collaborating Concern for Own Agenda Low High Avoiding trivial issues no chance of getting what you want potential risk of confrontation outweigh benefits of resolution other better places to resolve the issue Accommodating issue much more important to other party to limit damage of continued conflict to bank favours when in the wrong Concern for Other’s Agenda Conflict Resolution: Positives

54. NOT PROTECTIVELY MARKED The Art of Reflection We do not learn from experience We learn from reflecting on experience Dewey 8 8

55. NOT PROTECTIVELY MARKED 55 Regular reviews of team performance will enhance the team’s effectiveness Getting into the habit of reviewing meetings is helpful. What worked well (www) and Even better if (ebi) is a good model Agreeing team ground rules for behaviour will focus attention on helpful and not so helpful behaviours.

56. Review NOT PROTECTIVELY MARKED 54 Regular Team Learning Reviews Action Plan Deliverables Progress of activities GapsObjectivesIssues Concerns WWW/EBI What Identify Produce What does success look like for us

57. 32 Team Building Blocks Agreed goals and clear objectives Group/team goals defined. Individuals know their contribution to team output. Individual roles Role clarity of each member. If dynamic – regular update/review. Values: Group/team values identified/known. Group works to them. Individuals know and agree. Mutual support and trust Individuals take responsibility for others behaviour/output. Members trust each other’s actions. Members minimize internal checking processes. Sound Management procedures Established management process understood and used. Members free to input/comment on management process effectiveness Appropriate Leadership Style/approach is flexible/responsible to specific situations/conditions. Style balances commitment to task/team/individuals Openness and Confrontation Member’s feel/are free to comment on group/individual activity. No hidden agendas/running scores. Issues ‘on the table’ as a working style. Individual development Development of individuals a priority. Shared responsibility management/self. Growth plans identified/ actioned. Inter Group relations Group/team interfaces managed. Cross functionality encouraged. Inter team working fostered/recognized/rewarded. Communications Open and challengeable. Communication effectiveness monitored. Culture of ‘information availability’. Communication updates a regular process. Regular Review Mechanism/attitudes in place to review good as well as poor results. Culture of continuous improvement. Performance reviews of individuals and team regular and normal. Recognition for “a job well done” is open/public. The group learns from good as well as not so good results..

58. 33 HANDOUT - Team Building Blocks – self analysis. Agreed goals and clear objectives Individual roles Values Mutual support and trust Sound Management procedures Appropriate leadership Openness and Confrontation Individual development Inter Group relations Communication Regular Review 110

59. 33 HANDOUT - Team Building Blocks – self analysis. Score team Members 1-10 ABGHKJWT Agreed goals and clear objectives Individual roles Values Mutual support and trust Sound Management procedures Appropriate leadership Openness and Confrontation Individual development Inter Group relations Communication Regular Review

60. NOT PROTECTIVELY MARKED 47 Team motivation can be developed in phases: Motivated teams want to get involved with the next problem Team recognition for success encourages motivation Commitment and achieving the objectives brings success Commitment begins when the team gives priority to objectives Involvement starts when a group share common objectives 3. Success 4. Recognition 2. Commitment 5. Motivation Cycle 1. Involvement Motivational

61. NOT PROTECTIVELY MARKED Learning Objectives By the end of the session Aspiring Leaders (and Coaches where present) will have: Been introduced to ways of making best use of team meetings to support improvement; getting the link between team performance and pupil outcomes Begun to develop an understanding of how to evaluate and lead teams Considered own personal team roles and characteristics Carried out a Performance Analysis of a real team Considered strategies for Coaching an improving or underperforming individual / team Considered how to manage difficult team behaviours

62. NOT PROTECTIVELY MARKED Next Session Date Session 4 (afternoon): How to get AfL & Inclusion to make the difference to Personalised Learning Facilitator: Jacky King, Venue: Fiveways School, The Bradbury Centre Date: Wednesday 19.03.14 (1.30pm – 4.30pm)

63. Your feedback on today even better if what went well Individual learning point

64. NOT PROTECTIVELY MARKED 49 When teams get together to perform a task, they can go through several stages of team development Performance Time FormingStorming Norming PerformingAdjourning Source: Tuckman et al

65. NOT PROTECTIVELY MARKED 50 Team members  Sat back  All want air time  Personal agendas  Testing authority  Sizing each other up  Wondering about inclusion & trust Team Behaviours  Feelings of excitement, anticipation, optimism  Feelings of suspicion, fear, anxiety about job ahead  Self orientation  Identification of the task  Exploration & discovery of how to interact with one another as a group Politeness Objectives & agenda mismatch

66. NOT PROTECTIVELY MARKED 51 Team Members  Out of their box  Conflicting Ideas or opinions  Not much building  Confrontation  Churning  Hostility  Dissatisfaction  Crisis mode  Adjustment anxiety Team Behaviours  Realise size & complication of tasks ahead  Disparity between hopes & reality  Power control conflict  Defining mission goals, roles, strategies, activities  Doubts about team success  Frustration about time to get things done, waves of emotion Passion For me Task Conflict

67. NOT PROTECTIVELY MARKED 52 Team Members  Cohesion around shared goals  We all have a role to play  We’ve all got something to contribute  More comfort in giving & receiving feedback  Taking ownership of the problem  Resolution of conflict  Reconciliation Team Behaviours  Understanding/Buy-in  Cooperation overcomes competition  Sharing responsibility  Building confidence  Developing trust & respect for each other  Begin to develop team values  Show of affection  Acceptance of diversity Constructive independence Conscious use of process

68. NOT PROTECTIVELY MARKED 53 Team Members  Active teamwork  Support  Volunteering  I don’t feel threatened - “My time will come.”  Shared leadership  Comfortable with others Team Behaviours  Diagnosis and problem solving  Decision making  Rapid progress  ‘Reading from the same page’  Performance soars  Team success Interdependence Passion for Team results Unconscious use of process

69. NOT PROTECTIVELY MARKED Facilitation The facilitator’s PRIMARY role is to manage the PROCESS of a group and NOT to add CONTENT Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 11

70. NOT PROTECTIVELY MARKED NOT Facilitation The facilitator must watch for potential pitfalls Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 12

71. NOT PROTECTIVELY MARKED Establishing common purpose Clarifying objectives Defining boundaries Remaining impartial Setting scene Moving group through conflict Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 11

72. NOT PROTECTIVELY MARKED Making judgements Getting bogged down Providing answers Getting side- tracked Losing control of the process Monopolising discussion Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 12 Being the expert

73. NOT PROTECTIVELY MARKED The objector … a team member who always points out the difficulties Ask them to suggest a solution to the difficulty they have identified View them as a resource against whom to bounce ideas and suggestions Be prepared for the negative – and use it to improve an idea Regard the statement of difficulty as an invitation to build, not as an obstacle Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 21 The dominator … an individual dominating the Meeting Take control constructively Call on other delegates by name Thank, restate pertinent points and move on Avoid eye contact Use your physical position in the room

74. NOT PROTECTIVELY MARKED The silent one A non-contributing member Don’t put pressure on the participant Acknowledge their contributions – every time they speak Give a non-verbal invitation to speak Ask them if they agree with what’s being said Capitalise on their knowledge and personality Talk to the reluctant participant (outside the meeting) The “know all” An “expert” Don’t react defensively – respect what they can offer Use the person’s expertise – but set limits Encourage the expert to listen Invite the expert to present formally Give the expert an official role in answering people’s questions Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 22

75. NOT PROTECTIVELY MARKED The cynic “I’ve heard it all before” Don’t get defensive or angry Find some merit in what they are saying Bring them in when you want them to speak Encourage them to concentrate on the positive Talk to them privately – find out if they are upset or annoyed Use the rest of the group to give different viewpoints The fighters Conflict between two team Members Don’t intervene too early Emphasise points of agreement, minimise points of disagreement Direct delegates’ attention to the objectives of the meeting Shelve or park the issue for the moment Draw others into the discussion to reduce the one-to-one element De-personalise Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 23

76. NOT PROTECTIVELY MARKED Supporting your critical friend relationship … Coaching and feedback –Helping individuals and teams to develop and reach their full potential Facilitation –Helping teams to reach their desired outcomes effectively Dialogue –Helping teams to change the patterns of their conversations Remodelling Resources v6.0 – Section 5 Remodelling Skills – Page 6

77. NOT PROTECTIVELY MARKED What does a coach do? First and foremost, a coach will have the ability to form and sustain learning relationships. Leadership development is rooted in such relationships. To achieve these, coaches need to: establish high levels of trust be consistent over time offer genuine respect be honest, frank and open provide support via skilful questioning challenge without threat

78. NOT PROTECTIVELY MARKED