Coa Coaching for or Com Competency acr across t the C he Cur - PowerPoint PPT Presentation

Coa Coaching for or Com Competency acr across t the C he Cur urriculum iculum February, 2018 Descartes Li, MD Karen Hauer, MD, PhD Larissa Thomas, MD Developing Educators of the 21 st Century 2018

Ou Outline: Coaching g for Competency • Introductions • Positive psychology in coaching • Informed self-assessment and feedback in a coaching relationship • Coaching for change: conversations

UC UCSF F School l of Med edic icin ine e Coac achin ing pr progr gram

Positive psych chology in coach ching Descartes Li

In Intr troduc ductio tions ns Pair share: Introduce yourself to a neighbor -- What are 3 things you did well/3 things that are going well? Large group: Go around and introduce your neighbor Debrief

Wh What t is s coach ching? • Locus of control • Leverage resources • Understanding the coachee in parallel • Now focus

disciplinary What coaching is NOT: conversation “venting” teaching psychotherapy https://en.wikipedia.org/wiki/File:Freud%27s_couch,_London,_2004_(2).jpeg

Positive •Strengths •Optimal functioning Psychology •Well-being

Se Self Asse Assessm ssment: t: optional handout N.B.: specific ratio not helpful, https://en.wikipedia.org/ wiki/Critical_positivity_ra http://www.positivityratio.com/single.php tio

Ap Application on to o Medical Education on • Highly accomplished, with many skills/strengths • Need guidance on how to leverage prior skills • Role modeling, supportive

In Informed ed s self elf-as asses essmen ent and f and feedback eedback Karen Hauer

Coa Coaching con onversation ons • We’ve discussed positive psychology • What about when the feedback is not all positive? • How can a coach help? • Provide and interpret feedback • Promote awareness • Provide encouragement • Facilitate practice with reflection, learning planning

Ch Challenges with self-as asses essmen ent

Im Impr proving ving the the ac accur urac acy of self elf- asses as essmen ent • Important for metacognition • Reflection-in-action, reflection-on-action • Self-directed assessment seeking (Boud) • Two critical ingredients • Information: accuracy of self-assessment improves with performance information • Coaches: facilitator, in context of longitudinal, trusting relationship

In Informed ed self elf-as asses essmen ent: t: a a mod model

3 s 3 steps f for i or informe ormed s self-as asses essmen ent Role of the learner Role of the coach Review own performance Understand where the learner is at information, standards Know the standards (competencies, milestones) Reflect on information Ask questions, probe Care personally Design individual learning plan Ensure learning plan is SMART Provide follow up, accountability

Faci cilitating a feedback ck conversation R2C2 feedback ck model • R apport building • Explore understanding • Explore resident of feedback C ontent experience/context • Understanding of • Offer empathy, establish data – score and trust comments • Explore R eactions • C oach for change • Invite resident reactions to • Build on successes the feedback and strengths • Identify goals, consider framework like SMART goals Sargeant, Acad Med 2015

Ac Activity: Exploring reactions to feedba eedback and nd feedba eedback conten ent 1. Review information 2. Reflect on information • pair share practice with R2 and C– (10 min) • large group debrief – 5 min

Coach ching for Change: Co Conversa sati tion s Larissa Thomas

What coaching is NOT: disciplinary conversation “venting” teaching psychotherapy https://en.wikipedia.org/wiki/File:Freud%27s_couch,_London,_2004_(2).jpeg

Coa Coaching Con Conversation ons: Purp rpos ose Purpose Avoid the impulse to • Reflect on challenges • Discipline (be clear on your role) • Identify strengths • Give advice (talk less; listen more) • Make a plan going forward • Commiserate (not bi-directional)

Ke Key Elements of a Coaching Con Conversation on Setting the Opening Conversation Closing stage

Ke Key Elements of a Coaching Con Conversation on Laying the Groundwork for Success Coach Mindset Assume positive intent Planning Ongoing vs. new issue Timing Contextual awareness (exam tomorrow; post call) Setting Confidential space vs. real time “on-the-fly” Voluntariness Most effective when voluntary but “opt-in” not always possible Setting the Opening Conversation Closing stage

Ke Key Elements of a Coaching Con Conversation on “I noticed that Identify the reason for the interaction and wanted conversation to check in. Can we talk about it?” “The other day when we Clarify your role if ambiguous talked, I realized that you “You just got back your were going through a CPX results. Let’s discuss stressful situation. Could them together” we discuss it?” Practice some phrases to open the conversation (can feel awkward!) Setting the Opening Conversation Closing stage

Ke Key Elements of a Coaching Con Conversation on Listen when you want to talk Ask probes until you get to the heart of the issue Leave with an action plan/concrete next step Setting the Opening Conversation Closing stage

“7 “7 Essen enti tial Ques uesti tions ns” Question Example Purpose Kickstart Question What’s on your mind? Open ended self-reflection Awe Question And what else? Probing to get at deeper issues What’s the real Identify the root cause or Focus Question challenge here for you? underlying challenge Foundation Question What do you want? Identify goals (before tactics) Identify barriers and possible “Lazy” Question How can I help? supports If you’re saying yes to Set limits and realistic this, what will you say Strategic Question expectations no to? What was most useful Learning Question Reflect on the conversation for you? Stanier (2016). The Coaching Habit: Say Less, Ask More, & Change the Way You Lead

Ke Key Elements of a Coaching Con Conversation on • Reflect on the conversation • Make a plan/set a SMART goal • Schedule follow-up Setting the Opening Conversation Closing stage

Ac Activity: Co Coaching Co Conversation

“7 “7 Essen enti tial Ques uesti tions ns” Kickstart What’s on your mind? Open ended self-reflection Question Awe And what else? Probing to get at deeper issues Question Focus What’s the real challenge here for Identify the root cause or underlying Question you? challenge Foundation What do you want? Identify goals (before tactics) Question “Lazy” How can I help? Identify barriers and possible supports Question Strategic If you’re saying yes to this, what will Set limits and realistic expectations Question you say no to? Learning What was most useful for you? Reflect on the conversation Question

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