Nevada s Total Performance System for Coaching. Jodie Soracco, M.Ed., BCBA Kathryn Roose, M.A., BCBA

Transcription

1 Nevada s Total Performance System for Coaching Jodie Soracco, M.Ed., BCBA Kathryn Roose, M.A., BCBA 1

2 Welcome! Thanks to: Nevada Department of Education Office of Safe and Respectful Students Nevada Center for Excellence in Disabilities Department of Education, UNR 2

3 Outcomes of this Session Learn about a system for coaching that significantly reduces the need for direct supervision. Creating observable, measureable strategic objectives for coaches. Learn about using individual scorecards with specific measures and goals. Understand systems for pinpointing improvement opportunities and designing improvement plans. Learn about opportunities for coaches to earn incentives. 3

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5 SWOT Analysis Tool for organizing information, presenting solutions, identifying roadblocks and emphasizing opportunities Primary objective is to assist organizations in developing a full awareness of all the factors, positive and negative, that may affect strategic planning and decision-making 5

6 Wiggle Wiggle Expectations 1. Wiggle away from seat, at least 5 steps 2. Always wiggle with someone new 3. Stay on topic while wiggling 4. Conclude wiggling by the end of the song Now wiggle to a partner and state the expectations for wiggling!

7 NEVADA S TOTAL PERFORMANCE SYSTEM FOR COACHES 7

8 Coaching for Competence & Impact 1. Ensure Intervention (EBP) Fidelity 2. Ensure Implementation (process) Fidelity 3. Develop Organizational Systems to Promote Professional Judgment and Sustainability Coaching or facilitation capacity refers to a system s ability to organize personnel and resources for prompting and encouraging local school training and implementation efforts. ~ Sugai & Horner (2006) Duda, M. A. & Barrett, S. (n.d.). Coaching for competence and impact: Brief 1: Defining coaching. 8

9 Acknowledgments 9

10 Business as Usual Management by Exception The employee is unaware of the business strategy does not know his personal role in accomplishing the strategy does not know how well he s doing or how to improve results has no personal stake in the success of the business strategy 10

11 Business as Usual Management by perception Often based on likeability rather than objective measures Employees learn that getting along with the boss is more important than performance Employees are provided with mission statements and annual objectives (if they re lucky!) 11

12 Free Operant Organization 1. Personal Consequences Arrange personal consequences to be in line with the organization s overall objectives 2. Focused Performance Management Develop and track performance measures 3. Positive Leadership Positive reinforcement, upward feedback 4. Stakeholder Pay Employees must have a stake in personal and organizational achievements 12

13 Total Performance System Management Without Supervision Management with positive reinforcement Reduces the need for direct supervision Managers may spend more time: Planning Coordinating Optimizing performance Abernathy (2000, 2011, 2014) 13

14 Alignment with Abernathy s TPS Observable, measureable strategic objectives Expectation Matrix SelfManageme nt Tools Personal scorecards with specific measures and goals Managers assist in pinpointing ongoing opportunities and designing improvement plans Employees share in the organization s success Feedback Scorecard Performanc e Charts Performanc e-based Incentives Tactical Improveme nt Plan Feedback Rubrics 14

15 Objective Measures to Evaluate Individual Progress COACHING MATRIX 15

16 PBIS Theory Coaching Types 1. Coaching Individuals for behavior change 2. Coaching Teams or Groups for team behavior change 3. Systems Coaching for creating organizational support to facilitate alignment and practitioner competence 16

17 Coaching Individuals Focus is on skill acquisition and application of the skill in context after training has occurred Coaches provide support and performance feedback (content specific: academic, behavior) to ensure use, fluency, and acceptable adaptation of trained skill Year 17

18 Coaching Teams or Groups Focus shifts from individual to team or groups Coaching focuses on skills related to collaboration and facilitation, and group dynamics as the team applies new skills in context Year 18

19 Systems Coaching Focus is on organizational support and change Involves working simultaneously at multiple levels of the system Systems coaches work to create alignment to ensure that service supports, guidance documents, and policies support organizational change that is in service to staff delivering the EPB as intended. Year 19

20 Review of Matrix Antecedent intervention to insure time is being allocated adequately and expectations are being met Write concrete examples to start to develop fluency with the expectations Keep track of activities as they are completed to avoid last minute scramble 20

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22 Guidelines for Conduct THE COACHES CODE Yar! Know the Code! 22

23 Underlying Need A code of ethics to help guide ethical decision- making Coaches Code was created and will be shared as a general reference to address ethical and professional concerns that are relevant to all job functions of the external coach or interactions between the external coach and client(s) 23

24 Ethical Decision Making Process Process of evaluating and choosing among alternatives in a manner consistent with ethical principles. Distinguish and eliminate unethical options Select the best ethical alternative Commitment Doing the right thing despite the cost Consciousness Behaving consistently and applying ethical principles to daily behavior Competency Collect and analyze information, develop alternatives, predict probable consequences/risks 24

25 The coach has a responsibility to: Support principles of BA & PBIS Disseminate work/outcomes communities Be fluent with the Coaches Code 5.0 Discourage misrepresentation 1.0 Conduct Responsibility to Behavior Analysis & PBIS in their District/Commun The Coach: ity Coaches uphold high standards of professional behavior at all times. 2.0 Responsibility to the Client The coach maintains the best interest of clients. Adheres to job commitments Works within scope of training Develops interventions that benefit the System/Team/Individual Resolves conflicts in a professional demeanor & within guidelines 4.0 The Coach and the Workplace 3.0 Coach as a Teacher/Observe r Coaches only delegate responsibilities to others who may be expected to perform competently

26 Wiggle Wiggle Expectations 1. Wiggle to a partner. Introduce yourself and give a high five 2. Share how the matrix and/or the Coaches Code could be utilized in your personal situation

27 SELF-MANAGEMENT TOOLS 27

28 Managing Without Supervising Self-management tools are crucial for Managing Without Supervising Coaches have a clear understanding of what is expected of them in all domains They have tools to track progress They know exactly how they will be evaluated 28

29 Monday Meetings GoToMeeting call with State Coordinator and External Coaches Highlights of the previous weeks activities Discuss intended activities for the next week Share successes, challenges, questions, etc. 29

30 Target Sheet List all targets discussed during meeting and add targets throughout the week as needed Link target to coaching competencies Indicate with Y/N, to the best of your control, were you able to complete each target 30

31 Name: Percent Goals Met: / = % Week of: Weekly Targets (List all targets discussed during meeting and add targets throughout the week as needed) Coach Competency Start Date Complete Date Notes To the best of my control, I completed this target (Y/N) 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) 12) 13) 14) 15) A weekly target is a clear and measurable definition of an activity or action that you plan to complete this week (i.e., power point for training, 50 slides completed). Please complete discussed targets by the end of the week. If additional targets arise throughout the week, add them to your list. Target sheets are due weekly. All activities should be tied to the External Coach Expectation Competencies.

32 Name: Bojenkins Smith Percent Goals Met: 6 / 8 = 75 % Week of:2/14-2/18/2014 Weekly Targets (List all targets discussed during meeting and add targets throughout the week as needed) Coach Competency Start Date Complete Date Notes 2/17 To the best of my control, I completed this target (Y/N) 1) Collect meeting agendas and problem statement from school teams T2 2/14 y 2) Write the monthly newsletter T4 2/16 3) Attend Coaches Training #2 S1 2/15 2/15 y 4) Facilitate Lyon County PBIS DLT D3 2/18 2/18 y 5) Read Disproportionality Article S9 2/14 6) Attend weekly coaches meeting S1 2/17 2/17 7) Return s S2 2/15 2/15 y 8) Present Webinar to Internal Coaches C2 2/18 2/18 y n McIntosh, 2014 n Tele-conference y 9) 10) 11) 12) 13) 14) 15) A weekly target is a clear and measurable definition of an activity or action that you plan to complete this week (i.e., power point for training, 50 slides completed). Please complete discussed targets by the end of the week. If additional targets arise throughout the week, add them to your list. Target sheets are due weekly. All activities should be tied to the External Coach Expectation Competencies.

33 Coach Consult Note 33

34 FEEDBACK RUBRICS 34

35 Feedback Rubrics Monthly Feedback Session with External Coach Provides feedback on performance with respect to: Responsible, Data-Driven, Professional State/Overall, District, Teams, Content/Presentations In Total 35

36 State/Overall Rubric 36

37 District Rubric 37

38 Teams Rubric 38

39 Content/Presentation Rubric 39

40 Objective Feedback on Progress Towards Goals FEEDBACK SCORECARD 40

41 Monthly Feedback 41

42 Feedback ScoreCard 42

43 Visual Display of Progress PERFORMANCE CHARTS 43

44 Monthly Overall: Location 44

45 Monthly Overall: Expectations 45

46 Progressive: Location 46

47 Progressive: Expectations 47

48 Wiggle Wiggle Expectations 1. Wiggle to a partner. Introduce yourself and give a high five 2. Share how any of the following could be utilized in your personal situation Self-Management Tools Feedback Rubrics Feedback Scorecard Performance Charts

49 Flowchart Pinpointing Obstacles to Maximum Performance TACTICAL IMPROVEMENT PLAN 49

50 Abernathy Theory How we typically address poor performance Look for problems inside the person Managers point to characteristics like cooperativeness, dedication, commitment, work ethic It is easier for managers to blame their employees than themselves If I only had good students, I could teach! 50

51 Circular Reasoning Mary doesn t meet her work deadlines How do you know this? Why? Because she lacks work ethic 51

52 Pinpointing Obstacles to Maximum Performance Target High Opportunity Measure Measure Validity Issue? Performance Improvement Issue? Behavior Issue? Selection or Training Behavior Prompts Process Issue Behavior Feedback Behavior Consequences Coach Utilization Work Methods 52 Adapted from Abernathy, 2000

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54 PERFORMANCE-BASED INCENTIVES 54

55 Abernathy Theory Performance Pay Aligns employee s goals with the organization s goals Those who contribute more earn more Fosters self-management Rewards innovation Ensures customer focus 55

56 Incentive Structure Step 1: Red = 0 Yellow = 1 Green = 2 Example: Reds: 3x0= 0 Yellows: 10 x 1 = 9 Greens: 18 x 2 = 36 = 45 56

57 Step 2: Multipliers District Behavior Data 80% of schools = x3! 50% of schools = x2! At or below National Median Stable or decreasing trend Offered during non-tfi months TFI 80% of schools at 80% fidelity = x3! 50% of schools at 80% fidelity = x2! Only offered during TFI months (October, February, May) 57

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59 Testimonial A Coaches Testimonial 59

60 Raffle Time! 60

61 SURPRISE!! Raffle #2! 61

62 Thank You! Nevada PBIS Technical Assistance Center Follow us all over the place! Website: FB Page: Twitter: nevadapbis.org Like Nevada s School Climate Transformation Snapchat: Nevada_PBIS Here to help you achieve all your PBIS goals!

63 References Abernathy, W. B. (1996). The sin of wages: Where the conventional pay system has led us, and how to find a way out. PerfSys Press. Abernathy, W. B. (2000). Managing without supervising: Creating an organizationwide performance system. WB Abernathy & Associates. Abernathy, W. B. (2011). Pay for profit: Designing an organization-wide performancebased compensation system. Performance Management Publications, Incorporated. Abernathy, W. B. (2014). The liberated workplace: Transitioning to Walden Three. Performance Management Publications, Incorporated. Duda, M. A. & Barrett, S. (n.d.). Coaching for competence and impact: Brief 1: Defining coaching. Retrieved August 2015 from the SW PBS Training wiki: https: //sites.google.com/a/pbismaryland.org/sw-pbs-training/home 63