TABLE OF CONTENTS 1 Introduction... 1 1.1 Purpose of the Document... 1 1.2 NCCP Core Competencies... 1 1.3 Learning Outcomes... 2 1.4 Overall Context... 2 1.5 Symbols... 2 1.6 Workbook Topics... 3 2 Identifying Effective Leadership Practices... 4 2.1 Your Best Performance as a Leader... 4 3 Leadership Challenges... 7 3.1 Scenarios... 7 3.2 Identifying Your Leadership Challenges... 9 4 Building Leadership Skills...10 4.1 Working Together...10 4.2 Intervention...10 4.3 Listening Effectively...12 4.4 How Am I Doing?...17 4.5 Delivering a Clear Message...19 4.6 Using a Facilitative Approach...23 5 Your Coaching Philosophy...25 5.1 Two-item Test...25 5.2 Present Your Philosophy...26 6 Reviewing Your Leadership Plan...30 6.1 On Your Own...30 6.2 With Your Learning Partner...30 7 My Leadership Plan...31 8 How Am I Doing?...36 9 Self-assessment...38 10 Action Card...40 11 Great Ideas...41 Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
The Collection, Use, and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at www.coach.ca. By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact coach@coach.ca. Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
ACKNOWLEDGEMENTS Main Writer Rose Mercier Contributor Don Watts Peter Niedre Mac Hickox Production Lucie LeBel, MATRA gs Translation Services Inc., Tressa Sorochan, Louise Wood Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
1 INTRODUCTION 1.1 Purpose of the Document This Coach Workbook is your record of what you did and what you learned in the Coaching and Leading Effectively workshop. The Coach Workbook has been designed to help you work on your own, after the workshop, to improve even more as a coach. We therefore recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills. This workbook refers often to Reference Material, a document developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Coaching and Leading Effectively workshop. 1.2 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes experience. The competencies are problem-solving, valuing, critical thinking, leading, and interacting. At several points in the workshop, you will participate in activities that involve reflecting on and assessing your learning on these five competencies. These are important activities, because you indicate in them how you will apply and model the five core competencies in your coaching situation. Look for the lightbulb icon that identifies these learning activities. Here are just some of the ways these competencies come into play in the Coaching and Leading Effectively workshop: Problem-solving Valuing Apply leadership practices to create positive change in coaching situations Identify barriers to communication and ways to reduce their impact Determine what interventions are appropriate, given key situational factors Recognize how self-awareness enhances personal leadership Understand the importance of developing a clear coaching philosophy and acting in a manner that is consistent with that philosophy Appreciate that leadership skills can be learned and improved Critical Thinking Leading Identify critical factors in coaching situations that affect the leadership actions available Use the experiential cycle to enhance learning in any situation Employ facilitation techniques to hear a variety of views or develop alternative approaches Listen attentively and empathically to understand athletes feelings and meanings Deliver messages that clearly communicate what action is needed and why Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 1
Interacting Lead a facilitative process to develop behavioural norms Give feedback that leads to positive change or reinforces existing behaviour Lead a facilitative process to increase commitment to decisions and solutions or to learn from experience Value communication skills as essential to leading effectively Exchange ideas and interact with other coaches Provide feedback to peers to enable improved performance 1.3 Learning Outcomes The NCCP distinguishes between training and certification. The Coaching and Leading Effectively module is one of a number of training opportunities in the Competition Development context. To become certified in this and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module. After finishing this module, you will be able to take leadership action that improves the conditions that support athlete performance. In particular, you will be able to: Make interventions that enhance learning and aim to improve athletes performance Intervene to promote group and skill development Promote a positive image of sport and model the image to athletes and those supporting their performance Deliver clear messages and explanations when communicating with athletes and those supporting their performance Create opportunities to interact with all athletes Use feedback to improve and correct performance and behaviour 1.4 Overall Context This module is one of many offered in the National Coaching Certification Program. For more information on the NCCP and the workshops it offers, visit www.coach.ca. 1.5 Symbols You will find the following symbols in this Workbook: This symbol means refer to the Reference Material This symbol means write your thoughts on your Action Card This symbol indicates support for NCCP competencies Page 2 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
1.6 Workbook Topics There are five topics on coaching and leadership in this workbook: Identifying effective leadership practices Leadership challenges Building leadership skills Your coaching philosophy Reviewing your Leadership Plan Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 3
2 IDENTIFYING EFFECTIVE LEADERSHIP PRACTICES 2.1 Your Best Performance as a Leader 2.1.1 Select a coaching experience where you think you were at your best as a leader. Describe the experience in a short phrase, e.g., I coached the Canoe Development group at out club. Two of the athletes were nominated to the Junior World Championships in the C-2 500m and 1000m events. In Column 1: Action below, identify 7 or 8 of your actions that you believe made your leadership particularly effective. Column 1: Action Example: I provided one-on-one feedback at key learning points Column 2: Leadership Practice Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Model Inspire Challenge Enable Encourage Page 4 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
2.1.2 Read Leadership Practices 1 in the Reference Material. Then go back to your answers to 2.1.1, and place an X in Column 2: Leadership Practice beside the leadership practice each action reflects. 2.1.3 Based on what you ve read, are there any actions you now want to add to your list? If so, record them in Column 1: Action in the table in 2.1.1, and place an X beside the associated leadership practice (Column 2: Leadership Practice). 2.1.4 After completing 2.1.1, 2.1.2, and 2.1.3, work with another coach and review your lists. What do you notice when you compare the two lists? Based on your discussion, make any changes you feel are needed in your list. 1 James M. Kouzes and Barry Z. Posner identified five leadership practices in their extended research into the best leadership experience of over 75,000 individuals in a broad range of leadership roles. They first published their model in The Leadership Challenge in 1987, and they have continued to refine it in successive editions. The fourth edition of The Leadership Challenge was published in 2007. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 5
2.1.5 Write down the leadership practice your Learning Facilitator has assigned: In small groups, discuss how this practice is relevant in the different coaching situations listed below. Record the two or three main points for each situation that emerged from your group discussion, and be prepared to present these points to the group as a whole. Coaching Situation Leadership Practice Skill Instruction Teaching Tactics/Strategy Developing a Team Code of Conduct Page 6 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
3 LEADERSHIP CHALLENGES 3.1 Scenarios 3.1.1 Read through your group s assigned scenario, and answer the questions on page 8. Scenario #1: Developing your support team It s the beginning of a new season. You ve progressively developed your canoe/kayak athletes so that the group is a legitimate contender for the Nationals next year. You continue to look for ways to support their progress. You have a new assistant coach assigned to you by the Board of Directors. He has been coaching in outrigger and dragon boat and although a former successful paddler in his own right, he has limited coaching in the sprint world. You ve also been able to find a massage therapist and strength and conditioning specialist who ll work with you for the first time. You want to make sure that everyone will work well together during the season, especially since this is the largest support team you ve ever had. Scenario #2: Improving Skills You re midway through the early part of the competitive season, where your war canoe team s goal is to reach the podium at the National Championships. You conclude after studying video of the crew that four athletes need a lot of technical work. Without these four athletes the crew will not be able to race as there are no spares. While the nucleus of your team came up through your club, these four athletes moved here from another club over the past year. Scenario #3: Executing strategy Your athletes have trained very hard for two years and are very fit and confident as they enter the third year with you as their coach. This year they will be required to race 500 and 1000m in doubles at the trials. With the trials six weeks away, they are finishing second to another local club team. We have asked them this year to go out harder in the first part of the race this year in order to stay with the leaders. Despite successfully training the transition after the start, the team is unable to maintain contact in a race situation with this other club team. Although they come on strong in the second half of the race they are falling a little short each time out. In the second and third regatta of the year, they lost both races. This is taking its toll on the team s confidence about qualifying for the Junior World Championship Team in the doubles event. Scenario #4: Bringing the group together Your club has asked you to take over the coaching of both the kayak and canoe athletes in the high performance group. In the past this group has had two separate coaches but this year the other coach has resigned and with budget restraints you have been asked to bring the two groups together. There are 12 athletes in total. The age range is from 15 to 18. There are 6 women and 6 men two canoe women, four canoe men, two kayak men and four kayak women. There are many unique personalities and a few eccentrics, as well as having a three year age span. The kayakers are talented but lack a work ethic; the canoe athletes aren t quite as talented but have a strong work, which has helped them stay competitive with the best crews in the country. Unfortunately the diversity in this year s team is creating friction and cliques. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 7
Work with your group to specify, for your assigned scenario, the change you would like to make. Then, for each leadership practice, describe one or two actions to take to support making that change. Assigned scenario: The change I would like to make: Model the Way: Leadership Practice: Actions to Take Inspire a Shared Vision: Challenge the Process: Enable Others to Act: Encourage the Heart: Page 8 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
3.2 Identifying Your Leadership Challenges 3.2.1 Use the list below to help you think about the challenges you are currently facing as a coach. If you have any challenges that are not on the list, add them to the list. Absence of internal leadership Improving team communication Increasing athlete accountability Being consistent about commitments throughout the year Being consistent about commitments within the team/group Dealing with a wide range of ability levels Significantly changing tactical philosophy Managing parental pressure Long-term athlete development Replacing a coach Select a challenge from this list that you want to resolve; you will use this challenge as a focus for the rest of the workshop. Now turn to My Leadership Plan, on page 31, and complete the Challenge/Change section of the Plan. 3.2.2 Meet with a learning partner, and discuss your leadership challenge. Challenge: Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 9
4 BUILDING LEADERSHIP SKILLS 4.1 Working Together 4.1.1 Read the Description column in Stages of Group Development in the Reference Material. In small groups, prepare a role-play for the assigned stage of group development, and perform it in front of the whole group. As you observe the other role-plays, jot down in the table below the actions that helped you recognize the stage of group development. Forming Storming Norming Performing Adjourning 4.1.2 Recall Stages of Group Development in the Reference Material. What stage do you think the group identified in your leadership challenge is at? What signals support this choice? Stage Signals 4.1.3 Now turn to My Leadership Plan, on page 31, review the list of things that need to be different to resolve your challenge, and add to your list any actions related to group development you now believe are necessary. 4.2 Intervention 4.2.1 Read Factors to Consider in Choosing an Intervention in the Reference Material. Select a specific situation related to the leadership challenge you identified in 3.2.1 that may require intervention. Use the table below to reflect on this situation. Leadership challenge: Page 10 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
Situation: What s at stake in the situation? How big is the group? Who s involved? All of the team? Part of the team? Your experience relative to this situation 4.2.2 Read Choose the Way You Intervene and the Guidelines for Intervention column in Stages of Group Development in the Reference Material. Turn to My Leadership Plan, on page 31, and complete the Action column of the Intervention section of the Plan. 4.2.3 Discuss your options for intervention with your learning partner, and modify your answer to 4.2.2 as needed, given this discussion. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 11
4.3 Listening Effectively 4.3.1 In the left-hand column, identify common barriers to your ability to listen attentively to your athletes. In the right-hand column, identify one possible way to improve conditions for listening. Common Barrier E.g., crews spread out on the water Ideas for Improvement Explain the drill before leaving the dock Give common drills code names to reduce the amount of explanation needed 4.3.2 Share your ideas from 4.3.1 with another coach, and add any new ideas for improving conditions for listening to the end of the table above. 4.3.3 Read Listening in the Reference Material. Add any ideas for improving conditions for listening that you get from this material to the end of the table in 4.3.1. Page 12 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
4.3.4 Read the section Attentive Listening, especially the Attentive Listening Checklist, and Giving Feedback, in the Reference Material. Working in trios in your assigned role and on your assigned topic from the list below, you will play all three roles in this activity speaker (coach), listener (coach), and observer. Topics: Your approach to teaching skills to experienced athletes Something new you ve been working on this year Goal setting with your athletes Local resources you use to support your athletes/team Your coaching mentors and what you learned from them Your most important lessons from last year/season Coaching athletes with a disability Any current sport news topic: new facility being built in the community, testing in professional sport, bonuses to Olympic medalists, etc. When you re the speaker, talk in a conversational tone about your assigned topic. Speak as you would to a trusted colleague. When you re the listener, use the checklist below to better understand the speaker s ideas and opinions and to improve your ability to remember what he or she says. When you re the observer, use the checklist below as your basis for observing and providing feedback to the listener. DO DON T Maintain eye contact Use body language that shows interest in the speaker Affirm that you re listening Listen to the full thought don t interrupt Restate the speaker s ideas Ask questions to clarify or learn more Judge the speaker Formulate arguments to disagree as soon as the speaker pauses Explain to the speaker what you think lies behind his ideas or opinions Turn the conversation around to your point of view Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 13
Give advice (unless specifically asked) If you re the listener, record below any feedback you received. As a group, provide feedback on the feedback provided. Page 14 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
4.3.5 Read the section Listening with Empathy, especially the Listening with Empathy Checklist, in the Reference Material. Now think about an athlete you ve coached and with whom you had a challenging relationship. Recall or imagine a conversation the athlete might find difficult to have with you. Write a few cue words that will remind you of the circumstances or the athlete s perspective. Work in trios in your assigned role; you will play all three roles in this activity speaker (athlete), listener (coach), and observer. When you re the speaker, get in character and speak from the athlete s point of view. Speak as you believe the athlete would speak to you as a coach. When you re the listener, use the checklist below to discover what the athlete really means and feels. When you re the observer, use the checklist below as your basis for observing and providing feedback to the listener. DO DON T Maintain eye contact Use body language that shows interest in the speaker Affirm that you re listening Listen to the full thought don t interrupt Restate the speaker s ideas Ask questions to clarify or learn more Restate what the athlete says in his or her words Rephrase the meaning of what the athlete has said in your words Reflect the athlete s feelings you are hearing in your own words Judge the athlete Evaluate whether the athlete s opinion or point of view is right or wrong React if you feel defensive Explain to the athlete what you think lies behind his or her ideas or opinions Turn the conversation around to your point of view Give advice (unless specifically asked) Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 15
If you re the listener, record below any feedback you received. As a group, provide feedback on the feedback provided. 4.3.6 When you ve finished 4.3.4 and 4.3.5, turn to My Leadership Plan, on page 31, and complete the Action column of the Listening Effectively section of the Plan. Page 16 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
4.4 How Am I Doing? 4.4.1 Up to this point, you ve completed activities designed to develop competencies related to coaching and leading effectively. This activity is a bit different, as it asks you to: Reflect on your learning to date Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Coaching and Leading Effectively competencies have developed to this point in the workshop. NCCP Core Competency This is what I ve learned so far about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Problem-solving Valuing Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada Page 17
NCCP Core Competency This is what I ve learned so far about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Critical Thinking Leading Interacting Page 18 Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
4.5 Delivering a Clear Message 4.5.1 Read Delivering a Clear Message in the Reference Material. Then review the scenario your group has been assigned. Use the Delivering a Clear Message Worksheet on the following page to plan how to get your point across. Scenario #1: Developing your support team It s the beginning of a new season. You ve progressively developed your canoe/kayak athletes so that the group is a legitimate contender for the Nationals next year. You continue to look for ways to support their progress. You have a new assistant coach assigned to you by the Board of Directors. He has been coaching in outrigger and dragon boat and although a former successful paddler in his own right, he has limited coaching in the sprint world. You ve also been able to find a massage therapist and strength and conditioning specialist who ll work with you for the first time. You want to make sure that everyone will work well together during the season, especially since this is the largest support team you ve ever had. Scenario #2: Improving Skills You re midway through the early part of the competitive season, where your war canoe team s goal is to reach the podium at the National Championships. You conclude after studying video of the crew that four athletes need a lot of technical work. Without these four athletes the crew will not be able to race as there are no spares. While the nucleus of your team came up through your club, these four athletes moved here from another club over the past year. Scenario #3: Executing strategy Your athletes have trained very hard for two years and are very fit and confident as they enter the third year with you as their coach. This year they will be required to race 500 and 1000m in doubles at the trials. With the trials six weeks away, they are finishing second to another local club team. We have asked them this year to go out harder in the first part of the race this year in order to stay with the leaders. Despite successfully training the transition after the start, the team is unable to maintain contact in a race situation with this other club team. Although they come on strong in the second half of the race they are falling a little short each time out. In the second and third regatta of the year, they lost both races. This is taking its toll on the team s confidence about qualifying for the Junior World Championship Team in the doubles event. Scenario #4: Bringing the group together Your club has asked you to take over the coaching of both the kayak and canoe athletes in the high performance group. In the past this group has had two separate coaches but this year the other coach has resigned and with budget restraints you have been asked to bring the two groups together. There are 12 athletes in total. The age range is from 15 to 18. There are 6 women and 6 men two canoe women, four canoe men, two kayak men and four kayak women. There are many unique personalities and a few eccentrics, as well as having a three year age span. The kayakers are talented but lack a work ethic; the canoe athletes aren t quite as talented but have a strong work, which has helped them stay competitive with the best crews in the country. Unfortunately the diversity in this year s team is creating friction and cliques. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 19
Worksheet: Delivering a Clear Message First, decide what you would say if you were the coach in the assigned scenario, and record it in the four text boxes below. Taken together, this text is the clear message you want to deliver. 1. I SEE 2. I THINK 3. I FEEL 4. I NEED Second, select five tips (tone of voice, non-verbal cues, position, etc.) that will reinforce the point you want to get across. 1. 2. 3. 4. 5. Page 20 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
4.5.2 Put an X beside the situation from the following list that the Learning Facilitator assigns. It s the last minute of an important game and you re behind by one point/goal A substitute is replacing a star athlete at a crucial point The event is about to start, and weather conditions have worsened significantly since the practice run/qualification round/performance of the earlier competitors It s the first practice after competition when athletes made several critical errors in judgement Read Key Points on Giving Instructions in the Reference Material, and answer the following questions about intervening in the assigned situation. How would the stages of group/team development influence how you give instructions or provide demonstrations? Forming Storming Norming Performing Adjourning Under what conditions might instructions or the use of demonstrations have low, medium, or high emotional impact for athletes? Low emotional impact: Medium emotional impact: High emotional impact: Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 21
What clear message would you use to explain why you need to give instructions in the assigned situation? Use the worksheet below to record your message. 1. I SEE 2. I THINK 3. I FEEL 4. I NEED 4.5.3 Now turn to My Leadership Plan on page 31, and complete the Action column of the Clear Message section of the Plan, focusing on the type of message that is most relevant to your leadership challenge. Page 22 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
4.6 Using a Facilitative Approach 4.6.1 Read Facilitation, up to and including the description of Basic Facilitation Technique #1: Nominal Group Technique, and The Purpose and Elements of Team Norms, in the Reference Material. Then read the case study below, and follow the Learning Facilitator s instructions for applying Basic Facilitation Technique #1: Nominal Group Technique. CASE STUDY It s the beginning of a new season. Your athletes have progressively developed your canoe/kayak athletes so that the group is a legitimate contender for the Nationals next year. You continue to look for ways to support their progress. You have a new assistant coach assigned to you by the Board of Directors. He has been coaching in outrigger and dragon boat and although a former successful paddler in his own right, he has limited coaching in the sprint world. You ve also been able to find a massage therapist and a strength and conditioning specialist who ll work with you for the first time. You want to make sure that everyone will work well together during the season, especially since this is the largest support team you ve ever had. After the facilitation is complete: Participants: Identify one piece of feedback you want to offer to the facilitator. Make sure your feedback is consistent with Giving Feedback in the Reference Material. If you facilitated the discussion, quickly review the Attentive Listening Checklist in the Reference Material, and practise attentive listening skills as you receive feedback from the other participants. Record below the feedback you receive. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 23
4.6.2 Read Basic Facilitation Technique #2: Using the Experiential Cycle, in the Reference Material. As a group, develop the What?, So What?, and Now What? questions to use in the debriefing of 4.6.1, and record them below. What? So What? Now What? Then follow the Learning Facilitator s instructions for applying Basic Facilitation Technique #2: Using the Experiential Cycle. After the facilitation is complete: Participants: Identify one piece of feedback you want to offer to the facilitator. Make sure your feedback is consistent with Giving Feedback in the Reference Material. If you facilitated the debrief, quickly review the Attentive Listening Checklist in the Reference Material, and practise attentive listening skills as you receive feedback from the other participants. Record below the feedback you receive. 4.6.3 Turn to My Leadership Plan, on page 31, and complete the Action column of the Facilitation section of the Plan. Page 24 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
5 YOUR COACHING PHILOSOPHY 5.1 Two-item Test 5.1.1 Think about a positive coaching situation. In the left-hand column in the table below, write down the first three words describing that situation that come to mind. Now think about a negative coaching situation. In the right-hand column in the table below, write down the first three words describing that situation that come to mind. Positive Coaching Situation: Three Words Negative Coaching Situation: Three Words Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 25
5.2 Present Your Philosophy 5.2.1 Imagine your club or team has agreed to provide you the time to take advantage of a six-month coaching development experience working with an internationally known coach in another country. The only condition you need to agree to in order to be accepted for this fully supported experience (including salary while away) is that you immerse yourself completely in the situation. You will be asked not to communicate at all with your current club or team. You have worked very hard to secure this rare opportunity because it has enormous benefits for the short and long term. Before you leave, you want to be sure that the coaches who are taking over your athletes in the interim and the volunteers who have agreed to support them will stay true to your coaching philosophy. You decide to create a visual reminder of your most important messages to them. You want the images to be strong cues about how to coach while you are away. You have decided to create a poster that summarizes the key messages you want to reinforce. Think about the following, and record them in words or in pictures in the graphic on the next page. 1) Three values you want the coaches to protect while you re away 2) The type of leadership you expect the coaches to demonstrate 3) The guiding principles for the behaviour of the coaches and volunteers 4) The way athletes should feel during this six months 5) The outcome you expect on your return After creating your poster, read Why a Coaching Philosophy Is an Essential Ingredient of Leadership, in the Reference Material, and add to or modify your poster as needed. Page 26 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
1 Values 2 Type of Leadership 4 Athletes Feelings 5 Expected Outcome 3 Guiding Principles Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 27
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5.2.2 In the space below, write short statements that summarize your coaching philosophy as represented in this graphic. 5.2.3 Read Some Sample Coaching Philosophies in the Reference Material. Then revise 5.2.2 as you want to, given what you ve just read, and note how each aspect of your coaching philosophy reflects the five leadership practices introduced in 2.1.1 and 2.1.2. 5.2.4 Turn to My Leadership Plan, on page 31. In the Coaching Philosophy row, write your coaching philosophy down. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 29
6 REVIEWING YOUR LEADERSHIP PLAN 6.1 On Your Own 6.1.1 On your own, review My Leadership Plan, on page 31. Use the following checklist to determine whether the plan will bring about the necessary changes: Will each action help the group work well together? Will each action help athletes or the group of athletes learn skills, tactics, or strategies? Will each action help athletes or the group of athletes achieve their goals? Will each action foster collaboration by building trust and relationships? Will each action strengthen others by increasing their self-determination and confidence? Will each action send a clear and concise message that athletes and those who support them will understand? Is the statement of your coaching philosophy clear and concise? Will each action reflect your coaching philosophy? Will each action contribute to the leadership practices you addressed in 2.1.2? If your answers show that the necessary changes will happen with your plan, go to 6.1.2. If you feel the necessary changes will not happen, modify your plan as needed, and then go to 6.1.2. 6.1.2 Turn to My Leadership Plan, on page 31. In the Action column, mark with an asterisk the first three things you would do to start your plan, and indicate in the Implementation Date column WHEN you would start each of these three actions. 6.2 With Your Learning Partner 6.2.1 You and your partner review each other s Leadership Plan and give each other feedback on the following: The chances that the changes necessary will happen if this plan is carried out Items that are missing or need to be changed 6.2.2 With your learning partner, exchange views on what actions to take first and when to implement them. Page 30 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
7 MY LEADERSHIP PLAN Challenge/Change The challenge I want to focus on for the rest of this workshop is: What needs to be different to resolve this challenge? Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 31
Component Action Implementation Date Intervention Summarize two phased interventions that are consistent with the stage of group development you identified in 4.1.2. For this intervention, list those involved, and describe the type of intervention, its emotional impact, and the expected outcome Intervention Option 1 Intervention Option 2 Listening Effectively Thinking about your leadership challenge, List the people you need to have a conversation with to ensure that the changes occur Identify the listening fault you need to pay special attention to in these conversations so you can really hear what s being said Page 32 Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
Component Action Implementation Date Clear Message Thinking about your leadership challenge, List the topics you need to deliver clear messages about to ensure the changes occur Choose one topic in the list, circle it in the list you just made, and use the headings provided to plan how to get the message across. Select five tips (tone of voice, nonverbal cues, position, etc.) that will reinforce the point you want to get across Topics Getting the Message Across 1. I See 2. I Think 3. I Feel 4. I Need Clear Message (cont d) Five Tips 1. 2. Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 33
Component Action Implementation Date 3. 4. 5. Facilitation Identify the question or topics you need to get ideas about when using the six-step Nominal Group Technique Nominal Group Technique Facilitation (cont d) Identify the What?, So What?, Now What? questions to ask in a debrief related to your leadership challenge Debrief What? So What? Now What? Coaching Philosophy Page 34 Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
Component Action Implementation Date Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 35
8 HOW AM I DOING? 8.1.1 You ve now completed activities designed to develop competencies related to coaching and leading effectively. This activity is a bit different, as it asks you to: Reflect on your learning in this workshop Relate your learning to the five core NCCP competencies Consider how you will apply and model the competencies in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Coaching and Leading Effectively competencies have developed in the workshop. NCCP Core Competency This is what I ve learned in this workshop about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Problem-solving Valuing Page 36 Version 1.0, 2013 Coaching Association of Canada and CanoeKayak Canada
NCCP Core Competency This is what I ve learned in this workshop about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Critical Thinking Leading Interacting Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 37
9 SELF-ASSESSMENT This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement. For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always). DATE: I take leadership action that improves the conditions that support athlete performance by Applying leadership practices to create positive change in coaching situations Identifying barriers to communication and ways to reduce their impact Determining what interventions are appropriate, given key situational factors Recognizing how self-awareness enhances leadership effectiveness Recognizing the importance of developing a clear coaching philosophy and acting in a manner that is consistent with that philosophy Appreciating that leadership skills can be learned and improved Identifying critical factors in coaching situations that affect the leadership actions available Applying the experiential cycle to enhance learning in any situation Employing facilitation techniques to hear a variety of views or develop alternative approaches Listening attentively and empathically to understand athletes feelings and meanings Deliver messages that clearly communicate what action is needed and why Leading the development of a facilitative process to develop behavioural norms Giving feedback that leads to positive change or reinforces existing behaviour Never Sometimes Often Always 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Providing feedback to peers to enable improved performance 1 2 3 4 Valuing communication skills as essential to leading effectively 1 2 3 4 Page 38 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
I take leadership action that improves the conditions that support athlete performance by Leading a facilitative process to increase commitment to decisions and solutions or to learn from experience Never Sometimes Often Always 1 2 3 4 Exchanging ideas and interacting with other coaches 1 2 3 4 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 39
10 ACTION CARD Date: Location: I will START I will STOP I will CONTINUE Page 40 Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada
11 GREAT IDEAS New friends in coaching from this workshop For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada website at: Version 1.0, 2013 Coaching Association of Canada and Canoe Kayak Canada Page 41
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