Lesson 2: Supporting Goal-Setting

Learning Objectives:

  1. Describe how to create safe spaces and establish trust with learners.
  2. Compose and critique the use of language for questioning, supporting autonomy, challenging, active listening.
  3. Identify barriers to change based on feedback
  4. Describe how to create safe spaces and establish trust with learners.
  5. Use time-management matrix to identify priorities

Readings:

  1. Rogers, Chapter 3 “Creating trust: foundation values and practice for coaching”
  2. Rogers, Chapter 4 “Simple but not easy: the skilled language of coaching”
  3. Rogers, Chapter 10 “The Heart of Coaching: The Coach-Client Relationship”
  4. AMA Handbook on Coaching in Medical Education: Chapter 2 “Building a coaching relationship with learners”
  5. Optional Supplementary Reading: Buckingham and Goodall, “The Feedback Fallacy.” https://hbr.org/2019/03/the-feedback-fallacy

Small Group Workshop Lesson 2a: Responding to Feedback and Making Change

Pre-work: In addition to readings and watching Video Lesson 2, coaches should complete the Eisenhower Decision matrix themselves and set 1-3 specific goals.

Scenario: One member of the group should serve as coach, and another as the observer. The person being coached should share their time management matrix, and the coach should help this person reflect on one of the goals they have set based on the issues that arise in considering their time management matrix. Focus on a goal that has been challenging to prioritize, and try to understand what has stood in the way. The observer should provide feedback. If time permits, change roles and coach another member of the group.

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