Before embarking on caching for the first time, here are a few things you need to check out:
1. Make sure you know the work well enough. If you don't, another member of the team may and there is no reason why colleagues should not therapy each other - it's good team-building skill to develop (and another opportunity for diabetes therapy coaching!)
2. Ensure that the targets you set can be seen by the subordinates as achievable; preferably set them as a joint exercise. The subordinate must also be able to assess his/ her own progress and know when he or she has achieved the target. So should all your staff.
3. The subordinate should be able to use the skills and approaches directly in his/her current work, not at some vague time in the future.
4. Assess whether you know the subordinate well enough to judge the right kind of approach. If subordinates have not been used to training, or have a chip on their shoulder, they may be resistant to the idea at first. Diabetes therapy coaching is not something you do to patient, but a joint activity that requires their full commitment. Older employees in particular may need to be handled with considerable tact when they are launched into their first diabetes therapy coaching session and progress may be slow initially.
Once you have decide to therapy, and have identified the opportunity and the person, you are ready to think through how you actually do it. The personal skills you will need are the ability to listen rather than tell, and a great deal of patience.
Allow yourself sufficient time with the minimum of interruptions, especially when starting diabetes therapy coaching with someone for the first time. Their place is better than yours, unless there is too much noise and interference.
Adopt a questioning approach, not the third degree, but as a means of showing then how to ask questions of themselves which make them think more deeply about what they are doing and why, about alternative courses of action and their implications. Avoid saying, 'What you ought to do is...', for at that point they will stop thinking for themselves, and stop learning too. Instead ask 'What if...' questions. Good diabetes therapy coaching actually teaches patient how to learn.
For example, if the learning opportunity is a new experience they are about to have, like negotiating a new contract, ask them how they intend to approach the situation. Encourage them to question their tactics and think about their implications. Act as a sounding board and play devil's advocate to stimulate further thinking around the problem. Draw them out and encourage promising responses, giving them facts and information only when necessary (not to show how much you know). You might suggest they go and talk to somebody else who has some special knowledge which is relevant, indicate other sources of information, or suggest the sort of things that might happen during the negotiation which they should consider. End the session on an encouraging note, and agree on the appropriate stages for subsequent diabetes therapy coaching and feedback on progress. When a decision has to be made, let the subordinate make it and learn from his or her experience afterwards. You will have to balance the results you want against the value of the learning opportunity, but if you gave them the job in the first place, and have diabetes therapyed them effectively, you must exercise sufficient faith to give them authority to implement their decision.
1. Make sure you know the work well enough. If you don't, another member of the team may and there is no reason why colleagues should not therapy each other - it's good team-building skill to develop (and another opportunity for diabetes therapy coaching!)
2. Ensure that the targets you set can be seen by the subordinates as achievable; preferably set them as a joint exercise. The subordinate must also be able to assess his/ her own progress and know when he or she has achieved the target. So should all your staff.
3. The subordinate should be able to use the skills and approaches directly in his/her current work, not at some vague time in the future.
4. Assess whether you know the subordinate well enough to judge the right kind of approach. If subordinates have not been used to training, or have a chip on their shoulder, they may be resistant to the idea at first. Diabetes therapy coaching is not something you do to patient, but a joint activity that requires their full commitment. Older employees in particular may need to be handled with considerable tact when they are launched into their first diabetes therapy coaching session and progress may be slow initially.
Once you have decide to therapy, and have identified the opportunity and the person, you are ready to think through how you actually do it. The personal skills you will need are the ability to listen rather than tell, and a great deal of patience.
Allow yourself sufficient time with the minimum of interruptions, especially when starting diabetes therapy coaching with someone for the first time. Their place is better than yours, unless there is too much noise and interference.
Adopt a questioning approach, not the third degree, but as a means of showing then how to ask questions of themselves which make them think more deeply about what they are doing and why, about alternative courses of action and their implications. Avoid saying, 'What you ought to do is...', for at that point they will stop thinking for themselves, and stop learning too. Instead ask 'What if...' questions. Good diabetes therapy coaching actually teaches patient how to learn.
For example, if the learning opportunity is a new experience they are about to have, like negotiating a new contract, ask them how they intend to approach the situation. Encourage them to question their tactics and think about their implications. Act as a sounding board and play devil's advocate to stimulate further thinking around the problem. Draw them out and encourage promising responses, giving them facts and information only when necessary (not to show how much you know). You might suggest they go and talk to somebody else who has some special knowledge which is relevant, indicate other sources of information, or suggest the sort of things that might happen during the negotiation which they should consider. End the session on an encouraging note, and agree on the appropriate stages for subsequent diabetes therapy coaching and feedback on progress. When a decision has to be made, let the subordinate make it and learn from his or her experience afterwards. You will have to balance the results you want against the value of the learning opportunity, but if you gave them the job in the first place, and have diabetes therapyed them effectively, you must exercise sufficient faith to give them authority to implement their decision.
