Question 1

Which statement is not true about performance coaching?

Accepted Answer

Increase productivity by doing basic expectation

Answer

Build constructive working relationship with AIPs

Answer

To develop employee skills and abilities.

Answer

Challenge employees to perform to their best and as self sufficiently as possible

Question 2

What is the correct order of Coaching Session Flow?

Question 3

Which is not part of the coaching session stages?

Accepted Answer

Discovery Question

Answer

Driving a result

Answer

Planning and preparation

Answer

Coaching session proper

Question 4

Doing a small talk, explaining the purpose of the coaching and establishing rapport should be done in which part of coaching session proper?

Accepted Answer

introduction

Question 5

Celebration small successes should be done in which part of coaching session proper?

Accepted Answer

recognition

Question 6

Observation form can be accomplished after the coaching session proper.

Accepted Answer

false

Answer

true

Question 7

which is not part of the coaching proper?

Accepted Answer

Agreement of both parties

Answer

Address the issue right away

Answer

Discovery Questions

Answer

Active Listening

Question 8

How can you get a score of 4 (Distinguished) in demonstrating knowledge of content and pedagogy?

Accepted Answer

QC demonstrates extensive knowledge of specialty areas (Process, quality, speed and net time) aligned to research based practices and knowledge of coaching skills and strategies (e.g., coaching stances, interpersonal styles, feedback, systems change).QC is able to anticipate ways to address possible misconceptions. Coach serves as a leader in this area and is sought out by colleagues.

Answer

QC demonstrates basic knowledge of specialty areas (Process, quality, speed and net time)) aligned to research based practices and knowledge of coaching skills and strategies (e.g., coaching stances, interpersonal styles, feedback, system change). QC has some awareness of prerequisite learning, but knowledge may be inaccurate or incomplete and/or displays lack of awareness of how concepts relate to one another.

Answer

QC demonstrates thorough knowledge of specialty areas (Process, quality, speed and net time)) aligned to research based practices and knowledge of coaching skills and strategies (e.g., coaching stances, interpersonal styles, feedback, systems changes).

Answer

QC has little or no familiarity with specialty areas (Process, quality, speed and net time) and knowledge of coaching skills and strategies (e.g., coaching stances, interpersonal styles, feedback, systems change). Is unable to translate evidence and research into strategies.

Question 9

How can you get a score of 4 (Distinguished) in Demonstrating knowledge and skill level of a quality checker

Accepted Answer

Coach demonstrates extensive knowledge of the process to guide coaching interactions and supports that are aligned to the technology being handled.

Answer

QC demonstrates little to no knowledge of the process to guide the interaction and coaching supports. QC lacks knowledge of the the technology being handled.

Answer

Coach demonstrates thorough knowledge of the process to guide the interaction and coaching supports. Seeks out necessary unknown information, if appropriate. QC displays understanding of the technology being handled.

Answer

QC demonstrates no knowledge of the process to guide the interaction and coaching supports. Coach lacks knowledge of the technology being handled.

Question 10

How can you get a score of 4 (Distinguished) in Establishing goals for AIP

Accepted Answer

QC collaborates program in using data to develop improvement goals to build capacity and sustainable practices. Coaching goals are ambitious and feasible, reflecting important learning and big ideas of improvement and AIP growth. Co-developed goals are aligned to building capacity and sustainable practices within the organization

Answer

QC demonstrates knowledge of program initiatives uses this knowledge to formulate coaching goals. Coaching goals are ambitious and feasible, reflecting important learning and big ideas of improvement and AIP growth. Goals are aligned to building capacity and sustainable practices.

Answer

QC demonstrates knowledge of program and this knowledge is inconsistently used to formulate coaching goals. Coaching goals meet minimal standards and may be feasible. QC may formulate goals in isolation

Answer

QC demonstrates little to no knowledge of program goals. Coaching goals are not linked to program goals, lack ambition and feasibility. Goals do not link to sustainable practices.

Question 11

How can you get a score of 4 (Distinguished) in Developing a comprehensive coaching plan

Accepted Answer

All aspects of coaching plan directly links to goals developed in collaboration with the organization. Development of differentiated coaching plan includes activities that facilitate capacity building and sustainability. Plan reflects knowledge and skill level of the organization.

Answer

Some aspects of the coaching plan directly links to goals developed in conjunction with the organization. Timelines for goals maybe unrealistic.

Answer

Coaching plan does not link to developed goals or goals are unrealistic. The plan for achieving program goals is not differentiated.

Answer

Majority of coaching plan directly links to goals developed in conjunction with the organization. Development of differentiated coaching plan includes activities that facilitate capacity building and sustainability. Plan reflects knowledge and skill level of the organization and realistic time expectations.

Question 12

How can you get a score of 4 (Distinguished) in Designing an evaluation plan

Accepted Answer

Clearly identified evaluation plan outlined for goals/outcomes developed for the organization. The plan includes formative assessments that appropriately match expectations. Evaluation plan actively involves the organization in developing and collecting information for use in decision making and possible adjustments based on formative assessment data.

Answer

Evaluation plan does not match the organization goals. No formative assessments have been identified. Evaluation procedures lack criteria and no plan to adjust based on data.

Answer

Clearly identified evaluation plan outlined for goals/outcomes developed for the organization. The plan includes formative assessments that appropriately match expectations. Evaluation plan includes decision making guidelines and possible adjustments based on formative assessment data.

Answer

Only some of organization goals are identified in the evaluation plan. Formative assessments somewhat match expectations. Decision making guidelines are not fully developed and possible plan adjustments are not clearly linked to data.

Question 13

How can you get a score of 4 (Distinguished) in Creating an environment of respect and rapport

Accepted Answer

Interactions between QC and AIP(s) are highly respectful, reflecting genuine warmth, caring, and sensitivity to coachees’ as individuals. There is no disrespectful behavior among AIP(s). When there is disagreement, mutual respect is demonstrated. AIP(s) feels comfortable to engage in the coaching process without hesitating to contribute their own ideas. QC respects and encourages AIP efforts and skills

Answer

QC's interactions toward AIP(s) are inappropriate and/or negative; AIP(s) appear uncomfortable in the coaching environment. QC demonstrates insensitivity to responding to challenging behaviors and needs of AIP(s).

Answer

QC-AIP interactions are a mix of positive and negative; attempts to make positive connects with AIP(s) are not entirely successful. QC'S response to challenging behavior from AIP(s) is partially successful.

Answer

QC-AIP interactions are friendly and demonstrate general caring and respect. QC responds successfully to disrespectful or challenging behavior from AIP(s). AIP(s) engage in the coaching process, but may be hesitant to contribute their own ideas. AIP(s) exhibit respect for the QC

Question 14

How can you get a score of 4 (Distinguished) in Establishing a culture for learning

Accepted Answer

QC communicates passion, including purpose and rationale, for the coaching activity and/or goal. AIP demonstrates high regard for AIP skills and knowledge and encourages ownership of practices for contextual fit. Through questions and comments, AIP indicate a desire to understand the skill/content and take initiative in improving upon the coaching plan, goals or work.

Answer

AIP communicates there is little to no purpose of the coaching activity and/or goal. AIP ignores or disregards AIPs’ skills and knowledge and fails to provide supports when needed. AIPs are disengaged in the coaching task or activity.

Answer

AIP communicates the purpose of the coaching activity and/or goal. AIP demonstrates a high regard for AIPs’ skills and knowledge. QC conveys an expectation of high levels of AIP involvement and engagement in the coaching process.

Answer

QC communicates the coaching activity and/or goal focus is to complete specific tasks with little to no purpose of why tasks are important. AIP shows high regards for only some AIPs’ skills and knowledge. AIPs exhibit limited commitment to the coaching task or activity.

Question 15

How can you get a score of 4 (Distinguished) in Managing coaching procedures

Accepted Answer

Coaching time is maximized due to efficient and seamless routines and procedures with minimal to no prompting by the coach. Coachees take initiative in establishing effective meeting and teaming practices. Routines are well understood and may be initiated by coachees.

Answer

Coach has no or ineffective teaming strategies to manage coaching routines, resulting in a significant loss of coaching time. Coachees are unclear on coaching routines and procedures. Coachee participation is minimal or considerable amount of time is spent offtask.

Answer

Coach has well established effective teaming strategies to manage coaching routines (i.e., agendas, roles and responsibilities, visual frameworks, working agreements, goals, professional development learning objectives) so there is little loss of coaching time. With minimal guidance and prompting, coachees follow established routines and procedures and participate accordingly.

Answer

There is some loss of coaching time due to coach having partially effective teaming strategies to manage coaching routines. Coachees may be unclear on coaching routines and require frequent guidance and prompting to follow established procedures. Coachee participation is uneven.

Question 16

How can you get a score of 4 (Distinguished) in Managing coachee interactions

Accepted Answer

Coaching standards of conduct have been established and implemented successfully in collaboration with coachee(s). All interactions are highly respectful and professional to all involved. Coachees take an active role in monitoring their own interactions and that of other coachees against the established professional standards of conduct.

Answer

Coaching standards of conduct have been established and implemented successfully. Coach consistently and respectfully responds to coachee’s challenging, disrespectful or resistant interactions by referring back to established standards of conduct and using facilitating strategies that promote mutual respect.

Answer

No coaching standards of conduct have been established. Coach’s response to coachee’s challenging, disrespectful or resistant interactions fails to promote a climate of mutual respect and is often disrespectful.

Answer

Coach’s efforts to establish and implement standards of conduct are partially successfully. Coach inconsistently responds to coachee’s challenging, disrespectful or resistant interactions by referring back to established standards of conduct and using facilitating strategies that promote mutual respect.

Question 17

How can you get a score of 4 (Distinguished) in Communicating effectively in the coaching relationship

Accepted Answer

QC uses appropriate language in addition to examples to articulate the content and points out possible areas of misconceptions. QC is explicit in identifying goals and what coaching supports are needed. AIP(s) are able to communicate the expectations and purpose of the coaching process effectively. QCs written and oral language is appropriate and accurate. AIP(s) are able to articulate key concepts and implementation practices accurately

Answer

QC fails to communicate the expectations and purpose of the coaching interaction effectively. Coach is not explicit in identifying goals and what coaching supports are needed. QCs written and oral language is inappropriate and inaccurate.

Answer

QC partially communicates the expectations and purpose of the coaching interaction effectively. QC is not explicit in identifying steps, timelines, resources needed to meet established goals and what coaching supports are needed. QCs written and oral language is inconsistent related to appropriateness and accuracy

Answer

QC communicates the expectations and purpose of the coaching interaction effectively. QC is explicit in identifying steps, timelines, resources needed to meet established goals and what coaching supports are needed. QCs written and oral language is appropriate and accurate.

Question 18

How can you get a score of 4 (Distinguished) in Engaging AIP(s) in learning

Accepted Answer

QC uses gradual release of responsibility to maintain capacity of AIP(s) by using a variety of activities, tools and data to promote independence (“You do”) of AIP(s) in relevant coaching interactions. AIP(s) is actively engaged and applies implementation process independently (“You do”) with reflection and feedback with QC. AIP(s) takes initiative to apply, adapt, or modify the tools and processes to make it more relevant to their needs.

Answer

QC fails to use a gradual release of responsibility to develop capacity of AIP(s). AIP(s) are not actively engaged in the coaching interaction.

Answer

QC inconsistently uses gradual release of responsibility and uses limited activities, tools and data to develop capacity of AIP(s) in coaching interactions. AIP(s) engagement is limited and may or may not practice implementation process alongside coach (“We do”).

Answer

QC uses gradual release of responsibility to develop capacity of AIP(s) by using a variety of activities, tools and data to model (“I do”) and lead (“We do”) AIP(s) in relevant coaching interactions. AIP(s) is actively engaged and practices implementation process alongside coach (“We do”).

Question 19

How can you get a score of 4 (Distinguished) in Using assessment to guide coaching plan and supports

Accepted Answer

AIP fully understands criteria for success. QC and AIP(s) collaborate to outline criteria and data sources to measure progress towards goal. AIP takes increasing ownership in process of data analysis to assess progress, and AIP and QC collaborate to guide supports.

Answer

QC fails to outline criteria for success and/or data sources to measure progress towards goal. QC does not analyze data to evaluate progress or align coaching supports.

Answer

QC outlines criteria for success and data sources to measure progress towards goal. QC engages the AIP(s) in analysis to assess progress and determine coaching supports to meet goals.

Answer

QC outlines criteria for success but data sources to measure progress towards goal are misaligned or not identified. QC does not engage the AIP(s) in analysis. QC inconsistently uses data to match coaching supports to goals.

Question 20

How can you get a score of 4 (Distinguished) in Positive AIP impact

Accepted Answer

Through use of the problem solving process, QC facilitates AIP in using assessment information to identify a need, develop and implement an intervention plan aligned to prioritized need(s). QC assists in data collection and evaluation of progress toward goal, resulting in a positive impact on AIP growth as evident by all goals being met or exceeded.

Answer

QC references use of the problem solving process when working with AIPS in analyzing assessment information to develop and implement an intervention plan based on identified need. Plan is inconsistently monitored and evaluated, resulting in some of the goals being met.

Answer

AIP participates in the analysis of data and development of intervention plan. Data collection toward goal is inconsistent or nonexistent. AIP impact is minimal or no growth evident.

Answer

Through use of the problem solving process, AIP facilitates AIPs in using assessment information to identify a need, develop and implement an intervention plan aligned to prioritized need. AIP assists in data collection and evaluation of progress toward goal, resulting in the majority of goals being met.

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