Module 1 - Case : THE PRINCIPLES OF COACHING
Assignment Overview
Building the coaching relationship
Background
The purpose of the Case Assignment is to create a "Live Case" by experiencing the process of coaching and developing your skills as a coach. Because this case is designed around experiential learning, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.
Although the case assignments involve a coaching experience, the focus is on you as the coach. You will be learning how to prepare for a coaching session, what questions you should ask, and what behaviors are most effective. The case involves a coaching relationship with one person and is continued in stages across all four modules, so be sure to focus on the exact stage covered in each module and do not get ahead of yourself.
The goal of the coaching process is to expedite the growth of the coachee's understanding of his or her strengths and weaknesses. Through the coaching process, the coachee gains an appreciation of his capabilities for growth and builds self-confidence. Thus, before you begin this exercise in coaching, you must first find someone who is willing to go through this exercise with you as a coachee. This can be a friend, a colleague, or a co-worker. It does not have to be a situation tied to your job. The only requirement is that you must be able to identify a contracted piece of work based on a shared concern (if no shared concern can be found, find another coachee).
Johari window
In MGT501, you were introduced to the Johari window as a tool for increasing awareness of how one is perceived by others and to improve communication. This case is designed to enlarge your "open" area and reduce your "blind" area, so you can be more effective as a coach. At the same time, you will learn to use coaching techniques as a way to correct problem behaviors ("blind area") and help coachees realize they have untapped potential and open the possibility for growth through unused capacities (their "hidden" areas").
Read: Johari Window (n.d.) Crowe Associates LTD.
The structure of the Live Case
Each module will follow this cycle: Plan, execute, report
• Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages)
• Then meet with the coachee and use your plan as a guide for the session
• The bulk of the report is on how it went: successes and failures. What would you do differently next time? (3 to 5 pages)
Preplanning Action Reflection
What are your goals for the session?
What actions do you plan?
How will you know if you are successful?
(1-2 pages) Meet with coachee (45-50 minutes). Report on the session. Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).
How do you feel the session went?
Analyze the process and outcomes of your coaching.
What new knowledge did you gain?
What would you do differently next time?
Case Assignment
The first step in the coaching process is to build rapport with your coachee. This is where you establish a trusting relationship by demonstrating your credibility, helpfulness, and honesty. To build genuine rapport, you must believe in the potential of the person you are coaching - this cannot be faked.
Some excellent methods for building rapport can be found in the following readings:
• Building rapport: Establishing bonds (2014) Mindtools.
• Bluckert, P. (2005). Critical factors in executive coaching - the coaching relationship. Industrial and Commercial Training, 37(6), 336-340.
Remember: Shared success is the key to great coaching!
Shared success means that the outcome works for both the individual and the organization, because it meets both individual and organizational needs.
Coaching is a tool where we are able to create that connection between the person and the organization.
Your task in this module is to identify a partner who is willing to be coached by you over the course of the term. Set up an initial meeting and establish rapport.
Do not attempt to get into the later stages of coaching; we will get to them in later modules. Focus on the process of establishing rapport only. Write up this meeting as indicated in the Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the appropriate dropbox by the due date.
Keys to the Assignment
1. After reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45- to 50-minute session. Remember that your focus for this case is on the process of building rapport with the coachee.
• What are your goals for this session? How will you know if you are successful?
• What skills will you use?
• How will you go about doing this?
• What questions will you ask?
2. Conduct your coaching session (45 to 50 minutes).
3. Write up your post-coaching reflection.
• Report the facts of the coaching session.
• What went well and what did not?
• What did you learn about coaching from this session?
• What would you do differently next time?
Module 1 - SLP
THE PRINCIPLES OF COACHING
Assessing Yourself and Your Environment
One common focus of coaching in organizational settings is to work with an employee to construct a personal development plan. In this SLP, you will be developing your own Leadership Growth Plan (LGP). The purpose is to have you learn the steps to developing such a plan so you can help others you are coaching to do the same, but also to come out of the class with a personal plan for your own development as a leader.
Why create a Leadership Growth Plan?
It is one thing to want to be a good leader. It is another thing to achieve it. Research shows that people who have a vision for where they want to go and then write it down and develop a plan to achieve it, are more successful than people who do not. An LGP is designed to help you assess your current skills and capacities as a leader, set goals, and make a plan for enhancing your effectiveness by acquiring new skills.
For an example of what a personal leadership growth plan might look like, see the following:
Create a Personal Leadership Growth Plan (n.d.)
Guide to the Completion of a Personal Development Plan. (n.d.).
Assignment Instructions
• In this module, we will begin with the first phase of creating your plan. You will engage in some assessment and reflection addressed toward giving you a picture of "Who am I"?
Then you will write up what you have learned about yourself in a two- to three-page paper. The paper should be an integrated essay assessing your current attributes and capabilities as a leader. Do not just line up the four topics below and report on them as in a short-answer test. Use them to "tell the story" of who you are.
Keys to the Assignment
To assess yourself as a leader, consider the following and incorporate your answers into your paper.
• What are your values?
o Make a list of everything that is important to you in life. Do not censor or edit anything, just get it all on paper. You may find that you think of things you would not have expected.
o Read through the list several times, choose the five most important values, and list them in order of importance.
o Define each value in terms of why it is important to you.
• What is your leadership style?
o You have undoubtedly assessed your leadership style in one or more classes or at work. If you can recall your dominant style, name and describe it. The most common styles are authoritarian, consulting, participative, and delegating, but there are others.
Using the authoritative style, you tend to make all important decisions, including how jobs are performed.
Using the consulting style, you ask for employee input, but then make the decision yourself.
Using the participative style, you involve employees as partners in the decision.
Using the delegating style, you empower employees to make the decisions on their own as appropriate.
o If you want to take a new assessment questionnaire, there are many on the Internet. Just cite the instrument you are using.
• What motivates you?
o Not everyone is motivated by the same things. What does it for you? Compensation, titles, perks, social status, money, helping others, doing a good job, winning?
o Repeat the process you used in assessing your values.
• How are your skills in the following competencies?
o Developing subordinates: fostering employee engagement and commitment to the job and the organization, developing job-related skills and abilities, building decision-making capabilities, encouraging personal accountability for job responsibilities.
o Modeling desirable behaviors: As a leader you are the "voice" of the organization. You exemplify its ethics, values, and expectations of employees. You do not ask people to do things you would not do yourself.
o Challenging the status quo: Are you willing to try something different, think outside the box, take risks? Leaders do not simply accept things the way they have always been, but ask, "How can we do it better?"
o Accountability: Leaders take responsibility for getting the job done. Leaders try new ideas, create action plans, and evaluate results.
Attachment:- Building the coaching relationship.rar