Assignment Overview Setting Goals Background: The purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching. 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. In this second module, you will be working with your coachee to choose a problem to work on or a behavior that your coachee would like to change. Drawing on the background reading for Modules 1 and 2, you will plan and carry out a coaching session that involves stages G and R of the GROW model. There is a comprehensive explanation of the GROW model on the background page. Here is a shorter synopsis: All articles on the Home page, this page, and the Case/SLP pages are required unless otherwise noted. The GROW model: A simple process for coaching and mentoring. (2014). Mind Tools. Retrieved from Conducting Coaching sessions: The GROW Model -Read Section 23 (pages 149-154) of: Wilson, C. (2014). Performance coaching: A complete guide to best practice coaching and training. London: Kogan Page. Goals: First stage of the GROW model -In this first stage, the object is to identify the behavior you want to change and then state this behavior as a goal. Use the principles of SMART goals at this stage Reality: Second stage of the GROW model The object of this stage is to establish the present reality of the coachee and the situation. Ask questions that invite self-assessment and provide honest non-judgmental feedback. 1. Self-assessment: The purpose is to determine what the problem is, what is behind it, what the coachee can resolve, if this is an accurate picture of reality. -Asking “What do you think is going on?” frames the problem in the coachee’s terms – not your interpretation of the problem. -Asking “How often does this happen?” “Under what circumstances does this happen?” or simply “When does this happen?” will encourage detailed description. -Asking “What other problems are there?” may reveal broader patterns. -Avoid “How” and “Why” questions (you only want the facts). -Avoid negative criticisms. -Keep the conversation on track. (Do not allow the coachee to go off on tangents about things that cannot be changed.) -Pay attention and use active listening skills. (see Module 1) 2. Offer specific feedback: Be positive and emphasize what can be done to improve the situation. Support your feedback with specific examples. -Reinforce desired behaviors. -Be objective and describe unwanted behavior. Do not evaluate it or use critical or negative language. -Base your feedback on what you personally observe – not hearsay. For example, a 360-degree review might say, “Susan is not a very good supervisor.” That is an impression. The coach wants to identify behaviors that contribute to poor supervision. For example: “Susan doesn’t hold regular staff meetings with her direct reports to keep them apprised of departmental plans and procedures.” Under this scenario, the coach can focus on changing actual behaviors that will result in improved supervisory performance. 3. Avoid assumptions: Make sure you are being impartial and accurately assessing the coachee’s skills, experience, and motivation. Do not let any personal biases regarding the coachee’s age, gender, ethnicity, personality, or style influence your assessment. -By the same token, help identify assumptions the coachee makes about you or others. Help the coachee see that assumptions can impede his ability to work effectively with others. -The surest way to reduce the effects of assumptions is to ask questions that challenge them. If you find yourself assuming your coachee is inexperienced, ask about job history and prior assignments. If you are inclined to assume the coachee does not like a certain aspect of the job, ask. Options: Third stage in the GROW model In this stage, you want to work with the coachee to brainstorm all options. Consider the pros and cons, the long and short term. As with any brainstorming, you do not want to censor any ideas, but do weigh the options and list them in order of potential to solve the problem. Your role is to challenge the coachee to not take the easy option – but the one with the greatest potential. You can offer your own knowledge and experience, but do not lead the coachee to make any particular choice. You can influence the coachee by asking the following types of questions: -What haven’t you tried yet? What else could you possibly try? -What if one or more of the constraints or barriers were removed? -What ideas can you bring in from past successes? What worked before? Finally, ensure a decision is made: If you get stuck, return to the Goals. Do not make the decision for the coachee – the goal is to empower the coachee to make the decision. However, do not support a completely unworkable idea. Revisit the pros and cons and the other options: -Will this address your goal? -How likely is this option to succeed? -Which would give the best result? -Which option do you feel most strongly about and why? Wrap-up: Fourth (last) stage in the GROW model In any coaching session, you want to leave the coachee motivated. Following are critical activities in this stage: -Commitment to action – You can increase commitment by emphasizing the benefits they will receive. A desire for what will be gained can be a powerful motivator to follow through. -Identify any obstacles – Be realistic. Examine any possible downsides of the option and get the coachee to think about them in terms of challenges to be met. Dealing with the obstacles often forms the basis of the action plan. -Create an Action Plan – This can be as simple as a list of actions to undertake, or a full-fledged project plan. Whatever form it takes, be sure it includes deadlines, which will help establish accountability and keep the coachee motivated and on track. -Provide necessary support – You and your coachee need to agree on the type and amount of support needed for success. Will the coachee need continuing long- or short-term coaching support, additional training, or development assistance, or resources such as time, staff, or money? Some questions to help coachees through the wrap-up stage of the GROW model: -How committed are you? On a scale of 1 to 10, how would you rate your level of commitment to these agreed-upon actions? -What could stop you from moving forward? What obstacles could interfere with this plan? -How will you overcome the obstacles you have identified? How likely are you to succeed in overcoming them? -On what date will you complete each of your tasks? -How will you feel if you achieve success in meeting all the action items? -How can I help you move forward? If you need another resource describing the GROW model, visit the following sites: -The GROW model. (2015). Retrieved from De Flander, J. (26 January 2017). GROW coaching model: 56 great coaching questions! Jeroen De Flander. Retrieved from -Wilkinson, D. (n.d.) The GROW model in action. Retrieved from -Heath, M. (2013) Coaching and the GROW model. Retrieved from The structure of the Live Case (As a reminder, each case involves three separate activities.) 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 the session went, including successes and failures. What would you do differently next time? (3 to 5 pages). Preplanning – What are your goals for the session? – What actions do you plan? – How will you know if you are successful? (1-2 pages). Action – Meet with coachee (45-50 minutes). Reflection – 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 – In this module, you will be focusing on helping guide your coachee through the G and R phases of the Grow model. To further prepare for this case, read Chapter 5 entitled “Contracting and Goal-Setting” on pages 61-72 of the following text: Cook, S. (2009). Coaching for High Performance: How to Develop Exceptional Results Through Coaching. Norwood, Mass: IT Governance Publishing. Retrieved from EBSCO – eBook Collection. (Located in attachments)


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