Coaching Session 1
This week, you and your coachee will get acquainted, establish parameters, set boundaries, and begin creating a positive coaching rapport. As with any relationship, it is important to allow ample time for each party to feel comfortable with the other. Humor can be a critical element, especially during the early stages of a coaching relationship. Some initial stumbling is to be expected. The effective use of humor can deflect these obstacles and allow you and your coachee to quickly get back on track.
Coaching is centered completely on the coachee, and it is the coach’s responsibility to stay focused on the coachee’s needs, goals, objectives, and challenges. Coaches don’t provide objectives in a directive manner. Rather, as a coach, your role is to listen, ask probing and appropriate questions, and guide your coachee to individual solutions. Coachees determine their own objectives. Coaches help them clarify those objectives.
Week 2 Assignment
For your first coaching session, you and your coachee need to prioritize two key objectives to work on over the next four weeks. You will want to work with your coachee to analyze why those objectives are important to him or her and evaluate the professional improvements that might occur when the objectives are achieved. Make sure to review the Week 1 instructions for the types of objectives that are appropriate (e.g., work-related concerns).
(Week 1 Instructions: Here): As a student coach, you will help your coachee determine a few professional development objectives that will be the focus of a four-week coaching relationship. Acceptable objectives include (but are not limited to): managing time, improving communication skills, setting goals, improving task completion, creating long-term career goals, identifying new areas of learning and skill development, and taking positive risks. Although in real life, most any personal or professional objective can be the topic in coaching, for the purposes of this exercise, you should guide your coachee towards work-related objectives to enhance your experience and professional skill
You will be preparing a weekly coaching report following your sessions. Consider the coaching report to be “case notes” that you can review as needed during the entire coaching process. For example, you might have a question during the third session about something that was determined during the first session. Having a good set of case notes will help you remember what was discussed and the decisions that were made. Accordingly, you need to take the time to organize the case notes into a cohesive report.
For this first coaching session, submit a coaching report that provides the following information:
Recap the coaching session (generally 1 to 2 pages)
Where did the session occur?
When did it occur?
Who was being coached?
Who was the coach?
Summarize the conversation. Who said what?
Any key details about the relationship or interaction that need to be recorded? (e.g., impressions, difficulties, opportunities, things that were missed, things to explore in the future, boundaries, parameters, etc.).
Prioritize two key objectives for the coaching process and analyze why those objectives are important to the coachee (generally ½ to 1 page).
Evaluate the personal and professional improvements the coachee hopes to make after the objectives are achieved (generally ½ to 1 page).
Clarify the action steps that you (as coach) need to complete prior to the next coaching session. For example, what information do you need to research? What resources do you need to locate? What follow ups do you need to complete? What skills do you need to refine? (generally ¼ to ½ page).
Submission Details:
Submit your coaching report in a three- to four-page Microsoft Word document, using APA style.
Due by 9/29/24 at 3pm CST
Requirements
1. Make certain to include in text citations from your course text in addition to your outside leadership resources within your main post. This adds credibility to your argument. [Textbook]: Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill. ISBN: 9780071703406
2. No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years.
3. No AI support, score must be 0% and less than < 10% score on Turnitin
Project: Coaching
Coaching Session 1
This week, you and your coachee will get acquainted, establish parameters, set boundaries, and begin creating a positive coaching rapport. As with any relationship, it is important to allow ample time for each party to feel comfortable with the other. Humor can be a critical element, especially during the early stages of a coaching relationship. Some initial stumbling is to be expected. The effective use of humor can deflect these obstacles and allow you and your coachee to quickly get back on track.
Coaching is centered completely on the coachee, and it is the coach’s responsibility to stay focused on the coachee’s needs, goals, objectives, and challenges. Coaches don’t provide objectives in a directive manner. Rather, as a coach, your role is to listen, ask probing and appropriate questions, and guide your coachee to individual solutions. Coachees determine their own objectives. Coaches help them clarify those objectives.
Week 2 Assignment
For your first coaching session, you and your coachee need to prioritize two key objectives to work on over the next four weeks. You will want to work with your coachee to analyze why those objectives are important to him or her and evaluate the professional improvements that might occur when the objectives are achieved. Make sure to review the Week 1 instructions for the types of objectives that are appropriate (e.g., work-related concerns).
(Week 1 Instructions: Here): As a student coach, you will help your coachee determine a few professional development objectives that will be the focus of a four-week coaching relationship. Acceptable objectives include (but are not limited to): managing time, improving communication skills, setting goals, improving task completion, creating long-term career goals, identifying new areas of learning and skill development, and taking positive risks. Although in real life, most any personal or professional objective can be the topic in coaching, for the purposes of this exercise, you should guide your coachee towards work-related objectives to enhance your experience and professional skill
You will be preparing a weekly coaching report following your sessions. Consider the coaching report to be “case notes” that you can review as needed during the entire coaching process. For example, you might have a question during the third session about something that was determined during the first session. Having a good set of case notes will help you remember what was discussed and the decisions that were made. Accordingly, you need to take the time to organize the case notes into a cohesive report.
For this first coaching session, submit a coaching report that provides the following information:
· Recap the coaching session (generally 1 to 2 pages)
· Where did the session occur?
· When did it occur?
· Who was being coached?
· Who was the coach?
· Summarize the conversation. Who said what?
· Any key details about the relationship or interaction that need to be recorded? (e.g., impressions, difficulties, opportunities, things that were missed, things to explore in the future, boundaries, parameters, etc.).
· Prioritize two key objectives for the coaching process and analyze why those objectives are important to the coachee (generally ½ to 1 page).
· Evaluate the personal and professional improvements the coachee hopes to make after the objectives are achieved (generally ½ to 1 page).
· Clarify the action steps that you (as coach) need to complete prior to the next coaching session. For example, what information do you need to research? What resources do you need to locate? What follow ups do you need to complete? What skills do you need to refine? (generally ¼ to ½ page).
Submission Details:
· Submit your coaching report in a three- to four-page Microsoft Word document, using APA style.
Due by 9/29/24 at 3pm CST
Requirements
1. Make certain to include in text citations from your course text in addition to your outside leadership resources within your main post. This adds credibility to your argument. [Textbook]: Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.) . McGraw Hill. ISBN: 9780071703406
2. No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years.
3. No AI support, score must be 0% and less than < 10% score on Turnitin
,
Memo Criteria: 1. Evaluated why the proposed coaching partner represents a suitable relationship for the project 2. Well supported by research. 3. The writer’s overall argument and language are clear and tightly focused, leaving the reader with no room for confusion about author’s intent. Text is basically error free, so that a reader would have to purposely search to find any errors that may be present. Using Academic/APA format proficiently. Text is basically error free.
4. Please also build a 4 week step plan to achieve the “goals to accomplish” Coachee: K. Doss Job Title: Senior Enrollment Manager for X-University Relationship: Friend and Former Colleague Friendship Tenure: 10 years Goals to accomplish: 1. 25% active student enrollment increase Month over Month 2. Decrease cancellations of applications by 15% Month over month Objective: 1. To get Advisors more acclimated to Student Platforms, such as ZOOM contact center, which allows Advisors to be more efficient and successful with contacting students in a timely manner which will possibly reduce the cancellations of student enrollments and possibly increase the retention of the students moving forward with the next start in 4 weeks.
DO NOT USE THIS INFORMATION BELOW AS IT WAS USED WITH AN AI-PROMPT. THIS IS ONLY TO BE REFERENCED WHEN CONSTRUCTING THE 1 TO 2 PARAGRAPH MEMO NEEDS!
K. Doss, the Senior Enrollment Manager for the X-University, represents a suitable coaching partner for this project. As a friend and former colleague with a decade-long relationship, a strong foundation of trust and mutual understanding already exists, which is crucial for effective coaching (Zenger & Stinnett, 2010, p. 31). Additionally, her role as a senior manager overseeing enrollment aligns with the project’s goals of increasing active student enrollment and reducing application cancellations.
Research suggests that successful coaching relationships are built on trust, open communication, and a shared commitment to growth (Campone, 2015, p. 47). The long-standing friendship and professional history with K. Doss provide a solid basis for these essential elements. Furthermore, her position as a senior leader in the enrollment process gives her the authority and influence to implement changes and drive the desired outcomes.
To achieve the goals of a 25% month-over-month increase in active student enrollment and a 15% reduction in application cancellations, a structured four-week step plan could be implemented:
Week 1: Conduct a comprehensive assessment of the current enrollment processes, identifying bottlenecks, inefficiencies, and areas for improvement. Gather data and feedback from advisors and students to understand their challenges and pain points.
Week 2: Develop a training plan to upskill advisors on the ZOOM contact center platform, ensuring they are proficient in utilizing its features to streamline communication and follow-up with prospective students. Implement a pilot program with a select group of advisors to test the effectiveness of the new approach.
Week 3: Evaluate the pilot program’s results and make necessary adjustments. Roll out the ZOOM contact center training to the entire advisor team, providing ongoing support and coaching to ensure successful adoption and implementation.
Week 4: Monitor key performance indicators (KPIs) related to enrollment and application cancellations. Celebrate successes and identify areas for further improvement. Establish a continuous feedback loop with advisors and students to maintain momentum and drive sustained progress.
By leveraging the existing trust and rapport with K. Doss, coupled with a structured approach and ongoing coaching support, this project has a strong foundation for achieving its goals and driving positive change in the enrollment process.
References:
Campone, F. (2015). Where’s the evidence? A call for research to support coaching practice. International Journal of Evidence Based Coaching and Mentoring, 13(1), 41-59.
Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill.
DO NOT USE THIS INFORMATION BELOW AS IT WAS USED WITH AN AI-PROMPT. THIS IS ONLY TO BE REFERENCED WHEN CONSTRUCTING THE 1 TO 2 PARAGRAPH MEMO NEEDS!
K. Doss, a Senior Enrollment Manager for X-University and a friend of 10 years, represents a suitable coaching partner for this project. As a former colleague, there is already an established rapport and trust, which is crucial for effective coaching relationships (Zenger & Stinnett, 2010, p. 37). Additionally, her role as an enrollment manager aligns with the project’s objectives of increasing student enrollment and reducing application cancellations, making her an ideal candidate to benefit from coaching in these areas.
The proposed coaching relationship is well-supported by research, which highlights the importance of mutual trust, respect, and a shared understanding of goals between the coach and coachee (Campone, 2015, p. 47). Furthermore, the objectives of improving communication skills, setting goals, and identifying areas for skill development align with the acceptable objectives outlined for this project (Zenger & Stinnett, 2010, p. 63).
To achieve the goals of a 25% active student enrollment, increase and a 15% decrease in application cancellations month over month, the following four-week step plan is proposed:
Week 1: Establish a clear understanding of the current enrollment and cancellation rates, as well as the processes and systems in place. Identify potential areas for improvement and set specific, measurable, achievable, relevant, and time-bound (SMART) goals (Zenger & Stinnett, 2010, p. 71).
Week 2: Focus on improving advisor proficiency with the ZOOM contact center platform. Provide training and coaching on effective communication strategies, time management, and leveraging the platform’s features to enhance student engagement and responsiveness.
Week 3: Implement strategies to streamline the enrollment process and reduce application cancellations. This may include improving communication with prospective students, addressing common concerns or pain points, and enhancing the overall student experience.
Week 4: Evaluate the progress made, celebrate successes, and identify areas for continued improvement. Establish a plan for ongoing coaching and support to sustain the positive changes and ensure long-term success in achieving enrollment and retention goals.
References:
Campone, F. (2015). Where’s the evidence? A call for research to support coaching practice. International Journal of Evidence Based Coaching and Mentoring, 13(1), 41-59.
Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill.
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Memo on Coaching Partnership
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Lecture Name
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Memo on Coaching Partnership
This kind of coaching relationship is especially appropriate because it deals with concrete, measurable objectives while leaving the opportunity for strategic planning and growth. Coaching effectiveness has been evidenced in terms of work outcomes; organizational coaching is understood to be most effective when the focus is on specific, achievable goals like communication and the completion of tasks (Stoetzel & Taylor-Marshall, 2022). Further, the challenges faced by Doss relate to targets like ZOOM and advisor-student communication, making it easier to apply a framework towards coaching intercession. These goals are relatively precise: to raise the number of students by 25% and reduce the number of cancelled applications by 15% wherefrom comes the basis for the coaching process. These metrics give a good starting point to evaluate the progress which makes our coaching sessions goal-oriented, meaningful, and helpful to the professionals.
References
Stoetzel, L., & Taylor-Marshall, S. (2022). Coaching for change: redefining the concept of change within a practice-based coaching model. International Journal of Mentoring and Coaching in Education, 11(4), 452-466.
Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st Ed.). McGraw Hill. ISBN: 9780071703406
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