Project: Coaching 5
2
Week 4 Assignment
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Week 4 Assignment
Recap of the Coaching Session
Where did the session occur?
K. Doss and I had a Zoom session for our third coaching session. This virtual format gave us flexibility and allowed us to use screen sharing to examine documents and strategy in real time. Doess's position as a Senior Enrollment Manager requires virtual involvement, therefore Zoom was great for uninterrupted focus. Sharing resources and visual aids made the workshop more engaging and goal-oriented. Virtual environments were comfortable and fostered open conversation..
When did it occur?
Sessions were held Thursday afternoons at 2:00 PM. We chose this period since it fit Doss's work schedule and my availability. The afternoon meeting allowed us to review the day's issues while staying relevant to her team's work at X-University. Progress was assessed and weekly actions were planned in the one-hour session.
Who was being coached?
This session's coachee was X-University Senior Enrollment Manager K. Doss. She manages student enrollment, application cancellations, and the admissions team. Doss has over 10 years of enrollment management expertise and wants to improve her leadership and communication abilities to meet departmental targets like 25% student enrollment growth and 15% application cancellation reduction.
Who was the coach?
I coached this session. I know and have worked with Doss for over a decade, so I understand her leadership style, work atmosphere, and issues. This long-term professional connection has fostered trust and open communication, improving coaching. My strategy was to help Doss improve her leadership and team performance through goal formulation, reflection, and problem-solving.
Summary of the conversation:
In this session, Doss and I reviewed her ongoing concerns, including her objective to increase student enrollment by improving team communication. Many of her advisers struggled with Zoom's technological components, resulting in lost communication with prospective students and application cancellations. “What specific technical difficulties are your advisers facing with Zoom?” and “How could improving these skills impact enrollment and retention?” Doss admitted that her team needed virtual communication tool training. Doss suggested regular check-ins to track progress and clarify roles to increase team accountability and collaboration. The meeting helped Doss recognize that formal technical training and improved teamwork were essential to her ambitions.
Key details about the relationship or interaction:
The long-term professional relationship between Doss and me made the coaching session open. However, Doss sometimes hesitated to fully articulate her concerns, maybe out of concern that it would reflect adversely on her leadership. This showed the need of separating our business and personal relationships to give her a secure, non-judgmental environment to share. I hope to employ a more structured agenda to keep future sessions focused and productive, giving Doss the clarity and support she needs to solve her issues.
Action Plans for Achieving the First Objective
K. Doss's initial goal is to strengthen her team's Zoom and other digital platform skills to boost student communication and reduce application cancellations by 15%. This action plan begins with a thorough assessment of the team's technical skills and identification of weaknesses. Ask the team to self-report their Zoom and related tool comfort via surveys or informal talks. Doss should implement a planned training program to fill deficiencies after the assessment. Interactive lessons, practice, and role-playing should imitate student interactions. The team may practise Zoom in a controlled setting, strengthening their confidence and technical skills.
In addition to training, an accountability mechanism is needed to track progress. Doss should set clear digital tool expectations and routinely check in with her team to track progress. Advisers might report on student interactions, obstacles, and technological solutions in weekly team meetings. Feedback will let Doss evaluate and adjust the training (Jensen-Doss et al., 2022). This plan will streamline communication and improve staff responsiveness, boosting student engagement and lowering cancellations.
Action Plans for Achieving the Second Objective
Doss's second goal is to improve teamwork and clarify roles and duties in her admissions team to boost efficiency and cohesion. The first step in this plan is to define each team member's job and how it contributes to enrollment goals. Create specific job descriptions and present them to the team in a formal meeting (Sedmak, 2021). Doss should stress how each function is interconnected and how collaboration is essential to attaining the university's enrollment and retention goals. Clarity will decrease uncertainty, assure task assignment, and enable advisers understand how their efforts affect department success.
Next, hold team check-ins to discuss accomplishments, issues, and collaboration opportunities. Doss should encourage team members to communicate their needs and triumphs in these meetings. Weekly meetings may be based on student follow-up or enrollment to accomplish department goals (Zenger & Stinnett, 2010). DOSS might also use team-building exercises to promote trust and communication, making the team more robust to complex situations. By emphasising accountability and collaboration, Doss can reduce application cancellations and increase teamwork (Darling-Hammond et al., 2023).
Action Steps for the Coach
I need to examine Zoom training best practices for higher education workers before the next coaching session. This involves finding instructional materials, seminars, and case studies showing how other colleges have successfully integrated digital tools into enrollment processes. I'll also analyze virtual platform techniques for student engagement, particularly in admissions, to give Doss evidence-based approaches she can apply to her staff. I will also look into setting up performance metrics that match the team's technology use to help Doss measure her impact on enrollment rates and application retention.
Improving my coaching style to provide more structure throughout sessions is another important step. I will tailor the next meeting's agenda to training progress, team chemistry, and accountability. I will research communication and team-building leadership development materials to strengthen my coaching skills and help Doss become a leader. Doing so will help me give tailored suggestions and keep the coaching process focused on her short- and long-term goals.
References
Darling-Hammond, L., DiNapoli, M., & Kini, T. (2023, August 1). The Federal Role in Ending Teacher Shortages. ERIC. https://eric.ed.gov/?id=ED630393
Jensen-Doss, A., Haimes, E. M. B., Smith, A. M., Lyon, A. R., Lewis, C. C., Stanick, C. F., & Hawley, K. M. (2022). Monitoring Treatment Progress and Providing Feedback is Viewed Favorably but Rarely Used in Practice. Administration and Policy in Mental Health and Mental Health Services Research, 45(1), 48–61. https://doi.org/10.1007/s10488-016-0763-0
Sedmak, J. (2021, March 11). What Is Stakeholder Engagement, and Why Is It Important for Strategic Planning? SME Strategy. https://www.smestrategy.net/blog/stakeholder-engagement-management-for-strategic-planning
Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.) . McGraw Hill. ISBN: 9780071703406