FOR BRICK ONLY

PAPER 1

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:

The GROW model: A simple process for coaching and mentoring. (2014). Mind Tools. Retrieved from www.mindtools.com/pages/article/newLDR_89.htm

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	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

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.

· Choose a problem/issue/behavior that you would like to change and that can be dealt with in an appropriate time frame (8 weeks).

· Set SMART goals (specific, measurable, attainable, realistic, and time sensitive).

· Examine the current reality.

· Write up this meeting as indicated in the Keys to the Assignment, below.

· Turn in your 4- to 6-page paper to TLC 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 45-50 minute session:

· 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?

PAPER 2

Developing a vision statement

In Module 1, you began the process of the Leadership Growth Plan with a thorough self-assessment. Then you identified and prioritized your most important values and motivators and explored your basic leadership style. In this module, you will establish your vision and determine what you need to do to become the kind of leader that other people will follow. The path to leadership will contain obstacles. To deal with obstacles, determine the sacrifices you are willing to make, identify hidden opportunities, and divide the problem into manageable pieces.

Keys to the Assignment

The following instructions are adapted from Phase two: Write a personal mission statement. http://www.pkal.org/documents/Leadership-Growth-Plan.pdf

Write your vision (1-2 pages)

Imagine it is 10 years into the future. You feel that you have achieved your potential and become the leader you have always wanted to be. Write a story to describe your vision of yourself.

Do not get hung up on past accomplishments and future plans, and do not worry about barriers. Use some of these questions to guide your thinking:

· What is your typical day like?

· Who do you interact with?

· What are you thinking about?

· What are you feeling?

· What skills do you possess?

While you are dreaming, think about your legacy. Imagine yourself at the end of your career. What do you want people to say about you after you are gone? How must you start living now in order for that to happen?

When you have finished writing your story, summarize the vision so it is easy to remember. Think of something or someone that symbolizes it. This summary should be no longer than three or four sentences and should be denoted in the paper by a separate heading. Keeping your personal vision in mind is highly motivating.

Identify obstacles (1-2 pages)

Internal obstacles are thoughts, opinions, and beliefs that can prevent you from moving forward. External obstacles are situations or conditions outside of yourself that can prevent you from achieving your goals. Make a chart comparing the internal and external barriers you see as standing in the way of achieving your vision.

Nearly all internal barriers are within your control. The barriers outside of your control are largely external. These are things you have no influence over. It is fruitless to fret over barriers you cannot control. Focus on the ones you have some control over.

There are three proven techniques for dealing with obstacles:

· Decide what you are willing to give up in order to eliminate the obstacle.

· Identify hidden opportunities or strategies that could help you face the obstacle.

· Chunk the problem into manageable pieces, so you can deal with each smaller piece separately. You could also compromise. This would enable you to accomplish two seemingly independent tasks or goals at once.

How will you overcome your obstacles?

Resources

All articles on the Home page, this page, and the Case/SLP pages are required unless otherwise noted.

 

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 (see Module 1 under coaching skills and this module’s SLP).

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 https://www.performanceconsultants.com/grow-model

De Flander, J. (26 January 2017). GROW coaching model: 56 great coaching questions! Jeroen De Flander. Retrieved from https://jeroen-de-flander.com/grow-coaching-model-questions/

To see what a GROW coaching session would look like, view the following video (seven minutes):

Wilkinson, D. (n.d.) The GROW model in action.  Retrieved from  http://www.youtube.com/watch?v=6f3X2PEsV-Q

Finally, the majority of the resources in this module have given examples of questions you can ask to facilitate each stage of the coaching session.  The following four-minute video offers some more examples.  All of these will be helpful when you are planning your coaching session in the SLP.

Heath, M. (2013) Coaching and the GROW model. Retrieved from http://www.youtube.com/watch?v=xNLRo3jWPcg

Paper 3

In the Module 2 Case, we will examine the innumerable ways in which the external environment affects the choice of strategy (creation of threats and opportunities), and how the external environment affects an organization’s chosen strategic direction.

Let’s begin here by reading the following case concerning McCain Foods (note that there are several pages of text):

How McCain responds to changes in the external environment. (2014). The Times 100. Retrieved on April 29, 2014, from  http://businesscasestudies.co.uk/mccain-foods/how-mccain-responds-to-changes-in-the-external-environment/introduction.html#axzz2m8hClVBn

Case Assignment

Using the Times 100 article above, write a 6- to 7-page paper in which you address the following:

After performing some current research on McKain Foods, use SLEPT analysis to critically assess the external environment of McCain Foods, and determine the extent to which the company’s strategies should be adjusted pursuant to the opportunities and/or threats presenting themselves in the external environment.

Keys to the Assignment

In a 6- to 7-page paper, do the following:

· Describe the strategy (or strategies) followed by McCain Foods.

· Using the SLEPT analysis tool, assess the external environment of McCain Foods. What are the major opportunities and threats presented by the external environment? Be sure that you include the most current information about the company.

· Based on your research and informed analysis, should McCain Foods consider making any adjustments to the strategy or strategies you described above? Why or why not? Provide clear, rational support for your answer.

· How effectively do you believe McCain Foods has been in responding to changes in the external environment? Discuss.

· Be sure to use a minimum of three library sources in support of your answers! 

Paper 4

In the Module 2 SLP, you will determine the most salient environmental threats and opportunities currently facing your target organization.

Assignment

Write a 3-page paper in which you address the following:

Evaluate the external environment of your selected organization, determining the extent to which opportunities exceed threats, or threats exceed opportunities.

Keys to the Assignment

The key aspects of this assignment that should be covered in your 3-page paper include the following:

· Define and discuss the most significant environmental threat or threats that currently confront the organization you selected in the Module 1 SLP.

· Discuss the most important opportunities faced by your organization.

· Do environmental threats outweigh opportunities, or do opportunities outweigh the target organization’s threats? Explain.

· Based on your assessment, how do you believe your organization should respond to its active environmental threats? How should it take advantage of opportunities that might exist at present?

Resources

There are many different tools that may be used to assist in the assessment of the remote and operating external environments. These include Porter’s Five Forces and PEST. In Module 4, we will give our attention to one such conceptual tool, SLEPT Analysis, which is a variation – and an extension – of PEST. Similar to PEST, the SLEPT Analysis is utilized by leadership to scan and monitor the remote environment. SLEPT is an acronym that stands for the:

S ocial, L egal, E conomic, P olitical, and T echnological remote environmental forces that may affect the organization.

Please review the theory of SLEPT analysis at the following page: http://businesscasestudies.co.uk/business-theory/external-environment/slept-analysis.html#axzz2m8aLEn54

Next, let’s review the following article related to analysis of the external environment:

Makos, J. (2016). What is environmental analysis? PESTLE Analysis. Retrieved from http://pestleanalysis.com/what-is-environmental-analysis/

The journal article written by Kukalis serves as a quite excellent discussion of the turbulence and change that are occurring in today’s remote environment:

Kukalis, S. (2009). Survey of recent developments in strategic management: Implications for practitioners. International Journal of Management, 26(1), 99-106. Retrieved from ProQuest.

A version of SLEPT analysis – known as “PESTLE” analysis – adds the environmental dimension to the process of analysis. The PESTLE Analysis website is an excellent overview of PESTLE (and, by reference, of SLEPT as well): 

What is PESTLE Analysis? (2014). PESTLE Analysis. Retrieved on April 29, 2014 from  http://pestleanalysis.com/