week 3 Cogitations for ICS 392 （Executive Coaching - Leadership in a VUCA (Volatile, Uncertain, Chaotic & Ambiguous Business Environment）

Executive Coaching - Leadership in a VUCA (Volatile, Uncertain,

Chaotic & Ambiguous Business Environment v2.11 su18

Course: The world of commerce, politics, technology and culture is no longer stable and predictable as it has been through most of Western civilization. General Eric Shinsekei observed, “If you don’t like change, you’re going to like irrelevance even less.” Command and control with centralized decision making is no longer the strategy of choice. We now live and work in a volatile, uncertain, chaotic and ambiguous world. Rapid development, innovation, and short cycle times require changes in agility and leadership dynamics. Executive coaching represents one strategy to collaborate with decentralized leadership.

Developing executive coaching competencies for "managers as coach" is the keynote of this course. Grounded in positive psychology and the science of human flourishing, participants will identify and apply strengths and other evidence based interventions to promote organizational effectiveness, career success and life fulfillment. Students will learn and deploy the GROW model of coaching, motivational interviewing, solution focused coaching, mindfulness, and goal focused approaches to help people achieve change. Participants will also enhance their own ability to create presence, increase empathy, build trust, manage self- awareness, listen, ask powerful questions, design actions and manage accountability. Working from a place of purpose and intention course participants will harness competitive advantage, explore finding flow, managing stress, maintaining optimism, and creating balance in work, health and family.

Scope: This syllabus details a tentative schedule, scope and sequence for the course. Changes will be made subject to learning and progress as the course proceeds at the judgment of the professor. The outline listed at the back of this syllabus is ambitious and cuts will be made depending on learning and needs of the particular class.

Grading: If you have come here to get a grade, congratulations, I have good news for you. You can go home tonight and know that your grade is under your control. For those who came to get an education, welcome to a great quarter of learning; you will receive an “A” grade by meeting a few challenges and showing your commitment to learn. There are a few requirements to earn such an outstanding grade. First attendance and participation is required. That would mean that you are on time for each class session and are working and present until the class session is over. Late arrival or early departure will be considered an absence. You will present HBR articles at lunchtime table talks; you will write and distribute weekly cogitation memos; you will complete any end of class one-minute papers that are given; you participate in peer coaching during class time and between class sessions and that you write a success letter at the end of the course and post it to D2L. This letter is detailed elsewhere in this syllabus. You will also need to complete other assignments in a timely manner. All other written work such as coaching notes will also be posted to D2L.

Grading performance constitutes a complex and difficult process. This is a class

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about possibilities. Our learning laboratory and classroom is designed to improve yourself, not prove yourself. It is predicated on the belief that effort increases ability and drives performance. Working toward mastery is ultimately more rewarding than working toward perfection. We learn from failure, not just success. We learn by struggling and making false starts. We learn by getting back up after we have been knocked down. Consequently, it is desirable to have a forum where safety to fail is as important as a place to demonstrate achievement. This is not a class where grades are expectations to live up to, it is a class of possibilities to live into. We will be mindful of purposeful practice.

Grading will not be based upon some curve nor on tests and papers. The assignment of grades will vest in the professor of record for the course. While there is no anticipated change in this grading structure, changes are possible based on our learning in the class, The evaluation of the professor is final. Grading will be discussed in detail during the first class. Effort is the keynote here, not ability.

Others describe criteria and expectations for “A” students, and you might want to keep these in mind as you progress through the course. The following description

(adapted from Williams, John, W. Clarifying grade expectations. The Teaching Professor, 1993,7(7),1) typifies an "A" student.

Attendance: "A" students have virtually perfect attendance. Their commitment to the class resembles that of the teacher.

Preparation: "A" students are prepared for class. They always read the assignment. Their attention to detail is such that they occasionally catch the teacher in a mistake.

Curiosity: "A" students show interest in the class and in the subject. They look up or dig out

what they don't understand. They often ask interesting questions or make thoughtful comments.

Retention: "A" students have retentive minds. They are able to connect past learning with the present. They bring a background with them to class.

Attitude: "A" students have a winning attitude. They have both the determination and the

self-discipline necessary for success. They show initiative. They do things they have not been told to do.

Talent: "A" students have something special. It may be exceptional intelligence and insight. It may be unusual creativity, organizational skills, commitment -- or a combination thereof. These gifts are evident to the teacher and usually to the

other students as well. Results: "A" students make high grades on tests -- usually the highest in the class. Their

work is a pleasure to grade.

Course Conduct: Etiquette. Classroom sessions are structured so that we create as ideal a learning

environment as possible. The following ground rules for the classroom are established. (adapted from N. Epley, University of Chicago, Booth School)

Computers and Phones. Laptop computers and smart phones will be turned off and put away during the class sessions. If you’d like to play on your computer, surf the web or check e-mail, please do so at home, during breaks or outside of the classroom. If you’d prefer to take notes on your computer, you will learn the material better if you take notes on paper during class and quickly transcribe them later.

Please turn off your cellular phones. You have voice mail, and your e-mail can wait until a break time. Text messaging will also have to wait. If you have someone who may need you urgently on a particular day, set your phone on vibrate and excuse

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yourself quietly and leave the classroom to answer, if necessary. Under most circumstances there is no need to have your screen “face up.” Remember to turn your cell phone on at the end of class. Violations will result in return of your phone or laptop at the end of the day.

Time. Please arrive on time. We will start promptly. In return, we will quit early if our session allows, and I will do my absolute best to end the class not later than the scheduled time. Realistically, we will not start a new topic within 30 minutes of the scheduled departure time unless there is reasonable expectation that the particular topic can be finished before the scheduled quitting time.

Dress. Having the ability to dress in layers may help you accommodate the varying temperature in the classroom. During this time of year, it is difficult for the building maintenance staff to anticipate in advance what level of heat or air conditioning may be required. Please do not wear hats or caps in the classroom unless required for religious or medical reasons.

Participation: Since participation and engagement is of such great importance, achieving mastery exemplified by an “A” grade may be compromised for students who miss any sessions (one-half day) or are late in arriving for any session or departing early. This section of “Executive Coaching: Leadership...” is quite compressed and there are no textbooks for the class. It is impossible to make up for foundational material missed in the classroom. Learning is the major issue, not the grade. Mitchell M. Handelsman stated these thoughts more eloquently than I.

“If all I did was lecture, especially over material in the textbook, I wouldn’t require

attendance. After all, why should students to come to class if they can absorb the same

material by reading? These days, however, I don’t lecture. Rather, I rely heavily on in-class

experiences like group work, discussions, and debates. Thus, students are active

participants in the classroom, and showing up to class is similar to showing up for work in

the outside world. Another way to put this: Because students have obligations to their

classmates, sometimes there’s just no way to make up the work.”

Handelsman continues, “I realize that some of my students are professionals—some earn

more money than I! Some requests, however, seem more like personal rather than

professional choices: “I want to meet with my boss, and this was the only time she could

meet with me this week.” Or, “I have some work at the bank I need to catch up on.” Or, “I

changed my schedule to get a few more hours, and I took a shift during class time.”

“Think about asking your boss at work (at the bank, the store, the research lab, whatever)

for the day off because you have important school obligations—like coming to our class.

Then imagine asking your boss to pay you for that day even though you won’t show up.

What is your boss likely to say?”

“OK, now imagine asking your boss these types of questions: ‘But would you pay me if I

… (a) watched a movie about being a bank teller, (b) wrote a paper about the movie, (c)

wrote a paper about the history of bank telling, (d) came by that night, when the bank is

closed, and hang around for a couple hours, (e) cleaned up the boss’s desk, and/or (f)

worked at a different bank during the next fiscal year?’ The next step would be to ask your

boss if you could meet with them, on their own time, so they could tell you what happened

at work while you were gone.”

“Can you imagine asking your boss: ‘Are we going to do anything important at the bank

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today? Because I have something more important to do.’ Would your boss be impressed

enough with your attitude to write you a good reference for your next job?"

It does not matter whether you are ill, required to work, or attending a funeral or wedding. The fact is that class attendance is essential for your learning and participation. Missing that class disrupts others already participating in the class, and puts you in a position of not having prerequisite experiences for the remainder of the course. I realize that you may face situations that make choices difficult. For example, if you are ill and contagious, please stay home and do not infect the other students in the classroom. Remember that choices that we make in life have consequences. I'm sure that you will choose wisely.

Work will only be submitted if it is of excellent quality, worthy of an "A" grade. After all, this is a master class, and I only teach “A” students. Each participant is expected to complete all work in a timely manner as it is assigned.

Cogitations: Weekly memos containing an interesting quote on the requirements and or methods of coaching or other topics related to this course. These may come from an internet search of quotes or from an article or book you may have perused. Then, write your own thoughtful comment or short essay (1 to 3 pages) about how this quote has influenced you or how it presents one of life’s struggles. These thoughts should be typed, signed and dated and produced in a form to share with others, both hard paper copy for sharing and a digital entry on D2L for the professor.

Success Letter: Imagine that it is one year from now. Write a formal letter to me dated one year from now that starts as follows: Dear Professor Drehmer: I have been extraordinarily successful because. . . As you look backward in time in your mind, notice who you have become, how you have accomplished the things you have accomplished, and what obstacles you faced in getting there. Notice how you navigated each of those obstacles. Notice and describe how the skills you have learned and the strengths you have discovered aided you in your journey, and how you have changed. This is not about expectations to live up to, but possibilities to live into. Creativity and fantasy are called for in this assignment.

In this letter, you are to tell, in as much detail as you can, the story of what will have happened to you by this time next year that is in line with this extraordinary grade.

In writing this letter, place yourself into the future, looking back, detailing the insights you acquired and the milestones you attained as if those accomplishments were already in the past. This is a letter about you, not about the class, although I hope that this class was influential in your life. You may find it helpful to review your cogitation memos, your strengths profile, coaching experiences, lectures and discussions in preparing this letter. Again, this is a letter about you, not about the class.

Phrases like “I hope”, “I intend” or “I will” must not appear, everything must be in the past tense. You can talk about specific goals reached, but, and this is a big but, I am most interested in the person you will have become by next year. I am

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interested in attitude, feelings, and world view who will have done all she wished to do or become everything he wanted to be. I want you to fall passionately in love with the person you are describing in that letter.

Please do not complete this letter until the class is over, and then post it to the digital dropbox of d2l not later than Sunday midnight following our last scheduled class.

Honesty: Students at DePaul will adhere to the highest standards of honesty and integrity in their academic work. Dishonest or plagiarized work will not be tolerated. Academic debts to others must be acknowledged by appropriate citation.

Professor: David E. Drehmer, PhD, ACC, CSP, diplomate AAETS, BCETS, FIOC

Office: DePaul University Department of Management One East Jackson, Room 7016 Chicago, IL 60604 (630) 632-0302

Office Hours: You are encouraged to stop in before class to talk about any problems or suggestions you may have concerning the course, about careers, or just about politics or things in general. If you want to talk to me and find this schedule to be inconvenient, feel free to schedule an appointment.

Required Text: Harvard Business Review reading list attached to this syllabus. Readings will be made available through d2l and through the university library electronic reserves. Class handouts (workbook and powerpoint slides, available for download from D2L).

Seligman, Martin, & Peterson, Chris. Values In Action Survey. (Free version) VIA- IS (2010) Cincinnati, OH: VIA Institute of Character. www.viame.org (Needed class 2, you will bring printed results to class 2)

The Executive Coaching Forum. The Executive Coaching Handbook and Competency Model: Principles and Guidelines for a Successful Coaching Partnership, 6 ed, 2015. Available in d2l and atth

http://www.executivecoachingforum.com/.

Recommended: Bacon, T. R., & Spear, K. I. (2005). Adaptive coaching: The art and practice of a client-centered approach to performance improvement. Mountain View: Davies-Black Publishing. (recommended, not required text)

Bannink, Fredrike. (2010). 1001 Solution-Focused Questions. New York: W. W. Norton & Company. (recommended, not required text)

Biswas-Deiner, Robert. (2010). Practicing Positive Psychology Coaching:

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Assessment, Activities and Strategies for Success. Hoboken, NJ: John Wiley & Comapny. (recommended, not required text)

Fredrickson, Barbara. (2009). Positivity: Groundbreaking Research Reveals How to Embrace the Hidden Strength of Positive Emotions, Overcome Negativity, and Thrive. New York: Crown Publishers. (recommended, not required text)

Halvorson, Heidi Grant. (2011). Succeed: How We Can Reach Our Goals. New York: Penguin. (recommended, not required text)

Harris, Russ (2008). The Happiness Trap. Boston, MA: Shambhala Publications. (recommended, not required text)

Kets, . V. M. F. R. (2006). The leader on the couch: A clinical approach to changing people and organizations. San Francisco: Jossey-Bass (recommended, not required text) .

Kets, . V. M. F. R. (2010). The coaching kaleidoscope: Insights from the inside. Basingstoke: Palgrave Macmillan. (recommended, not required text)

Kets, . V. M. F. R., Korotov, K., & Florent-Treacy, E. (2007). Coach and couch: The psychology of making better leaders. Basingstoke: Palgrave Macmillan. (recommended, not required text)

Kilburg, R. R., & Diedrich, R. C. (2007). The wisdom of coaching: Essential papers in consulting psychology for a world of change. Washington, DC: American Psychological Association. (recommended, not required text)

Miller, William R., and Stephen Rollnick. 2013. Motivational interviewing: helping people change. New York, NY: Guilford Press.

Neenan, Michael & Palmer, Strephen. (2012). Cognitive Behavioural Coaching in Practice: An Evidence Based Approach. East Sussex, England: Routledge. (recommended, not required text)

Palmer, Stephen & Panchal, Sheila (2011). Developmental Coaching: Life Transitions and Generational Perspectives. New York: Routledge. (recommended, not required text)

Passmore, J. (2014). Mastery in coaching: A complete psychological toolkit for advanced coaching. London: Kogan Page.

Passmore, J., & Association for Coaching. (2010). Excellence in coaching: The industry guide. London: Kogan Page. (recommended, not required text)

Peltier, Bruce. (2010). The Psychology of Executive Coaching. 2 ed. New York:nd

Brunner-Routledge, (recommended, not required text)

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Peterson, Christopher. (2006). A Primer in Positive Psychology. New York: Oxford University Press, Inc. (recommended, not required text)

Stober, D. R., & Grant, A. (2006). Evidence based coaching handbook: Putting best practices to work for your clients. Hoboken, N.J: John Wiley & Sons. (recommended, not required text) Texts recommended for follo

Whitmore, John (2009). Coaching for Performance, 4 Ed. London: Nicholasth

Brealy Publishing. (recommended, not required text)

Whitworth, Laura, et al. (2007). Co-Active Coaching, 2 ed. Mountain View, CA:nd

Davies-Black Publishers. (recommended, not required text)

Course Conduct: This course is structured to meet in a seminar and workshop style. You will find experiential exercises, lecture, small team workshops, introspection, instrumented feedback, visualization, group discussion, case analysis, simulation, etc. to be key components of our use of time together.

There will be some assignment for most every class period. All assignments are to be read and prepared prior to class on the day they are due. All written assignments are to be turned in through the digital drop box of desire to learn (d2l.depaul.edu). All written assignments are to be turned in at class on the day assigned, and all problems for the class discussion should be ready on the day assigned. Because assignments are discussed in class when due, there can be no late submissions.

You are expected to be an active living member of the class. You will receive and present feedback to other class members, teams, and the instructor. You will receive from and give coaching and praise to others. Remember, excellence means being ALIVE and AWARE.

Course Objectives T Create self-awareness to improve personal effectiveness and general well-being.

T Understand the impact of work environment on personal performance. T Develop expertise in the application of one or more coaching models. T Learn to create context in which others can do their best. T Learn and deploy evidence based interventions to increase personal effectiveness

and positive well-being. T Learn how to capitalize on strengths that makes weaknesses irrelevant. T Create tools to increase personal effectiveness in academic, social, and work

settings. T Learn motivational interviewing, solution focused interviewing, storytelling and other

techniques to mobilize action. T Monitor internal dialogue and reframe automatic negative thoughts. T Learn mindfulness-based tools including acceptance and commitment coaching T Develop effective active listening skills. T Understand the art of powerful questioning. T Identify physical, biological, psychological and social barriers to change and

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performance. T Understand how optimism, perfectionism and stress influence productivity, health

and well-being. T Learn and use frameworks of ideal performance and performance enhancement. T Navigate challenges of work-life balance and work commitment. T Understand the contribution of technical skills, cognitive intelligence and emotional

intelligence to leadership. T Build skills for enhancing trust, respect, support and influence. T Develop networking and relationship building skills. T Gain self-insight by identification of pervasive patterns in life. T Learn to use guided imagery, meditation, exercise, nutrition, cognitive restructuring

and progressive relaxation to manage your reaction to stress. T Use a strategic planning process to discover core values and to establish a

personal mission statement T Develop listening, mentoring, coaching and networking skills. T Improve your own personal multi-cultural competence. T Learn to identify interpersonal styles and how to effectively deal with them. T Create a powerful presence and be comfortable in your own skin. T Meet the ICF coaching competencies.

Course The Noah Principle: One survives, not by predicting rain, but by building arks. Philosophy, -- Louis Gerstner Proverbs, Maxims & Vision without execution is a hallucination. Aphorisms – Thomas Edison

Be yourself, everyone else is taken. – Oscar Wilde

Chase down your passion like it's the last bus of the night. – Glade Byron Addams

Grant me the courage to accept the things I cannot change; the courage to change the things I can; and the wisdom to know the difference.

-- Reinhold Neibuhr

Leadership is about aligning strengths in a way that makes weaknesses irrelevant. – Peter Drucker

Leadership is not about being in charge, it’s about supporting others’ success, modeling integrity, being accountable and caring passionately.

– Marylin Haire

They may forget what you said, but they will never forget how you made them feel. - Carl Buechner

I can cut the rose from the garden and leave the thorns. - Anonymous

We don't see things as they are, we see them as we are.

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- Anais Nin

There are very few human beings who receive the truth, complete and staggering, by instant illumination. Most of them acquire it fragment by fragment, on a small scale, by successive developments, cellularly, like a laborious mosaic.

- Anais Nin

And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.

- Anais Nin

If your dreams don't scare you, they aren't big enough. - Muhammad Ali

The following reading list from Harvard Business Review represents significant supplemental readings for the class. Each of these articles is from the DePaul Library e-reserves (ARES) on the website http://library.depaul.edu. To access the documents, click on the e-reserves link. Find the links for Professor Drehmer and this course. You may feel free to use more recent articles published in HBR if you believe that they are relevant to the class. These articles would focus on leadership, coaching issues, coaching models or issues of personal or organizational performance.

Each of these documents can also be found in Business Source Elite database provided by EBSCO Host. This database can be accessed through the DePaul University electronic research databases. HTML and PDF versions are usually available. Please use the PDF versions; they are often more compact and will be the complete version including graphics and tables.

The documents can also be located through a link in the course documents section of Desire to Learn (d2l.depaul.edu). This is just a shortcut way to accomplish the above.

NOTE: Please select at least one HBR articles for presentation at each of the 2 , 3 , 4 and 5nd rd th th

classes. Plan that your presentation will be short, limited to about 10 minutes, including discussion, and will consist of a presentation to 3-6 other persons around a conference table. You should be prepared to inform and motivate those at your conference table. What would be an important take-away that you could communicate in a short period of time? If you need visual aids, construct them. If a demonstration is more important, do it! It might be helpful to provide a short handout to illustrate and communicate one or more major points of the article that you might find useful as a coach or coachee. Use the GROW model for self coaching to prepare your presentation. Structure your presentation using the Nichols- Whalen 2-Things or some other planned structure with an opening, body of message and closing. This is information delivery, not coaching. Be prepared to receive feedback and coaching on presentation process, not content. You are the subject matter expert.

Reading List:

This bibliography is only for the use of students enrolled in ICS392 or MGT589. Each of these articles is from the Harvard Business Review (HBR) and can be accessed in PDF format and downloaded from the DePaul Library e-reserve website or through EBSCO Business Source Elite. You may substitute up

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to two professional or research articles on any aspect of executive coaching, positive psychology or motivational interviewing.

Achor, Shawn. Positive Intelligence, HBR. Jan/Feb2012, Vol. 90 Issue 1/2,

p100-102.

Amabile, Teresa M., Hadley, Constance N., Kramer, Steven J. Creativity Under

the Gun. HBR, Aug2002, Vol. 80 No. 8, p52, 9p.

Amabile, T. M., & Kramer, S. J. (2007).

Inner Work Life. HBR, 85(5), 72-83.

Amabile, Teresa M. How to Kill Creativity. HBR, Sep/Oct98, Vol. 76 No. 5, p76, 12p,

Ancona D, Malone T, Orlikowski W,

Senge P. In Praise of the Incomplete

Leader. HBR, Feb2007, 85(2), 92-100.

Argenti, Paul. Crisis Communication: Lessons from 9/11. HBR, Dec2002, Vol.

80 No. 12, p103, 7p.

Anderson, C., & Duarte, N. (2013). How to Give a Killer Presentation. HBR, 91(6),

121-125.

Antonakis, J., Fenley, M., & Liechti, S. (2012). Learning Charisma. HBR, 90(6),

127-130.

Argyris, Chris. Teaching Smart People How to Learn. HBR. May/Jun91, Vol. 69

Issue 3, p99-109.

Aspinall M, Hamermesh R. Realizing the Promise of Personalized Medicine.

HBR, Oct2007, 85(10), 108-117.

Bassi L, McMurrer D. Maximizing Your Return on People. HBR, Mar2007,

85(3), 115-123.

Battilana, Julie; Casciaro, Tiziana. The

Network Secrets of Great Change Agents. HBR. Jul/Aug2013, Vol. 91 Issue

7, p62-68.

Bazerman, M. H. (2014). Becoming a First-Class Noticer. HBR, 92(7/8),

116-119.

Bazerman, M. H., & Tenbrunsel, A. E. (2011). Ethical Breakdowns. HBR, 89(4),

58-65.

Beard, A. (2014). Mindfulness in the Age of Complexity. Harvard Business

Review, 92(3), 68-73.

Beeson, J. (2009). Why You Didn't Get That Promotion. HBR, 87(6), 101-105.

Bennis, Warren G. The Seven Ages of

the Leader. HBR, Jan2004, Vol. 82 No. 1, p46, 8p.

Bennis, Warren G.; Thomas, Robert J.

Crucibles of Leadership. HBR, Sep2002, Vol. 80 No. 9, p39.

Bennis, Warren G.; O'Toole, James.

How Business Schools Lost Their Way.

HBR, May2005, Vol. 83 Issue 5, p96-104.

Berglas, Steven. The Very Real Dangers

of Executive Coaching. HBR, Jun2002, Vol. 80 No. 6, p86, 8p.

Berglas, S. (2006). How to Keep a

Players Productive. HBR, 84(9), 104-112.

Berglas, Steven. Chronic Time Abuse.

HBR, Jun2004, 90-97.

Berry, L. L., Mirabito, A. M., & Baun, W. B. (2010). What's the Hard Return On

Employee Wellness Programs?. HBR, 88(12), 104-112.

Berry, Leonard L.; Mirabito, Ann M.; Baun,

William B. What's the Hard Return On Employee Wellness Programs? HBR.

Dec2010, Vol. 88 Issue 12, p104-112.

Birkinshaw, J. (2014). Beware the next

Big Thing. HBR, 92(5), 50-57.

Bonabeau, Eric. Don't Trust Your Gut. HBR, May2003, Vol. 81 No. 5, p116, 8p.

Bossidy L. What Your Leader Expects of

You. HBR, Apr2007, 85(4), 58-65.

Bower J. Solve the Succession Crisis by Growing Inside-Outside Leaders. HBR,

Nov2007, 85(11), 90-96.

Boyatzis, R., McKee, A., & Goleman, D. (2002). Reawakening Your Passion for

Work. HBR, 80(4), 86-94.

Breene R, Nunes P, Shill W. The Chief Strategy Officer. HBR, Oct2007, 85(10),

84-93.

Brockner, J. (2006). Why It's So Hard to Be Fair. HBR, 84(3), 122-129.

Bruch, H., & Menges, J. I. (2010). The

Acceleration TRAP. HBR, 88(4), 80-86.

Buckingham, M. (2012). Leadership Development in the Age of the Algorithm.

HBR, 90(6), 86-94.

Buckingham, Marcus. What Great

Managers Do. HBR, Mar2005, 70 - 79.

Bunker, Kerry A., Kram, Kathy E., Ting, Sharon. The Young and the Clueless.

HBR, Dec2002, Vol. 80 No. 12, p80, 8p.

Campbell, A., Whitehead, J., & Finkelstein, S. (2009). Why Good

Leaders Make Bad Decisions. HBR, 87(2), 60-66.

Cappelli, P. (2008). Talent Management

for the Twenty-first Century. HBR, 86(3), 74-81.

Casciaro, Tiziana; Lobo, Miguel Sousa.

Competent Jerks, Lovable Fools, and the Formation of Social Networks. HBR,

Jun2005, Vol. 83 Issue 6, p92-99.

Chapman, Kathy. Are You Working Too Hard? A Conversation with Mind/Body

Researcher Herb Benson. HBR,

Nov2005, Vol. 83 Issue 11, p53-58.

Chase, Richard B. Want to Perfect Your Company's Service? Use Behavioral

Science. HBR, Jun2001, Vol. 79 No. 6, p78, 7p.

Cialdini, Robert B. Harnessing the

Science of Persuasion. HBR, Oct2001, Vol. 79 No. 9, p72, 8p.

Cialdini, Robert. The Uses (and Abuses)

of Influence. HBR. Jul/Aug2013, Vol. 91 Issue 7, p76-81.

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Ciampa, Dan; Watkins, Michael. The

Successor's Dilemma. HBR, Nov/Dec99, Vol. 77 No. 6, p160, 9p.

Ciampa, Dan. Almost Ready: How

Leaders Move. HBR, Jan2005, 46-53

Clark, Dorie. Reinventing Your Personal Brand. HBR. Mar2011, Vol. 89 Issue 3,

p78-81.

Cliffe, S. (2001). What a Star--what a Jerk. HBR, 79(8), 37-48.

Cohn, J., Katzenbach, J., & Vlak, G.

(2008). Finding and Grooming Breakthrough Innovators. HBR, 86(12),

62-69.

Cohn, Jeffrey M.; Khurana, Rakesh; Reeves, Laura. (2005). Growing Talent

as if Your Business Depended on It. HBR, 83(10), 62-70.

Collins, Jim. Level 5 Leadership. HBR, Jan2001, Vol. 79 No. 1, p66, 11p.

Conger, Jay A. The Necessary Art of

Persuasion. HBR, May/Jun98, Vol. 76 No. 3, p84, 12p.

Coutu, D., Kauffman, C., Charan, R.,

Peterson, D. B., Maccoby, M., Scoular, P. A., et al. (2009). What Can Coaches Do

for You? HBR, 87(1), 91-97.

Coutu, Diane L. The Anxiety of Learning. HBR, Mar2002, Vol. 80 No. 3, p100, 7p.

Coutu, Diane L. How Resilience Works.

HBR, May2002, Vol. 80 No. 5, p46, 6p.

Coutu, Diane L. Putting Leaders on the Couch. HBR, Jan2004, Vol. 82 No. 1,

p64, 8p.

Coutu, D. L. (2004). Business on the Brain. HBR, 82(2), 16-17.

Craig, N., & Snook, S. (2014). From Purpose to Impact. HBR, 92(5), 104-111.

Cryer, Bruce; McCraty, Rollin; Childre,

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Editor. What Is Science Good For?

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it Means to Work Here. HBR, 85(3), 104-112.

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Executive Coaching: Leadership in a VUCA Business Environment Page 12

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Hewlett, Sylvia Ann; Luce, Carolyn Buck;

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Ibarra, Herminia; Hansen, Morten T. Are

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Ibarra, Herminia How to Stay Stuck in the Wrong Career. HBR, Dec2002, Vol. 80

No. 12, p40, 8p.

Jackman, Jay M.; Strober, Myra H. Fear of Feedback. HBR, Apr2003, Vol. 81 No. 4,

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Executive Coaching: Leadership in a VUCA Business Environment Page 13

Jones, G. (2008). How the Best of the

Best Get Better and Better. HBR, 86(6), 123-127.

Joni, Saj-nicole A. The Geography of

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Kaplan R. What to Ask the Person in the

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Kaplan, R. S., & Norton, D. R. (2005).

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Kegan, Robert, Lahey, Lisa Laskow. The Real Reason People Won't Change.

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Kellerman, B. (2007). What Every Leader

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Kesner, Idalene F. The Coach Who Got

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Kesner, Idalene F.; Burnett, Susan;

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Kirby, Julia; Eisold, Kenneth; Soder, Dee; Kahn, Jeffrey P.; Elson, Charles M.

Left on a Mountainside. HBR, Jan2004, Vol. 82 No. 1, p15, 9p.

Kotter, John P. What Leaders Really Do.

HBR, Dec2001, Vol. 79 No. 11, p85, 6p.

Kotter J. Leading Change. HBR,

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Kramer, Roderick M. The Harder They Fall. HBR, Oct2003, Vol. 81 No. 10, p58,

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Lee, Fiona. The Fear Factor. HBR,

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Leary, Kimberlyn; Pillemer, Julianna; Wheeler, Michael. Negotiating with

Emotion. (2013). HBR. 91(1), 96-103.

Lee, T. H., & Cosgrove, T. (2014). Engaging Doctors in the Health Care

Revolution. HBR, 92(6), 104-111.

Leonard, Dorthy & Swap, Walter. Deep Smarts. HBR , Sep2004, 88 - 97.

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Levinson, Harry. Management by Whose

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Livingston, J. Sterling. Pygmalion in Management.. HBR, Jan2003, Vol. 81

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Loehr, Jim. The Making of a Corporate Athlete. HBR, Jan2001, Vol. 79 No. 1,

p120, 9p.

Lovallo, Dan; Kahneman, Daniel. Delusions of Success. HBR, Jul2003,

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Lovallo D, Viguerie P, Uhlaner R, Horn J. Deals Without Delusions. HBR,

Dec2007, 85(12), 92-99.

Ludeman, Kate; Erlandson, Eddie.

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Maccoby, Michael. The Power of

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Malhotra, D. (2014). 15 Rules for

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Mangurian G. Realizing What You're

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Mankins, Micahel C. Stop Wasting

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Manzoni, J.-f. O., & Barsoux, J.-l. (1998). The Set-up-to-fail Syndrome. HBR,

76(2), 101-113.

Manzoni, J.-f. (2002). A Better Way to Deliver Bad News. HBR, 80(9), 114-119.

McAfee, A. (2006). Mastering the Three

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McClelland, David C.; Burnham, David H. Power Is the Great Motivator. HBR,

Jan2003, Vol. 81 No. 1, p117, 10p.

McCreary L. My Extreme MBA. HBR, Oct2007, 85(10), 128-136.

McKee, Robert. Storytelling That Moves

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Menkes, Justin. Hiring for Smarts. HBR,

Nov2005, Vol. 83 Issue 11, p100-109.

Meyer, E. (2014). Navigating the Cultural Minefield. HBR, 92(5), 119-123.

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Executive Coaching: Leadership in a VUCA Business Environment Page 14

Nadler, D. A. (2005). Confessions of a

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Executive Coaching: Leadership in a VUCA Business Environment Page 15

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Executive Coaching: Leadership in a VUCA Business Environment Page 16

The following represents a tentative schedule for the course. Changes wll be made subject to learning and

progress as the course proceeds. The outline is ambitious and cuts will be made depending on learning and

needs of the particular class. The course will be meeting in Room 7305.

Class Meeting, 7305 DPC, 10AM ICS392, UNDERGRADUATE SR. SEMINAR

Day 1 June 16

Day 2 June 23

Day 3 June 30

Day 4 July 7

Day 5 July 14

Success Letter due July 15, 11:59 PM

DAY 1

Course Introduction Welcome and Introductions

Special Signature Experiences Living into Possibility - Zander at TED Review of Syllabus

Text books - Dead Poet Society This is a master class - Grading issues

Course Deliverables - Portfolio Cogitations, HBR Articles Presentations - 2 things model VIA Survey Course Evaluations - VIA Success Letter

Change Dr Drehmer's short course in Western Civilization Did you know? - video (Drehmer version) Prochaska & DiClemente Transtheoretical Model

Precontemplation (PC), Contemplation (C), Preparation (PR), Action (A), and Maintenance (M)

Competence and Consciousness Model USS Montana - case in resistance

Executive Coaching Focus and Goals Skills Executive Agenda Performance New Position, Onboarding Development

Distinguish Coaching, Consulting, Mentoring, Therapy How Coaching Works - Margaret Moore

ICF Core Competencies of Coaching Setting the foundation Meeting ethical guidelines and professional

standards Establishing the coaching agreement

Co-creating the relationship Establishing trust and intimacy with the client Coaching presence Communicating effectively Active listening

Intro to Reflections Powerful questioning

Opening closed questions intro Direct communication Facilitating learning and results Creating awareness Designing actions Planning and goal setting Managing progress and accountability

GROW Model of Coaching Goal - What would a 10/10 look and feel like? Realistic - Where are you NOW out of 10? Options/Obstacles - What could move you

forward? Way Forward - What are you

able/willing to do to get from a 4 to a 4.5

Out of the Box Coaching Exercise - GROW coaching Self, Peer and Other Competency Evaluation -

360 Debrief - It's not about the nail - video Carol Kauffman on Executive Coaching - video

Making Progress Notes Common among all note styles

Client Name Date Setting (phone, video, face to face & where) Review of Last Session Agenda Setting Your signature Time spent together

SOAP Notes Subjective (What the client said)

Executive Coaching: Leadership in a VUCA Business Environment Page 17

Objective (What you observed) Action (What did you do) Plan (homework, agreements, etc)

BIRP Notes Behavior (What about the client today) Intervention (What did you and the client do?) Response (How did client respond to

intervention) Plan (What's next)

One Sentence Coaching Vignette The coach asked . . .

DAY 2

Positive Psychology - Optimal Experience Validation - short movie

Disease vs Health models Pleasure, Engagement, Meaning Happiness and well being Evidence based vs Common Sense interventions

Reinforcing Ability vs Effort Zero and High Correlates of Happiness Gratitude Visit Three Good Things Your Best Self Using Signature Strengths

Savoring Power and Peril of Positive Thinking Duchenne smile and oxytocin

Strengths Based Coaching- Buckingham - Gallup Go put your strengths to work - PBS

Petersen & Seligman Character Strengths VIA Strengths Model

Strength Spotting in Conversations Assessment Questions for Strengths Strengths and Wellbeing Strengths and Workplace Satisfaction Bridge Building Strengths - Coaching

Exercise Creating Affirmations based on strengths

Losada & High Performance Inquiry vs Advocacy Positivity vs Negativity Self vs Other Referents

Fredrickson's Broaden and Build theory Positivity Ratio Gottman's Bids and Turns Optimism & explanatory style Appreciative Inquiry

Discovery Design Dream Destiny

Compassion and Loving Kindness Deep Listening Mindfulness

How fear hijacks cognitive systems - neurobiology Happy movie (video)

DAY 3

Re-Imagine! Business Excellence in a Disruptive Age

Coaching is not a Spectator Sport Ask, don't tell - Sir John Whitmore Ascending Ladder - coaching exercise

Solution Focused Interviewing & Coaching Problem Focus vs Solution Focus Five Beige Things exercise Miracle Question Basic Solution Focused Questions

Powerful Transformational Questions Contracting Listening Exploring Impact Exploring Possibilities Taking Action Review and Taking Stock

Developmental Pipeline- Peterson On Coaching Maturity - David Peterson

Insight Motivation Capabilities Real World Practice Accountability

Empathy Empathy = Em (in) Pathos (suffering)

Understanding emotions and thoughts Sympathy = Sym (same) suffering

Sharing emotions, liking Antipathy = Anti (against/avoid)

Disregard for another's suffering

Neural Correlates of Empathy Eye Contact Muscles of Facial Expression Posture/Position Affect Tone of Voice, Touch Hearing the Whole Person Your Response

Motivational Interviewing & Coaching - Miller & Rollnick

Principles Express Empathy Develop Discrepancy Roll with Resistance Support Self-efficacy

Micro Skills - OARS Open-ended questions Affirmations Reflective Listening Summaries

Change Talk - DARN CATS

Executive Coaching: Leadership in a VUCA Business Environment Page 18

Desire Commitment Ability Activations Reasons Take Steps Needs

Scaffolding of Motivational Interviewing Engaging - replace questions with reflections -

OARS Focusing - agenda setting, exploring ambivalence Evoking - selective reinforcement of change talk Planning - obtaining commitment

Motivational Interviewing Questions Asking permission Information vs Advice Eliciting Change Talk Explore Importance and Confidence Reflective Listening

Creating complex reflections paraphrase amplified double-sided affective / emotional metaphor

Affirmations Affirming in difficult situations - Advanced

Abilities Strengths Efforts Values Intentions

Summaries Problem as they see it Options they like Agreements

Decision Balance - Matulich video Self Efficacy & Intrinsic Motivation Normalizing Columbo Approach Paradox

Decision Balance - coaching exercise 1. Good things about the status quo 2. Not so good things about the status quo 3. Not so good things about changing 4. Good things about changing

Instant Influence - MI on Steroids - Pantalon When faced with someone you'd like to influence,… Call it like it is: We haven't been seeing eye to eye. I can't make you do this. It's totally your choice. But let me ask you a few questions.

Why might you consider__________? What would be in it for you? How ready are you to do__________, from 1 to 10? Why not a lower number?

Reiterate or reflect only their good answers.

Reactions to Tough Coaching Situations Danger Confusion Conflict Deficit

Some Question Types Situational Goal-Setting Feelings Integrity Being Action Motivation Encouragement Probing Challenge Intuitive-Based Focusing Informative Feedback Options Assumption

Coaching Style Directive vs Non-directive Circumstantial vs Programatic Specific vs Holistic

DAY 4 & 5

Achieving your childhood dreams - Pauch lecture Identifying Life Values

Mapping Discretionary Time What Gives Life Meaning Sophie's Choice

Being on Purpose Identifying Life Accounts Finding Chief Wants

Life Auditing Developing a Self Mission Statement Creating a Lifetime Strategic Plan Creating a Compelling Vision

Supporting the Self - Coaching Tools Finding Love, Support and Nurturance Jaffe's Social Support Winners Reframing: Up Until Now Canfield's Success Charting Imagery Is More Powerful than Thought

Time Management Making Choices -- Increasing Control Establishing Priorities

Murphy's Peak Performance Plan (optional) Action Focus What Are My Goals in

this Situation? Creative Thinking What Images Help Me

Do My Best? Productive Analysis What Thoughts Will

Enable Me to Achieve Success?

Executive Coaching: Leadership in a VUCA Business Environment Page 19

Keeping Cool How Will I Stay Calm When the Pressure Is On?

Concentration What Do I Need to Pay Attention to in Order to Succeed?

Emotional Power How Will I Respond to the Feelings I Have as I Perform this Task?

Energizing How Will I Maintain Sufficient Energy to Perform Optimally?

7 Habits of Effective People (Covey) (optional) Be Proactive Begin with the End in Mind

Put First Things First Think Win / Win Seek First to Understand...Then Be Understood Synergize Balanced Self Renewal

The ICF Code of Ethics Part One: The ICF Philosophy of Coaching Part Two: The ICF Definition of Coaching Part Three: The ICF Standards of Ethical Conduct Professional Conduct At Large Professional Conduct With Clients Confidentiality/Privacy Conflicts of Interest Part Four: The ICF Pledge of Ethics

Dealing with Difficult Clients - RED FLAGS Anxiety and its Consequences Depression and Mood disturbances Psychotic and Bizzare Behavior Personality Disorders

DSM: Wild, Wimp, Weird Boundaries of Competence / Scope of Practice Getting Supervision, Consultation Making referrals to other professionals

Advanced Powerful Questions Circular questions Reflexive questions Strategic questions Empowering questions Scaling questions revisited Exception questions Outcome questions Coping questions

DAY 5 (as time permits)

Listening Trained in Speaking, Reading, Writing but not in Listening. We seldom distinguish dialogue, persuasion, influence, negotiation.

Allesandra & Huntsaker's CARESS - Active Listening C - Concentrate A - Acknowledge

R - Research E - Exercise Emotional Control S - Sense Nonverbal Message S - Structure Information as Received

Gordon's Roadblocks to Listening ordering directing, or commanding, warning or threatening giving advice, making suggestions, providing solutions persuading with logic , arguing, lecturing moralizing, preaching , telling clients their duty judging, criticizing, disagreeing, blaming agreeing, approving, praising shaming, ridiculing , name-calling interpreting, analyzing reassuring, sympathizing, consoling questioning , probing withdrawing , distracting, humoring, changing the subject

Specific (Micro) Listening Skills Focusing and Following Skills

Inquiry Skills Reflecting Feelings Reflecting Content Confrontation Self-Disclosure Information Giving Enlisting Action

Leadership as a Performing Art Leaders v. Managers

PRES - Halpern & Bennis Being Present Reaching Out Expressiveness Self-knowledge

IMPROV exercises (Spolin) Big change, fast Yes, and. . .

Finding your Truth (time permitting) accepting strong emotional truth

Shakespeare & Leadership Coaching Leadership

Course Wrap-up.

Executive Coaching: Leadership in a VUCA Business Environment Page 20

David E. Drehmer, PhD, ACC, BCETS. DAAETS, CSP, FIOC

Executive Director, Emeritus Performance Enhancement Institute, PC

Clinical Director, Emeritus Center for Traumatic Stress

P.O. Box 141 Clarendon Hills, IL 60514

(630) 632-0302

Associate Professor of Management Kellstadt Graduate School of Business

DePaul University One East Jackson Boulevard

Chicago, IL 60604 (630) 632-0302

David E. Drehmer, Ph.D. is the founder and executive director, emeritus, of The Performance Enhancement Institute, PC, a firm providing coaching, consulting and clinical psychological services for people in business, education, law, medicine, sports and the arts. He brings curiosity, optimism, integrity and passion to help his clients create executive presence, leadership, drive change, be effective, create legacy, increase emotional and social intelligence, and restore life balance.

As co-founder and former clinical director of the Center for Traumatic Stress, Dr. Drehmer specialized in traumatic stress and the effects of stress on health, work and performance. He consults regularly with individuals and organizations and helps people enhance creativity, manage stress and burnout, resolve conflict, eliminate violence, establish work commitment, manage the effects of discrimination, harassment, bullying, and the resolve the disruption associated with downsizing. He also helps people heal their emotional wounds caused by catastrophic illness, war, natural disaster, industrial accident, highway carnage, crime, terrorism, sexual abuse, rape, and domestic violence.

You may also know Dr. Drehmer as an Associate Professor of Management at DePaul University's prestigious Kellstadt Graduate School of Business where he conducts research and teaches in the areas of executive and personal coaching, development of life and career skills, organizational transformation and change, peak performance, effective communications, and the behavior of people in organizations.

In addition to Professor Drehmer's involvement with the people side of organizations, he has also testified as an expert witness in federal court and in public sector administrative hearings on statistical sampling, accounting audit procedures, and organizational management. Professor Drehmer's expertise has also been sought for statistical and design consultation for market and consumer behavior research, drug research, personnel research, industrial quality control, production forecasting, public policy research, and program evaluation projects for a variety of commercial, industrial, social service, government and consulting organizations.

Dr. Drehmer is an award winning researcher and has published extensively in scientific and professional journals. He has presented his theories nationally at meetings sponsored by such organizations as the American Psychological Association, Academy of Management, Second World Congress on Positive Psychology, Internal Family Systems Association, Environmental Design Research Association, Gerontological Society of America, National Rehabilitation Association, Decision Sciences Institute, Industrial Relations Research Association, Society of Business Ethics, International Conference on Information Systems and the Psychometric Society.

His research is published in academic and professional journals including Journal of Applied Social Psychology, Educational and Psychological Measurement, Perceptual and Motor Skills, Psychological Reports, Information Systems Research, Management Decision, Expert Systems, Journal of Job Placement, Information Executive, Journal of Information Science, Rehabilitation Psychology, Rehabilitation Counseling Bulletin, Vocational Evaluation and Work Adjustment Bulletin, Journal of Housing for the Elderly, and Personnel Administrator. His research has been cited more than 500 times by other professionals and researchers and is represented in more than 100 scientific and professional journals.

Dr. Drehmer strives for a presentation style that is practical, engaging, interactive and clear. His high and positive energy level, well developed sense of humor, wealth of clinical and industrial psychological experience, and personal sensitivity combine to make his seminars, classes and workshops as entertaining and enjoyable as they are useful. He is a board certified expert in traumatic stress and a diplomate in the American Academy of Experts of Traumatic Stress, a Senior Scientist at the Neuroscience Institute, and founding member of the Center for Traumatic Stress and HeartPsyc Behavioral Health. He is also a member of the International Coach Federation, holds the credential of Associate Certified Coach and is a founding fellow of the Institute of Coaching Professional Association associated with Harvard University’s McLean Hospital and Harvard Medical School.