Project: Coaching 4

2

Coaching Session 2

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Date

Recap the Coaching Session:

Where did the session occur?

Like the first coaching session, Zoom hosted the second. Zoom was chosen for its flexibility, ease, and ability to offer interactive capabilities like screen sharing for real-time document and strategy assessment. K. Doss, my coachee, is a tech-savvy Senior Enrollment Manager, and Zoom fit her work pattern. Virtual meetings eliminate distractions and allow us to focus on our goals. Digital tools improved communication and involvement, making the session productive and goal-oriented.

When did it occur?

Both K. Doss and I were available on Thursday afternoon at 2:00 PM for the session. It was perfect because it followed her team meetings, making it easy to discuss weekday difficulties and goals. She addressed important topics in the one-hour session without disrupting her day. Meeting during work hours allowed Doss to think on pressing challenges and discuss how the coaching insights could be used in real time at the university.

Who was being coached?

This coaching session was with X-University Senior Enrollment Manager K. Doss. She oversees the admissions team, promotes student enrollment, and handles applications and cancellations. Doss is goal-oriented and has over ten years of enrollment management expertise. She is working to improve her leadership and meet departmental goals like 25% student enrollment and 15% application cancelation reduction. Doss actively seeks professional development and is open to new ideas to improve her team's performance, making her a great coach.

Who was the coach?

I coached this session using my organizational development skills and longtime professional friendship with Doss. After working with her for over a decade, I know her leadership style, issues, and talents. My past experience helped me to personalize my coaching to her needs, providing meaningful and practical insights. I guided Doss through contemplation and goal-setting without pushing solutions to help her solve her career problems. Our trust-based connection encouraged open conversation, which was crucial to coaching success.

Summary of the conversation: Who said what?

In the discussion, Doss voiced worries about advisor-student contact, notably her team's Zoom technical issues with prospective students. She said she wanted to boost enrollment by improving adviser responsiveness and reducing application cancellations. To get her to think about the reasons, I asked, “What specific Zoom issues are your advisors facing?” and “How do you believe streamlining communication will impact enrollment?” Doss realized her team needed more technical training to function better in virtual environments.

Her second goal of strengthening team collaboration and accountability was mentioned. Staff discontent and inefficiency were caused by confusion over roles and responsibilities, Doss said. “How could regular team check-ins help address these issues?” Doss agreed that weekly meetings would create clarity and raise morale by letting her staff celebrate modest wins. Doss felt more confidence in her capacity to overcome these problems after the chat, but she acknowledged the need for continuous assistance and introspection.

Any key details about the relationship or interaction that need to be recorded?

Doss and I have built trust over many years of professional collaboration in our coaching relationship. One issue during this session was Doss's reluctance to address her problems for fear of seeming incompetent. This hesitancy underlined the necessity to balance our personal and professional relationships so Doss can share her concerns without judgment. In future sessions, I must emphasize that coaching is a non-judgmental space for growth, not performance evaluation.

Clearer agendas for future meetings were another significant point made during the discussion. The discussion was productive, but I thought a more planned method would maximize our time together. Introducing session topics or objectives may streamline the process and keep us focused on the most important challenges. We also discussed new digital tools to enhance her team's technical training, which may lead to growth.

Analyzed the Short- And Long-Term Benefits to the Coachee For Achieving The Objectives:

Once her advisers become used to Zoom, K. Doss' admissions team will be more efficient. By learning these methods, advisers can react to potential students faster, decreasing communication delays and application cancellations. Doss should reduce cancellations by 15% month over month with this efficiency boost. Doss may focus on strategic duties by letting her advisers manage student contacts more freely through Zoom and other platforms.

The long-term rewards of fulfilling these goals are greater. Doss will likely witness persistent improvements in student enrollment numbers as her staff improves its digital communication skills and inquiry handling, helping her meet her objective of 25% month-over-month growth. She will gain university leadership credibility as an effective manager who can use digital solutions to boost enrollment. Long-term gains in retention and communication will help her team maintain performance consistency, reduce attrition, and create a stable workplace. Doss may focus on future initiatives and leadership by mastering these technologies and creating efficient methods.

Assessed the Challenges, Resistance, and Fears that Might Prevent the Coachee from Achieving The Objectives

Doss struggles with advisers' unwillingness to use Zoom and other digital technologies. Some team members may oppose change due to technology unfamiliarity or a preference for traditional communication (Cai, 2023). This opposition may hamper the team's efficiency, making it hard to fulfill the lofty cancelation reduction and enrollment goals. To overcome this hesitation, rigorous management and planned training programs must establish trust and competence in these platforms.

Another issue is Doss's team's unclear accountability and communication. When advisers lack clear duties or fail to appreciate the value of timely communication, the team may struggle to stay on target. According to  Zenger & Stinnett, (2010), mmiscommunication could miss student engagement opportunities, affecting cancelation rates and enrolment targets. Doss will struggle to monitor progress and find areas for growth without an accountability structure.

To her leadership style, Doss may confront personal resistance. She is talented, but her desire to maintain team cohesion may hinder her from enforcing tighter rules or holding team members accountable. This hesitancy may hinder her ability to make adjustments or confront team underperformance. Doss may delay her aspirations if she doesn't handle this internal reluctance.

Assessed what the Coachee Might Need to do to Overcome the Challenges, Resistance, And Fear

Doss will need to create a comprehensive training program that teaches the technical aspects of using platforms like Zoom and emphasizes their benefits for student engagement and efficiency to overcome her team's reluctance to adopt new technologies. Doss can convince her advisors to adopt digital platforms by showing their real-world applications and successes at other institutions. Her team will gain confidence and minimize concern about Zoom by practicing in a controlled environment.

Doss must also improve team communication and responsibility to ensure advisors understand their roles. Weekly check-in sessions with advisors to discuss success and issues will enable Doss track performance and identify areas for support (Donelan et al., 2024). Creating performance criteria for student enrollment and application follow-up will also help her assess each advisor's contribution to team goals. Open discourse during these meetings will promote accountability and give Doss the input she needs to make data-driven decisions.

Clarify the Action Steps that you (As Coach) Need to Complete Prior to the Next Coaching Session:

Before the next coaching session, I'll compile resources and training materials for Doss to help her advisers learn Zoom and other digital platforms. This includes researching best practices in virtual communication for higher education, case studies of similar platforms in other institutions, and interactive training modules to upskill her workforce. These materials will help Doss organize and deliver technical training to her team's various skill levels.

I will also structure Doss's weekly advisor check-ins. This framework will suggest an agenda for goal monitoring, performance indicators, and team member discussions of difficulties. I'll also suggest ways to frame these conversations to maximize enrollment and reduce application cancellations by 25% and 15%, respectively. Finally, I will refine my coaching style to be flexible and sensitive to Doss's changing requirements while giving structured assistance to help her achieve her leadership goals.

References

Cai, Y. L. (2023). Strengthening perceptions of virtual team cohesiveness and effectiveness in new normal: A hyperpersonal communication theory perspective. Asian Business & Management, 22. https://doi.org/10.1057/s41291-023-00225-6

Donelan, J., Douglas, S., Willson, A., Lester, T., & Daly, S. (2024). Implementing Measurement-Based Care in a Youth Partial Hospital Setting: Leveraging Feedback for Sustainability. Administration and Policy in Mental Health. https://doi.org/10.1007/s10488-024-01358-2

Rager, L. E. (2020). The Impact of COVID-19 on Recruitment, Enrollment, and Freshman Expectations in Higher Education. Ohiolink.edu. https://rave.ohiolink.edu/etdc/view?acc_num=ysu1597095836717798

 Zenger, J. H., & Stinnett, K. (2010).  The extraordinary coach: How the best Leaders help others grow (1st ed.) . McGraw Hill. ISBN: 9780071703406