15 Oct This week, you and your coachee will work in tandem to achieve the desired objectives identified in Week 2. Through active listening, questioning,
This week, you and your coachee will work in tandem to achieve the desired objectives identified in Week 2. Through active listening, questioning, probing, and guiding, you will support your coachee to develop strategies and action steps for achieving the desired objectives.
Week 4 Assignment
What does your coachee need to do to achieve his or her objectives? Think about it like a staircase. What is the first step that is needed to get to the second step? What is the second step that is needed to get to the third step, and so on, until the coachee is able reach the objective or goal at the top? Often, it is helpful to work backwards, moving from the objective down through smaller and smaller goals or action steps until the coachee can identify the most immediate action step to take.
By the end of this coaching session, your coachee should have a clear plan for achieving the key objectives (identified in the first coaching session), a list of doable action items, and a clear understanding of the expected completed items for next week’s session.
For this third coaching session, submit a coaching report that provides the following information:
- Recap the coaching session (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.).
- Analyzed a set of action plans for the coachee to achieve the first objectives (½ to 1 page).
- Analyzed a set of action plans for the coachee to achieve the second objectives (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 (¼ to ½ page)?
Submission Details:
- Submit your report in a three- to five-page Microsoft Word document, using APA style.
Due by 10/14/24 at 11pm 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 3
This week, you and your coachee will work in tandem to achieve the desired objectives identified in Week 2. Through active listening, questioning, probing, and guiding, you will support your coachee to develop strategies and action steps for achieving the desired objectives.
Week 4 Assignment
What does your coachee need to do to achieve his or her objectives? Think about it like a staircase. What is the first step that is needed to get to the second step? What is the second step that is needed to get to the third step, and so on, until the coachee is able reach the objective or goal at the top? Often, it is helpful to work backwards, moving from the objective down through smaller and smaller goals or action steps until the coachee can identify the most immediate action step to take. By the end of this coaching session, your coachee should have a clear plan for achieving the key objectives (identified in the first coaching session), a list of doable action items, and a clear understanding of the expected completed items for next week’s session.
For this third coaching session, submit a coaching report that provides the following information:
· Recap the coaching session (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.).
· Analyzed a set of action plans for the coachee to achieve the first objectives (½ to 1 page).
· Analyzed a set of action plans for the coachee to achieve the second objectives (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 (¼ to ½ page)?
Submission Details:
· Submit your report in a three- to five-page Microsoft Word document, using APA style.
Due by 10/14/24 at 11pm 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
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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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Project: Coaching 2
Coaching Session 1
This is the graded feedback that I received below. Please keep this feedback in mind with future tutoring session for Project Coaching 3, Coaching Session 2.
Provided a detailed written recap of your coaching session. The recap should specify a concise introduction, the process (i.e., practical coaching session), and ending—anticipated results.] Concise, but needs to be more comprehensive and evidence-based!
Analyzed two key objectives and analyzed why these objectives are significant to your coachee. Your objectives should be drawn from “best practices” of coaching. Style and Technique used by the coach are explained but not analyzed. This area of your paper can be improved with a very comprehensive description of client’s behavior and concise portrayal of coach’s use of cognitive coaching with the client.] A few more citations would justify your premises and provide for a more comprehensive analysis.
Evaluated the personal and professional improvements your coachee hopes to make in life after these objectives are achieved . This section should be a very comprehensive discussion of the “growth and development” that the coachee intends to achieve after the coaching experience. The coachee's voice should be present here. ] Very Good start, however, this area requires further exploration.
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Presented a structured document free of spelling and grammatical errors.[Few comma/sentence structural errors; Many of your sentences are written in "passive voice."] End all papers with a comprehensive conclusion. Thank you for including citations from your course text in addition to at least two outside leadership resources. |
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Properly cited sources using APA format.[Few of the same APA errors that were included in previous paper occur in this current paper: 1. Title page is not structured according to APA 7th edition standards. 2. The same title you provided on your title page must be presented on the first line of page two. 3. Levels of heading–Capitalize the first letters of words that contain four or more characters: except prepositions. 4. All References must be formatted according to APA 7th edition standards.] |
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3
Memo on Coaching Partnership
Student Name
Lecture Name
Course
Date
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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2
Coaching Report
Student’s Name
Institutional Affiliation
Course Name
Instructor’s Name
Date
Coaching Report
Recap the Coaching Session
Where did the session occur?
Zoom made the coaching session convenient and flexible for me and my coachee, K. Doss. Despite distance, this virtual format fostered open communication in a casual and engaging manner. Zoom's screen-sharing and interactive technologies improved session efficiency by reviewing documents and strategies in real time. Since the coachee is a tech-savvy Senior Enrollment Manager, using digital tools for coaching fit her work environment. The virtual platform reduced distractions, helping us focus on essential goals.
When did it occur?
We chose [Insert specific date] afternoon for the session based on our availability. This timing was good for both parties because K. Doss could focus without job distractions. The discussion was held during work hours to keep the concerns fresh and relevant to her daily, facilitating a smooth transition from addressing challenges to implementing solutions. The one-hour appointment allowed us to discuss her current concerns and wider student enrollment and retention goals.
Who was being coached?
In this session, X-University Senior Enrollment Manager K. Doss was coached. She manages the admissions team and is vital to student enrollment and application completion. Due to her duties, Doss must increase student enrollment and decrease application cancellations. She has over 10 years of experience in this industry and wants to improve her leadership and departmental methods. The coaching process is engaging for Doss since she is driven and open to new ideas.
Who was the coach?
I coached this session using my organizational development skills and longtime professional friendship with Doss. I understand her leadership style, work atmosphere, and issues from working with her for over a decade. This familiarity built trust and open conversation. My coaching approach was to assist Doss set goals, reflect on her practices, and develop a plan for progress.
Summary of the conversation
As mentioned in earlier documents, K. Doss discussed her professional challenges, specifically her ambition to boost student enrollment by 25% and reduce application cancellations by 15%. We examined how admissions efficiency and advisor-student communication affect these challenges. Doss stressed the need of developing her team's Zoom skills to engage prospective students. To help Doss articulate her goals, I asked, “What specific challenges are your advisors facing with student communication?” and “How do you think improving these processes will impact enrollment rates?” We considered several options and chose to train her squad.
Key details about the relationship or interaction
The trust between Doss and I made our discourse open and fluid. Doss sometimes hesitated to disclose her troubles for fear of appearing inadequate, making it difficult to balance our personal and professional relationships. In future sessions, I'll make sure we maintain a professional boundaries that lets her be vulnerable without judgment. The virtual format worked well for both of us, but I thought future meetings may benefit from greater structure, such as explicit agendas to enhance efficiency.
Prioritize Two Key Objectives
Doss hopes that improving adviser skill with Zoom will improve communication with potential students and reduce application cancellations. Due to Zoom technical issues, many advisers miss student communication and follow-ups. This leads to student disengagement and application withdrawals. Doss wants to streamline communication so advisers can react to student inquiries faster and better. This may improve student retention and help the department fulfill enrollment goals.
Improving teamwork and responsibility is the second goal. Doss noticed that her staff sometimes miscommunicates their roles and responsibilities, causing confusion and inefficiency. She feels that better communication and responsibility will drive her staff to meet goals like minimizing cancellations. We suggested weekly team check-ins to verify advisors are on track and identify areas where they may need more support or resources. These regular meetings would allow the team to celebrate modest achievements and stay focused on the big goals.
Doss needs these two targets to satisfy the university's enrollment goals. Teamwork and digital platform competency will help advisors communicate with students and build a more unified and accountable workplace (Zenger & Stinnett, 2010). Both aims support Doss's professional goals of improving her leadership and team effectiveness.
Evaluate the Personal and Professional Improvements
Doss will profit personally and professionally from achieving these goals. First, teaching her advisors to use digital platforms will lessen her stress from managing inefficient communication networks. Professionally, this enhancement will streamline and improve the enrollment process, which could help her accomplish or exceed her 25% student enrollment objective (Hassanein, 2022). Doss will gain credibility as a team leader by successfully adapting to current technology.
Second, improving team collaboration and accountability will provide Doss the confidence she needs to lead her team to its full potential. She may reach her 15% cancellation reduction objective by creating a clear work environment and duties (Pasanen, 2024). This will help her assign jobs better, freeing up time for higher-level activities.
Finally, achieving these goals will help Doss become a better leader. She will strengthen her management of complex procedures, promote responsibility, and lead her team to success. These developments will strengthen her leadership confidence and open up additional professional growth prospects, such as promotions or university projects with greater challenge.
Clarify Action Steps
To make forward, I must perform a few critical actions before the next session. I will first study Zoom instructional resources and training modules, especially advisor communication tactics. I can give Doss tangible things she can use with her staff right away. Second, I will build a framework for team check-ins with proposed agendas and accountability metrics to ensure structure and emphasis on team goals. Finally, I want to research leadership development material to improve my coaching skills and provide more targeted guidance in future sessions.
References
Hassanein, S. N. (2022). Reimagining Higher-Ed in the New Era: Upskilling Competencies toward Enhancing Enrollment Management. https://www.proquest.com/openview/cdecc4a942ce2aa0cc9fd766bcab373f/1?pq-origsite=gscholar&cbl=5324452
Pasanen, S. (2024). Leadership and Communication in Change Negotiations: Effects on Employee Experience. Www.theseus.fi. https://www.theseus.fi/handle/10024/860949
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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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 letti
