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 articl

Executive Coaching - Leadership in a VUCA (Volatile, Uncertain,Chaotic & Ambiguous Business Environment v2.11 su18Course: The world of commerce, politics, technology and culture is no longer stable andpredictable as it has been through most of Western civilization. General EricShinsekei observed, “If you don’t like change, you’re going to like irrelevance evenless.” Command and control with centralized decision making is no longer thestrategy of choice. We now live and work in a volatile, uncertain, chaotic andambiguous world. Rapid development, innovation, and short cycle times requirechanges in agility and leadership dynamics. Executive coaching represents onestrategy to collaborate with decentralized leadership. Developing executive coaching competencies for "managers as coach" is thekeynote of this course. Grounded in positive psychology and the science of humanflourishing, participants will identify and apply strengths and other evidence basedinterventions to promote organizational effectiveness, career success and lifefulfillment. Students will learn and deploy the GROW model of coaching,motivational interviewing, solution focused coaching, mindfulness, and goal focusedapproaches to help people achieve change. Participants will also enhance theirown ability to create presence, increase empathy, build trust, manage self-awareness, listen, ask powerful questions, design actions and manageaccountability. Working from a place of purpose and intention course participantswill 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 atthe judgment of the professor. The outline listed at the back of this syllabus isambitious and cuts will be made depending on learning and needs of the particularclass. 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 thosewho came to get an education, welcome to a great quarter of learning; you willreceive an “A” grade by meeting a few challenges and showing your commitment tolearn. There are a few requirements to earn such an outstanding grade. Firstattendance and participation is required. That would mean that you are on timefor 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 presentHBR articles at lunchtime table talks; you will write and distribute weeklycogitation memos; you will complete any end of class one-minute papers thatare given; you participate in peer coaching during class time and between classsessions and that you write a success letter at the end of the course and post it toD2L. This letter is detailed elsewhere in this syllabus. You will also need tocomplete other assignments in a timely manner. All other written work such ascoaching notes will also be posted to D2L. Grading performance constitutes a complex and difficult process. This is a class Executive Coaching: Leadership in a VUCA Business Environment Page 2about possibilities. Our learning laboratory and classroom is designed to improveyourself, not prove yourself. It is predicated on the belief that effort increases abilityand drives performance. Working toward mastery is ultimately more rewarding thanworking toward perfection. We learn from failure, not just success. We learn bystruggling and making false starts. We learn by getting back up after we have beenknocked down. Consequently, it is desirable to have a forum where safety to fail isas important as a place to demonstrate achievement. This is not a class wheregrades are expectations to live up to, it is a class of possibilities to live into. We willbe mindful of purposeful practice.Grading will not be based upon some curve nor on tests and papers. Theassignment of grades will vest in the professor of record for the course. While thereis no anticipated change in this grading structure, changes are possible based onour learning in the class, The evaluation of the professor is final. Grading will bediscussed 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 tokeep these in mind as you progress through the course. The following description(adapted from Williams, John, W. Clarifying grade expectations. The TeachingProfessor, 1993,7(7),1) typifies an "A" student. Attendance: "A" students have virtually perfect attendance. Their commitment to the classresembles that of the teacher. Preparation: "A" students are prepared for class. They always read the assignment. Theirattention 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 outwhat they don't understand. They often ask interesting questions or makethoughtful comments.Retention: "A" students have retentive minds. They are able to connect past learning with thepresent. They bring a background with them to class.Attitude: "A" students have a winning attitude. They have both the determination and theself-discipline necessary for success. They show initiative. They do things theyhave not been told to do.Talent: "A" students have something special. It may be exceptional intelligence andinsight. It may be unusual creativity, organizational skills, commitment -- or acombination thereof. These gifts are evident to the teacher and usually to theother students as well.Results: "A" students make high grades on tests -- usually the highest in the class. Theirwork is a pleasure to grade.Course Conduct:Etiquette. Classroom sessions are structured so that we create as ideal a learningenvironment as possible. The following ground rules for the classroom areestablished. (adapted from N. Epley, University of Chicago, Booth School)Computers and Phones. Laptop computers and smart phones will be turned offand put away during the class sessions. If you’d like to play on your computer, surfthe web or check e-mail, please do so at home, during breaks or outside of theclassroom. If you’d prefer to take notes on your computer, you will learn the materialbetter 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 waituntil a break time. Text messaging will also have to wait. If you have someone whomay need you urgently on a particular day, set your phone on vibrate and excuse Executive Coaching: Leadership in a VUCA Business Environment Page 3yourself quietly and leave the classroom to answer, if necessary. Under mostcircumstances there is no need to have your screen “face up.” Remember to turnyour cell phone on at the end of class. Violations will result in return of your phone orlaptop at the end of the day.Time. Please arrive on time. We will start promptly. In return, we will quit early if oursession allows, and I will do my absolute best to end the class not later than thescheduled time. Realistically, we will not start a new topic within 30 minutes of thescheduled departure time unless there is reasonable expectation that the particulartopic can be finished before the scheduled quitting time. Dress. Having the ability to dress in layers may help you accommodate the varyingtemperature in the classroom. During this time of year, it is difficult for the buildingmaintenance staff to anticipate in advance what level of heat or air conditioning maybe required. Please do not wear hats or caps in the classroom unless required forreligious or medical reasons. Participation:Since participation and engagement is of such great importance, achievingmastery exemplified by an “A” grade may be compromised for students who missany 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 thereare no textbooks for the class. It is impossible to make up for foundational materialmissed 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 requireattendance. After all, why should students to come to class if they can absorb the samematerial by reading? These days, however, I don’t lecture. Rather, I rely heavily on in-classexperiences like group work, discussions, and debates. Thus, students are activeparticipants in the classroom, and showing up to class is similar to showing up for work inthe outside world. Another way to put this: Because students have obligations to theirclassmates, sometimes there’s just no way to make up the work.” Handelsman continues, “I realize that some of my students are professionals—some earnmore money than I! Some requests, however, seem more like personal rather thanprofessional choices: “I want to meet with my boss, and this was the only time she couldmeet with me this week.” Or, “I have some work at the bank I need to catch up on.” Or, “Ichanged 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 isclosed, 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 yourboss if you could meet with them, on their own time, so they could tell you what happenedat work while you were gone.”“Can you imagine asking your boss: ‘Are we going to do anything important at the bank Executive Coaching: Leadership in a VUCA Business Environment Page 4today? Because I have something more important to do.’ Would your boss be impressedenough 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 orwedding. The fact is that class attendance is essential for your learning andparticipation. Missing that class disrupts others already participating in the class,and puts you in a position of not having prerequisite experiences for the remainderof the course. I realize that you may face situations that make choices difficult. Forexample, if you are ill and contagious, please stay home and do not infect the otherstudents in the classroom. Remember that choices that we make in life haveconsequences. I'm sure that you will choose wisely. Work will only be submitted if it is of excellent quality, worthy of an "A" grade. Afterall, this is a master class, and I only teach “A” students. Each participant isexpected to complete all work in a timely manner as it is assigned. Cogitations:Weekly memos containing an interesting quote on the requirements and ormethods of coaching or other topics related to this course. These may come froman 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 howthis quote has influenced you or how it presents one of life’s struggles. Thesethoughts should be typed, signed and dated and produced in a form to share withothers, both hard paper copy for sharing and a digital entry on D2L for theprofessor. Success Letter: Imagine that it is one year from now. Write a formal letter to me dated one yearfrom now that starts as follows: Dear Professor Drehmer: I have been extraordinarilysuccessful because. . . As you look backward in time in your mind, notice who youhave become, how you have accomplished the things you have accomplished, andwhat obstacles you faced in getting there. Notice how you navigated each of thoseobstacles. Notice and describe how the skills you have learned and the strengthsyou have discovered aided you in your journey, and how you have changed. This isnot about expectations to live up to, but possibilities to live into. Creativity andfantasy 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 havehappened 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 insightsyou acquired and the milestones you attained as if those accomplishments werealready in the past. This is a letter about you, not about the class, although I hopethat this class was influential in your life. You may find it helpful to review yourcogitation memos, your strengths profile, coaching experiences, lectures anddiscussions in preparing this letter. Again, this is a letter about you, not about theclass. Phrases like “I hope”, “I intend” or “I will” must not appear, everything must be in thepast tense. You can talk about specific goals reached, but, and this is a big but, Iam most interested in the person you will have become by next year. I am Executive Coaching: Leadership in a VUCA Business Environment Page 5interested in attitude, feelings, and world view who will have done all she wished todo or become everything he wanted to be. I want you to fall passionately in love withthe person you are describing in that letter.Please do not complete this letter until the class is over, and then post it to thedigital dropbox of d2l not later than Sunday midnight following our last scheduledclass. Honesty:Students at DePaul will adhere to the highest standards of honesty and integrity intheir 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, FIOCOffice:DePaul UniversityDepartment of ManagementOne East Jackson, Room 7016Chicago, IL 60604(630) 632-0302Office Hours: You are encouraged to stop in before class to talk about anyproblems or suggestions you may have concerning the course, about careers, orjust about politics or things in general. If you want to talk to me and find thisschedule to be inconvenient, feel free to schedule an appointment. Required Text:Harvard Business Review reading list attached to this syllabus. Readings will bemade available through d2l and through the university library electronic reserves. Class handouts (workbook and powerpoint slides, available for download fromD2L).Seligman, Martin, & Peterson, Chris. Values In Action Survey. (Free version) VIA-IS (2010) Cincinnati, OH: VIA Institute of Character. www.viame.org (Needed class2, you will bring printed results to class 2)The Executive Coaching Forum. The Executive Coaching Handbook andCompetency Model: Principles and Guidelines for a Successful CoachingPartnership, 6 ed, 2015. Available in d2l and at thhttp://www.executivecoachingforum.com/. Recommended:Bacon, T. R., & Spear, K. I. (2005). Adaptive coaching: The art and practice of aclient-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: Executive Coaching: Leadership in a VUCA Business Environment Page 6Assessment, Activities and Strategies for Success. Hoboken, NJ: John Wiley &Comapny. (recommended, not required text)Fredrickson, Barbara. (2009). Positivity: Groundbreaking Research Reveals Howto Embrace the Hidden Strength of Positive Emotions, Overcome Negativity, andThrive. New York: Crown Publishers. (recommended, not required text) Halvorson, Heidi Grant. (2011). Succeed: How We Can Reach Our Goals. NewYork: 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 changingpeople and organizations. San Francisco: Jossey-Bass (recommended, notrequired 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: Thepsychology of making better leaders. Basingstoke: Palgrave Macmillan. (recommended, not required text) Kilburg, R. R., & Diedrich, R. C. (2007). The wisdom of coaching: Essential papersin consulting psychology for a world of change. Washington, DC: AmericanPsychological Association. (recommended, not required text)Miller, William R., and Stephen Rollnick. 2013. Motivational interviewing: helpingpeople change. New York, NY: Guilford Press. Neenan, Michael & Palmer, Strephen. (2012). Cognitive Behavioural Coaching inPractice: An Evidence Based Approach. East Sussex, England: Routledge. (recommended, not required text) Palmer, Stephen & Panchal, Sheila (2011). Developmental Coaching: LifeTransitions and Generational Perspectives. New York: Routledge.(recommended, not required text) Passmore, J. (2014). Mastery in coaching: A complete psychological toolkit foradvanced coaching. London: Kogan Page. Passmore, J., & Association for Coaching. (2010). Excellence in coaching: Theindustry guide. London: Kogan Page. (recommended, not required text)Peltier, Bruce. (2010). The Psychology of Executive Coaching. 2 ed. New York: ndBrunner-Routledge, (recommended, not required text) Executive Coaching: Leadership in a VUCA Business Environment Page 7Peterson, 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: Puttingbest practices to work for your clients. Hoboken, N.J: John Wiley & Sons.(recommended, not required text) Texts recommended for folloWhitmore, John (2009). Coaching for Performance, 4 Ed. London: Nicholas thBrealy Publishing. (recommended, not required text) Whitworth, Laura, et al. (2007). Co-Active Coaching, 2 ed. Mountain View, CA: ndDavies-Black Publishers. (recommended, not required text) Course Conduct:This course is structured to meet in a seminar and workshop style. You will findexperiential exercises, lecture, small team workshops, introspection, instrumentedfeedback, visualization, group discussion, case analysis, simulation, etc. to be keycomponents of our use of time together.There will be some assignment for most every class period. All assignments are tobe read and prepared prior to class on the day they are due. All writtenassignments 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 dayassigned, and all problems for the class discussion should be ready on the dayassigned. Because assignments are discussed in class when due, there can be nolate submissions. You are expected to be an active living member of the class. You will receive andpresent feedback to other class members, teams, and the instructor. You willreceive from and give coaching and praise to others. Remember, excellencemeans being ALIVE and AWARE.Course ObjectivesTCreate self-awareness to improve personal effectiveness and general well-being.TUnderstand the impact of work environment on personal performance.TDevelop expertise in the application of one or more coaching models.TLearn to create context in which others can do their best.TLearn and deploy evidence based interventions to increase personal effectivenessand positive well-being. TLearn how to capitalize on strengths that makes weaknesses irrelevant.TCreate tools to increase personal effectiveness in academic, social, and worksettings.TLearn motivational interviewing, solution focused interviewing, storytelling and othertechniques to mobilize action.TMonitor internal dialogue and reframe automatic negative thoughts.TLearn mindfulness-based tools including acceptance and commitment coachingTDevelop effective active listening skills.TUnderstand the art of powerful questioning.TIdentify physical, biological, psychological and social barriers to change and Executive Coaching: Leadership in a VUCA Business Environment Page 8performance.TUnderstand how optimism, perfectionism and stress influence productivity, healthand well-being.TLearn and use frameworks of ideal performance and performance enhancement.TNavigate challenges of work-life balance and work commitment.TUnderstand the contribution of technical skills, cognitive intelligence and emotionalintelligence to leadership.TBuild skills for enhancing trust, respect, support and influence.TDevelop networking and relationship building skills.TGain self-insight by identification of pervasive patterns in life. TLearn to use guided imagery, meditation, exercise, nutrition, cognitive restructuringand progressive relaxation to manage your reaction to stress.TUse a strategic planning process to discover core values and to establish apersonal mission statementTDevelop listening, mentoring, coaching and networking skills.TImprove your own personal multi-cultural competence.TLearn to identify interpersonal styles and how to effectively deal with them.TCreate a powerful presence and be comfortable in your own skin.TMeet the ICF coaching competencies. CourseThe Noah Principle: One survives, not by predicting rain, but by building arks.Philosophy,-- Louis GerstnerProverbs, Maxims &Vision without execution is a hallucination.Aphorisms– Thomas EdisonBe yourself, everyone else is taken.– Oscar WildeChase down your passion like it's the last bus of the night. – Glade Byron AddamsGrant me the courage to accept the things I cannot change; the courage to change the things Ican; and the wisdom to know the difference.-- Reinhold NeibuhrLeadership 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, modelingintegrity, being accountable and caring passionately.– Marylin HaireThey 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.- AnonymousWe don't see things as they are, we see them as we are. Executive Coaching: Leadership in a VUCA Business Environment Page 9- Anais Nin There are very few human beings who receive the truth, complete and staggering, by instantillumination. Most of them acquire it fragment by fragment, on a small scale, by successivedevelopments, 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 toblossom.- Anais Nin If your dreams don't scare you, they aren't big enough. - Muhammad AliThe following reading list from Harvard Business Review represents significant supplemental readingsfor the class. Each of these articles is from the DePaul Library e-reserves (ARES) on the websitehttp://library.depaul.edu. To access the documents, click on the e-reserves link. Find the links forProfessor Drehmer and this course. You may feel free to use more recent articles published in HBR ifyou believe that they are relevant to the class. These articles would focus on leadership, coachingissues, coaching models or issues of personal or organizational performance. Each of these documents can also be found in Business Source Elite database provided by EBSCOHost. 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 morecompact 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 5 ndrdththclasses. Plan that your presentation will be short, limited to about 10 minutes, including discussion, andwill consist of a presentation to 3-6 other persons around a conference table. You should be prepared toinform and motivate those at your conference table. What would be an important take-away that youcould communicate in a short period of time? If you need visual aids, construct them. If a demonstrationis more important, do it! It might be helpful to provide a short handout to illustrate and communicate oneor more major points of the article that you might find useful as a coach or coachee. Use the GROWmodel 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 isinformation delivery, not coaching. Be prepared to receive feedback and coaching on presentationprocess, 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 isfrom the Harvard Business Review (HBR) and can be accessed in PDF format and downloaded fromthe DePaul Library e-reserve website or through EBSCO Business Source Elite. You may substitute up Executive Coaching: Leadership in a VUCA Business Environment Page 10to two professional or research articles on any aspect of executive coaching, positive psychology ormotivational interviewing.Achor, Shawn. Positive Intelligence,HBR. Jan/Feb2012, Vol. 90 Issue 1/2,p100-102.Amabile, Teresa M., Hadley, ConstanceN., Kramer, Steven J. Creativity Underthe 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 IncompleteLeader. 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). Howto 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 PeopleHow to Learn. HBR. May/Jun91, Vol. 69Issue 3, p99-109.Aspinall M, Hamermesh R. Realizing thePromise of Personalized Medicine. HBR, Oct2007, 85(10), 108-117. Bassi L, McMurrer D. Maximizing YourReturn on People. HBR, Mar2007,85(3), 115-123. Battilana, Julie; Casciaro, Tiziana. TheNetwork Secrets of Great ChangeAgents. HBR. Jul/Aug2013, Vol. 91 Issue7, p62-68.Bazerman, M. H. (2014). Becoming aFirst-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 Ageof Complexity. Harvard BusinessReview, 92(3), 68-73. Beeson, J. (2009). Why You Didn't GetThat Promotion. HBR, 87(6), 101-105.Bennis, Warren G. The Seven Ages ofthe 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 Dangersof Executive Coaching. HBR, Jun2002,Vol. 80 No. 6, p86, 8p.Berglas, S. (2006). How to Keep aPlayers 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 OnEmployee Wellness Programs?. HBR,88(12), 104-112.Berry, Leonard L.; Mirabito, Ann M.; Baun,William B. What's the Hard Return OnEmployee Wellness Programs? HBR.Dec2010, Vol. 88 Issue 12, p104-112.Birkinshaw, J. (2014). Beware the nextBig 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 ofYou. HBR, Apr2007, 85(4), 58-65. Bower J. Solve the Succession Crisis byGrowing Inside-Outside Leaders. HBR,Nov2007, 85(11), 90-96. Boyatzis, R., McKee, A., & Goleman, D.(2002). Reawakening Your Passion forWork. HBR, 80(4), 86-94.Breene R, Nunes P, Shill W. The ChiefStrategy Officer. HBR, Oct2007, 85(10),84-93. Brockner, J. (2006). Why It's So Hard toBe Fair. HBR, 84(3), 122-129.Bruch, H., & Menges, J. I. (2010). TheAcceleration TRAP. HBR, 88(4), 80-86.Buckingham, M. (2012). LeadershipDevelopment in the Age of the Algorithm.HBR, 90(6), 86-94. Buckingham, Marcus. What GreatManagers 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 GoodLeaders Make Bad Decisions. HBR,87(2), 60-66.Cappelli, P. (2008). Talent Managementfor the Twenty-first Century. HBR, 86(3),74-81.Casciaro, Tiziana; Lobo, Miguel Sousa. Competent Jerks, Lovable Fools, andthe Formation of Social Networks. HBR,Jun2005, Vol. 83 Issue 6, p92-99.Chapman, Kathy. Are You Working TooHard? A Conversation with Mind/BodyResearcher Herb Benson. HBR,Nov2005, Vol. 83 Issue 11, p53-58.Chase, Richard B. Want to Perfect YourCompany's Service? Use BehavioralScience. HBR, Jun2001, Vol. 79 No. 6,p78, 7p. Cialdini, Robert B. Harnessing theScience of Persuasion. HBR, Oct2001,Vol. 79 No. 9, p72, 8p.Cialdini, Robert. The Uses (and Abuses)of Influence. HBR. Jul/Aug2013, Vol. 91Issue 7, p76-81. Executive Coaching: Leadership in a VUCA Business Environment Page 11Ciampa, Dan; Watkins, Michael. TheSuccessor's Dilemma. HBR,Nov/Dec99, Vol. 77 No. 6, p160, 9p. Ciampa, Dan. Almost Ready: HowLeaders Move. HBR, Jan2005, 46-53Clark, Dorie. Reinventing Your PersonalBrand. HBR. Mar2011, Vol. 89 Issue 3,p78-81.Cliffe, S. (2001). What a Star--what aJerk. HBR, 79(8), 37-48.Cohn, J., Katzenbach, J., & Vlak, G.(2008). Finding and GroomingBreakthrough Innovators. HBR, 86(12),62-69.Cohn, Jeffrey M.; Khurana, Rakesh;Reeves, Laura. (2005). Growing Talentas 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 ofPersuasion. HBR, May/Jun98, Vol. 76No. 3, p84, 12p.Coutu, D., Kauffman, C., Charan, R.,Peterson, D. B., Maccoby, M., Scoular, P.A., et al. (2009). What Can Coaches Dofor 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 theCouch. HBR, Jan2004, Vol. 82 No. 1,p64, 8p.Coutu, D. L. (2004). Business on theBrain. HBR, 82(2), 16-17.Craig, N., & Snook, S. (2014). FromPurpose to Impact. HBR, 92(5), 104-111. Cryer, Bruce; McCraty, Rollin; Childre,Doc. Pull the Plug on Stress. HBR,Jul2003, Vol. 81 No. 7, p102, 6p.Cuddy, A. C., Kohut, M., & Neffinger, J.(2013). Connect, Then Lead. 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Oct2011, Vol. 89Issue 10, p84-92.Zweig, D. (2014). Managing the"Invisibles". HBR, 92(5), 96-103. Executive Coaching: Leadership in a VUCA Business Environment Page 16The following represents a tentative schedule for the course. Changes wll be made subject to learning andprogress as the course proceeds. The outline is ambitious and cuts will be made depending on learning andneeds of the particular class. The course will be meeting in Room 7305. Class Meeting, 7305 DPC, 10AMICS392, UNDERGRADUATE SR. SEMINARDay 1June 16Day 2June 23Day 3June 30Day 4July 7Day 5July 14Success Letter dueJuly 15, 11:59 PM DAY 1Course IntroductionWelcome and IntroductionsSpecial Signature ExperiencesLiving into Possibility - Zander at TEDReview of SyllabusText books - Dead Poet SocietyThis is a master class - Grading issuesCourse Deliverables - PortfolioCogitations, HBR Articles Presentations - 2 things modelVIA SurveyCourse Evaluations - VIASuccess LetterChangeDr Drehmer's short course in Western CivilizationDid you know? - video (Drehmer version)Prochaska & DiClemente Transtheoretical ModelPrecontemplation (PC), Contemplation (C), Preparation (PR), Action (A), and Maintenance (M)Competence and Consciousness ModelUSS Montana - case in resistance Executive Coaching Focus and GoalsSkillsExecutive AgendaPerformance New Position, OnboardingDevelopmentDistinguish Coaching, Consulting, Mentoring, TherapyHow Coaching Works - Margaret Moore ICF Core Competencies of Coaching Setting the foundationMeeting ethical guidelines and professionalstandardsEstablishing the coaching agreement Co-creating the relationshipEstablishing trust and intimacy with the clientCoaching presence Communicating effectivelyActive listeningIntro to ReflectionsPowerful questioningOpening closed questions introDirect communication Facilitating learning and resultsCreating awarenessDesigning actionsPlanning and goal settingManaging progress and accountability GROW Model of CoachingGoal - What would a 10/10 look and feel like?Realistic - Where are you NOW out of 10?Options/Obstacles - What could move youforward?Way Forward -What are youable/willing to do to getfrom a 4 to a 4.5Out of the Box Coaching Exercise - GROW coachingSelf, Peer and Other Competency Evaluation -360Debrief - It's not about the nail - videoCarol Kauffman on Executive Coaching - videoMaking Progress NotesCommon among all note stylesClient NameDateSetting (phone, video, face to face & where)Review of Last SessionAgenda SettingYour signatureTime spent togetherSOAP NotesSubjective (What the client said) Executive Coaching: Leadership in a VUCA Business Environment Page 17Objective (What you observed)Action (What did you do)Plan (homework, agreements, etc)BIRP NotesBehavior (What about the client today)Intervention (What did you and the client do?)Response (How did client respond tointervention)Plan (What's next)One Sentence Coaching VignetteThe coach asked . . .DAY 2Positive Psychology - Optimal ExperienceValidation - short movieDisease vs Health modelsPleasure, Engagement, MeaningHappiness and well beingEvidence based vs Common Sense interventionsReinforcing Ability vs EffortZero and High Correlates of HappinessGratitude VisitThree Good ThingsYour Best SelfUsing Signature StrengthsSavoringPower and Peril of Positive ThinkingDuchenne smile and oxytocinStrengths Based Coaching- Buckingham - GallupGo put your strengths to work - PBSPetersen & Seligman Character StrengthsVIA Strengths ModelStrength Spotting in ConversationsAssessment Questions for StrengthsStrengths and WellbeingStrengths and Workplace SatisfactionBridge Building Strengths - CoachingExerciseCreating Affirmations based on strengthsLosada & High PerformanceInquiry vs AdvocacyPositivity vs NegativitySelf vs Other ReferentsFredrickson's Broaden and Build theoryPositivity RatioGottman's Bids and TurnsOptimism & explanatory styleAppreciative InquiryDiscoveryDesignDreamDestinyCompassion and Loving KindnessDeep ListeningMindfulnessHow fear hijacks cognitive systems - neurobiologyHappy movie (video)DAY 3Re-Imagine! Business Excellence in a Disruptive Age Coaching is not a Spectator SportAsk, don't tell - Sir John WhitmoreAscending Ladder - coaching exerciseSolution Focused Interviewing & CoachingProblem Focus vs Solution Focus Five Beige Things exerciseMiracle QuestionBasic Solution Focused QuestionsPowerful Transformational QuestionsContractingListening Exploring ImpactExploring PossibilitiesTaking ActionReview and Taking StockDevelopmental Pipeline- Peterson On Coaching Maturity - David PetersonInsightMotivationCapabilitiesReal World PracticeAccountabilityEmpathyEmpathy = Em (in) Pathos (suffering)Understanding emotions and thoughtsSympathy = Sym (same) sufferingSharing emotions, likingAntipathy = Anti (against/avoid)Disregard for another's sufferingNeural Correlates of EmpathyEye ContactMuscles of Facial ExpressionPosture/PositionAffectTone of Voice, TouchHearing the Whole PersonYour ResponseMotivational Interviewing & Coaching - Miller &Rollnick PrinciplesExpress EmpathyDevelop DiscrepancyRoll with ResistanceSupport Self-efficacyMicro Skills - OARSOpen-ended questionsAffirmationsReflective ListeningSummariesChange Talk - DARN CATS Executive Coaching: Leadership in a VUCA Business Environment Page 18Desire CommitmentAbilityActivationsReasonsTake StepsNeedsScaffolding of Motivational InterviewingEngaging - replace questions with reflections -OARSFocusing - agenda setting, exploring ambivalenceEvoking - selective reinforcement of change talkPlanning - obtaining commitmentMotivational Interviewing QuestionsAsking permission Information vs AdviceEliciting Change TalkExplore Importance and ConfidenceReflective ListeningCreating complex reflectionsparaphraseamplified double-sidedaffective / emotionalmetaphor AffirmationsAffirming in difficult situations - AdvancedAbilitiesStrengthsEffortsValuesIntentionsSummaries Problem as they see itOptions they likeAgreementsDecision Balance - Matulich videoSelf Efficacy & Intrinsic MotivationNormalizingColumbo ApproachParadoxDecision Balance - coaching exercise1. Good things about the status quo2. Not so good things about the status quo3. Not so good things about changing4. Good things about changingInstant Influence - MI on Steroids - PantalonWhen 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 bein 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 SituationsDangerConfusionConflictDeficitSome Question TypesSituational Goal-SettingFeelings IntegrityBeing ActionMotivation EncouragementProbing ChallengeIntuitive-Based FocusingInformative Feedback Options AssumptionCoaching StyleDirective vs Non-directiveCircumstantial vs ProgramaticSpecific vs HolisticDAY 4 & 5Achieving your childhood dreams - Pauch lectureIdentifying Life ValuesMapping Discretionary TimeWhat Gives Life MeaningSophie's ChoiceBeing on PurposeIdentifying Life AccountsFinding Chief WantsLife AuditingDeveloping a Self Mission StatementCreating a Lifetime Strategic PlanCreating a Compelling VisionSupporting the Self - Coaching Tools Finding Love, Support and NurturanceJaffe's Social SupportWinnersReframing: Up Until NowCanfield's Success ChartingImagery Is More Powerful than ThoughtTime ManagementMaking Choices -- Increasing ControlEstablishing PrioritiesMurphy's Peak Performance Plan (optional)Action Focus What Are My Goals inthis Situation? Creative Thinking What Images Help MeDo My Best?Productive Analysis What Thoughts WillEnable Me to AchieveSuccess? Executive Coaching: Leadership in a VUCA Business Environment Page 19Keeping Cool How Will I Stay Calm When thePressure Is On? Concentration What Do I Need to PayAttention to in Order toSucceed? Emotional Power How Will I Respond to theFeelings I Have as I Performthis Task?Energizing How Will I Maintain SufficientEnergy to Perform Optimally? 7 Habits of Effective People (Covey) (optional)Be ProactiveBegin with the End in Mind Put First Things First Think Win / WinSeek First to Understand...Then Be UnderstoodSynergizeBalanced Self RenewalThe ICF Code of EthicsPart One: The ICF Philosophy of CoachingPart Two: The ICF Definition of CoachingPart Three: The ICF Standards of Ethical ConductProfessional Conduct At LargeProfessional Conduct With ClientsConfidentiality/PrivacyConflicts of InterestPart Four: The ICF Pledge of EthicsDealing with Difficult Clients - RED FLAGSAnxiety and its ConsequencesDepression and Mood disturbancesPsychotic and Bizzare BehaviorPersonality DisordersDSM: Wild, Wimp, WeirdBoundaries of Competence / Scope of Practice Getting Supervision, ConsultationMaking referrals to other professionalsAdvanced Powerful QuestionsCircular questionsReflexive questionsStrategic questionsEmpowering questionsScaling questions revisitedException questionsOutcome questionsCoping questionsDAY 5 (as time permits)ListeningTrained in Speaking, Reading, Writing but not inListening. We seldom distinguish dialogue,persuasion, influence, negotiation. Allesandra & Huntsaker's CARESS - Active ListeningC - ConcentrateA - AcknowledgeR - ResearchE - Exercise Emotional ControlS - Sense Nonverbal MessageS - Structure Information as ReceivedGordon's Roadblocks to Listeningordering directing, or commanding,warning or threatening giving advice, making suggestions, providingsolutions persuading with logic , arguing, lecturing moralizing, preaching , telling clients their duty judging, criticizing, disagreeing, blamingagreeing, approving, praising shaming, ridiculing , name-callinginterpreting, analyzing reassuring, sympathizing, consolingquestioning , probingwithdrawing , distracting, humoring, changing thesubject Specific (Micro) Listening SkillsFocusing and Following SkillsInquiry SkillsReflecting FeelingsReflecting ContentConfrontationSelf-DisclosureInformation GivingEnlisting ActionLeadership as a Performing ArtLeaders v. ManagersPRES - Halpern & BennisBeing PresentReaching OutExpressivenessSelf-knowledgeIMPROV exercises (Spolin)Big change, fastYes, and. . .Finding your Truth (time permitting)accepting strong emotional truthShakespeare & LeadershipCoaching LeadershipCourse Wrap-up. Executive Coaching: Leadership in a VUCA Business Environment Page 20David E. Drehmer, PhD, ACC, BCETS. DAAETS, CSP, FIOCExecutive Director, EmeritusPerformance Enhancement Institute, PCClinical Director, EmeritusCenter for Traumatic StressP.O. Box 141Clarendon Hills, IL 60514(630) 632-0302Associate Professor of ManagementKellstadt Graduate School of BusinessDePaul UniversityOne East Jackson BoulevardChicago, IL 60604(630) 632-0302David E. Drehmer, Ph.D. is the founder and executive director, emeritus, of The Performance Enhancement Institute, PC, afirm 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 andthe effects of stress on health, work and performance. He consults regularly with individuals and organizations and helpspeople 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 alsohelps people heal their emotional wounds caused by catastrophic illness, war, natural disaster, industrial accident, highwaycarnage, 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 KellstadtGraduate 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 witnessin federal court and in public sector administrative hearings on statistical sampling, accounting audit procedures, andorganizational management. Professor Drehmer's expertise has also been sought for statistical and design consultation formarket 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 andconsulting organizations. Dr. Drehmer is an award winning researcher and has published extensively in scientific and professional journals. He haspresented 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, DecisionSciences Institute, Industrial Relations Research Association, Society of Business Ethics, International Conference onInformation Systems and the Psychometric Society. His research is published in academic and professional journals including Journal of Applied Social Psychology, Educationaland 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, Journalof Housing for the Elderly, and Personnel Administrator. His research has been cited more than 500 times by otherprofessionals 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 energylevel, well developed sense of humor, wealth of clinical and industrial psychological experience, and personal sensitivitycombine to make his seminars, classes and workshops as entertaining and enjoyable as they are useful. He is a board certifiedexpert in traumatic stress and a diplomate in the American Academy of Experts of Traumatic Stress, a Senior Scientist at theNeuroscience Institute, and founding member of the Center for Traumatic Stress and HeartPsyc Behavioral Health. He is alsoa member of the International Coach Federation, holds the credential of Associate Certified Coach and is a founding fellow ofthe Institute of Coaching Professional Association associated with Harvard University’s McLean Hospital and Harvard MedicalSchool.