APP 8
Running head: LEARNING PLAN 1
Learning Plan for Leadership through Coaching Seminar
William Castro
Walden University
June 25, 2017
Learning Plan for Leadership through Coaching Seminar
Analysis of Learning Context
Student Population
The key characteristics of the student population for this class are first diverse learners. These students will represent a diverse community of key employees who have displayed leadership qualities and expressed the willingness to grow within the company hierarchy. They will be women and men from diverse backgrounds and ethnicities. They will vary in age from eighteen to forty. They will represent different levels of education from high school, some college, and undergraduate degrees from various disciplines.
Subject Matter
The subject matter will be broken down into four parts A: Beginning the Coaching Dialogue, B: Rewiring the Brain, C: Single Conversation, and D: Understanding and Selecting Coaching Models. Part A will be the introduction and parts B through C will discuss the how, when and whys coaching should be used. Part B will be introducing, as the title suggests, a new way of thinking for most if not all of the students. This will be difficult for some to adjust to. Part D will be the lengthiest part that will give an overview of popular coaching models and how to apply each.
Part C will require some skills not all students will process. This would be a good opportunity to present role-playing exercises or short case studies to solidify learning. Part D could present some confusion, as there will be four models selected for the learning. The opportunity here would be to present case studies and ask students to choose a model then present to the class why they chose that particular model. This would allow for discussion and comparison as well as give the students an opportunity to consider not only their point of view but also critique, defend and consider other options.
Goals
Laureate Education (n.d.) presents examples of good and not so good statements of learning goals. “6. Students will critically reflect on their role as a leader in specific leadership situations.” was presented as a good example of a learning goal statement. Diamond (2008) stated competencies should be described in terms that are measurable and demonstrable. My wish as instructor would be that the students understand the value of coaching as a useful tool in leadership. The goal for this seminar would be: Students will be able to evaluate a leadership situation and ascribe a coaching model for desired results.
Relevance
Coaching is an integral part of leadership in today’s modern business climate. Indeed coaching is far more complex than a first glance offers. The understanding of coaching starts with beginning the coaching dialogue, rewiring the brain, single conversation, and understanding and selecting coaching models.
Assessment Strategies
Diamond (2008) stated development of assessments should include more complex goals of your course and that data should be collected throughout the course to include: identifying students for remedial and exemption, determining whether the learning outcomes are being met by measuring students performance, determine whether students attitudes toward the course and discipline have changed, and determine whether overall course design, materials and procedures are efficient and effective. Students for this seminar would be selected before hand by superiors and go through an evaluation effectively using a prerequisite qualification standard. Diamond (2008) stated learning outcome statements presented to students, the content of the course, and the questions asked on tests and examinations must be aligned. A learning statement for the seminar would be a great way to prepare the student for intended outcomes. The outcome statement will be directly related to the course content. The evaluation would be taken from examinations of how well the students absorbed the material either in discussion participation or tests. To determine how students’ attitude will changes toward the subject would be evaluated with a before and after test on basic knowledge and value of the subject. These tests could also include questions to determine whether design, materials, and procedures are effective.
Rubric
Laureate Education (n.d.) Discussion board rubric provided an excellent example for the use of evaluating discussions in the seminar. It is presented below with some changes to reflect the potential learning that would be provided in the proposed seminar.
Model Choice with Discussion Rubric| Quality of Work Submitted | A: Exemplary Work | B: Graduate-Level Work | C: Minimal Work | D: Work Submitted but Unacceptable |
| Contribution to the Learning Community | The student’s contribution exceeds assigned criteria and frequently prompts further discussion of a topic. The student takes a leadership role in discussions and actively contributes to collaborative learning. The student demonstrates awareness of the community’s needs. | The student’s contribution meets the assigned criteria for contributions to the discussions. The student interacts freely and encourages others in the community. The student demonstrates some awareness of the community’s needs. | The student’s contribution is perfunctory to the posting and response deadlines. Occasionally, the student makes an additional comment. The student makes minimal effort to become involved with the community. | The student’s contribution does not meet the assigned criteria. The student does not respond to postings until after the due date. The student does not make an effort to participate in the community as it develops. |
| Initial Presentation: Critical Analysis of Issues
| Demonstrates critical thinking to analyze and relate key points. Supports content with course videos or required readings and may use credible sources in addition to course videos or required readings. | Relates to the assigned discussion topic with evidence of critical thinking.
Summarizes but does not support content using information from course videos or required readings. | Summarizes or restates discussion topic components without evidence of higher order thinking skills. Post is off topic. Post has little connection to course materials. | Does not relate to the assigned Discussion topic. Post contains no connection to course videos or required readings. |
| Responses: Quality of Learning for Colleagues and Self | Provides specific, constructive, and supportive feedback to extend colleagues’ thinking. Encourages continued and deeper discussion. Offers additional resources or experiences. | Provides specific, constructive, and supportive feedback to colleagues. Refers to sources from course videos or required readings. Demonstrates evidence of personal learning as a result of interaction with colleagues. | Provides general feedback with little or no connection to course videos or required readings. Demonstrates little evidence of personal learning as a result of interaction with colleagues. | Provides agreement without substance or connection to course videos or required reading. Demonstrates no evidence of personal learning as a result of interaction with colleagues. |
| Expression | Provides clear, concise opinions and ideas effectively written in standard edited English. | Provides clear opinions and ideas written in standard edited English. | Expression is unclear or interrupted by errors. | Unacceptable written expression. |
Learning Activities
Fink (2013) stated the research on college teaching suggested that students will learn and retain more learning if more active methods of teaching and learning are used. Active learning includes doing, observing, and reflection on what and how one is learning alone and with others.
Part A will consist of lecture supported by power point. This part will incorporate passive learning as explained in Fink (2013). Fink stated this is an important part of learning but by itself it is limited and limiting. Part A will also include a questionnaire establishing students’ current understanding of leadership and coaching. Part B will consist first part lecture supported by power point explaining the five point process for rewiring the brain towards more emotionally intelligent behaviors explained in Goleman et al. (2001) followed by an assignment that puts these concepts into practice on a personal basis in the form of a paper. Part C will consist first of lecture followed by role playing exercises to include a critique session at the end of the role play for all students (participating and observing) to offer input. Part C will be graded in two parts, first on role playing involvement and use of material presented then for discussion input in the critique sessions. Part D will consist first of lecture supported by power point to explain four coaching models: Developmental Coaching Model, The GROW Model, The Flow Model, and The Mineral Rights Model to include supporting references. The last portion of this part would be case studies presented in discussion form to allow students to consider a case and suggest a coaching model with explanation as to why they chose a particular model then allow critique and discussion from the class offing support or differing viewpoints. The final piece, offered in Part D, will be an after class questionnaire to compare responses to the initial questionnaire taken in Part A. A final assignment paper will be assigned as a reflection for students to compose to be discussed with the instructor at a later date after the course has been completed. The students will be encouraged to reach out to other members of the seminar to discuss their reactions and conclusions that will be included in their reflection. This will give the students the opportunity to reflect alone and with others before final reflection with the instructor.
Alignment
Part D directly aligns with the goal statement: Students will be able to evaluate a leadership situation and ascribe a coaching model for desired results. Understanding must first be established before students can ascribe coaching models and change behavior, for this reason Parts A through C will provide foundation that will lend understanding as to how and why. The initial (Part A) and final (Part D) questionnaire will provide information as to how the students’ understanding grew through the seminar along with the value they attribute to the material. Part B that includes an evaluated assignment that applies the knowledge presented to personal experience, Part C that includes evaluated role playing exercises and discussion will show how well the information was absorbed. The final reflection allowed to be made outside and after the course along with a follow up meeting with the instructor will provide information that the instructor can use to determine whether the design, materials, and procedures were effective.
Syllabus
Fink (2013) stated once the course is designed and ready to go the information about the course needs to be communicated to the students. This syllabus needs to contain enough information so students can do what you want them to do along with ground rules and policies for the course operation. Fink provided general guidelines that include: general management information, course goals, structure and sequence of course activities, reference materials, grading procedures, and course policies.
Seminar Syllabus
Seminar Title
Leadership through Coaching
Instructor
Bill Castro, [email protected], 434.987.6621, office address: 8 East Lakeshore Dr. Hampton, VA 23666.
Course Description
Coaching is an integral part of leadership in today’s modern business climate. Indeed coaching is far more complex than a first glance offers. The understanding of coaching starts with beginning the coaching dialogue, rewiring the brain, single conversation, and understanding and selecting coaching models. Through this seminar the student will learn to identify where and when a particular model would be most useful in achieving desired results and most importantly how to apply it.
Goal
Students will be able to evaluate a leadership situation and ascribe a coaching model for desired results.
Seminar Outline
Class 1: Beginning the Coaching Dialogue
Initial Knowledge Assessment; not graded
Lecture: Hunt and Weintraub (2011); Mentors and Coaches.
Class 2: Rewiring the Brain
Lecture: Goleman et al. (2001); The five step process to rewire the brain toward emotionally intelligent behaviors.
Assignment: applying Goleman et al. to an attitude the student would like to change; graded
Class 3: Single Conversations
Lecture: Flaherty (2010); Five steps to single conversation.
Role Play: two way behavior modification role play, coach and coachee; graded.
Discussion: group evaluation and feedback of each role play activity; graded.
Class 4: Understanding and Selecting Coaching Models.
Lecture: Four coaching models: Developmental Coaching Model, The Grow Model, The Flow Model, and The Mineral Rights Model.
Case Studies: chose which coaching model is used and assess effectiveness in discussion format; graded.
Final Knowledge Assessment; not graded.
Take Home Assignment: Write a reflection on your learning in the seminar within one week of completing the seminar; use other students’ input. This reflection will be discussed with your instructor or trainer no later than two weeks from completion date of seminar; graded.
Required Reading
Flaherty, J. (2010). Coaching: Evoking excellence in others (2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden drivers of great. Harvard Business Review, 79(11), 43-51.
Guide staffers with the GROW model. (2015). Executive Leadership, 30(5), 4. Retrieved from http://web.a.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=28&sid=6e8d2e93-0127-45de-86c8-a8083ae21e6f%40sessionmgr4004&hid=4101
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager: Developing top talent in business (2nd ed.). Thousand Oaks, CA: Sage Publications.
McPhedran, A. (2009). Turning ideas into reality. Training Journal, 63-66.
Scott, S. (2004). Fierce conversations: Achieving success at work & in life, one conversation at a time. New York, NY: The Berkley Publishing Group.
Grading
Submitting assignments will be assessed according to discussion and assignment rubrics.
| Quality of Work | Letter Grade | Percent Range |
| Exemplary | A | 90%–100% |
| Graduate-level work | B | 80%–89% |
| Minimal | C | 70%–79% |
| Poor Fail | D F | 60%–69% Less than 59% |
Seminar Policies
This seminar is required for advancement to the next level of management.
Attendance is required for every class. One missed class will result in failure of seminar.
On time attendance is required. Time management is of the utmost importance to complete all requirements of each class. Tardiness will result in significant grade reduction per occurrence.
Assignments must be turned in on time. Late assignments will result in significant grade reduction.
A “C” grade is required to pass the seminar.
Cheating or plagiarism will result in a fail grade.
Implementation
The implementation of the learning plan will require the instructor to be prepared by reading all of the required reading and familiarize themselves with the concepts to be presented. The learning experience will allow students to become more effective leaders using a new paradigm for leadership; not telling/ordering subordinates but teaching and coaching them to become more productive. The time required to complete this seminar will be allowed within the constraints of the students work schedule. They will be allowed time off from regular duties to attend the seminar and allowed time at their place of work to complete the last assignment as part of their scheduled work day. The final discussion of the students’ reflection will be scheduled ahead of time to allow the student and trainer sufficient time for preparation and fulfilling the final requirement to pass the course.
References
Diamond, R. M. (2008). Designing and assessing courses and curricula: A practical guide (3rd ed). San Francisco, CA: Jossey-Bass.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. (Rev.). San Francisco, CA: Jossey-Bass.
Flaherty, J. (2010). Coaching: Evoking excellence in others (2nd ed.). Burlington, MA: Elsevier Butterworth-Heinemann.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden drivers of great. Harvard Business Review, 79(11), 43-51.
Hunt, J. M., & Weintraub, J. R. (2011). The coaching manager: Developing top talent in business (2nd ed.). Thousand Oaks, CA: Sage Publications.
Laureate Education, Inc. (Producer). (n.d.). Evaluating statements of learning goals [Multimedia]. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6757/04/mm/quiz/index.html
Laureate Education, Inc. (Producer). (n.d.). Discussion board rubric. Retrieved from https://class.waldenu.edu/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_41055418_1&course_id=_16272835_1&mode=reset
