LED514 Full Course Latest 2019 january Question # 00596863 Course Code : LED514 Subject: Education Due on: 01/12/2019 Posted On: 01/12/2019 08:48 AM Tutorials: 0 Rating: 4.8/5

LED514 Mentoring and Developing
Employees

Module 1 – Case

THE PRINCIPLES OF COACHING

Assignment Overview

Building the coaching relationship

Background

The purpose of the Case Assignment is to create a “Live
Case” by experiencing the process of coaching and developing your skills as a
coach. Because this case is designed around experiential learning, we can go
beyond the conceptual knowledge covered in the reading materials to actual
skills building. This requires putting what you are learning into immediate
practice.

Although the case assignments involve a coaching experience,
the focus is on you as the coach. You
will be learning how to prepare for a coaching session, what questions you
should ask, and what behaviors are most effective. The case involves a coaching
relationship with one person and is continued in stages across all four
modules, so be sure to focus on the exact stage covered in each module and do
not get ahead of yourself.

The goal of the coaching process is to expedite the growth
of the coachee’s understanding of his or her strengths and weaknesses. Through
the coaching process, the coachee gains an appreciation of his capabilities for
growth and builds self-confidence. Thus, before you begin this exercise in
coaching, you must first find someone who is willing to go through this
exercise with you as a coachee. This can be a friend, a colleague, or a
co-worker. It does not have to be a situation tied to your job. The only requirement is that you must be able
to identify a contracted piece of work based on a shared concern (if no shared
concern can be found, find another coachee).

Johari window

In MGT501, you were introduced to the Johari window as a
tool for increasing awareness of how one is perceived by others and to improve
communication. This case is designed to enlarge your “open” area and reduce
your “blind” area, so you can be more effective as a coach. At the same time, you will learn to use
coaching techniques as a way to correct problem behaviors (“blind
area”) and help coachees realize they have untapped potential and open the
possibility for growth through unused capacities (their “hidden” areas”).

Read: Johari Window (n.d.) Crowe Associates LTD. Retrieved
from
http://www.crowe-associates.co.uk/coaching-and-mentoring-skills/johari-window-as-a-coaching-tool/

The structure of the Live Case

Each module will follow this cycle: Plan, execute, report

Before the coaching session, write up a plan using course
readings or additional research as a resource (1-2 pages)

Then meet with the coachee and use your plan as a guide for
the session

The bulk of the report is on how it went: successes and
failures. What would you do differently next time? (3 to 5 pages)

Preplanning

Action

Reflection

What are your goals for the session?

What actions do you plan?

How will you know if you are successful?

(1-2 pages)

Meet with coachee (45-50 minutes).

Report on the session. Provide a narrative descriptive summary of the
conversation as it occurred (1 or 2
paragraphs).

How do you feel the session went?

Analyze the process and outcomes of your coaching.

What new knowledge did you gain?

What would you do differently next time?

Case Assignment

The first step in the coaching process is to build rapport
with your coachee. This is where you establish a trusting relationship by
demonstrating your credibility, helpfulness, and honesty. To build genuine rapport,
you must believe in the potential of the person you are coaching – this cannot
be faked.

Some excellent methods for building rapport can be found in
the following readings:

Building rapport: Establishing bonds (2014) Mindtools.
Retrieved from http://www.mindtools.com/pages/article/building-rapport.htm

Bluckert, P. (2005). Critical factors in executive coaching
– the coaching relationship. Industrial and Commercial Training, 37(6),
336-340. Retrieved from https://search.proquest.com/docview/214109158?accountid=28844

Remember: Shared success is the key to great coaching!

Hands, Puzzle, Share, Items

Shared success means that the outcome works for both the
individual and the organization, because it meets both individual and
organizational needs. Coaching is a tool where we are able to create that
connection between the person and the organization.

Your task in this module is to identify a partner who is
willing to be coached by you over the course of the term. Set up an initial
meeting and establish rapport. Do not attempt to get into the later stages of
coaching; we will get to them in later modules.
Focus on the process of establishing rapport only. Write up this meeting as indicated in the
Keys to the Assignment, below. Turn in your final 4- to 6-page paper to the
appropriate dropbox by the due date.

Keys to the Assignment

After reading the background materials for this module and
doing additional research if needed, prepare your pre-coaching plan for a 45-
to 50-minute session. Remember that your
focus for this case is on the process of building rapport with the coachee.

What are your goals for this session? How will you know if
you are successful?

What skills will you use?

How will you go about doing this?

What questions will you ask?

Conduct your coaching session (45 to 50 minutes).

Write up your post-coaching reflection.

Report the facts of the coaching session.

What went well and what did not?

What did you learn about coaching from this session?

What would you do differently next time?

Assignment Expectations

Include a cover page and reference page in addition to the 4
to 5 pages of analysis described above.

Your paper should include an Introduction and a Conclusion
paragraph.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 1 – SLP

THE PRINCIPLES OF COACHING

Assessing Yourself and Your Environment

One common focus of coaching in organizational settings is
to work with an employee to construct a personal development plan. In this SLP,
you will be developing your own Leadership Growth Plan (LGP). The purpose is to have you learn the steps to
developing such a plan so you can help others you are coaching to do the same,
but also to come out of the class with a personal plan for your own development
as a leader.

Why create a Leadership Growth Plan?

It is one thing to want to be a good leader. It is another thing to achieve it. Research shows that people who have a vision
for where they want to go and then write it down and develop a plan to achieve
it, are more successful than people who do not.
An LGP is designed to help you assess your current skills and capacities
as a leader, set goals, and make a plan for enhancing your effectiveness by
acquiring new skills.

Success, Strategy, Business, Solution

For an example of what a personal leadership growth plan
might look like, see the following:

Create a Personal Leadership Growth Plan (n.d.) Retrieved
from http://www.myafchome.org/assets/Convention/2012_Convention/personal%20leadership%20growth%20plan-ew.pdf

Guide to the Completion of a Personal Development Plan.
(n.d.). Retrieved from http://www.collegiovolta.org/images/example_pdp_2016.pdf

Assignment Instructions

In this module, we will begin with the first phase of
creating your plan. You will engage in
some assessment and reflection addressed toward giving you a picture of “Who am
I”? Then you will write up what you have learned about yourself in a two- to
three-page paper. The paper should be an integrated essay assessing your
current attributes and capabilities as a leader. Do not just line up the four topics below and
report on them as in a short-answer test.
Use them to “tell the story” of who you are.

Keys to the Assignment

To assess yourself as a leader, consider the following and
incorporate your answers into your paper.

What are your values?

Make a list of everything that is important to you in
life. Do not censor or edit anything,
just get it all on paper. You may find that you think of things you would not
have expected.

Read through the list several times, choose the five most
important values, and list them in order of importance.

Define each value in terms of why it is important to you.

What is your leadership style?

You have undoubtedly assessed your leadership style in one
or more classes or at work. If you can
recall your dominant style, name and describe it. The most common styles are
authoritarian, consulting, participative, and delegating, but there are others.

Using the authoritative style, you tend to make all
important decisions, including how jobs are performed.

Using the consulting style, you ask for employee input, but
then make the decision yourself.

Using the participative style, you involve employees as
partners in the decision.

Using the delegating style, you empower employees to make
the decisions on their own as appropriate.

If you want to take a new assessment questionnaire, there
are many on the Internet. Just cite the
instrument you are using.

What motivates you?

Not everyone is motivated by the same things. What does it for you? Compensation, titles, perks, social status,
money, helping others, doing a good job, winning?

Repeat the process you used in assessing your values.

How are your skills in the following competencies?

Developing subordinates:
fostering employee engagement and commitment to the job and the
organization, developing job-related skills and abilities, building
decision-making capabilities, encouraging personal accountability for job
responsibilities.

Modeling desirable behaviors: As a leader you are the “voice” of the
organization. You exemplify its ethics,
values, and expectations of employees.
You do not ask people to do things you would not do yourself.

Challenging the status quo:
Are you willing to try something different, think outside the box, take
risks? Leaders do not simply accept
things the way they have always been, but ask, “How can we do it
better?”

Accountability:
Leaders take responsibility for getting the job done. Leaders try new ideas, create action plans,
and evaluate results.

SLP Assignment Expectations

Include a cover page and reference page in addition to the
2-3 pages of analysis described above.

Your paper should include introduction and conclusion
paragraphs.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 2 – Case

CONDUCTING GROW SESSIONS – THE GROW MODEL

Assignment Overview

Setting Goals

Background:

The purpose of the Case Assignment is to create a “Live Case”
by experiencing the process of coaching. Because this case is designed around
experiential learning, we can go beyond the conceptual knowledge covered in the
reading materials to actual skills building. This requires putting what you are
learning into immediate practice.

In this second module, you will be working with your coachee
to choose a problem to work on or a behavior that your coachee would like to
change. Drawing on the background reading for Modules 1 and 2, you will plan
and carry out a coaching session that involves stages G and R of the GROW
model. There is a comprehensive explanation of the GROW model on the background
page. Here is a shorter synopsis:

The GROW model: A simple process for coaching and mentoring.
(2014). Mind Tools. Retrieved from
www.mindtools.com/pages/article/newLDR_89.htm

The structure of the Live Case (As a reminder, each case
involves three separate activities.)

Each module will follow this cycle: Plan, execute, report

Before the coaching session, write up a plan using course
readings or additional research as a resource (1-2 pages).

Then meet with the coachee and use your plan as a guide for
the session.

The bulk of the report is on how the session went, including
successes and failures. What would you do differently next time? (3 to 5
pages).

Preplanning

Action

Reflection

What are your goals for the
session?

What actions do you plan?

How will you know if you are successful?

(1-2 pages).

Meet with coachee (45-50 minutes).

Report on the session.

Provide a narrative descriptive summary of the conversation as it occurred
(1 or 2 paragraphs).

How do you feel the session went?

Analyze the process and outcomes of your coaching.

What new knowledge did you gain?

What would you do differently next time?

Case Assignment

In this module, you will be focusing on helping guide your
coachee through the G and R phases of the Grow model. To further prepare for this case, read
Chapter 5 entitled “Contracting and Goal-Setting” on pages 61-72 of the
following text:

Book Jacket

Cook, S. (2009). Coaching for High Performance: How to
Develop Exceptional Results Through Coaching. Norwood, Mass: IT Governance
Publishing. Retrieved from EBSCO – eBook Collection.

Choose a problem/issue/behavior that you would like to
change and that can be dealt with in an appropriate time frame (8 weeks).

Set SMART goals (specific, measurable, attainable,
realistic, and time sensitive).

Examine the current reality.

Write up this meeting as indicated in the Keys to the
Assignment, below.

Turn in your 4- to 6-page paper to TLC by the due date.

Keys to the Assignment

After reading the background materials for this module and
doing additional research if needed, prepare your pre-coaching plan for a 45-50
minute session:

What are your goals for this session? How will you know if
you are successful?

What skills will you use?

How will you go about doing this?

What questions will you ask?

Conduct your coaching session (45 to 50 minutes).

Write up your post-coaching reflection.

Report the facts of the coaching session.

What went well and what did not?

What did you learn about coaching from this session?

What would you do differently next time?

Assignment Expectations

Include a cover page and reference page in addition to the 4
– 5 pages of analysis described above.

Your paper should have an introduction and a conclusion.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 2 – SLP

CONDUCTING GROW SESSIONS – THE GROW MODEL

Developing a vision statement

In Module 1, you began the process of the Leadership Growth
Plan with a thorough self-assessment. Then you identified and prioritized your
most important values and motivators and explored your basic leadership style.
In this module, you will establish your vision and determine what you need to
do to become the kind of leader that other people will follow. The path to
leadership will contain obstacles. To deal with obstacles, determine the
sacrifices you are willing to make, identify hidden opportunities, and divide
the problem into manageable pieces.

Keys to the Assignment

The following instructions are adapted from Phase two: Write
a personal mission statement. http://www.pkal.org/documents/Leadership-Growth-Plan.pdf

Write your vision (1-2 pages)

Vision, Idea, Business Idea, PlanImagine it is 10 years into
the future. You feel that you have achieved your potential and become the
leader you have always wanted to be. Write a story to describe your vision of
yourself.

Do not get hung up on past accomplishments and future plans,
and do not worry about barriers. Use some of these questions to guide your
thinking:

What is your typical day like?

Who do you interact with?

What are you thinking about?

What are you feeling?

What skills do you possess?

While you are dreaming, think about your legacy. Imagine
yourself at the end of your career. What do you want people to say about you
after you are gone? How must you start living now in order for that to happen?

When you have finished writing your story, summarize the
vision so it is easy to remember. Think of something or someone that symbolizes
it. This summary should be no longer than three or four sentences and should be
denoted in the paper by a separate heading. Keeping your personal vision in
mind is highly motivating.

Identify obstacles (1-2 pages)

Internal obstacles are thoughts, opinions, and beliefs that
can prevent you from moving forward. External obstacles are situations or
conditions outside of yourself that can prevent you from achieving your goals.
Make a chart comparing the internal and external barriers you see as standing
in the way of achieving your vision.

Nearly all internal barriers are within your control. The
barriers outside of your control are largely external. These are things you have
no influence over. It is fruitless to fret over barriers you cannot control.
Focus on the ones you have some control over.

There are three proven techniques for dealing with
obstacles:

Decide what you are willing to give up in order to eliminate
the obstacle.

Identify hidden opportunities or strategies that could help
you face the obstacle.

Chunk the problem into manageable pieces, so you can deal
with each smaller piece separately. You could also compromise. This would
enable you to accomplish two seemingly independent tasks or goals at once.

How will you overcome your obstacles?

SLP Assignment Expectations

Include a cover page and reference page in addition to the
2-3 pages of analysis described above.

Your paper should have an introduction and a conclusion.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 3 – Case

COACHING AND PERFORMANCE MANAGEMENT

Assignment Overview

Exploring Options

Background

The purpose of the Case Assignment is to create a “Live
Case” by experiencing the process of coaching.
Because this case is designed around experiential learning, we can go
beyond the conceptual knowledge covered in the reading materials to actual
skills building. This requires putting
what you are learning into immediate practice.

In this third module, you will be working with your coachee
to explore options based on the coachee’s assessment of goals and current
reality (as determined in Case 2). The
objective of this session is to get your coachee to commit to specific actions. Drawing on the background reading for this
and the previous modules, you will plan and carry out a coaching session that
involves stage O of the GROW model.

There is a comprehensive explanation of the GROW model on
the background page for Module 2. Here is a shorter synopsis:

The GROW model: A simple process for coaching and
mentoring. (2014). Mind Tools. Retrieved
from www.mindtools.com/pages/article/newLDR_89.htm

The structure of the Live Case (As a reminder, each case
involves three separate activities.)

Each module will follow this cycle: Plan, execute, report.

Before the coaching session, write up a plan using course
readings or additional research as a resource (1-2 pages).

Then meet with the coachee, and use your plan as a guide for
the session.

The bulk of the report is on how it went, including
successes and failures. What would you
do differently next time? (3 to 5
pages).

Preplanning

Action

Reflection

What are your goals for the session?

What actions do you plan?

How will you know if you are successful?

(1-2 pages)

Meet with coachee (45-50 minutes).

Report on the session.

Provide a narrative descriptive summary of the conversation
as it occurred (1 or 2 paragraphs).

How do you feel the session went?

Analyze the process and outcomes of your coaching.

What new knowledge did you gain?

What would you do differently next time?

Case Assignment

Assignment instructions

This phase of the coaching process requires brainstorming. Think you know everything there is to know
about brainstorming? Too often, we
overlook some essential basics about processes we think we know well. Take a few minutes to refresh your
understanding of the “rules” of effective brainstorming in this article from
the Trident Library:

Van Valin, S. (2014). Brainstorming. Leadership Excellence,
31(2), 20-21. Retrieved from ProQuest.

Brainstorm as many options as possible that will help your
coachee achieve his or her goal.

Discuss the options and select the best ones.

You may offer your suggestions, but let your coachee do most
of the work of generating and evaluating the options. Remember that the objective is to get the
coachee to commit to action, and this means that the coachee must feel
“ownership” of the plan.

Write up this meeting as indicated in the Keys to the
Assignment below.

Turn in your 4- to 6-page paper to the appropriate dropbox
by the due date.

Keys to the Assignment

After reading the background materials for this module and
doing additional research if needed, prepare your pre-coaching plan for a 45-50
minute session:

What are your goals for this session? How will you know if
you are successful?

What skills will you use?

How will you go about doing this?

What questions will you ask?

Conduct your coaching session (45 to 50 minutes). Remember
the ultimate goal of the session is to come up with a plan to which the coachee
commits.

Write up your post-coaching reflection.

Report the facts of the coaching session; summarize the
plan.

What went well and what did not?

What did you learn about coaching from this session?

What would you do differently next time?

Assignment Expectations

Include a cover page and reference page in addition to the
4–5 pages of analysis described above.

Your paper should have an introduction and a conclusion.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 3 – SLP

COACHING AND PERFORMANCE MANAGEMENT

Setting Personal Leadership Goals

In Module 1, you began the process of developing a
Leadership Growth Plan (LGP) with a thorough self-assessment. In Module 2, you established your vision,
identified obstacles to achieving that vision, and made plans to overcome the
obstacles. In this module, you will
continue to develop your LGP by setting goals and conducting an assessment of
resources you will need to accomplish your goals. The outcome of this exercise
is a 2- to 3-page plan that specifies 3 to 4 goals you would like to accomplish
in the next year and sets clear objectives for what you will need to do to
achieve them.

Keys to the Assignment

Perhaps the hardest part of setting goals is getting
started. Begin by considering the
following:

Ask yourself: “What do I need to be doing in order to
achieve my vision?” Think in terms of
what you can accomplish by next year. These are the milestones that describe
your goals. They define what you intend
to do.

Next, look at each goal separately and ask yourself:

“What do I need to do to reach this goal?”

“What skills do I need to acquire?”

“What new knowledge do I need?”

The answers to these three questions constitute your
objectives.

Objectives are shorter term than goals and specify what you
need, when you need it, and how you are going to get it. While goal statements are helpful in that
they set a direction, objectives provide the “roadmap” that will get you to
your vision. Objectives tell you exactly
what you need to do, how you need to do it, and provide a timeline.

Strong objectives meet the following criteria:

They are specific.
When you write your objectives, use action words that have a tangible
outcome such as identify, demonstrate, perform, or calculate. You will be able to assess when you have met
these types of objectives. Avoid words
like understand, appreciate, know, or learn.
These terms are too vague. How
will you be able to assess whether or not you “understand”?

They are challenging.
Difficult, but attainable objectives will help you cultivate a greater
leadership capacity. If an objective is
too easy, you will not grow. If it is
too difficult, you may end up frustrated and the goal will be unfulfilled.

Your goals and objectives form the outline of your
development plan. To flesh it out, determine what actions are required to meet
your objectives. These actions usually
make up the greater part of the leadership development plan itself.

Putting it all together and writing up the plan

Fortunately, there are a lot of templates on the internet to
help you create an action plan. Begin by
doing some research and select a template that will allow you to present your
goals, objectives, and timeline. You
will also need to identify the resources you will need. Most of these templates are some type of
table, and it is easy to follow what will need to be done, by when.

The critical component of this assignment is to be specific
about what actions you will take to gather the resources you will need to meet
your goals. The following list gives a
number of specific actions you can include in your plan, but you should not
stop with these. Use your own initiative and creativity to come up with
additional formal, informal, directed, and self-directed actions you can take
to meet your Leadership Growth Plan.

Reading – This is the basic and most fundamental way to stay
current in your area of expertise, gain new knowledge, and be inspired. Your
plan should include regular reading of professional journals, trade
publications, books, and reputable online resources.

Training programs and courses – Formal courses and training
seminars can be effective and efficient ways of learning new skills and
expanding your leadership capacities. Many companies offer such training
opportunities, but also check independent or consulting firms in specific areas
such as motivation, performance appraisal, cross-cultural communication, or
mentoring. Check out the internet, but also local colleges and Universities.
Certificates can offer cost and time-effective ways to home in on developing
specific skills such as human resources or project management.

On the job – even if your current position does not involve
leadership responsibilities, you can look for ways to learn leadership through
practical experience by mentoring a younger or newer employee, chair a task
force, prepare a presentation, or simply work to develop your active listening
skills on a daily basis.

Volunteering – Join a civic group, charity, board of a
non-profit, political campaign, fundraising effort, or other community
service. Be the first to offer to take
on a new project or supervise other volunteers.
Represent the group on radio, TV, or press as the spokesperson.

Find a mentor – identify someone who has what you want and
ask if they will show you the ropes. Let
her know that you want to develop specific skills, such as public speaking or
organizing events and would be interested in being a helping hand to learn
these skills. Ask for feedback from
supervisors and let them know you would welcome leadership opportunities.

Journaling – often overlooked, a habit of writing about
problems, learnings, obstacles encountered and overcome, and even hopes and
dreams of the future can help set direction and increase motivation. A journal can document what you are learning
and how it can apply to your leadership development.

SLP Assignment Expectations

Include a cover page and reference page in addition to the
2-3 pages of analysis described above.

Your paper should have an introduction and a conclusion, but
the main part of the assignment may be a well-constructed, professionally
designed table.

Use headings to indicate major sections of the report.

Cite and reference any outside sources.

Use APA formatting.

Proofread and edit your papers carefully. The expectation is
zero errors.

LED514 Mentoring and Developing
Employees

Module 4 – Case

SPECIAL CASES IN COACHING

Assignment Overview

Closure and Review

Background

The purpose of the Case Assignment is to create a “Live
Case” by experiencing the process of coaching.
Because this case is designed around experiential learning, we can go
beyond the conceptual knowledge covered in the reading materials to actual
skills building. This requires putting
what you are learning into immediate practice.

In this fourth module, you will be working with your coachee
to close the coaching session and determine the next phase of your
relationship. Will you terminate the
relationship or move on to a new coaching experience? A part of this process is soliciting feedback
from your coachee as to how successful the coaching sessions were.

What did the coachee learn?

How will the coachee deal with people and situations
differently?

What priorities have been set and what still needs to be
accomplished?

One outcome of this session is to come to a mutual decision
of whether to terminate the coaching relationship or continue to work together
on a new coaching issue. Drawing on the
background reading for this and the previous modules, you will plan and carry
out a coaching session that involves stage W of the GROW model.

There is a comprehensive explanation of the GROW model on
the background page for Module 2. Here is a link to a shorter synopsis for
review:

The GROW model: A
simple process for coaching and mentoring.
(2014) Retrieved from
www.mindtools.com/pages/article/newLDR_89.htm

The structure of the Live Case NOTE: This module also includes an extra activity
to be completed by the coachee and submitted as an appendix to your usual
paper.

Each module will follow this cycle: Plan, execute, report.

Before the coaching session, write up a plan using course
readings or additional research as a resource (1-2 pages).

Then meet with the coachee and use your