Respond to at least two of your peers postings in one or more of the following ways: ?’See attachment for details’ APA citing? No plagiarism?
Respond to at least two of your peers’ postings in one or more of the following ways: "See attachment for details"
- APA citing
- No plagiarism
Week 7 Discussion:
Discussion: Factors that Influence a Coaching Relationship
Consider the following factors we discussed this week that can affect a coaching relationship: rapport, communication, mood, and compassion. It is important to develop rapport when working with a coachee in order to build a trusting relationship. Frequent communication between a coach and coachee is critical for a successful coaching experience. Mood can positively or negatively affect a coaching conversation and a coaching relationship. For this reason, a coach has to develop an awareness of the mood of an organization and how it influences the coachee. Finally, compassion is often necessary in coaching situations. A coach must determine when and to what extent compassion is necessary. An effective coach can use a combination of these factors as necessary throughout the coaching experience.
To prepare for this response ,
Review this week’s Learning Resources, especially:
· Week 7 – Lecture – “See Word doc”
· Confrontation model of conversation – “See pdf.”
· Developing Sustainable – See pdf”
· Primal Leadership – “See pdf”
Assignment:
Respond to at least two of your peers’ postings in one or more of the following ways:
· Explain why you agree or disagree with your colleague’s discussion about the effect mood has on the coaching environment.
· Consider your colleague’s discussion about compassion. Do you feel that it is possible to be too compassionate?
· Why or why not?
· APA citing
· No plagiarism
1st Colleague – Natasha Mills
Natasha Mills
Factors that Influence a Coaching Relationship
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Successful coaching is a result of the corroboration of different factors. Some of the most critical factors include the rapport between the coach and coachee, the nature of communication during the coaching process, the mood, and the level of compassion shown. The ability of the coach to balance these factors creates a coaching-friendly climate or culture that leads to the realization of the desired change. “People in a coaching-friendly culture naturally and informally reflect on their actions, discuss their problems and goals, and ask for and receive feedback and advice” (Hunt & Weintraub, 2017, p.89). The rapport, communication, mood, and compassion displayed during coaching provide room for the necessary actions, discussion of goals and problems, as well as seeking and provision of feedback.
A rapport simply refers to the relationship between the coach and coachee. It is critical to the coaching process because it determines the flow of all the other factors, such as communication, mood, and compassion. For instance, a good rapport between the coach and coachee leads to openness and trust, which are fundamental elements in the creation of a coaching-friendly culture (Hunt & Weintraub, 2017). By trusting the coach and being open, the coachee is able to share his/her goals and inhibiting problems, helping the coaching manager to know how to assist with the ultimate objective in mind. The coaching manager will know the measure of compassion needed, the mood to adopt, and the feedback that would be effective for the improvement of the coachee’s performance.
Communication is also crucial in a coaching relationship. One can argue that communication is the foundation of coaching since it provides an avenue for the coach and coachee to know the right actions to take to achieve the goals to which they are committed. During coaching, communication mainly takes the form of feedback, where the coachee seeks it, and the coach provides it. Coaching managers use feedback to focus on what is truly important and useful to the coachee’s realization of change (Hunt & Weintraub, 2017). Therefore, communication enables coaches and coachees to develop a shared understanding of the courses of action to take to accomplish the goals. Good communication during coaching helps coachees improve their performance accordingly by enabling the establishment of positive relationships characterized by trust, openness, and a lack of defensiveness.
Mood, particularly that of the coaching manage, also influences the coaching environment significantly. Goleman et al. (2001) argue that the emotional style of a leader affects the behaviors and mood of followers in immense ways. They refer to this dynamic as mood contagion. Thus, a coaching manager should assess his/her emotional style and determine how they might affect the resulting relationship, as well as the realization of the set goals. A positive mood will create a positive coaching environment and vice versa. “…a leader’s emotional intelligence creates a certain culture or work environment” (Goleman et al., 2001, p.2). Hence, a positive mood will result in a productive coachee because it will foster the adoption of positive performance-driven behaviors. Simply put, a positive mood, primarily on the coach’s side, influences the coach to adopt a positive perspective, which causes a ripple effect and makes the coachee to acquire a positive perspective as well. This leads to an overall positive coaching climate or relationship.
Boyatzis et al. (2006) identify compassion as one of the stress relieving factors for leaders. “…we believe coaching with compassion elicits a dramatically different neural circuitry and hormonal process than other types of coaching, mentoring, or helping behavior” (Boyatzis et al., 2006, p.12). From this perspective, it is logical to argue that compassion is necessary for the coaching environment because by reducing the stress levels of the coaching manager, it leads to a positive mood, good communication, and a good rapport during the coaching process. All these factors are interrelated and work together to create a coaching-friendly climate that sets the coach and coachee up for successful outcomes.
Boyatzis, R. E., Smith, M. L., & Blaize, N. (2006). Developing sustainable leaders through coaching and compassion. Academy of Management Learning & Education, 5(1), 8-24.
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Discovering Leadership, 1-11.
Hunt, J. M., & Weintraub, J. R. (2017). The coaching manager: Developing top talent in business (3rd ed.). Thousand Oaks, CA: Sage Publications.
Bottom of Form
2nd Colleague – Maria Helwig
RE: Discussion – Week 7
Top of Form
Factors of Coaching
Coaching and individual can require a lot of work from both the coach and coachee. It’s important that the coach take the time to build a rapport with the coachee, so they can better understand the right approach that will work for the coachee. There is not a “one size fits all” approach to coaching; each individual is different resulting in different coaching methods needing to be used. However, I have seen great success in coaching individuals, and I believe they were successful because I had a good rapport with them. I have never tried to coach someone without getting to know them first. I get to know who they are as an individual both personally and professionally. I take the time to get to know how they learn best, what their goals in life are, and what they need from me in order to be successful. There is trust. This trust and rapport helps coachee’s be more receptive to discussions we have. There is also excellent communication between us.
Communication is key when coaching someone. As a coach, I make sure to meet with my coachee on a regular schedule that works for them. I also make sure to touch base multiple times between formal coaching sessions. These check-ups are to make sure the coachee knows I am here at all times, not just in a formalized session. When we do meet, I spend a lot of time listening; that is a crucial communication skill. I like to hear the coachee explain how they think they are progressing and why and give them the opportunity to problem-solve with me there as a sounding board. Using this approach, I have actually guided many individuals out of my clinic and into positions where they are thriving! Sometimes individuals are in roles that aren’t meant for them, and through coaching sessions, we work to find what is right. Without communicating, and frequently, the same outcome may not be achieved.
Once you have a great communication plan and rapport built with your coachee, you need to be mindful of mood. It’s interesting, I have become very good at reading individual’s moods as I mature as a leader. I am in tune with what environmental factors may trigger certain individuals, and can even pick up on someone having a bad day pretty quickly. If an organization’s mood is hectic and unstable, it can have a direct effect on individuals having to operate in that type of setting. When I first came to the clinic I am in now, the mood was one of fear and hesitance. All the staff were afraid to make mistakes or do something wrong for fear of getting yelled at. They tip-toed around their supervisor and did everything they could to not upset her. The staff also were not a team, but rather, every man for themselves. I did not want that mood and I have worked very hard over the past two years to completely change that mindset. Changing the mood of the organization has changed the mood of the staff, and we are closer than ever as at team.
Lastly, compassion is also important in the coaching environment. I have had to coach, and sometimes terminate, a lot of employees over my career. However, even in the uncomfortable setting of terminating an individual, if you lead with compassion, the experience for both parties ends up being one of understanding with less negative emotions (obviously there are exceptions). I remember recently I had an employee who was with our clinic for two years, and she still was not grasping the position and could not keep up with the pace. Wonderful human being on a personal level, and she wanted to do a great job and continue to work for our organization. After about nine months of coaching sessions and trying to get her to the level she needed to be at, I had to sit down and tell her it was not going to work. Was she heartbroken, absolutely. But she understood that I did everything I could to help her improve, and the job just wasn’t for her skill level. We worked together, and she was able to transition into a role within the organization that better aligned with her skills. It was me coaching with compassion by helping her with her development. Coaching with compassion involves empathy, caring for the other person, and a willingness to act in response to a person’s feelings (Boyatzis et al., 2006). I followed this approach when coaching the employee, and she now is in a role that makes her happy, and she is able to work to her full potential.
References
Boyatzis, R. E., Smith, M. L., & Blaize, N. (2006). Developing sustainable leaders through coaching and compassion. Academy of management learning and education, 5(1), 8–24.
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October 2010 | Vol. 31 No. 5 www.learningforward.org | JSD 63
By Jamie sussel Turner
N early every school I’ve worked in has an “Anne” on its staff. Teachers talk about how Anne
isn’t the teacher she used to be. Parents don’t want their children in Anne’s
class. Students walk on eggshells, careful not to upset her. Some principals talk with Anne about the problems they see, while others complain about Anne to their administrative colleagues and stick their heads in the sand, counting the years until she finally retires.
I know about the “Annes” in schools because I saw this scenario many times as a teacher and as a principal. This is one aspect of my leadership where I wish I had a do-over. Many times, I felt flustered with finding the right words to help this type of teacher. I once told a teacher she should consider retiring, and you can imagine how that went over!
The confrontation model outlined in Fierce Conversations became the key that opened the door to help me consider talking with Anne in a different way — a way that could enlist Anne in looking at the situation with me.
Here are the steps in the con- frontation model: • Name the issue. • Select a specific example that
illustrates the behavior or situation
you want to change. • Describe your emotions around the
issue. • Clarify why this is important —
what is at stake to gain or lose. • Identify your contribution to this
problem. • Indicate your wish to resolve the
issue. • Invite your partner
to respond. The confrontation
model incorporates these seven steps into a 60- second opening statement. Susan Scott recommends that after expressing these words, you invite the other person to talk. You sit back and listen, digging for full understanding when you need to. I found it helpful to plan the statement in advance, focusing on getting clear about the issue I really needed to address. I even practice my 60-second opening statement aloud several times so that I own the words and can deliver them with grace and skill.
Here’s something similar to what I said to Anne:
Anne, I want to talk about the effect your use of sarcasm is having on the emotional state of your students and also the effect your decision not to incorporate new strategies is having on your students’ engagement and learning. Last week when I was in your classroom, you
confrontation model of conversation provides tools to discuss and resolve tough issues
• In each issue of JSD, Susan Scott ([email protected]) explores aspects of communication that encourage meaningful collaboration. Scott, author of Fierce Conversations: Achieving Success At Work & In Life, One Conversation at a Time (Penguin, 2002) and Fierce Leadership: A Bold Alternative to the Worst “Best” Practices of Business Today (Broadway Business, 2009), leads Fierce Inc. (www.fierceinc.com), which helps companies around the world transform the conversations that are central to their success. Fierce in the Schools carries this work into schools and higher education. Columns are available at www.learningforward.org. © Copyright, fierce inc., 2010.
collaborative culture sUsaN sCOT T
I applaud Jamie Sussel Turner’s use of the confrontation model with her staff members. In our schools, in our lives, not speaking to the heart of the issue with grace and skill costs us dearly. Speaking to the heart of the issue, addressing attitudinal and behavioral issues with grace and skill, and gaining clarity about where we need to go with our colleagues is essential and allows us to tackle and resolve our toughest challenges while enriching the relationship.
— Susan Scott
Jamie Sussel Turner
JSD | www.learningforward.org October 2010 | Vol. 31 No. 564
collaborative culture sUsaN sCOT T
snapped at John for not doing his homework. He lowered his head in his hands to hide his tears. Also, last week I was in the hallway and heard you sigh as you used a sarcastic tone to tell the class, “I wish every class was as smart as you are.” Also, I wanted to note that during my last observation, you lectured the class for the entire period without engaging your students in any discussion or activities as our staff has been learning to do. I am concerned about the emotional state of your students and for their learning. I want you to know I also feel concern for you. I feel sad to see these changes in your teaching since I have always known you to be a kind teacher who is positive with students, is willing to try new strategies, and holds student learning as a priority. There is a great deal at stake for your students, for you, and for me. The daily emotional well-being and achievement of your students is at stake. Your students deserve to have a teacher who will speak to them with respect and genuine affection and teach them in a way that truly engages them in the learning process. My effectiveness as a principal is at stake because the success of our students lies squarely on my doorstep. I recognize that I have contributed to this situation by not speaking with you about this sooner in a way that clarified my growing concerns. I apologize. You
deserved better. I hope to see you continue and eventually wrap up your career as the well-respected and beloved teacher who began this career years ago.
I want to listen now. Please tell me what’s going on from where you sit.
“Are you trying to get rid of me?” Anne angrily responded.
I calmly repeated that I wanted to understand her point of view.
Anne took a deep breath before launching into an explanation of her need to continue teaching for two more years “for the benefits.” “You have no idea how hard it is to just make it to school each day,” she sighed, “The constant curriculum changes are stressing me out, the kids can’t pay attention like they used to, and the parents try to solve all of their problems.”
I didn’t disagree with Anne or try to dissuade her. I continued to listen, paraphrasing her comments from time to time.
After several minutes, she said she needed time to mull over our conversation and asked if we could meet again in a few days.
I thanked her for joining me in this conversation and we agreed on a time to talk again.
About a week later, Anne and I talked again. She spoke about how she’s struggled since the death of her mother, admitting that she may be suffering from mild depression. She recommitted to improving how she interacted with her students and to planning more engaging lessons. We both agreed to check in from time to time to keep Anne’s new goals in sight.
I used the confrontation model many more times over the years and found that it brings me clarity each time. For the last several years of my principalship, I was on a mission to create a school culture that valued relationships and honest conversation. I started with myself, changing how I engaged with others. This doesn’t mean that I talked with every single person about every single issue. Instead, I gave
time and space to situations and waited to see which ones seized hold of my attention and didn’t let go. I learned to soften my tone and invite other people to share their perspectives, so that confrontation was about our combined search for the truth.
I became calmer in confrontation conversations because I had greater clarity. I no longer shoved aside issues that I had avoided talking about in the past. This conversational model gave me the tools I needed to tackle and resolve tough issues. And as a surprising byproduct of my growth, several staff members began having successful confrontation conversations, too.
I can’t say that by talking with Anne I eliminated all problems with her or between her and other staff members. What I can say is that I felt less stress as I now had the conversations that previously weighed me down and more self-confidence in my growing ability to communicate with others in an authentic way.
I learned that each conversation we have builds trust in each of our relationships. Over the years, I had many other confrontation conversations about conflicts over curriculum approaches, scheduling issues, instructional practices, absenteeism, and more. By changing how I discussed difficult issues, I invited others to do the same. I like to think that my leadership helped our school community to talk about our conflicts in a direct and trusting way. I saw evidence of this in the years that followed when many more successful confrontation conversations led many members of our staff to listen to one another with greater respect and understanding, benefitting our students and enhancing the learning environment.
• Jamie Sussel Turner, an
elementary principal for 12 years, mentors principals and leads Fierce Conversations workshops. �
Work toward full understanding
how we use this model for confrontation is also important — i have a couple more steps to the model that follow up on that key opening statement. first, when you invite the other person to give his or her perspective, be sure to dig for full understanding, as Jamie sussel Turner suggests. as you work towards resolution, think about what you and your partner have learned. where are you now? what is your next step forward? and finally, how will you follow up in the future with one another? it helps to think ahead to your next conversation as you build your ongoing understanding and relationships.
— Susan Scott
Copyright of Journal of Staff Development is the property of National Staff Development Council and its
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,
Developing Sustainable Leaders Through Coaching
and Compassion RICHARD E. BOYATZIS
MELVIN L. SMITH NANCY BLAIZE
Case Western Reserve University
By integrating recent findings in affective neuroscience and biology with well- documented research on leadership and stress, we offer a more holistic approach to leadership development. We argue here that leader sustainability is adversely affected by the psychological and physiological effects of chronic power stress associated with the performance of the leadership role. We further contend, however, that when leaders experience compassion through coaching the development of others, they experience psychophysiological effects that restore the body’s natural healing and growth processes, thus enhancing their sustainability. We thus suggest that to sustain their effectiveness, leaders should emphasize coaching as a key part of their role and behavioral habits. Implications for future research on leadership and leadership development are discussed, as well as implications for the practice of leadership development and education.
……………………………………………………………………………………………………………………………………………………
One purpose of management education is to de- velop people to be leaders of organizations and institutions for the future. The manner in which we approach the development of leaders is largely dependent on our concept of leadership. A variety of leadership theories have been offered over the past several decades (see Yukl & Van Fleet, 1990). “Great person” theories of leadership seek to un- derstand what an effective leader does (Bennis & Nanus, 1985) or what dispositional characteristics enable a person to be a leader. These characteris- tics range from cognitive ability (i.e., general g) to traits (e.g., extroversion), motives such as McClel- land’s (1975) need for power or charisma (Conger & Kanungo, 1987; House, 1977), or transformational leadership style (Bass, 1985, 1990). A contingency theory of leadership tries to explain what types of leaders are needed for organizational effective- ness in various settings (Bass 1990; Boyatzis, 1982;
Fiedler, 1967; Hersey & Blanchard, 1969; Kotter, 1988; Yukl, 1998). More recent approaches to under- standing leadership (e.g., vertical dyad linkage or leader-member exchange) seek to understand re- lational aspects, including the leader’s ability to interact with others (Dansereau, Graen, & Haga, 1975; Kelly, 1992; Kram & Cherniss, 2001). These theories are the basis for our efforts to develop leaders; however, few if any theories of leadership have considered physiological aspects.
By integrating the latest findings in affective neuroscience with well-documented and recently discovered findings in biology and stress research, we expand the discussion of leadership and lead- ership development beyond previously considered factors. Utilizing a more holistic approach to lead- ership development, we propose that leaders may better sustain themselves by balancing the poten- tially stressful effects of exercising leadership with the ameliorative effects of coaching the de- velopment of others.
The structure of this article is as follows: We begin by exploring the potential effects of stress from performing the leadership role. We then illus- trate how this threatens leaders’ ability to sustain themselves over time. Going beyond the tradi- tional view of coaching as a means of developing
Richard Boyatzis and Melvin Smith are professors in the De- partment of Organizational Behavior, Weatherhead School of Management, and Nancy Blaize is an MBA graduate of Weath- erhead School of Management. Communications should be sent to the first author. The authors wish to thank Professors Kathy Kram and Jane Dutton for feedback on earlier drafts and mem- bers of the Coaching Study group at Case.
� Academy of Management Learning & Education, 2006, Vol. 5, No. 1, 8 –24.
……………………………………………………………………………………………………………………………………………………
8
others as leaders, we offer a new perspective— one suggesting that the process of coaching others may actually allow leaders to increase their own sus- tainability as a result of the physiological effects of experiencing compassion, which can serve as an antidote to stress (see Figure 1). We also offer other potential benefits (in addition to a potential risk) of experiencing compassion from coaching others, and acknowledge other means of experi- encing compassion outside of the coaching rela- tionship. Finally, we conclude with a discussion of the implications for future research on leadership and leadership development, as well as implica- tions for leadership development and education.
LEADERSHIP, POWER STRESS, AND THE BODY’S RESPONSE
Leadership requires the exercise of influence or power (Kotter, 1982; McClelland, 1985; Yukl & Van Fleet, 1990). It requires having an impact on others and making things happen. It also involves a de- gree of responsibility for the organization. Further, the higher a person is elevated in an organization, the more “power” is involved in their role (Kotter, 1979), because they must influence the behavior and decisions of people upon whom they depend for organizational performance and for whom they are responsible. Success and effectiveness in lead- ership positions have been shown to be predicted by a leader’s power motivation (McClelland, 1985; McClelland & Boyatzis, 1982; Fontana et al., 1987; Jenkins, 1994; Jacobs & McClelland, 1994) when modified by unconscious and conscious self- control.
The exercise of leadership does not require that a person be in a powerful position (i.e., the boss). For example, a person could show thought leader-
ship by declaring an innovation. But both involve influencing others and, therefore, the use of pow- er—the former to get compliance or inspire perfor- mance, the latter to get consideration or accep- tance of ideas. It is the use of power or influence that distinguishes leadership, not the power differ- ential between the leader and others in terms of formal organizational authority (Quinn, 2004). It is precisely this behavioral or functional requirement that distinguishes individuals who are exercising leadership. When this is not viewed as part of the role or activity, the person is less effective (McClel- land, 1975; McClelland & Burnham, 1976). Further- more, such influencing or exercising of power is a major role requirement of individuals in manage- ment or executive jobs (Kotter, 1979).
Being in situations that are perceived to be un- controllable, those involving social evaluation (i.e., others observing and judging), and involving com- mitment to reaching important or salient goals or tasks, or being in situations that merely anticipate events invoking these perceptions and feelings seems to provoke stress more than being in other types of situations (Dickerson & Kemeny, 2004; Sapolsky, 2004). Because individuals in leadership roles have to influence others upon whom they are dependent so that they might do their jobs, and since they may feel responsible for the collective effort and desired progress of the organization, they are frequently, if not daily, in situations that invoke stress. That is, they are personally working on things that are important to them, somewhat uncertain, and that often involve others watching or critiquing. Each condition may invoke stress.
This suggests that leaders are under a steady flow of stress related to the exercise of power and its responsibility. This could be labeled chronic stress, with episodes of acute stress (emerging
FIGURE 1 Theoretical Model of Sustainable Leadership and Compassion
2006 9Boyatzis, Smith, and Blaize
from a sudden or unexpected crisis). This combi- nation of stress is said to increase the “allostatic load” on individuals (Dickerson & Kemeny, 2004; Ray, 2004; Segerstrom & Miller, 2004), which can lead to a variety of deleterious consequences.
As a result of this demand for influencing others and the increased responsibility of the position, leaders experience a form of stress called “power stress” (McClelland, 1985) to differentiate it from other causes or types of stress, such as stress that might result from loneliness, being rejected, fear of failure, or physical exhaustion. That is, power stress is part of the experience that results from the exercise of influence and sense of responsibility felt in leadership positions. In addition, to be ef- fective as a leader requires the regular exercise of self-control: placing the good of the organization above personal impulses and needs (McClelland, 1975; McClelland & Boyatzis, 1982). This exercise of self-control is also stressful (Baumeister, Heather- ton, & Tice, 1994; Sapolsky, 1999, 2004), with or with- out the exercise of influence. In other words, to inhibit an impulse, deny an urge, or hold back from saying something requires exertion of energy, con- sciously or unconsciously. A person must take at- tention from other thoughts or functions to focus on controlling a thought, feeling, or action. To sustain the self-control requires constant exercise of this focus and energy. Therefore, effective leadership invokes both power stress and stress from the ex- ercise of self-control frequently resulting in the likelihood of the experience of chronic power stress.
The experience of power stress, like most forms of stress, arouses the sympathetic nervous sy
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