To this point in the final project, you have assisted your coachee to (1) develop two professional objectives and assess their significance, (2) identify p

Project: Coaching

Coaching Session 4

To this point in the final project, you have assisted your coachee to (1) develop two professional objectives and assess their significance, (2) identify possible obstacles to the objectives, and (3) determine some possible strategies and action steps for reaching the objectives. During the final week of the project, you will be moving towards closure in the coaching relationship and evaluating the effectiveness of your work with your coachee. 

Because of the short duration of the coaching practicum, concluding whether significant progress has been made towards achieving the desired outcomes might be unclear. However, as you complete your coaching interaction, it is important for you and your coachee to reflect on the process in which you engaged as a collaborative team, including how you will bring the coaching relationship to a close and what next steps the coachee will take. In other words, the reflection is about the quality of the process and next steps more than the success of reaching the objectives. 

Week 5 Assignment As the student-coach, you should address the following questions. 

Assessment of Tasks and Process:

· What tasks were identified and successfully completed by you and your coachee during the coaching relationship?

· How would you assess your coachee’s participation, open-mindedness, and willingness to be coached?

· Did you hold your coachee accountable for completions?

· How did you do this?

· Were your methods successful? Why?

· How would you assess your effectiveness as a coach?

· What specifically did you learn about yourself through this process?

· What coaching strengths and weaknesses emerged through this process?

· What did you learn from this coaching experience?

· How did your coachee assess your effectiveness as a coach? What gaps exist, if any, between your self-assessment of your performance and your coachee’s assessment of your performance?

· What would you do differently if you had the opportunity to re-do the coaching project?

· What did you learn about the potential for coaching to enhance the professional development of individuals in an organization? To enhance the productivity of an organization?

· If it were possible to do so, how would you infuse coaching into your organization?

· How did this project affect your leadership knowledge and skills?

· What is your overall assessment of this coaching process? Was it a valuable experience for you and your coachee? Why or why not? 

Assessment of Next Steps

· What next steps, if any, have you and your coachee agreed to work on?

· Will your coachee continue the coaching process with a certified coach?

· What next steps have you identified for yourself to continue your own professional development? 

Assessment of Appropriate Closure

· How did you close your coaching relationship?

· How did you and your coachee feel about this relationship coming to a close?

· Did you discuss this closure and your respective feelings with each other?

· Does your coachee feel comfortable moving forward with the plans and objectives independent of the coaching relationship?

· Have you ensured confidentiality of all communications and properly destroyed all written communications? 

Submission Details:

· Organize and submit your report in a five- to seven-page Microsoft Word document, using APA style.

Due by 10/20/24 at 7pm CST

Requirements

· 1. Make certain to include in text citations from your course text in addition to your outside leadership resources within your main  post. This adds credibility to your argument. [Textbook]: Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.) . McGraw Hill. ISBN: 9780071703406

· 2. No plagiarism will be tolerated. Must be in 7th Edition APA format with cited sources within the last 5 years.

· 3. No AI support, score must be 0% and less than < 10% score on Turnitin

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Memo Criteria: 1. Evaluated why the proposed coaching partner represents a suitable relationship for the project 2. Well supported by research. 3. The writer’s overall argument and language are clear and tightly focused, leaving the reader with no room for confusion about author’s intent. Text is basically error free, so that a reader would have to purposely search to find any errors that may be present. Using Academic/APA format proficiently. Text is basically error free.

4. Please also build a 4 week step plan to achieve the "goals to accomplish" Coachee: K. Doss Job Title: Senior Enrollment Manager for X-University Relationship: Friend and Former Colleague Friendship Tenure: 10 years Goals to accomplish: 1. 25% active student enrollment increase Month over Month 2. Decrease cancellations of applications by 15% Month over month Objective: 1. To get Advisors more acclimated to Student Platforms, such as ZOOM contact center, which allows Advisors to be more efficient and successful with contacting students in a timely manner which will possibly reduce the cancellations of student enrollments and possibly increase the retention of the students moving forward with the next start in 4 weeks.

DO NOT USE THIS INFORMATION BELOW AS IT WAS USED WITH AN AI-PROMPT. THIS IS ONLY TO BE REFERENCED WHEN CONSTRUCTING THE 1 TO 2 PARAGRAPH MEMO NEEDS!

K. Doss, the Senior Enrollment Manager for the X-University, represents a suitable coaching partner for this project. As a friend and former colleague with a decade-long relationship, a strong foundation of trust and mutual understanding already exists, which is crucial for effective coaching (Zenger & Stinnett, 2010, p. 31). Additionally, her role as a senior manager overseeing enrollment aligns with the project's goals of increasing active student enrollment and reducing application cancellations.

Research suggests that successful coaching relationships are built on trust, open communication, and a shared commitment to growth (Campone, 2015, p. 47). The long-standing friendship and professional history with K. Doss provide a solid basis for these essential elements. Furthermore, her position as a senior leader in the enrollment process gives her the authority and influence to implement changes and drive the desired outcomes.

To achieve the goals of a 25% month-over-month increase in active student enrollment and a 15% reduction in application cancellations, a structured four-week step plan could be implemented:

Week 1: Conduct a comprehensive assessment of the current enrollment processes, identifying bottlenecks, inefficiencies, and areas for improvement. Gather data and feedback from advisors and students to understand their challenges and pain points.

Week 2: Develop a training plan to upskill advisors on the ZOOM contact center platform, ensuring they are proficient in utilizing its features to streamline communication and follow-up with prospective students. Implement a pilot program with a select group of advisors to test the effectiveness of the new approach.

Week 3: Evaluate the pilot program's results and make necessary adjustments. Roll out the ZOOM contact center training to the entire advisor team, providing ongoing support and coaching to ensure successful adoption and implementation.

Week 4: Monitor key performance indicators (KPIs) related to enrollment and application cancellations. Celebrate successes and identify areas for further improvement. Establish a continuous feedback loop with advisors and students to maintain momentum and drive sustained progress.

By leveraging the existing trust and rapport with K. Doss, coupled with a structured approach and ongoing coaching support, this project has a strong foundation for achieving its goals and driving positive change in the enrollment process.

References:

Campone, F. (2015). Where's the evidence? A call for research to support coaching practice. International Journal of Evidence Based Coaching and Mentoring, 13(1), 41-59.

Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill.

DO NOT USE THIS INFORMATION BELOW AS IT WAS USED WITH AN AI-PROMPT. THIS IS ONLY TO BE REFERENCED WHEN CONSTRUCTING THE 1 TO 2 PARAGRAPH MEMO NEEDS!

K. Doss, a Senior Enrollment Manager for X-University and a friend of 10 years, represents a suitable coaching partner for this project. As a former colleague, there is already an established rapport and trust, which is crucial for effective coaching relationships (Zenger & Stinnett, 2010, p. 37). Additionally, her role as an enrollment manager aligns with the project's objectives of increasing student enrollment and reducing application cancellations, making her an ideal candidate to benefit from coaching in these areas.

The proposed coaching relationship is well-supported by research, which highlights the importance of mutual trust, respect, and a shared understanding of goals between the coach and coachee (Campone, 2015, p. 47). Furthermore, the objectives of improving communication skills, setting goals, and identifying areas for skill development align with the acceptable objectives outlined for this project (Zenger & Stinnett, 2010, p. 63).

To achieve the goals of a 25% active student enrollment, increase and a 15% decrease in application cancellations month over month, the following four-week step plan is proposed:

Week 1: Establish a clear understanding of the current enrollment and cancellation rates, as well as the processes and systems in place. Identify potential areas for improvement and set specific, measurable, achievable, relevant, and time-bound (SMART) goals (Zenger & Stinnett, 2010, p. 71).

Week 2: Focus on improving advisor proficiency with the ZOOM contact center platform. Provide training and coaching on effective communication strategies, time management, and leveraging the platform's features to enhance student engagement and responsiveness.

Week 3: Implement strategies to streamline the enrollment process and reduce application cancellations. This may include improving communication with prospective students, addressing common concerns or pain points, and enhancing the overall student experience.

Week 4: Evaluate the progress made, celebrate successes, and identify areas for continued improvement. Establish a plan for ongoing coaching and support to sustain the positive changes and ensure long-term success in achieving enrollment and retention goals.

References:

Campone, F. (2015). Where's the evidence? A call for research to support coaching practice. International Journal of Evidence Based Coaching and Mentoring, 13(1), 41-59.

Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill.

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3

Memo on Coaching Partnership

Student Name

Lecture Name

Course

Date

Memo on Coaching Partnership

My coachee, is the Senior Enrollment Manager at X-University, K. Doss oversees the admissions team and also promotes student enrollment. Being connected with K. Doss for more than ten years and having worked together in the past, I have considerable knowledge of her leadership style and the difficulties she faces, which makes her effective for this coaching project. The relationship mirrors a high regard for each other, along with honesty that permits us to develop the trust essential for success within coaching situations (Zenger & Stinnett, 2010). Our coaching target is to raise student enrollment and to cut down on cancellations, which is directly related to her current situation and gives this partnership relevance for future career growth. In addition to that, her willingness to increase her skills and her leadership role creates a slight chance to execute coaching strategies that can result in visible outcomes, including her goals as well as the course's objectives.

This kind of coaching relationship is especially appropriate because it deals with concrete, measurable objectives while leaving the opportunity for strategic planning and growth. Coaching effectiveness has been evidenced in terms of work outcomes; organizational coaching is understood to be most effective when the focus is on specific, achievable goals like communication and the completion of tasks (Stoetzel & Taylor-Marshall, 2022). Further, the challenges faced by Doss relate to targets like ZOOM and advisor-student communication, making it easier to apply a framework towards coaching intercession. These goals are relatively precise: to raise the number of students by 25% and reduce the number of cancelled applications by 15% wherefrom comes the basis for the coaching process. These metrics give a good starting point to evaluate the progress which makes our coaching sessions goal-oriented, meaningful, and helpful to the professionals.

References

Stoetzel, L., & Taylor-Marshall, S. (2022). Coaching for change: redefining the concept of change within a practice-based coaching model.  International Journal of Mentoring and Coaching in Education,  11(4), 452-466.

Zenger, J. H., & Stinnett, K. (2010).  The extraordinary coach: How the best Leaders help others grow (1st Ed.). McGraw Hill. ISBN: 9780071703406

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2

Coaching Report

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Date

Coaching Report

Recap the Coaching Session

Where did the session occur?

Zoom made the coaching session convenient and flexible for me and my coachee, K. Doss. Despite distance, this virtual format fostered open communication in a casual and engaging manner. Zoom's screen-sharing and interactive technologies improved session efficiency by reviewing documents and strategies in real time. Since the coachee is a tech-savvy Senior Enrollment Manager, using digital tools for coaching fit her work environment. The virtual platform reduced distractions, helping us focus on essential goals.

When did it occur?

We chose [Insert specific date] afternoon for the session based on our availability. This timing was good for both parties because K. Doss could focus without job distractions. The discussion was held during work hours to keep the concerns fresh and relevant to her daily, facilitating a smooth transition from addressing challenges to implementing solutions. The one-hour appointment allowed us to discuss her current concerns and wider student enrollment and retention goals.

Who was being coached?

In this session, X-University Senior Enrollment Manager K. Doss was coached. She manages the admissions team and is vital to student enrollment and application completion. Due to her duties, Doss must increase student enrollment and decrease application cancellations. She has over 10 years of experience in this industry and wants to improve her leadership and departmental methods. The coaching process is engaging for Doss since she is driven and open to new ideas.

Who was the coach?

I coached this session using my organizational development skills and longtime professional friendship with Doss. I understand her leadership style, work atmosphere, and issues from working with her for over a decade. This familiarity built trust and open conversation. My coaching approach was to assist Doss set goals, reflect on her practices, and develop a plan for progress.

Summary of the conversation

As mentioned in earlier documents, K. Doss discussed her professional challenges, specifically her ambition to boost student enrollment by 25% and reduce application cancellations by 15%. We examined how admissions efficiency and advisor-student communication affect these challenges. Doss stressed the need of developing her team's Zoom skills to engage prospective students. To help Doss articulate her goals, I asked, “What specific challenges are your advisors facing with student communication?” and “How do you think improving these processes will impact enrollment rates?” We considered several options and chose to train her squad.

Key details about the relationship or interaction

The trust between Doss and I made our discourse open and fluid. Doss sometimes hesitated to disclose her troubles for fear of appearing inadequate, making it difficult to balance our personal and professional relationships. In future sessions, I'll make sure we maintain a professional boundaries that lets her be vulnerable without judgment. The virtual format worked well for both of us, but I thought future meetings may benefit from greater structure, such as explicit agendas to enhance efficiency.

Prioritize Two Key Objectives

Doss hopes that improving adviser skill with Zoom will improve communication with potential students and reduce application cancellations. Due to Zoom technical issues, many advisers miss student communication and follow-ups. This leads to student disengagement and application withdrawals. Doss wants to streamline communication so advisers can react to student inquiries faster and better. This may improve student retention and help the department fulfill enrollment goals.

Improving teamwork and responsibility is the second goal. Doss noticed that her staff sometimes miscommunicates their roles and responsibilities, causing confusion and inefficiency. She feels that better communication and responsibility will drive her staff to meet goals like minimizing cancellations. We suggested weekly team check-ins to verify advisors are on track and identify areas where they may need more support or resources. These regular meetings would allow the team to celebrate modest achievements and stay focused on the big goals.

Doss needs these two targets to satisfy the university's enrollment goals. Teamwork and digital platform competency will help advisors communicate with students and build a more unified and accountable workplace (Zenger & Stinnett, 2010). Both aims support Doss's professional goals of improving her leadership and team effectiveness.

Evaluate the Personal and Professional Improvements

Doss will profit personally and professionally from achieving these goals. First, teaching her advisors to use digital platforms will lessen her stress from managing inefficient communication networks. Professionally, this enhancement will streamline and improve the enrollment process, which could help her accomplish or exceed her 25% student enrollment objective (Hassanein, 2022). Doss will gain credibility as a team leader by successfully adapting to current technology.

Second, improving team collaboration and accountability will provide Doss the confidence she needs to lead her team to its full potential. She may reach her 15% cancellation reduction objective by creating a clear work environment and duties (Pasanen, 2024). This will help her assign jobs better, freeing up time for higher-level activities.

Finally, achieving these goals will help Doss become a better leader. She will strengthen her management of complex procedures, promote responsibility, and lead her team to success. These developments will strengthen her leadership confidence and open up additional professional growth prospects, such as promotions or university projects with greater challenge.

Clarify Action Steps

To make forward, I must perform a few critical actions before the next session. I will first study Zoom instructional resources and training modules, especially advisor communication tactics. I can give Doss tangible things she can use with her staff right away. Second, I will build a framework for team check-ins with proposed agendas and accountability metrics to ensure structure and emphasis on team goals. Finally, I want to research leadership development material to improve my coaching skills and provide more targeted guidance in future sessions.

References

Hassanein, S. N. (2022). Reimagining Higher-Ed in the New Era: Upskilling Competencies toward Enhancing Enrollment Management. https://www.proquest.com/openview/cdecc4a942ce2aa0cc9fd766bcab373f/1?pq-origsite=gscholar&cbl=5324452

Pasanen, S. (2024). Leadership and Communication in Change Negotiations: Effects on Employee Experience. Www.theseus.fi. https://www.theseus.fi/handle/10024/860949

Zenger, J. H., & Stinnett, K. (2010).  The extraordinary coach: How the best Leaders help others grow (1st ed.) . McGraw Hill. ISBN: 9780071703406

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2

Week 4 Assignment

Student’s Name

Institutional Affiliation

Course Name

Instructor’s Name

Date

Week 4 Assignment

Recap of the Coaching Session

Where did the session occur?

K. Doss and I had a Zoom session for our third coaching session. This virtual format gave us flexibility and allowed us to use screen sharing to examine documents and strategy in real time. Doess's position as a Senior Enrollment Manager requires virtual involvement, therefore Zoom was great for uninterrupted focus. Sharing resources and visual aids made the workshop more engaging and goal-oriented. Virtual environments were comfortable and fostered open conversation..

When did it occur?

Sessions were held Thursday afternoons at 2:00 PM. We chose this period since it fit Doss's work schedule and my availability. The afternoon meeting allowed us to review the day's issues while staying relevant to her team's work at X-University. Progress was assessed and weekly actions were planned in the one-hour session.

Who was being coached?

This session's coachee was X-University Senior Enrollment Manager K. Doss. She manages student enrollment, application cancellations, and the admissions team. Doss has over 10 years of enrollment management expertise and wants to improve her leadership and communication abilities to meet departmental targets like 25% student enrollment growth and 15% application cancellation reduction.

Who was the coach?

I coached this session. I know and have worked with Doss for over a decade, so I understand her leadership style, work atmosphere, and issues. This long-term professional connection has fostered trust and open communication, improving coaching. My strategy was to help Doss improve her leadership and team performance through goal formulation, reflection, and problem-solving.

Summary of the conversation:

In this session, Doss and I reviewed her ongoing concerns, including her objective to increase student enrollment by improving team communication. Many of her advisers struggled with Zoom's technological components, resulting in lost communication with prospective students and application cancellations. “What specific technical difficulties are your advisers facing with Zoom?” and “How could improving these skills impact enrollment and retention?” Doss admitted that her team needed virtual communication tool training. Doss suggested regular check-ins to track progress and clarify roles to increase team accountability and collaboration. The meeting helped Doss recognize that formal technical training and improved teamwork were essential to her ambitions.

Key details about the relationship or interaction:

The long-term professional relationship between Doss and me made the coaching session open. However, Doss sometimes hesitated to fully articulate her concerns, maybe out of concern that it would reflect adversely on her leadership. This showed the need of separating our business and personal relationships to give her a secure, non-judgmental environment to share. I hope to employ a more structured agenda to keep future sessions focused and productive, giving Doss the clarity and support she needs to solve her issues.​

Action Plans for Achieving the First Objective

K. Doss's initial goal is to strengthen her team's Zoom and other digital platform skills to boost student communication and reduce application cancellations by 15%. This action plan begins with a thorough assessment of the team's technical skills and identification of weaknesses. Ask the team to self-report their Zoom and related tool comfort via surveys or informal talks. Doss should implement a planned training program to fill deficiencies after the assessment. Interactive lessons, practice, and role-playing should imitate student interactions. The team may practise Zoom in a controlled setting, strengthening their confidence and technical skills.

In addition to training, an accountability mechanism is needed to track progress. Doss should set clear digital tool expectations and routinely check in with her team to track progress. Advisers might report on student interactions, obstacles, and technological solutions in weekly team meetings. Feedback will let Doss evaluate and adjust the training (Jensen-Doss et al., 2022). This plan will streamline communication and improve staff responsiveness, boosting student engagement and lowering cancellations.

Action Plans for Achieving the Second Objective

Doss's second goal is to improve teamwork and clarify roles and duties in her admissions team to boost efficiency and cohesion. The first step in this plan is to define each team member's job and how it contributes to enrollment goals. Create specific job descriptions and present them to the team in a formal meeting (Sedmak, 2021). Doss should stress how each function is interconnected and how collaboration is essential to attaining the university's enrollment and retention goals. Clarity will decrease uncertainty, assure task assignment, and enable advisers understand how their efforts affect department success.

Next, hold team check-ins to discuss accomplishments, issues, and collaboration opportunities. Doss should encourage team members to communicate their needs and triumphs in these meetings. Weekly meetings may be based on student follow-up or enrollment to accomplish department goals (Zenger & Stinnett, 2010). DOSS might also use team-building exercises to promote trust and communication, making the team more robust to complex situations. By emphasising accountability and collaboration, Doss can reduce application cancellations and increase teamwork (Darling-Hammond et al., 2023).

Action Steps for the Coach

I need to examine Zoom training best practices for higher education workers before the next coaching session. This involves finding instructional materials, seminars, and case studies showing how other colleges have successfully integrated digital tools into enrollment processes. I'll also analyze virtual platform techniques for student engagement, particularly in admissions, to give Doss evidence-based approaches she can apply to her staff. I will also look into setting up performance metrics that match the team's technology use to help Doss measure her impact on enrollment rates and application retention.

Improving my coaching style to provide more structure throughout sessions is another important step. I will t

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