Coaching in the Workplace Curriculum

Transcription

1 Coaching in the Workplace Curriculum 1

2 Coaching in the Workplace Policies The Point Park University Center for Management Excellence has designed this coaching process to teach people to become effective coaches either within an organization or to begin a coaching practice. This process will present the basics needed for those people who want to learn how to effectively coach, be able to sit for the coaching certification examination (if the appropriate academic requirements are met), develop a practice to coach, and help clients achieve a better future. People who are presently working within organizations such as supervisors, managers, and executives who want to effectively coach direct reports will benefit from this learning process. Requirements between each workshop meeting: Fieldwork and homework will be assigned Participants will need to show evidence of practice coaching by completing the peer coaching observation and feedback sheet Participants will have assigned readings from the text and articles on coaching to be read prior to the following meeting Each class will begin with a brief test based on the prior class materials and readings (participants must achieve a passing grade of 70% on all tests) Attendance Class attendance will be taken for each meeting and records will be maintained at the Point Park University Center for Management Excellence. Participants are responsible for successfully completing missed work, workshop notes, all class assignments, and passing all class tests. It is the participants responsibility to finish all required work for completion of the course to receive the Point Park University Coaching in the Workplace Certificate of Completion. Participants can have only one excused absence, which will need to be made up. Grievance Process Most grievances within this process are usually settled in the initial phase with a personal conference with the instructor. If the participant is still dissatisfied, he/she can go to the Executive Director for the Center of Management Excellence; if still dissatisfied, he/she can go to the VP of Student Affairs. The participant is required to act in a professional and erudite manner in presenting his/her grievance. Refund Policy for CME Seminars, Workshops, and Conferences A refund is provided for written cancellations received by Point Park University Center for Management Excellence ten or more business days before the start of the seminar, workshop, or conference and will be refunded at one hundred percent (less the incurred cost for any printed training materials or books). Written cancellations received five or more business days but fewer than 10 business days before the start of a seminar, workshop, or conference will be refunded at fifty percent (50%). There is no refund for cancellations four or fewer business days before the start of the workshop. 2

3 Course Outline The outline for the Certification of Completion procedures and requirements is clearly spelled out in the course curriculum. There are thirty-two hours of class work time. Participants are expected to put in three to five hours of weekly home study for class work review, reading, and peer coaching between each of the workshop meetings for an additional fifteen to twenty-five hours. We expect participants completing the Point Park Coaching in the Workplace Certificate to demonstrate the highest level of coaching competence and ethics. Peer Coaching All participants will be asked to meet with their peer-coaching group weekly for one hour (faceto-face or conference call). During the peer-coaching hour, participants are to practice coaching skills based on the presented materials from the previous class (examples: asking powerful questions, following the coaching format). On a rotating basis, one participant is to complete the peer group weekly work sheet and submit it to the instructor via . Board Certified Coach The Center for Credentialing & Education (CCE) created the Board Certified Coach (BCC) credential as a means to independently verify that applicants have met professional coaching competency standards established by CCE and subject matter experts. These standards reflect the common knowledge, skills and abilities of a professional coach. The BCC is a mark of quality. It demonstrates to the public that a professional coach has: Met educational and training requirements Passed a psychometrically sound coach-specific examination Obtained experience in the field of coaching Professional peer references Accountability to an enforceable ethics code Commitment to continuing education The achievement of the Board Certified Coach credential solidifies the professional identity of the coach. The BCC credential is attractive to professionals who would like to provide independent third-party verification that they have achieved certain coaching competency standards. It is the responsibility of the participant to review the academic requirements to sit for and pass the Board Certified Coach exam to attain that credential. Please go on line: I have read and agree to follow the policies for the Center for Management Excellence Coaching in the Workplace Policies. Participant s Signature Date 3

4 Coaching in the Workplace Curriculum Modules One and Two May 12, 2012 Module One (morning session 8am to 12 noon) Screening and Orientation: These Coaching Work Behaviors focus on client motivation level, informed consent, coach and client roles, and general parameters for establishing the coaching process. Overview of Coaching Process Course overview Building the Skill to be a Professional Coach Review the text: Becoming a Professional Life Coach Lesson, from the Institute for Life Coach Training by Patrick Williams and Diane Menendez Supplemental coaching articles to be provided ICF Core Competencies Creating a Coaching Alliance Qualities of an Effective Coach (complete a skill based coaching inventory) Client motivation level What is Motivation why clients want to be coached (define Energizers and Drainers) Coach and client roles Review Roles of the Coach, Client, and the Client s Boss (if appropriate) Fieldwork (1 hour) Review the Coaching Agreement Review the Client s Welcome Packet (all needed information of the coach and client) Homework: comprehensively read and review the class materials 4

5 Module Two (afternoon session 1-5 pm) Fundamental Coaching Skills: These Coaching Work Behaviors focus on the basic coaching alliance, helping skills, coaching plans, and other essential issues concerning the coaching process. Basics for the Coaching Alliance Discuss differences between Therapy, Mentoring, Consulting, and Coaching Create the Coaching Alliance Develop Coaching Goals Helping Skills and Coaching Plan Develop a Coaching Plan Active Listening (complete a listening inventory to determine the listening style) Powerful questions (what are they, what s their purpose, and how to ask them) Stretch the client Forwarding the Client s Actions (action plan fulfillment) Discuss differences among: Life Coaching, Executive Coaching, and Coaching Fieldwork (2.5 hours) Complete the Welcome packet Customize a Welcome packet you would use with your clients Meet with your peer coaching group Prepare a review of what coaching is and is not All Fieldwork is to be documented as to the work completed and time spent, and is to be signed and dated. Utilize the Fieldwork Form to submit all of your fieldwork. 5

6 Coaching in the Workplace Curriculum Modules Three and Four May 19, 2012 Module Three (morning session 8am to 12 noon) Fundamental Coaching Skills continued: Coaching Process: Three kinds of listening (to, for, and with) Listening Template ( o 1. focus, o 2. mind set, o 3. skills and capabilities, o 4. habits, practices and patterns, o 5. client energy) Define the Coaching Conversation Three parts to a coaching framework Types of coaching conversations Communication Styles Inventory: Four modes of communication Homework: comprehensively read and review the class materials Coaching Action Plan Development Fieldwork (1.5 hour) Practice listening in new ways and document your experiences Review and develop an action plan based on your communication assessment results Meet with your peer coaching group 6

7 Module Four (afternoon session 1-5 pm) Assessment: These Coaching Work Behaviors assess coaching goals, client strengths, and specific issues concerning the coaching process. Review of the material from the prior class Coaching Skills and Competencies Assessment Vignettes on coaching: how to facilitate the coaching process Session Preparation Sheet Client strengths Wins and Celebrations since our last meeting Indentify evidence on client strengths Enhancement of key skills to achieve clients goals Overview of valid and reliable assessments that may be used in coaching (i.e. MBTI, DISC and TKI) Specific issues concerning the coaching process Document what you hear Homework: comprehensively read and review the class materials Complete the Coaching Action Plan Development Fieldwork (2.5 hours) Identify your coaching skills strengths and areas for development Practice documenting what you hear Meet with your peer coaching group 7

8 Coaching in the Workplace Curriculum Modules Five and Six June 2, 2012 Module Five (morning session 8am to 12 noon) Approaches for Individuals: These Coaching Work Behaviors pertain to specific skills aimed at facilitating the client s desired goals during the coaching process, including monitoring client progress, decision-making, and use of resources. Facilitating the client s desired goals Review of the material from the prior class Coaching Alliance: setting the stage, maintaining the integrity of coaching and not consulting Monitoring client progress Continually monitoring client achievements through session preparation and focus toward goal achievement based on session preparation documents Decision-making Decisions Making Trees (asking the right questions to guide making effective decisions) Coaching process: o Beginning: establish trust and rapport; coaching in the present o Middle: active listening, powerful questions, direct communication, and creating awareness o End: designing actions, planning and goals setting, and managing progress and accountability Fieldwork (2.5 hours) Homework: comprehensively read and review the class materials Coaching alliance practice Review and practice the coaching process Complete the Coaching Action Plan Development Meet with your peer coaching group 8

9 Module Six (afternoon session 1-5 pm) Approaches for Businesses and Organizations: These Coaching Work Behaviors include organizational roles, change process, mentoring, and conflict management related to the coaching process. Morning Session: (8am to 12 noon) Review of the material from the prior class Conflict Management Resolution: using Thomas Kilmann Conflict Mode Instrument (TKI) Prochaska s Readiness for Change Theory (pre-contemplation, contemplation, preparation, action, maintenance and termination) Review and discuss Kegan s Levels of Consciousness: o Ego o Socialized o Independent Self o Inter-Individual o Sacred Personal skills to achieve personal change, flexible goal focus, asking the right questions, looking for alternatives, and Iceberg Effect Understanding changes from within, review and discuss Hudson s Model: o Go for it o Doldrums o Cocooning o Getting Ready Fieldwork (1.5 hours) Review and theoretically implement Prochaska s model Review and theoretically implement Kegan s model Review and theoretically implement Hudson s model Meet with your peer coaching group 9

10 Coaching in the Workplace Curriculum Modules Seven and Eight June 9, 2012 Module Seven (morning session 8am to 12 noon) Approaches for Businesses and Organizations Continued: Organizational change (organized abandonment, organized improvement, asking what/ who/when questions, analyzing success) To begin the change process, use four criteria: o 1. Issue for change needs to be identified, o 2. Is a perceived need or want, o 3. Is a systematic or strategic implementation and measurement need, o 4. Will close the gap between the present and desired future The skills and resources needed to close the gap must be realistic and attainable considering the present situation Homework: comprehensively read and review the class materials Coaching Action Plan Development Module Eight (afternoon session 1-5 pm) Ethical and Professional Practice: These Coaching Work Behaviors focus on codes of ethics, advocacy, continuing education, and personal barriers to the coaching process. Code of ethics o ICF Code of Ethics o Vignettes/Ethics o How to demonstrate coaching competencies in an ethical manner Continuing education, and personal barriers to the coaching process. o Review of the Session Preparation format as it applies to ethics o Confidentiality Skype Secured platform Right to privacy Coaching Action Plan Development Graduation: Certificates of Completion 10

11 Summary The four workshop meetings and fieldwork will give participants the experience of learning to be an effective coach by providing each participant with the opportunity to practice and build the skills needed to be a professional coach. It is important that each participant devote the time and energy to the class work and homework to become proficient in coaching. Participants will need to make their time enjoyable and productive by immersing themselves in the learning process. There are many resources at the participants disposal; they need to take advantage of all that Point Park University Center for Management Excellence has to offer through this learning experience. It is the responsibility of the participant to review the requirements to sit for and pass the Board Certified Coach exam to attain that credential. Coaching in the Workplace Biography of the Instructors Dr. Rex Gatto holds an Undergraduate and Master s Degree in Education from Duquesne University, a Master s of Arts in Counseling Psychology from Norwich University, a Ph.D. from the University of Pittsburgh and Pennsylvania Certifications as an Educator and Supervisor of Curriculum and Instruction. Dr. Gatto is a Licensed Professional Counselor, Board Certified as a: National Certified Counselor (NBCC), Cognitive Therapist and Anxiety Specialist, Hypnotherapist, and a Nationally Certified Psychologist. Dr. Vincenne Revilla Beltran holds a B.A. degree in both in Psychology and Behavioral Science from Point Park University, a M.S. Ed. in Counselor Education from Duquesne University and a Ph.D. in Counselor Education from the University of Pittsburgh. Dr. Beltran is a Nationally Certified Counselor (NBCC), a licensed professional counselor in Pennsylvania, and an independent consultant. She was one of three Pennsylvanians chosen for the first Hispanic Leadership Fellows Program. 11