Course Syllabus for
HDDR 6372 PERFORMANCE COACHING
Dr. Robert Barner
Office: Legacy Campus, Bldg. 3, Suite 118, Room 118B
Office Hours: (by appointment only) Thursdays & Fridays; 9:00 a.m. – 4:00 p.m.
Tel: 214-621-1514
E-mail: ibscribe@earthlink.net
Course Overview
Performance coaching is designed to help managers address significant behavioral problems or leadership style issues that are adversely impacting their performance. This course introduces students to research on interpersonal and leadership style issues that have been shown to play key roles in leadership success or failure. Students are also introduced to research related to leadership “derailment”, or failure patterns observed in managers who have been previously assessed as being high-potential leaders. Students also review studies that evaluate the impact of coaching practices on outcomes in coaching.
Within this course students learn about the most common performance coaching challenges that are likely to be encountered in performance coaching. They learn how to meet and address resistance to coaching and learn the intricacies of client contracting, with particular attention to establishing clear and detailed expectations for performance improvement. Students learn how to help clients and their organizational stakeholders gain alignment on the performance metrics they will use to gauge the effectiveness of the coaching process. Students are also shown how to adapt coaching interventions to this most difficult of coaching areas. Finally, students engage in structured practice in conducting performance coaching sessions.
Course Content
First Weekend: February 5-7, 2010
Friday; 4 – 9 pm; Sat-Sun 8:30 am – 5:30 pm
Pre-work:
· “Leadership is a Contact Sport” Marshall Goldsmith
· “The Targeted Assessment Coaching Interview” Robert Barner
· “Coaching Executives for Business Results” Alyssa M. Freas
· “Getting Smart: Clarifying Coaching Goals & Roles” Robert Witherspoon
· “The Coaching Process: Guidelines and Protocols” Perry Zeus & Suzanne Skiffington
Content:
· The unique challenges faced by performance coaches
· Leadership style and behavioral patterns that are associated with managerial success or failure
· A model for executive coaching
· Establishing the coaching partnership: roles & accountabilities
· Contracting for performance coaching – Why outcomes and metrics are important to the success of performance coaching
· Establishing trust and working through issues of resistance
· Adapting the assessment process to the unique needs of performance coaching
· Gaining stakeholder alignment on success factors and coaching guidelines
· Evaluating Contextual Factors [changes to organizational structure, underlying job requirements, etc.] that can affect the success of coaching engagements
· Homework assignment: obtaining multi-rater feedback
Second Weekend: February 19-21, 2010
Friday; 4 – 9 pm; Sat-Sun 8:30 am – 5:30 pm
Pre-work:
Articles:
“360 Feedback: Best Practices to Ensure Impact” Center for Creative Leadership
“Coaching for Behavioral Change” Marshall Goldsmith
“Executive Focus: How leaders lose it, how to regain it” DDI
“Why executives derail: perspectives across time and cultures” Ellen Van Velso and Jean Brittain Leslie
“Try Feedforward instead of Feedback” Marshall Goldsmith
Content:
· How to balance accountability and commitment
· Conducting the first coaching session
· Conducting the check-in process with organizational stakeholders:
· Modeling of a performance coaching scenario by the instructor
· Structured role-play and practice in performance coaching
· Conducting the second coaching interview session
· Conducting the check-in process with organizational stakeholders
· Dealing with setbacks and failures
Structured Peer-Coaching Practice:
A critical part of developing your expertise in coaching involves being able to objectively understand the communication style that you bring into the coaching process. To build skills in this area during the course you will be provided with a number of structured role plays that place you in the role of a coach. In addition, you will also be asked to engage in one actual peer-coaching practice situation.
To prepare for this coaching situation during the first class session you will be asked to select a coaching partner. During the last class session you and your partner will take turns presenting each other one leadership development issue that you each are currently attempting to address. This can be a career development decision that you are facing, or a leadership style or work relationship issue that you are currently attempting to revolve. During the last class you will have 30 minutes to present your issue to your partner, with your partner playing the role of peer-coach. Immediately after the session your partner will provide you with feedback, through use of a feedback form provided by the instructor.
COURSE TEXT
In lieu of a text, students will be asked to purchase a binder of articles containing required readings. Students will be notified by email in advance regarding required pre-readings for each course session.
GRADING PROCESS
The course evaluation process is as follows:
a) 50% of the final grade will be based on the evaluation of a case study. Cases are evaluated on eight factors: clarity of problem definition, the degree to which causal factors are clearly identified from the facts of the case, the development of preventive and corrective actions that are supported by the facts of the case, style and format, clarity of organization, depth of analysis, and completeness (the degree to which the case questions posed by the instructor are fully addressed). A rubric covering the case is provided in this outline.
b) 50% of the course grade will be based on completing a written self-evaluation of a coaching simulation. During the second weekend of class each student will be asked to audiotape a 30-minute developmental coaching session with another student, with students randomly paired by the instructor. Students will be asked to transcribe a 10-minute section of their interviews and write a 6-10 page self-analysis of their coaching style and approach, based on an interview assessment protocol provided by the instructor. The instructor will provide students with personalized feedback on the effectiveness of their coaching interventions. Please note that before recording the session you will need to make certain that your partner is comfortable with the idea of having their coaching issue recorded and reviewed by the instructor. Papers and accompanying transcripts are to be emailed to the instructor no later than Friday, March 12th. All papers and transcripts should be submitted to Kay Barclay at kbarclay@smu.edu. When submitting papers and transcripts please do not include your name. Instead use your student ID number as your identifier.
c) Important Note Regarding the Grading Policy for Papers and Projects: All papers and projects are due on the dates indicated. Papers and projections that are received more than two weeks late will be automatically downgraded a letter grade (Examples: from A to A-, or from A- to B+). No papers or projects will be accepted more than 30 days past the specified due dates.
The grading scale for papers, exams, and cases is as follows:
94 – 100 = A 84 – 86 = B
90 – 93 = A- 80 – 83 = B-
87 – 89 = B+ 77 – 79 = C+
Academic Policies of Special Importance to Students:
Academic Integrity and Ethical Conduct as an SMU Student:
Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are both the foundation and the goals for this program. Please reference and review the university policies on the responsibilities, policies, and penalties regarding academic honesty.
http://www.smu.edu/studentlife/PCL_05_HC.asp
Religious Observance.
Religiously observant students wishing to be absent on holidays that require missing class should notify their professor in writing at the beginning of the term, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence.
Disability Accommodations: Students needing academic accommodations for a disability must first contact Ms. Rebecca Marin, Coordinator, Services for Students with Disabilities (214-768-4557) to verify the disability and establish eligibility for accommodations. They should then schedule an appointment with the professor to make appropriate arrangements.
Class Decorum:
To foster a good learning environment for yourself and your fellow students we ask that you adhere to the following guidelines during class:
Key Learning Objectives and How Learning Objectives Are to Be Achieved
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Key Learning Objectives |
Measurable Outcomes |
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1. Identify the unique coaching challenges that differentiate performance coaching from transitional or developmental coaching. |
Students will be given a written summary of a coach who is about to initiate a performance coaching sessions. Based on this summary students will be able to a) identify the unique coaching challenges that the coach is likely to face, and b) explain how these coaching challenges are representative of the unique demands of performance coaching engagements. |
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2. Identify, from behavioral observations and background data on a leader, leaders style and behavioral patterns that are likely to be contributing to work performance issues. |
Students will take part in a coaching simulation involving a) a background summary of a leader who is seeking performance coaching to address certain performance issues, b) a mock interview with the leader and, c) mock interviews with the leader’s manager, and the leader’s team members and peers. Working in teams, students will be asked to consolidate this information to arrive an an assessment of the most critical factors that are contributing to the leader’s performance issues. They will also be asked to link their conclusions to available research regarding underlying leadership and behavioral patterns that have been shown to influence leadership job success, with specific attention to research on leadership derailment. |
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3. Conduct an initial coaching session to clearly define the client’s expectations for coaching, to assess performance improvement issues, and to set goals for improvement. |
Based on the conclusions that they develop in objective #2, students will be asked to engage in a role play situation with another student representing the client, and to use the session to convey their framing of the client’s performance issues, confirm the client’s expectations for coaching, and jointly set goals for improvement. Students will receive written feedback from their partners on their application of coaching competencies, based on the use of a coaching feedback form provided by the instructor. |
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4. Evaluate contextual factors (changes to organizational structure, underlying job requirements, etc.) that can affect the success of coaching engagements. |
Students will be provided with supplemental information that builds on the case material summarized in objective #3. This information will reference changes the client’s organization is about to encounter in its reporting structure, job requirements, and leadership roles. Based on this new information, students will be asked to reassess the initial recommendations that they had developed to address the leader’s performance issues. |
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5. Create a performance consulting contract that addresses the expressed needs of the client and organizational stakeholders |
Based on the information provided under objectives #2 and 3, students will be asked to engage in a role play scenario in which they meet with their client to formalize the client’s performance improvement needs and coaching goals into a contract. Students will receive feedback on their application of coaching contract guidelines both from their peers and the instructor. |
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Rubric for the Coaching Case |
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Grading Components |
Grading Factors Related to Case Content |
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Background Information |
1-3 Points |
4 -7 Points |
8 -10 Points |
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In this section you will be asked to provide a brief description of those key factors that provide a contextual framework for understanding the underlying causes of the coaching issue.
This section is typically ½ - 1 double-spaced, typewritten page.
This section counts as 10% of the total grade for this assignment. |
The background information is largely incomplete, providing only a vague description of the case.
Example: “This case concerns a request for coaching assistance by Carlos Hernandez, an IT manager.”
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The coaching case contains some of the relevant background information on the client(s).
Example: “Example: “This case concerns a request for coaching assistance by Carlos Hernandez, Director of Software Development within the IT department of Acme Corp. Carlos is a relatively new manager, having joined Acme only six months ago.”
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All relevant contextual background information on the client or client company is accurately described. In addition, important detail has been provided relating to critical events that led up to the presenting problem.
Example: “Example: “This case concerns a request for coaching assistance by Carlos Hernandez, Director of Software Development within the IT department of Acme Corp. Carlos is a relatively new manager, having joined Acme only six months ago. Carlos replaced Carol Smith, the previous director who had been with Acme for over 15 years, and who was well respected by her work team. It appears that Carlos’ new work team is unsure as to the circumstances regarding Carol’s dismissal, or the factors that led Carlos to be chosen as Carol’s replacement.”
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Problem Definition |
1-3 Points |
4 -7 Points |
8 -10 Points |
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In this section you will be asked to provide a summary of the coaching assignment, as described by both the client (the coachee) and the client’s manager.
This section is typically ½-1 double-spaced, typewritten page.
This section counts as 10% of the total grade for this assignment. |
The coaching issue is vaguely defined, or contains statements hat imply underlying causes of the problem or proposed solutions.
Examples: “The problem was that Carolos was viewed as being a micromanager and he didn’t understand the company.”
“The problem was that Carlos didn’t have a good onboarding process.” |
The coaching assignment is carefully defined and avoids statements that imply underlying causes or proposed solutions.
Example: “Carlos’ manager has indicated that several of Carlos’ team members have complained that his leadership style is viewed as too directive and confrontational. From Carlos’ perspective, the only ‘problem’ that he faces is that he has received insufficient support from his manager.”
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The coaching assignment is carefully defined and avoids statements that imply underlying causes or proposed solutions. In addition, the problem definition identifies key events leading up to the proposed problem.
Example: “Carlos’ manager has indicated that several of Carlos’ team members have complained that his leadership style is viewed as too directive and confrontational. From Carlos’ perspective, the only ‘problem’ that he faces is that he has received insufficient support from his manager. Carlos has also shared his concern that he was brought in to Acme to initiate an aggressive change management process within his function. He indicates that he is struggling with the best way of aligning this goal with his desire to build positive relationships with the members of his work team.”
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Causal Factors |
1-7 Points |
8 - 14 Points |
15 -20 Points |
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In this section you will be asked to identify those key underlying causal factors that were within the control of the client(s), and which were shown to be related to the onset and development of the coaching problem or issue.
This section is typically 2-3 double-spaced pages in length.
This section counts as 20% of the total grade for this assignment. |
Identified causal factors are only vaguely described, and may extend to broad environmental circumstances that were outside of the client’s control.
Example: “One major causal factor was that the events took place during an economic downturn.”
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All relevant causal factors are clearly described and are supported by the facts of the case. In addition, the student lists only those factors that were within the direct control of the client.
Example: “Carlos had only been on board for three months and had come from a company that had a completely different organizational culture. These factors contributed to the difficulties that Carlos faced in attempting to balance the performance demands of his new organization with the need to build good work relationships with the members of his work team.”
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All relevant causal factors are clearly described and are supported by the facts of the case. Only those factors that were within the direct control of the client are listed. In addition, the student refers back to specific events or incidents in the case to substantiate the importance of these causal factors.
Example: “Carlos had only been on board for three months and had come from a company that had a completely different organizational culture. These factors contributed to the difficulties that Carlos faced in attempting to balance the performance demands of his new organization with the need to build good work relationships with the members of his work team.
An example (page 3 of the case) involves Carlos’ first goal-setting meeting with his new team. He missed using this meeting as an opportunity to discuss his role as a change agent in helping his company meet tougher performance demands.” |
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Recommended Preventive Actions |
1-7 Points |
8 - 14 Points |
15 -20 Points |
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In this section you will be asked to identify the most important actions that the coaching client could have taken to have prevented the coaching problem or issue from occurring.
This section is typically 2-3 double-spaced pages in length.
This section counts as 20% of the total grade for this assignment. |
Recommendations are not supported by the facts of the case, or the student generates ‘grocery list’ of recommendations that are not organized into coherent themes. Recommended actions are incorrectly categorized as either preventive or corrective actions. Key recommendations are not distinguished from supporting recommendations.
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Recommendations are highly supported by the facts and are organized by themes. Appropriate distinctions are made between those actions that are preventive in nature, and those that are corrective. Key recommendations are distinguished from supporting recommendations.
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Recommendations are highly supported by the facts and are organized by themes. Appropriate distinctions are made between those actions that are preventive in nature, and those that are corrective. Key recommendations are distinguished from supporting recommendations.
In addition: The student notes the relative tradeoffs (effectiveness, time required for implementation, scale of change required) that are required to implement different courses of action.
The student mentions, where relevant, the risks entailed (financial, risks associated with bringing about extensive change, etc.) in a particular course of action.
The student gives careful attention to the most appropriate timing of each recommended action.
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Recommended Corrective Actions |
1-7 Points |
8 - 14 Points |
15 -20 Points |
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In this section you will be asked to identify the most important actions that the coaching client could take to resolve or correct the coaching problem or issue, once it is underway.
This section is typically 2-3 double-spaced pages in length.
This section counts as 20% of the total grade for this assignment. |
Recommendations are not supported by the facts of the case, or the student generates ‘grocery list’ of recommendations that are not organized into coherent themes. Recommended actions are incorrectly categorized as either preventive or corrective actions. Key recommendations are not distinguished from supporting recommendations.
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Recommendations are highly supported by the facts and are organized by themes. Appropriate distinctions are made between those actions that are preventive in nature, and those that are corrective. Key recommendations are distinguished from supporting recommendations.
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Recommendations are highly supported by the facts and are organized by themes. Appropriate distinctions are made between those actions that are preventive in nature, and those that are corrective. Key recommendations are distinguished from supporting recommendations.
In addition: The student notes the relative tradeoffs (effectiveness, time required for implementation, scale of change required) that are required to implement different courses of action.
The student mentions, where relevant, the risks entailed (financial, risks associated with bringing about extensive change, etc.) in a particular course of action.
The student gives careful attention to the most appropriate timing of each recommended action.
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Grading Factors Related to the Style, Format, and Organization of the Paper |
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Style & Format |
1-3 Points |
4 -7 Points |
8 -10 Points |
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This section counts as 10% of the total grade for this assignment. |
The paper contains several spelling and grammatical errors and is sloppily formatted. (Example: The tile page does not include the date, course title, instructor’s name, or student’s name.)
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The paper contains a few spelling or grammatical errors and is, to a large extent, properly formatted. |
The paper contains no spelling and grammatical errors and is properly formatted. |
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Objectivity |
1-3 Points |
4 -7 Points |
8 -10 Points |
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This section counts as 10% of the total grade for this assignment. |
The student engages in rampant editorializing and fails to substantiate his or her positions with the facts of the case.
Examples: “I personally believe that…” “ Based on my thirty years of experience I would recommend that…”
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The student occasionally blends in editorial commentary with arguments derived from the facts of the case.
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The student provides a fact-driven analysis that omits editorial commentary.
Example: “The executive’s leadership style issues can be seen in the ineffective manner in which he attempted to prepare his team (page 5 of the case) for the sales presentation to Beta Company. Several times during this meeting the executive interrupted other team members and failed to provide them with opportunities to fully air their views.” |
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Rubric for Determining Grades for the Coaching Practice Session |
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Grading Factor |
Definition |
Scoring Scale |
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Low 1-6 Points |
Moderate 7-12 Points |
Strong 15-19 Points |
Exceptional 20-25 Points |
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Application 20% of Grade |
Ability to put into practice basic coaching guidelines (asking probing questions, use of clarifying questions, checking assumptions) |
Has difficulty establishing rapport. Follows few coaching guidelines: * Continually interrupts coaching partner * Interjects own values on the client * Doesn’t effectively probe on key issues * Prematurely attempts to provide guidance or counsel |
Establishes rapport, but inconsistently follows coaching guidelines. |
Establishes rapport, and consistently follows coaching guidelines. |
Establishes good rapport. Consistently follows coaching guidelines and knows how to effectively apply those guidelines.
Example: Knows when and how to employ probing questions. |
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Use of Feedback 10% of Grade |
Degree to which student incorporates feedback from the coaching partner in the learning process |
Doesn’t incorporate feedback from coaching partner into self-analysis.
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Draws a few generalized conclusions from partner’s feedback.
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Probes during feedback session to obtain a clear view of coaching performance |
Probes during feedback session to obtain a clear view of coaching performance. |
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Self-Assessment 20% of Grade |
Ability to accurately self-assess one’s coaching style
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Self-analysis is vaguely worded
Example: “I need to be a better communicator.”
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Self-analysis is somewhat detailed.
Example: “I need to work more on listening.”
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Self-analysis is very detailed.
Example: “I need to work more on listening. I noted three times during the conversation when I responded without first confirming that I understood what my partner was saying.”
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Self-analysis is very detailed, and development needs are precisely worded. Vague development terms are “unpacked” through the use of behavioral descriptors.
In addition, consolidates all self-observations and feedback, with knowledge of past history into a concise set of “lessons learned”
Example: “I need to work more on listening. I noted three times during the conversation when I responded without first confirming that I understood what my partner was saying. This relates to the feedback that I received from my partner, which was…” |
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Self-Development 20% |
Ability to incorporate self-observations and feedback into a meaningful self-development summary. |
Overlooks obvious areas for development. [Doesn’t note consistent pattern of failing to listen to the client’s concerns] |
Identifies some critical areas for self-improvement. |
Identifies several critical areas for self-improvement. |
Identifies several critical areas for self-improvement and suggests actions to support this improvement. |
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Listening 15% of Grade |
Ability to accurately and clearly listen to and reflect back to the client, the client’s development needs |
“Overtalks” the client.
Does not paraphrase what the client is saying.
Frequently shifts the conversation away from the client’s concerns,.
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Gives the client sufficient opportunity to talk.
Makes little use of paraphrasing.
Occasionally wanders off the conversation topic. |
Gives the client sufficient opportunity to talk, and often encourages the client to expand on his or her views.
Frequently paraphrases what the client is saying.
Seldom wanders off the conversation topic. |
Gives the client sufficient opportunity to talk, and often encourages the client to expand on his or her views.
Frequently paraphrases what the client is saying. In addition, will occasionally connect the client’s ideas through the use of a summarizing statement.
Seldom wanders off the conversation topic. In addition, helps the client remain focused on the topic at hand. |
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Thoroughness 15% of Grade |
Ability to provide complete and detailed information |
Transcript lacks line codes.
Transcript comments are not referenced in the analysis.
Transcript includes less than 10 minutes of coaching dialogue. |
Transcript contains line codes.
Transcript comments are referenced in the analysis, but lack line codes.
Transcript includes at least 10 minutes of coaching dialogue. |
Transcript contains line codes.
Transcript comments are referenced in the analysis, along with line codes.
Transcript includes at least 10 minutes of coaching dialogue.
A brief preface is provided that tells the reader with context regarding the discussion that led up to the transcript extraction. |
Transcript contains line codes.
Transcript comments are referenced in the analysis, along with line codes.
Transcript includes at least 10 minutes of coaching dialogue.
A brief preface is provided that tells the reader with context regarding the discussion that led up to the transcript extraction. |