Part 1- Effective Experience:

At my previous job, my manager provided me with guidance and support during a challenging project. Giving advice to help employees improve their performance (Grote, 2011). She listened to my concerns, asked questions pertaining to my topic, and offered valuable insights based on their experience. The coach demonstrated effective coaching by providing constructive feedback before the deadline, point out my strengths, and gave me advice on what she think I should or could have done better. Overall, their supportive and collaborative approach facilitated my professional growth and contributed to the project's success.

Ineffective Experience:

In an ineffective coaching experience at my workplace, a senior colleague attempted to coach me on improving my presentation skills. However, instead of offering constructive feedback and actionable suggestions, he criticized my performance without providing specific examples or guidance for improvement. Their approach lacked empathy and failed to acknowledge my efforts or strengths, which left me feeling demotivated and discouraged. I feel like he could have adopted a more constructive and supportive approach by highlighting areas for improvement and offering practical tips or resources to enhance my presentation skills. Additionally, he could have encouraged me to practice and provided opportunities for feedback and reflection to facilitate continuous improvement.

Key Takeaways for Developing Coaching Skills:

• Active Listening: Practice active listening skills to fully understand the perspective, concerns, and goals. Getting the employee talking won't do much good if you fail to listen. Listening helps us understand (Harvard Business School Press, 2006). Demonstrate empathy and validate their experiences to build trust and rapport.
• Constructive Feedback: acknowledge their strengths and accomplishments while providing guidance for improvement.
• Empowerment and Support: empower the coachee to take ownership of their development journey by involving them in decision-making processes and offering resources to support their growth.

Reference

Grote, D. (2011). Providing day-to-day coaching

Download Providing day-to-day coaching. In How to be good at performance appraisals: Simple, effective, done right (pp. 71-88). Harvard Business Review Press

Harvard Business School Press. (2006). Becoming a better coach. In Performance management: Measure and improve the effectiveness of your employees (pp. 1-14). Harvard Business School Publishing Corporation.

part 1- Respond to two or more of colleagues' posts in one or more of the following ways:

• Provide a supporting or alternate perspective on your colleague's example of an effective or ineffective coaching situation.
• Share a related personal experience of effective or ineffective coaching and its impact on you individually.
• Suggest one or more additional takeaways that your colleague might consider.
• avoid ai tools, list cited resources used at the end

part 2-During one effective coaching session, my coach actively listened to my concerns and goals without judgment or interruption. They employed powerful questioning techniques to help me explore my thoughts and feelings, guiding me towards greater self-awareness and insight. Coaching can easily fall into the realm of good intentions, something that happens only "one of these days" unless we schedule it (Grote, D. p.5, 2011). The key is to conduct routine coaching sessions in addition to those that arise because of a specific problem or issueto make coaching both calendar- and event-driven (Grote, D. p.5, 2011). Additionally, they provided constructive feedback in a supportive manner, focusing on strengths and areas for improvement rather than criticism. This aligns with the coaching competency of active listening and powerful questioning, as outlined in this week's Learning Resources. By creating a safe and nonjudgmental space for exploration and offering constructive feedback, my coach facilitated a positive and productive coaching experience.

In an ineffective coaching session, my coach appeared disengaged and distracted, failing to actively listen to my concerns or provide meaningful feedback. They frequently interrupted me and offered unsolicited advice without fully understanding my perspective. As a result, I felt frustrated and unheard, and the session did not yield any tangible insights or progress towards my goals. This contrasts with the coaching competency of active listening and presence, as described in the Learning Resources. According to Geisler, if the conversation is to address a higher-level issue, however, be direct (Geisler, p.2,2020). To be a better coach in this scenario, my coach could have demonstrated active listening by fully focusing on my words, maintaining eye contact, and refraining from interrupting. They could have also asked more open-ended questions to encourage exploration and reflection, rather than offering premature solutions.

Three Key Takeaways for Developing Coaching Skills:

Practice Active Listening: Actively listen to the coacher's concerns, goals, and perspectives without judgment or interruption. Use techniques such as paraphrasing and summarizing to demonstrate understanding and validate their experiences.

Ask Powerful Questions: Utilize powerful questioning techniques to help the coaches explore their thoughts, feelings, and assumptions more deeply. Open-ended questions encourage reflection and self-discovery, leading to greater insight and growth.

Provide Constructive Feedback: Offer feedback in a supportive and constructive manner, focusing on strengths and areas for improvement. Avoid criticism and instead emphasize growth opportunities and potential solutions. By incorporating these key takeaways into my coaching practice, I aim to create a more impactful and empowering coaching experience for my coaches, fostering their personal and professional development effectively.

Reference:

• Grote, D. (2011). Providing day-to-day coaching Download Providing day-to-day coaching. In How to be good at performance appraisals: Simple, effective, done right (pp. 71-88). Harvard Business Review Press.

• Geisler, J. (2020).What leaders should know before having tough conversations about performanceLinks to an external site.Healthcare Financial Management, 74(1), 50-51.

Respond to two or more of colleagues' posts in one or more of the following ways:

• Provide a supporting or alternate perspective on your colleague's example of an effective or ineffective coaching situation.
• Share a related personal experience of effective or ineffective coaching and its impact on you individually.
• Suggest one or more additional takeaways that colleague might consider
• avoid ai tools, list used cited resources at the end