Posted: January 18th, 2023

Weighting (% of course grade): 60% Description of assignment: “The leader of t

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Weighting (% of course grade):
60%

Description of assignment:
“The leader of the past knew how to tell, the leader of the future will know how to ask.”  – Peter Drucker
In today’s fast-changing world a command and control leadership style will not sustain the adaptable, fast-developing, creative and innovative workforce needed for success. Employers know this. Coaching leadership is fast becoming the way to lead. The leader who coaches, both on-the-job and formally, empowers, develops and supports others to succeed. The benefits are clear – coaching is about giving others the opportunity to solve their own problems by asking sharply focused questions to uncover the answers that they undoubtedly have within them.
As part of your Personal Leadership Development Journey at Hult, you are required to reflect on your communication skills and how you can use your own leadership style to empower others. 
As part of this journey, this time we will be focusing on you showcasing your learnings from this module – using insights and concepts we have covered to influence business and team outcomes through your communication skills as a leader, specifically your coaching and questioning skills. We all know that coaching enhances one’s ability to learn, make changes, and achieve desired goals. Coaching is a thought-provoking and creative process that enables people to make conscious decisions and empowers them to become better leaders.
For this assessment, you will record and submit a Professional Coaching Conversation between the COACHING LEADER and the Coachee  (the recording must be between 8-10 minutes).
The Coachee CANNOT be a family member or a partner.
The Coachee CAN be a classmate, a fellow student, or a non-Hult colleague.
The Coaching Leader’s challenge is to take the Coachee through the coaching conversation stages (discussed in class) and ask relevant questions to enable the Coachee to reflect on their professional challenge and work through it – to successfully come up with a way / plan forward. (Framework, guidance and opportunity to practice on how to do this will be given in class).
The student being assessed is the Coaching Leader (COACH) only. The Coachee is NOT assessed. Remember that the coaching session and the issues discussed MUST BE related to a PROFESSIONAL challenge / goal / career development opportunity – there’s nothing “mock” about the session being recorded – it MUST BE true to reality. If it is not a professional topic, an automatic F grade will be recorded.
Use the following steps:
1. Choose who is Coaching Leader and who is Coachee
2. Coachee – select a PROFESSIONAL DEVELOPMENT / CAREER DEVELOPMENT CHALLENGE / DILEMMA you are facing for this conversation
3. Record the coaching conversation – where the Coaching Leader is being assessed – on their ability and skill to lead the conversation, to apply the stages of coaching conversation in practice including the formulation of questions (as discussed in class).
Note: In this assignment only the student who is the Coach is being assessed, so each student must submit a unique video in which they are in the Coach role.
______________________________________________________________________________________
Example PROFESSIONAL TOPICS you can (but not limited to) chose from:
(A) Professional Performance Opportunity
Millions of leaders daily identify opportunity gaps in performance. By improving these, they can accelerate business performance.
In your pairs, identify a performance gap for the Coachee. It can be either a sub-standard performance that the Coachee would like to improve or another opportunity gap, where the Coachee is not living up to their potential (yet).
This is now the Coach’s opportunity to help the Coachee work out a way towards reaching their “higher-potential.”
(B) Professional Career Goals Coaching
One of the best uses of coaching comes when discussing career opportunities with a current or emerging leader.
In your pairs, identify career opportunities for the Coachee. Having a conversation about that Coachee’s future is an opportunity for them to think out loud, test ideas they have, and gain the confidence needed to take the next steps and create a roadmap.
This is a great time for the Coachee to think about their ideal next role, how they want to take on new responsibilities, develop skills and competencies, or how their future aspirations may be changing. The Coach can help the Coachee discover the possibilities available for the future, as well as the action needed to head in that direction.
(C) Professional challenge / goal / opportunity where the Coachee finds it difficult to make a decision / find a conclusion / work out next steps. This could be a professional dilemma or difficulty the Coachee is facing where they are struggling and they would need to work out a way forward.
________________________________________________________________________________________________
You as the Coaching Leader will be assessed on your ability and skill to apply course content in the way you:
frame the conversation / structure and manage flow of the coaching conversation whilst managing time/ asking questions / listening / demonstrating awareness & giving feedback / suggesting / simplifying / clarifying / helping create a specific action plan and setting accountability goals throughout the conversation (see more details in the rubric provided).

The outcome of the coaching conversation will be focused on the Coachee’s professional goal – for example better collaboration, enhanced performance and productivity, more effective decision making, developing strategic perspective, improved executive presence eg. confidence, poise under pressure, skill development and helping the Coachee to work out specific next steps.
________________________________________________________________________________________________
Video submission on myCourses:
The coaching session is uploaded by the Coaching Leader only.

Before the recording commences
Make sure that you clarify  that what is discussed will be kept CONFIDENTIAL between the student Coach, the Coachee, and the course assessors. This conversation does not need to be recorded.
You must test your recording – the recording must be set up in a way that both the Coach and the Coachee can be clearly seen and clearly heard throughout. Please make sure that your recording is professional and clear.
If you are uploading your video directly onto the myCourses platform, please ensure that you upload it well in advance of the deadline. Depending on the size of your video, it can take some time to upload onto the platform. Please do not submit last minute. We recommend ensuring that you have a strong WiFi connection to do so. The max file size for myCourses uploads is 500mb.
Alternatively, you can upload your video onto YouTube and submit a link to the video in a word document, or submit the YouTube link directly into the submission box. Please note that you don’t have to wait for the video to upload to YouTube before you can use the link. The link is live as soon as it is created on YouTube. You will still need to ensure the video is uploaded to YouTube successfully.
Further reading: https://hbr.org/2019/11/the-leader-as-coachLinks to an external site.
The leader as a coach.pdf Download The leader as a coach.pdf
“The goal of coaching is the goal of good management: to make the most of an organization’s valuable resources.” Harvard Business Review

Due:
Monday, 30 January, 10pm (GMT)
Rubric
Individual Coaching Video (1)
Individual Coaching Video (1)
Criteria    Ratings
This criterion is linked to a Learning OutcomeCoaching Session Content
Content is relevant and well supported by details. Incorporates innovative insights supporting the Coachee’s objectives throughout.
Content is relevant and has basic supporting details.
Content is sufficient but may lack relevance, and supporting details may be lacking.
Content is weak, and is missing some supporting details that could have helped to strengthen it.
Content is mostly irrelevant and/or unsupported.
This criterion is linked to a Learning OutcomeCoaching Session Analysis
Presents an insightful and thorough understanding of the Coachee’s identified challenge(s). Includes evidence of professional application of course concepts and frameworks, using a Solution Focused process leading to positive and pragmatic progress.
Presents a good analysis of most of the Coachee’s challenge(s), but lacks depth in some areas. Is missing some evidence of professional application of course concepts and frameworks.
Presents an adequate understanding and analysis of most of the Coachee’s challenge(s), but lacks depth in many areas. Is missing evidence of the professional application of course concepts and frameworks.
Presents an incomplete understanding and analysis of the Coachee’s identified challenge(s). Omits evidence of professional application of course concepts and frameworks.
Analysis of Coachee’s challenge(s) is missing or entirely inadequate.
This criterion is linked to a Learning OutcomeCoaching Session Organization
The Coaching Session is structured, organized and well sequenced. It flows well, previews, covers and develops the main points in detail, whilst managing time well.
Coaching Session is organized, and well sequenced. The session previews and covers main points.
Coaching Session lacks organization with little evidence of structure and flow, session appears awkward. Coverage of main issues may be lacking.
Coaching Session is not well organized and the sequence of the session does not help strengthen the intended outcome.
Coaching Session causes confusion to the degree that it masks the argument.
This criterion is linked to a Learning OutcomeCoaching Session Conclusion
Conclusion is clear, compelling, and supported by quality and insightful analysis of the issues as well as the progress made and the solution/s. Includes accountability and a review of key points.
Conclusion is clear and supported by analysis of the issues. Includes accountability and a review of key points.
Conclusion is not clear and only partially supports the analysis or key points.
Conclusion is not clear and did not seem to support the analysis or key points.
Conclusion is either missing or significantly lacking basic analysis.

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