tGuide (2) ADAPT to CHANGE a Culture for Coaching

8/13/2019 tGuide (2) ADAPT to CHANGE a Culture for Coaching

1/12

Empowering Diverse Learners through Academic Coaching t-GUIDE

ADAPTTOC

HANGE:AC

ultureforCoaching

1

ADAPT TO CHANGE: A Culture for Coaching

SPECIFIC OBJECTIVES:Bytheendofthesession,theparticipantsareable

to:

Cognitive:1. Identifythebasicconceptsincoaching2. Determinetheroleofacoachinacoachingrelationship3. Relate coachs selfesteem and selfconfidence to effective

coaching

4. DifferentiateselfesteemfromselfconfidenceAffective:

5. Realizetheneedforacademiccoachinginimprovingstudentsacademicperformance

6. Recognizeindividualsuniqueness7. Valuetheirroleasanacademiccoachtotheirstudents8. Appreciate the importance of having a high sense of self

esteemasacoach

9. InternalizetheneedtoexudeselfconfidencePsychomotor:

10.Find their group assignments using gestures and bodylanguage

11.DecodetheCoachingCodes12.AccomplishtheKnowThySelfworksheet

MATERIALS/EQUIPMENT:

Topicslides Timer LCDprojector Computer unit with MS PowerPoint 2003 and multimedia

player

Computerspeakers Whiteboard Whiteboardmarkers Whiteboarderaser CheatsheetforFacultyFeud PrizesfortheFacultyFeud Meta

Cards

with

definitions

of

coaching

CheatSheetforDecodingtheCoachingCode Stripsofcoloredpaperscontaininganimalnames(i.e.monkey,

snake,horse,cat,andchicken)

Animalcutouts(i.e.monkey,snake,horse,cat,andchicken) Manilapapers(precutforDecodingtheCoachingCode) Pentelpens Scissors


2/12


ADAPTTOC

HANGE:AC

ultureforCoaching

2

AdapttoChange

Slide1of30

A Culture for Coaching

AdapttoChange

Slide2of30

AdapttoChange

Slide3of30

Question#1:

WhataretheTop4causesfordropping

amongmalestudentsinhighschool?

Maskingtape PrizesfortheDecodingtheCoachingCode Worksheet1:KnowThySelf Pencils VideoClip1:Selfesteemvs.Selfconfidence

TOPIC PREPARATION:

After the Pretest or the morning break, the trainer distributes the

colored strips of papers containing the animal assignments of each

participant. Remind the participants not to open the strips of paper

untiltoldtodoso.

TOPIC PRESENTATION:

ThetopicwillrevolvearoundAdapttoChange:ACultureforCoaching.

Discussions

will

include

theDefinitionofCoaching,RoleofaCoach,and

thedifferencebetweenSelfEsteemandSelfConfidence.

SESSION1 TimeFrame:(2hours)

Thiswillbethesuggestedflowofdiscussion.

1. Springboard:FacultyFeud(15minutes)Thetrainer will divide the participants intotwogroups.From

each group, three memberswill be chosen torepresenttheir

respective groups for the first question. The first triad will

come forward suchthat onegroup willbe on the left side of

theroom

and

called

Faculty

Team

A

while

the

other

group

will

be on the right side and called Faculty Team B like in Family

Feudsetup.Thetrainerwillbeaskingthefirstpair(onefrom

each group) to come forward near the trainer for the first

question. Attheendofthequestionandasthetrainergives

the GO signal, the participant who raises his/her hand first

willhavetheopportunitytoidentifyoneoftheanswersbased

on the survey. The other participant will also be given an

opportunity to give an answer after the first participant. The

participant who provided the answer with the higher rank in

thesurveywillbeaskedtoPASSorPLAY.Ifhe/sheoptsto

play, his/her group will be given the opportunity to give the

other

answers

with

the

help

of

the

two

other

members

of

the

group.Ifhe/heoptstopass,theothergroupwillbegiventhe

opportunitytogivetheotheranswers.

Ifthegroupisabletogiveallthecorrectanswers,theywillbe

givenonepoint.Ifthegroupfailstoprovideacorrectanswer,

theothergroupcouldSTEALthepointbygivingonecorrect

answer. If the other group still fails to give a correct answer,

thefirstgroupretainsthepoint.Notethat,onlyonepointwill


3/12


ADAPTTOC

HANGE:AC

ultureforCoaching

3

AdapttoChange

Slide4of30

Question#1:

WhataretheTop4causesfordroppingamongmalestudents inhigh

school?

Survey

saysWork No money for projects/school contributions

Lazy to attend class Difficulty meeting requirements

1

2

3

4

Show all

1 Work 3 No money for projects/school contributions

2 Lazy to attend class 4 Difficulty meeting requirements

Show

begivenforeachround.

If both groups werent able to provide a correct answer, the

trainerwilljustflashthecorrectanswersonebyoneandmove

on to the next question by calling the next three members

from each group. The game will go on until all the four

questions

are

asked

by

the

trainer

and

the

corresponding

scoresforeachteamhadbeenestablished.Thegroupwiththe

highestscorewinsthegame.

Thetrainerremindstheteamstogivespecificanswers.

The questions to be asked by the trainer with the

corresponding survey responses are based on the study

conducted by Fe Josefa G. Nava of the College of Education

from University of the Philippines, Diliman, Quezon City

releasedDecember9,2009follows:

1. WhataretheTop4causesfordroppingamongmalestudents

in

high

school?

Top1:Work

Top2:Lazytoattendclass

Top3:Nomoneyforprojects/schoolcontributions

Top4:Difficultymeetingrequirements

2. WhataretheTop5causesfordroppingamongfemalestudentsintheelementarylevel?

Top1:Takingcareofsiblings

Top2:Work

Top3:

Lived

far

from

school

Top4:Nomoneyforlunch/projects/school

contributions

Top5:Sicksibling

3. WhataretheTop5causesfordroppingamonghighschoolstudentsfromtheurbanarea?

Top1:Nomoneyforlunch/projects/school

contributions

Top2:Poorattitudetowardschool

Top3:Peerinfluence

Top4:Familyproblems

Top5:

Sickness

4. WhataretheTop5causesfordroppingamonghighschoolstudentsfromtheruralarea?

Top1:Work

Top2:Takecareofsibling

Top3:Livedfarfromschool


4/12


ADAPTTOC

HANGE:AC

ultureforCoaching

4

AdapttoChange

Slide11of30

Haveyouencounteredsimilar

situations?

How didyouhandlesuchcasesin

thepast?

Are wedoingitcorrectly?

AdapttoChange

Slide12of30

AdapttoChange

Slide13of30

Whathelpedyoucompletethe

tasks?

Whathinderedyoufrom

completingthetasks?

Top4:Nopocketmoneyforlunch/projects

Top5:Nouniform

Thetrainerconcludesthegamebyremindingtheparticipants

thatthequestionsusedinthegameareallimportanttothem

as teachers because those questions are affecting their

studentsinonetimeoranother.

The trainer asks the participants if they have encountered

similar situations posed in the survey questions. He/She

further asks them how they have handled such cases in the

past.

Theparticipantswillsharetheirexperiences.Attheendofthe

sharing, the trainer poses the question, Are we doing it

correctly?

Thetrainerexplainsthatthetopiconcoachingmaynotseem

new to the participants as they may have been already

practicingorapplyingcoachingtotheirstudents.

[RefertoAdapttoChange

Slides111of30]

2. Teaser: DecodingtheCoachingCode(20minutes)Thetrainerconductsthegamebyfollowingthesesteps:

Participantswillbeaskedtoopenthestripsofcoloredpaperthatweregiventothem.Theyareaskedtofind

their group members by using gestures and body

languagethatrepresenttheanimal indicatedontheir

paper.

The

name

assignments

of

the

groups

are

monkey,snake,horse,cat,andchicken.

As the participants group themselves, the trainerpoststheMetacardsontheboard.

The trainer instructs that each group should assign arepresentative to get one card from the board and

bringthistotheirgrouptodecode.Oncedecoded,the

participantswill writethecompletedefinitiononthe

providedManilapaper.

Thetrainerremindsthegroupsthatbeforetheygetanew Meta card to decode, they have to return and

post the decoded Meta card and their Manila paper

(where they have written the decoded coaching

definition) on their designated posting area (e.g.

whiteboardorwall).Thepostingarea ispreassigned

toeachgroupusingtheanimalcutouts.

The winner is determined by the most number ofcorrectlydecodedwords.

The trainer processes the activity by asking the following

questions:


5/12


ADAPTTOC

HANGE:AC

ultureforCoaching

5

AdapttoChange

Slide14of30

Whathelpedyoucompletethetasks? Whathinderedyoufromcompletingthetasks?

The trainer reveals that he/she wanted to assist the

participants in accomplishing the tasks but he/she needs to

trust

the

participants

that

they

can

successfully

achieve

the

goal.Justlikeinacoachingrelationship,thecoachshouldtrust

thecoacheesinherentcapacitytosolvehis/herproblem.


Slides1213of30]

3. TheoryInput:CoachingDefinitions(20minutes)The trainer asks the participants to read their decoded

coaching definitions and discuss with their respective groups

theirlearningfromthedefinitions.Afterten(10)minutes,the

groupswillsharetheirlearning.

CoachingDefinitions

Coaching aims to enhance the performance andlearning ability of others. It involves providing

feedback, but it also uses other techniques such as

motivation, effective questioning and matching your

management style to the coachees readiness to

undertakeaparticulartask.Itisbasedonhelpingthe

coachee to help her/himself through dynamic

interaction it does not rely on a oneway flow of

telling and instructing. (Max Landsberg, The Tao of

Coaching)

Coaching is unlocking a persons potential tomaximize their own performance. It is helping them

learnratherthanteachingthem.(SirJohnWhitmore)

Coaching is an ongoing relationship, which focuseson clients taking action towards the realization of

their visions, goals or desires. (US National Optical

AstronomyObservatory)

Developing a persons skills and knowledge so thattheirjobperformance improves, hopefully leading to

the achievement of organizational objectives. It

targets high performance and improvement at work,

althoughitmayalsohaveanimpactonanindividuals

private life. It usually lasts for a short period and

focuses on specific skills and goals. (Chartered

InstituteofPersonnelandDevelopment,UK)

Working with individuals and small groups toimprove their social skills and effectiveness in the

workplace.(MarianTheir)

A form of training where the supervisor/managermodels or demonstrates a behavior or task and uses


6/12


ADAPTTOC

HANGE:AC

ultureforCoaching

6

feedback to guide the employee while she or he

practicesthebehaviorortask.

(www.coachinginsider.com)

The process of providing instruction, direction,feedback and support in order to improve

performanceandresults.


Coachesprovidesupport,encouragementandhelpindailylivingskills.(www.coachinginsider.com)

Providingguidance,feedbackanddirectiontoensuresuccessfulperformance.(www.coachinginsider.com)

A strategy used to help a client reach her fullestpotentialandachievehergoals.Thecoachfirsthelps

to define the goals and then supports the client in

executingthembymappingoutastrategyandhelping

her stay on track. Coaching helps to balance work,

family and social demands as well as leisure and

spiritualactivities.(www.coachinginsider.com)

Apersonwhoteachesanddirectsanotherpersonviaencouragement

and

advice.


A relationship between client and coach, in whichthey collaborate to meet the clients needs. The

agenda comes from the client, who is guided and

supportedinmakingdesirablechangesinoneormore

parts of his or her life, leading to a life that is more

fulfillingandmorebalanced.


Coaching is essentially a conversation it is adialogue between you and I within a productive,

resultsoriented context. A conversation where, by

asking

relevant

questions

at

criticaljunctures,

I

canencourageandsupportyoutolookatdifferentangles

andstrategies.(www.coachinginsider.com)

Coaching is about performing at your best throughthe individualandprivateassistanceofsomeonewho

will challenge, stimulate and guide you to keep

growing.(www.coachinginsider.com)

Coachingprovidesasafeplaceforclientsto identifywhat isandwhat isnotworking,trynewbehaviours,

andlearnfromtheirnewexperiences.(NASA)

Coaches assist people to identify specific goals andthen reach those goals faster and with ease. Provide

client with the tools, perspective and structure to

accomplishmore

through

aprocess

of

accountability.

Reframebeliefsandcreateapointoffocusforclients

toreflectupon.(www.coachinginsider.com)

Coaching creates a space of unconditionalacceptance where learning, growth and

transformationoccurnaturallyasparticipants(a)find

clarity, (b) align with their core values, and (c) take

effective action toward meaningful goals. Coaching


7/12


ADAPTTOC

HANGE:AC

ultureforCoaching

7

AdapttoChange

Slide15of30

Aoccdrnigtoarscheearch atCmabrigdeUinervtisy,itdeson't

mttaerinwahtoredrtheltteersinawrodare,theolny

iprmoatnt tihngistahtthefristandlsatltteerbeattherghit

pclae.Thersetcanbeatotalmsesandyoucansitllraedit

wouthitaporbelm.Tihsisbcuseaethehuamnmniddeosnot

raederveylteterbyistlef,butthewrodasawlohe.

AdapttoChange

Slide16of30

Coachesactasexternalstimulatorstothepotentialthat

otherpeopleholdwithinthem.Theyuseacombination of

patience,insight,perseverance andcaring(sometimes

calledcharisma)tohelpthecoachee(s)findtheinternal

andexternalresourcestoimproveperformance.

(Clutterbuck, 2006)

takesaholistic approachto learningandaffirms each

participant as whole, capable and resourceful.

Spiritualgrowthisanaturalandsignificantpartofthe

process.(www.coachinginsider.com)

Coachingisacollaborative,solutionfocused,resultsoriented, systematic process in which the coach

facilitates

the

enhancement

of

performance,

well

being, selfdirected learning and personal

developmentofindividuals,groupsandorganizations,

who do not have clinically significant mental health

issues or abnormal levels of distress. (Coaching

PsychologyUnit,UniversityofSydney)


Slide14of30]

4. Transition:(10minutes)After the sharing, the trainer discusses that essentially

coaching is simply using the coachs wisdom to bring out the

coachees inherentwisdom.Toreinforcethis idea,thetrainer

thenleadstheparticipantsinreadingaloudthefollowingtext:

AoccdrnigtoarscheearchatCmabrigdeUinervtisy, it

deson't mttaer in waht oredr the ltteers in a wrod

are,theolnyiprmoatnttihngistahtthefristand lsat

ltteer be at the rghit pclae. The rset can be a total

msesandyoucansitllraeditwouthitaporbelm.Tihs

isbcuseaethehuamnmniddeosnotraederveylteter

byistlef,butthewrodasawlohe.

The

trainer

explains

that

the

participants

ability

to

read

the

passage easily is compared to anyones innate ability to

becomeacoach. Itisnoteworthytomentionthattheoriginof

thewordcoachissimilartocoaxwhichmeanstomoveto

oradjusttowardadesiredend. Buthowdoesacoachfunction

intheprocess?


Slide15of30]

5. TheoryInput:RoleoftheCoach(10minutes)Thetrainergivesalecturetteontheroleofthecoach.

Coaches act as external stimulators to the potentialthat other people hold within them. They use a

combination of patience, insight, perseverance and

caring (sometimes called charisma) to help the

coachee(s)findthe internalandexternalresourcesto

improveperformance.(Clutterbuck,2006)


8/12


ADAPTTOC

HANGE:AC

ultureforCoaching

8

AdapttoChange

Slide17of30

Thecoachinanacademicsettingbuildsconfidence,

motivation

and

self

reliance

through

individualizing

the

teachingandimplementationofstudystrategiestoeach

coacheesneedsandstyle.Studentsthenlearntowork

smarter,notharder.

(StudentOrganizational Services,California)

AdapttoChange

Slide18of30

Sincecoaching

is

acollaborative,

problemsolvingprocessthathelps

people,makeandmaintainlife

changes,thecoachhelpsthe

coacheetofocusonhis/hertalents,

resourcesandstrengthssothat

he/sheissuccessfulinachieving

his/heracademicandpersonal

goals.

(NCStateUniversity,NorthCarolina)

AdapttoChange

Slide19of30

Five(5)interestsyouenjoydoingthemost

Five(5)abilities/skillsyoupossess

Yourtopfive(5)personalitytraits

Five(5)thingsyouvalueinlife

The coach in an academic setting builds confidence,motivation and selfreliance through individualizing

the teaching and implementation of study strategies

to each coachees needs and style. Students then

learn to work smarter, not harder. (Student

OrganizationalServices,California)

Since coaching is a collaborative, problemsolvingprocess that helps people, make and maintain life

changes, the coach helps the coachee to focus on

his/her talents, resources and strengths so that

he/she is successful in achieving his academic and

personalgoals.(NCStateUniversity,NorthCarolina)


Slides1618of30]

6. Transition:(5minutes)Thetrainerfurtherdiscussesthat incoaching,theassumption

isthatthecoachhastotrustthecoachee.Thismeansthatthe

coach must recognize the uniqueness of the coachee. The

coach must also be aware that the coachee has his/her own

context, wisdom, prior experiences, and set of skills he/she

bringsintothecoachingrelationship.

Thetrainerreiteratestotheparticipantsthatinorderforthem

toeffectivelyperformtheirroleascoaches,theymustexudea

high level of selfesteem and selfconfidence. To be able to

assessoneslevelofselfesteemandselfconfidence,onemust

have a thorough understanding of oneself. The trainer

facilitatesthe

Know

Thy

Self

activity

using

Worksheet

1.

7. Activity:KnowThySelf(15minutes)The trainer distributes the Know Thy Self Worksheet to the

participants and instructs them to answer item one (1) until

itemfour(4)oneatatimeallowingtheparticipantstoanswer

eachitemwithinthree(3)minutes.

1. Five(5)interestsyouenjoydoingthemost2. Five(5)abilities/skillsyoupossess3. Yourtopfive(5)personalitytraits4. Five(5)thingsyouvalueinlife

After the first three (3) minutes, the trainer solicits answers

fromtheparticipantspertainingtothefirstitem.Atleastthree

(3) participants may share one of their answers. Then, the

traineraskstheparticipantstoanswerthenext item.Thiswill

bedoneuptothelastitem.

The trainer concludes the activity by explaining that as a


9/12


ADAPTTOC

HANGE:AC

ultureforCoaching

9

AdapttoChange

Slide20of30

AdapttoChange

Slide21of30

Selfesteemisyouropinionofyourself

Highself

esteem

is

agood

opinion

of

yourself

L owselfesteemisabadopinionof

yourself

Source:KarlPerera,SelfEsteemSecrets

AdapttoChange

Slide22of30

Ifyouhaveahighlevelofselfesteemyouwillbeconfident,

happy,highlymotivated andhavetherightattitudetosucceed.

collaborator inthecoachingrelationship,thecoachmustalso

understand ones uniqueness that would lead him/her to

further appreciate the coachees individual uniqueness. It is

expectedthatthecoachshouldhavewhat ittakestobecome

one, making sure to tap his/her resources. One has to know

firsthis/hercapacitybeforehe/shecanreachouttoothers. It

isimpossible

for

anyone

to

give

something

that

aperson

does

not have or simply stated, You cannot give whatyou do not

have.


Slide19of30]

8. VideoShowing:Selfesteemvs.Selfconfidence(5minutes)The trainer shows a video clip to highlight the difference

betweenself esteemandself confidence.

Aftershowingthevideoclip,thetrainersolicitsfeedbackfrom

theparticipantsregardingthevideoandhowitrelatestoself

esteemandselfconfidence.


Slide20of30]

9. TheoryInput:SelfEsteemandSelfConfidence(15minutes)Thetrainergivesa lecturetteonwhat isselfesteemandself

confidence.

WhatisSelfEsteem?

Selfesteem is your opinion of yourself. High selfesteem is a

goodopinionofyourselfand lowselfesteem isabadopinion

ofyourself.(KarlPerera,SelfEsteemSecrets)

WhatisLowSelfEsteem?

Lowselfesteemcomesfromapoorselfimage.Yourselfimage

isbasedonhowyouseeyourself.Doyouthinkyouareagood,

reliable, hardworking, honest or friendly person? Do you like

what you see when you look in the mirror or do you believe

otherslookbetteranddressbetterthanyou?

Low selfesteem also depends on other factors like yourjob.

For example, do you value thejob you do? Does thejob you

have help you be happy with who you are? Do the others in

yourofficerespectyou?

Low selfesteem feedsyour negative thinking and causes you

tobelievethecriticismothersmakeofyou.Doyoutakewhat

others say and not speak up? This can cause you to lose


10/12


ADAPTTOC

HANGE:AC

ultureforCoaching

10

AdapttoChange

Slide23of30

comesfromapoorselfimage

alsodependsonotherfactors

e.g.job

feedsyournegativethinkingand

causesyoutobelievethecriticism

othersmakeofyou

AdapttoChange

Slide24of30

it affectshowyouthink,actandhowyourelatetoother

people

allowsyoutolivelifetoyourpotential

has adirectbearingonyourhappinessandwellbeing

AdapttoChange

Slide25of30

Selfconfidenceisrealistic

confidenceinonesownjudgment,

ability,power,etc.(Dictionary.com)

The wordconfidenceoriginatesfrom

theLatinconfidere, meaningto

trusttrustingandbelievingin

ourselvesmeanshavingfaithinour

abilityinwhateversituationweneed

toperform

AdapttoChange

Slide26of30

confidencesoitisvitaltoendnegativethoughtsifyouwantto

buildyourselfesteem.

WhatisHighSelfEsteem?

High selfesteem is the opposite of the above! If you have a

high level of selfesteem you will be confident, happy, highly

motivatedand

have

the

right

attitude

to

succeed.

TheImportanceofSelfEsteem

Selfesteemiscrucialandisacornerstoneofapositiveattitude

towardsliving.

It is very importantbecause itaffects howyouthink, actand

evenhowyourelatetootherpeople. Itallowsyouto live life

toyourpotential.Lowselfesteemmeanspoorconfidenceand

that also causes negative thoughts which mean that you are

likelytogiveupeasilyratherthanfacechallenges.Inaddition,

ithasadirectbearingonyourhappinessandwellbeing.

SelfConfidence

Dictionary.com says selfconfidence is realistic confidence in

onesownjudgment,ability,power,etc.

The word confidence originates from the Latin confidere,

meaning to trust. Trusting and believing in ourselves means

having faith in our ability in whatever situation we need to

perform.

BuildingSelfConfidence

To be more confident then, you have to somehow generate

this faith or trust in our abilities. Unfortunately, you are

constantlybeingchallengedbynewsituationsfullofvariables

you cannot control. In building confidence, you cannot

eliminatethisuncertainty.

You can build selfconfidence by not letting the feelings

generated by uncertainty take over you. You have a built in

systemtoprotectyourselffromdanger"fightorflight"that

creates what you identify as anxiety symptoms when

threatened. Tolerate that feeling of anxiety. Recognize that

uncertaintyasachallengeratherthanathreat.Onceyoustart

to

do

that,

then

you're

on

the

way

to

build

confidence

and

generallybemoreconfident.

Acommonapproachtobuildconfidence isgoodpreparation.

If you havetogive aspeech tomorrow, you have to carefully

prepare what you have to say. By then, you can reassure

yourself and challenge your automatic negative thoughts.

However,eventhoughyouvegivenspeechesbefore,thereare


11/12


ADAPTTOC

HANGE:AC

ultureforCoaching

11

goodpreparation

acceptourinabilitytocontroltheworldaroundus

do notletthefeelingsgeneratedby

uncertaintytakeoveryou

AdapttoChange

Slide27of30

Coaching

isessentiallyusingthecoachswisdomtobringoutthe

coachees inherentwisdom

isaimedathelpingthecoacheefindtheinternaland

externalresourcestoimprovehis/herperformance,thus,

whenenteringintoacoachingrelationship,thecoachand

coacheemust

understand

each

others

uniqueness

that

wouldleadthemtoappreciateandtrusteachother

cantakeplaceinacorporatesettingoracademicsetting

AdapttoChange

Slide28of30

CorporateCoachingisusedtoaidcorporateleadersand

staffinreachingorganizational goalsinamoreeffective

manner.

AdapttoChange

Slide29of30

AcademicCoachingisusedtoassiststudentsinbecoming

personally responsible andindependent, sotheycanmake

betterchoiceswhilepursuingtheiracademicgoals.

(University ofAlabamainHuntsville)

AdapttoChange

Slide30of30

factors that will always come out that cant be eliminated or

controlled.


Slides2126of30]

10.Closure:(5minutes)Thetrainerwrapsupthesessionbyreiteratingthatcoachingis

essentiallyusingthecoachswisdomtobringoutthecoachees

inherent wisdom. It is aimed at helping the coachee find the

internal and external resources to improve his/her

performance. And that when entering into a coaching

relationship, the coach and coachee must understand each

others uniqueness that would lead them to appreciate and

trusteachother.

The trainer also points out that coaching may take place in

many settings. For a corporate setting, Corporate Coaching is

used to aid corporate leaders and staff in reaching

organizationalgoals in a more effective manner. Fora school

setting, Academic Coaching is used to assist students in

becomingpersonallyresponsibleandindependent,sotheycan

make better choices while pursuing their academic goals

(University of Alabama in Huntsville). The trainer points out

thatAcademicCoachingwillbethefocusofthismodule.The

participants must be able to recognize that as faculty

members,asidefromteaching,theyalsofunctionasacademic

coaches.


Slides2730of30]

REFERENCES:

http://confident1.com/selfconfidence

http://dictionary.reference.com/browse/selfconfidence

http://www.answers.com/topic/coaching1

http://www.answers.com/topic/coax

http://www.moreselfesteem.com/whatisselfesteem.htm


12/12


ADAPTTOC

HANGE:AC

ultureforCoaching

12

A Culture for Coaching

Documents

tGuide (2) ADAPT to CHANGE a Culture for Coaching