EQ and Organizational Crisis
Pinos, Twigg, Parayitam, and Olsen XXXXXXXXXXproposed the following as vital components to EQ: self-awareness, self-management, social awareness, and relationship management. For each of these four emotional intelligence components, give an example of how they were exhibited by an organizational or political leader in a crisis situation. You may choose a separate leader and situation for each EQ component from either your own experience or from cu
ent or past history. Show how possessing that EQ component was effective (or not) in the situation or how not possessing that component affected the outcome.
YesterdayMar 31 at 6:41am
Dr. H-B and Class:
The Brief Solution-Focused Coaching (BSFC) model is one that is predicated on the belief that adults possess many resources of which they are not consciously aware (Ting & Scisco, XXXXXXXXXXThe conversations in this model are focused on targeted specific actions and a look at the behavior and what a person can do to make a difference in looking for future results. The BSFC approach relies on the fact that people possess large amounts of information, and part of the coaching process is to help the coachee create connections that they may not be seeing. The coach in this situation is helping the coachee to make use of their capabilities (Ting & Scisco, XXXXXXXXXXA key distinction in this theory is that it is solutions-based rather than problem-based, and the solutions-based theory has better outcomes (Grant & O'Connor, 2018).
The leader coach in this context utilizes various catalytic questions: Miracle, exception, What if or what else type questions, scaling, coping, and relationship questions are utilized during the coaching process.
The Constructive-Developmental Coaching (c-d theory) is a stage theory of adult development that focuses on the growth and elaboration of a person's ways of understanding the self and the world (McCauley et al., XXXXXXXXXXThe coachee in this theory is able to understand themselves – there is a great deal of EI with self-awareness in this model, as well as social awareness to understand others and how things interact. This is a more long-term approach to developmental growth, starting with self-reading, self-authoring, and self-revising. In addition, this theory has a systematic approach to understanding their sense of self and their place in their environment (Ting & Scisco, XXXXXXXXXXThis is knowing oneself, understanding identity and how they affect change, then reinventing oneself as one grows in leadership and development strengths.
Other Coaching Models:
Other coaching models may include artful coaching, which involves utilizing different tools that expand thought and self-reflection by slowing down and thoughtfully reflecting on issues (Ting & Schisco, XXXXXXXXXXUsing tools like pictures, mementos, or other items may help
ing forth this thoughtful conversation.
Similarities and Differences:
Similarities of all models: good listening skills, open climate for discussion, and confidentiality. These are the fundamentals of all coaching models. Often in all of these models, assessments can be beneficial to have so that a coachee can see themselves differently or become more aware of how they affect others. All models benefit from appreciative inquiry.
Results in all coaching frameworks focus on three areas: behavior change, personal and professional development, and learning agility (Ting& Scisco, XXXXXXXXXXTherefore, these theories all have these elements.
Differences in these models: The BSFC focuses on specific actions of a coachee and is predicated on finding solutions and looking at the future, not delving into problems and focusing on the past. The c-d theory is a more methodical way of developing utilizing self-awareness, social awareness, and past experiences. The c-d theory is, in a way, growing the emotional intelligence of a person.
Use of Models:
I would use BSFC in instances of particular issues or problems to focus on solutions to those problems.
The c-d model could be utilized for developing a supervisor into an executive with methodical and focused development for the coachee to utilize their emotional intelligence, specifically self-awareness and social awareness.
Artful coaching could be utilized with coachees that a coach might find it hard to get them to talk to and open up. Various tools could help
eak the ice and lead to deeper conversations.
For a beginner coach, I think the BSFC model works well. It is specific and is more precise in focus for both parties, and there can also be quick wins with this model. It is also future-focused on solutions, which is beneficial for managers as they coach subordinates.
Grant, A & O'Connor, S XXXXXXXXXXBroadening and building solution-focused coaching: feeling good is not enough, Coaching: An International Journal of Theory, Research, and Practice, 11(2), XXXXXXXXXX.
McCauley, C., Drath, W., Palus, C., O'Connor, P., & Baker, B XXXXXXXXXXThe use of constructive-developmental theory to advance the understanding of leadership. The Leadership Quarterly, 17,634-653.
Ting, S. & Scisco, P. (Eds XXXXXXXXXXThe CCL handbook of coaching: A guide for the leade
coach. San Francisco, CA: Jossey Bass.
Iris Guillen Mayorga
YesterdayMar 31 at 12:48pm
Evaluating Coaching Methods
Coaching involves establishing a collaborative relationship and involves a systematic process where goals and objectives are important to
ing solutions to problems (Losch et al., 2016) in citing (Grant and Stober, 2006; Grant, 2013b). The following models present unique ways of coaching:
The BSFC, the CDC, and the Coaching Model seek to orient coaches to improve their coaching skills and to help leaders/coaches to achieve outcomes in an effective way. All these models also seek to influence the coaches and provide them with tools to facilitate their growth in the areas where specific abilities or skills have not been developed. They all agree on the intention to influence others. Also, it is the purpose of the coach to get everyone involved in such a way that no one feels excluded and singled out, but the experience is to enhance a situation or crisis – while improving
Among the differences between the three models are the approach and the interaction between the coaches and the coachees. For instance, the BSFC coaching method basically allows the coaches to point out those resources that the coachees already have but that is not being used. The BSFC coaching method allows the leaders to observe the person being coached and his/her progress until positive results are evident in a faster way. The BSFC is a goal-oriented method of coaching (Ting & Scisco, 2006, p. 309).
The Constructive-Development (c-d) Coaching model refers to an individual developing from an old way of doing things into a new way, hopefully becoming permanent, to do them (Ting & Scisco, 2006, p XXXXXXXXXXTherefore, it is complicated, and changes are not seen promptly rather patience and perseverance are needed to see positive results. The c-d model also helps the coaches understand what is dete
ing the coachees from growing and or changing.
There is a Coaching Model that is based on four central functions: (1) Organizing a group of ideas concerning coaching; (2) Emphasizing the key parts of the coaching process; (3) Leading coaching decisions; and (4) Establishing the model as a continuing tool for further learning processes (Lennard, XXXXXXXXXXAll of these functions have a specific reason or objective, including promoting understanding of what coaching is; facilitating feeling comfortable asking questions; assisting the coach in navigating through the coaching process; and facilitating new ideas and further planning to enhance the experience of coaching (p.63). This model is appropriate for a cross-cultural business – as the coach emphasizes the interaction among groups and what is expected after the coaching takes place – and the continuity of the coaching process which should flow throughout the entire experience.
The differences between these models consist of the BSFC being focused on the coach to enhance his approach to teaching/coaching the coachee, and the intention is to get the coachee to commit to
inging positive results in the future. The c-d model intends for the coachee to learn to implement changes from an old way of doing or behaving to a new, and hopefully, permanent behavior. The other coaching model centers on the process of coaching – how the coach and the coachees learn to implement the new coaching planning.
In my opinion, the BSFC seems to work better for faster results, and it allows the participants to have that sense of commitment. I would work with this model, especially with problematic employees in any kind of business setting.
Lennard, D XXXXXXXXXXCoaching models: a cultural perspective: A guide to model development: for practitioners and students of coaching. ProQuest Ebook Central, https:
www.proquest.com/legacydocview/EBC/517108?accountid=32521 (Links to an external site.)
Losch, S., Traut-Mattausch, E., Mühlberger, M. D., & Jonas, E XXXXXXXXXXComparing the Effectiveness of Individual Coaching, Self-Coaching, and Group Training: How Leadership Makes the Difference. Frontiers in psychology, 7, 629. https:
doi.org/10.3389/fpsyg XXXXXXXXXXLinks to an external site.)
Ting, S. & Scisco, P. (Eds XXXXXXXXXXThe CCL handbook of coaching: A guide for the leader coach. San Francisco, CA: Jossey Bass.
YesterdayMar 31 at 9:15pm
Comparing Coaching Styles
Coaching is a translator for individuals, leaders and organizations, the coach has the job of translating insights into tangible action that should positively impact and transform all of the intended parties in a way they comprehend the need to change behaviors and thoughts to make themselves better at the end of the coaching exercise than when they started. Many of the coaching theories and styles but the most accountability in these techniques are on the coach (Anderson et al, 2008).
The three styles mentioned here, the BSFC method may be the most simplistic yet can have the most complex outcomes on the horizon for the coachee. This method’s goal is to grow the inner behaviors and help the coachee make use of their own capabilities. The coach will use techniques to guide the person being coached to discove
ediscover another perspective without the necessity to untangle the past to be able to realize change. This method will unearth the root of behavior, underlying drivers and root causes through purposed dialogue that includes imagery and ownership of the outcome and responses by the coachee. This coaching style can show improvement almost instantly (Ting & Scisco, 2006).
The c-d theory is a coaching style where the coach has to be hyper-aware of the coachee’s heartfelt core beliefs and understand how these core beliefs could be the exact thing that is preventing them from changing. C-D can be used in any situation, especially for situations that seem difficult for the coachee to change even when they have expressed the need