Coaching to Success NASPA IV E 2015

Coachingstrategies to createhigh impact supervision

NASPA IV-East | Schaumburg, IL | November 2015 | #naspa4e15

presentersRenee Piquette DowdyAssistant Director, Student Staffing & TrainingMarquette University | @[email protected]


presentersSteve PeachResidence Hall DirectorMarquette University [email protected]


presentersMichael AllensworthAssistant Community DirectorMichigan State University | @[email protected]


the research


the research


- Lack formal teaching (Bender, 2009; Kegolis 2009; McGraw, 2011; Shupp & Armino, 2012; Tull, 2006)

- Don’t feel ready (Davis, 2004; Waple, 2006; Winston & Creamer, 1997)

- Learn by observing approach embraced

bad bosses


more sick time via Impact Learning Systems


50%70%

via Impact Learning Systems


34 Days7 Weeks

via Impact Learning Systems


why coaching


why coaching


- Action Plans- Individualized Goals- Incorporating drills into daily work- Flexible communication modes- Aptitude-based placement of team

membersHemmeter, et. al, 2009

top 10• Have you seen any of the behaviors

listed? What was the result?

• Reflect on the last time an employee came to you with a problem. What was the situation and how did you react?


self assessment


intervention styles


Authoritative Interventions

Authoritative = Checklist Items

Process & Procedure

Tangible steps to be successful

Learning expectations

intervention styles


Adding Links = Facilitative Interventions

Challenge assumptions

Pose questions

Process steps

Release emotions

Do I react to requests in an automatic fashion or do I consciously choose the response that will bring the most long-term benefit to my team?NASPA IV-East | Schaumburg, IL | November 2015 |

#naspa4e15

graduate level


graduate student perspective 1. Reflect on your

triggers, pet peeves, and create expectations

2. Be okay with making mistakes

3. Learn from your students/peers around you

4. Have consistent expectations

5. Ask for feedback

entry level


assessing one’s performanceInformal & Formal Feedback–Understanding

rather than reacting–“What if what

they are saying is true?”–How realistic is

it?


making adjustments• Reflecting on

interactions creates self- awareness

• Understanding different styles

• How does your supervisee respond to feedback?


creating individualized performance plans


mid level


blind spots


strengths


advocacy


questions?


Renee Piquette DowdyAssistant Director, Staffing & TrainingMarquette University

@[email protected]

Steve PeachResidence Hall DirectorMarquette University

[email protected]

Michael AllensworthAssistant Community DirectorMichigan State

@[email protected]

Coaching to Success NASPA IV E 2015

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Transcript of Coaching to Success NASPA IV E 2015