Assignment Prompt & Instructions
– ## Week5LearningResources-ManagingPeopleandPromotingCollab.docx
– ## Week5DiscussionResponse-ManagingPeoplePromotingCollab.docx
**## Week5LearningResources-ManagingPeopleandPromotingCollab.docx**
**Managing People and Promoting Collab**
**Week 5 Learning Resources**
**Understanding Coaching**
Much of the manager’s role consists of achieving organizational results through other people. To achieve this goal, managers must be skilled coaches. Through these resources, you will explore the mindset and fundamental skills of effective coaching.
· Emerald Works Limited. (n.d.).
[_What is coaching? How to be an effective coach_](https://waldenu.instructure.com/courses/171484/files/13724906?wrap=1) [Download What is coaching? How to be an effective coach](https://waldenu.instructure.com/courses/171484/files/13724906/download?download_frd=1). MindTools. https://www.mindtools.com/pages/article/newTMM_15.htm
MindTools. (n.d.). What is Coaching? https://www.mindtools.com/a1plnmq/what-is-coaching. Reprinted by permission of MindTools via the Copyright Clearance Center. Licensed in 2023.
· Grote, D. (2011).
[Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895?wrap=1) [Download Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895/download?download_frd=1). In
_How to be good at performance appraisals: Simple, effective, done right_ (pp. 71–88). Harvard Business Review Press.
Grote, D. (2011).
_How to be good at performance appraisals: Simple, effective, done right_. Harvard Business Press. Licensed 2021.
· Milner, J., & Milner, T. (2018, August 14).
[Most managers don’t know how to coach people. But they can learn](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04HTO-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–5.
[http://hbr.org](http://hbr.org/)
**Coaching For Performance**
Several management gurus have pointed out that managers should “look in the mirror” to explore their own behaviors when employees are not performing as they should. Using these resources, you will explore specific skills and techniques managers use to help employees achieve improved performance.
· Harvard Business School Press. (2006).
[Becoming a better coach](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7447BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–14). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2006).
[Closing gaps and improving performance: The basics of coaching](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7416BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–19). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Conducting a feedback session](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 25–42). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Developing an action plan](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 43–53). Harvard Business School Publishing Corporation.
· Geisler, J. (2020).
[What leaders should know before having tough conversations about performanceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.613864826&site=eds-live&scope=site&custid=s6527200).
_Healthcare Financial Management_,
_74_(1), 50–51.
· Ibarra, H., & Scoular, A. (2019, October 31).
[The leader as coach: How to unleash innovation, energy, and commitment](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906G-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–11. http://hbr.org
· PERLA Coaching & Consulting. (n.d.).
[_A coaching conversation checklist for smart managers_ Links to an external site.](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/).
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**Important Documents and Resources**
·
**Document:** [Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905?wrap=1) [Download Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905/download?download_frd=1)
·
**Document:** [Week 5 Assignment Template: Coaching Conversation Preparation and Strategy (Word document)](https://waldenu.instructure.com/courses/171484/files/13724894?wrap=1)
**## Week5DiscussionResponse-ManagingPeoplePromotingCollab.docx**
**Managing People & Promoting Collab**
**Week 5 Discussion Response**
**Colleague 1**
Alexis Ruban
At a SaaS start-up in my second year, I got lucky and worked directly under our CTO, who placed on himself the image of a coach Ibarra and Scoular (2019) portrayed as a leader. She never introduced a meeting with a prescription; she always started with broad questions: a re-framing of problems as experiments: What is a minimal-viable test that could prove your hypothesis during this sprint?” Such prompts made me develop assumptions, locate data gaps, and offer scaled-down and non-permanent pilots. She supplemented that question with what Grote (2011) terms micro-coaching, which teaches things in a burst during a quick learning session completed in real-time between reviews and daily stand-ups. In case I had difficulties with an API integration, she would halt the review, open a quick diagram on her tablet, and say to me: Refactor one of the endpoints when the idea is still vivid. This on-the-spot, practical feedback made my learning curve much steeper than any other workshop could have. Within half a year, her coaching helped me to revamp our customer-onboarding journey, resulting in a 40 percent decrease in time-to-activation and a 12 percent decrease in churn. The experience has made me utterly convinced that great coaches foster independence by stimulating curiosity and providing just-in-time scaffolding as opposed to regular lectures.
In utter contrast, I had an earlier internship where I was led by a technical lead whose style was very waterfall in the era that he supported. It did not take long before weekly check-ins turned into a post-mortem checking, counting missed deadlines, and naming sources. They lacked a collective vision of a desired state in the future, there were no developmental resources, and there was surely no room for experimentation. According to Harvard Business School Press (2006), performance coaching turns into a performance-eating mess the moment managers become obsessed with the assessment process more than with the growth; my case study is a textbook example. The meeting focused on lagging indicators: how many bugs we had to fix and how many hours we had to work, so I finished each meeting feeling more anxious and less sure about a path to victory. Moreover, unsurprisingly, team velocity stopped, and innovation came out only in secretive side projects.
The comparison between the two experiences sums up the dynamics of successful versus unsuccessful coaching. The CTO worked in an inquiry-based position: inquiry came first, and then teaching ensued, resulting in psychological safety and belonging. The intern lead has become judgment-first, not guided by evaluation and elimination of initiative. The distinction also upholds the claim by Grote (2011) that regular and small coaching is better than the annually downloaded coaching model, and that the view proposed by Harvard Business School Press (2006) is developed instead of downloading.
From these contrasts, I distill three enduring principles for my coaching practice:
1. Ownership blossoms through inquiry before advice. Open questions invite self-diagnosis and foster commitment (Ibarra & Scoular, 2019).
2. Micro-coaching beats marathon feedback sessions. Timely, situational guidance turns learning moments into muscle memory (Grote, 2011).
3. Innovation thrives when feedback is developmental, not merely evaluative. Centering on growth rather than fault-finding sustains creative risk-taking (Harvard Business School Press, 2006).
These lessons now guide how I mentor junior engineers: I begin with questions, embed teaching into daily workflows, and frame feedback as a springboard for experimentation rather than a judgment on past performance.
**References**
Grote, D. (2011).
_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.
Ibarra, H., & Scoular, A. (2019, October 31).
_The leader as coach: How to unleash innovation, energy, and commitment_.
_Harvard Business Review Digital Articles_, 2–11.
[http://hbr.org](http://hbr.org/)
**Colleague 2**
Lauren Adkins
One of my earliest bosses in the marketing field was a regional director whose behavior matched what can be described as a product of Emerald Works Limited (n.d.), as the so-called growth-centered coach. Each one-to-one began with a question that helped her connect the short-sequenced project I was working on with some longer-term competencies I wanted to develop. When I had the choke in the national rebrand, she did not provide me with answers but rather facilitated the process of going through PERLA Coaching & Consulting's (n.d.) conversation checklist that included clarifying the challenge, co-brainstorming options, and committing to such further steps. The building of such a structure made me feel free to restart the campaign and motivated me to consult on cross-functional meetings. Her approach to precise questions and instant responses can be likened to the instructions for a feedback session (Harvard Business Review Press, 2014).
In comparison, a former manager was a clear example of the critique by Milner and Milner (2018) that most managers tend to explain rather than coach. During weekly status calls, he took up all the air flow, gave short, terse orders, and adjourned the meetings without a definite course of action. When a digital ad set was performing below expectations, he would re-communicate targets, providing no discussion on developing skills. Moreover, had he taken a moment to unearth root causes or collaboratively developed an improvement roadmap, as advised by Harvard Business Review Press (2014), our team members would have been able to learn quicker, and they would not have felt so demoralized. Three takeaways shape my coaching philosophy:
1.
**Use questions to unlock autonomy.** Actual curiosity brings out the truth that an order can never bring out.
2.
**Anchor feedback in a shared checklist.** An obvious form maintains sessions on topic and is instructive.
3.
**Close with a co-authored action plan.** Once a check mark is done on both ends, obligations go through the roof.
**References**
Emerald Works Limited. (n.d.).
_What is coaching? How to be an effective coach_. MindTools.
[https://www.mindtools.com/pages/article/newTMM_15.htmLinks to an external site.](https://www.mindtools.com/pages/article/newTMM_15.htm)
Harvard Business Review Press. (2014).
_Conducting a feedback session_. In
_Giving Effective Feedback_ (pp. 25–42). Harvard Business School Publishing Corporation.
Milner, J., & Milner, T. (2018, August 14).
_Most managers do not know how to coach people. But they can learn_.
_Harvard Business Review Digital Articles_, 2–5.
[https://hbr.orgLinks to an external site.](https://hbr.org/)
PERLA Coaching & Consulting. (n.d.).
_A coaching conversation checklist for smart managers_.
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**## Week5DiscussionResponse-ManagingPeoplePromotingCollab.docx**
**Managing People & Promoting Collab**
**Week 5 Discussion Response**
**Colleague 1**
Alexis Ruban
At a SaaS start-up in my second year, I got lucky and worked directly under our CTO, who placed on himself the image of a coach Ibarra and Scoular (2019) portrayed as a leader. She never introduced a meeting with a prescription; she always started with broad questions: a re-framing of problems as experiments: What is a minimal-viable test that could prove your hypothesis during this sprint?” Such prompts made me develop assumptions, locate data gaps, and offer scaled-down and non-permanent pilots. She supplemented that question with what Grote (2011) terms micro-coaching, which teaches things in a burst during a quick learning session completed in real-time between reviews and daily stand-ups. In case I had difficulties with an API integration, she would halt the review, open a quick diagram on her tablet, and say to me: Refactor one of the endpoints when the idea is still vivid. This on-the-spot, practical feedback made my learning curve much steeper than any other workshop could have. Within half a year, her coaching helped me to revamp our customer-onboarding journey, resulting in a 40 percent decrease in time-to-activation and a 12 percent decrease in churn. The experience has made me utterly convinced that great coaches foster independence by stimulating curiosity and providing just-in-time scaffolding as opposed to regular lectures.
In utter contrast, I had an earlier internship where I was led by a technical lead whose style was very waterfall in the era that he supported. It did not take long before weekly check-ins turned into a post-mortem checking, counting missed deadlines, and naming sources. They lacked a collective vision of a desired state in the future, there were no developmental resources, and there was surely no room for experimentation. According to Harvard Business School Press (2006), performance coaching turns into a performance-eating mess the moment managers become obsessed with the assessment process more than with the growth; my case study is a textbook example. The meeting focused on lagging indicators: how many bugs we had to fix and how many hours we had to work, so I finished each meeting feeling more anxious and less sure about a path to victory. Moreover, unsurprisingly, team velocity stopped, and innovation came out only in secretive side projects.
The comparison between the two experiences sums up the dynamics of successful versus unsuccessful coaching. The CTO worked in an inquiry-based position: inquiry came first, and then teaching ensued, resulting in psychological safety and belonging. The intern lead has become judgment-first, not guided by evaluation and elimination of initiative. The distinction also upholds the claim by Grote (2011) that regular and small coaching is better than the annually downloaded coaching model, and that the view proposed by Harvard Business School Press (2006) is developed instead of downloading.
From these contrasts, I distill three enduring principles for my coaching practice:
1. Ownership blossoms through inquiry before advice. Open questions invite self-diagnosis and foster commitment (Ibarra & Scoular, 2019).
2. Micro-coaching beats marathon feedback sessions. Timely, situational guidance turns learning moments into muscle memory (Grote, 2011).
3. Innovation thrives when feedback is developmental, not merely evaluative. Centering on growth rather than fault-finding sustains creative risk-taking (Harvard Business School Press, 2006).
These lessons now guide how I mentor junior engineers: I begin with questions, embed teaching into daily workflows, and frame feedback as a springboard for experimentation rather than a judgment on past performance.
**References**
Grote, D. (2011).
_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.
Ibarra, H., & Scoular, A. (2019, October 31).
_The leader as coach: How to unleash innovation, energy, and commitment_.
_Harvard Business Review Digital Articles_, 2–11.
[http://hbr.org](http://hbr.org/)
**Colleague 2**
Lauren Adkins
One of my earliest bosses in the marketing field was a regional director whose behavior matched what can be described as a product of Emerald Works Limited (n.d.), as the so-called growth-centered coach. Each one-to-one began with a question that helped her connect the short-sequenced project I was working on with some longer-term competencies I wanted to develop. When I had the choke in the national rebrand, she did not provide me with answers but rather facilitated the process of going through PERLA Coaching & Consulting's (n.d.) conversation checklist that included clarifying the challenge, co-brainstorming options, and committing to such further steps. The building of such a structure made me feel free to restart the campaign and motivated me to consult on cross-functional meetings. Her approach to precise questions and instant responses can be likened to the instructions for a feedback session (Harvard Business Review Press, 2014).
In comparison, a former manager was a clear example of the critique by Milner and Milner (2018) that most managers tend to explain rather than coach. During weekly status calls, he took up all the air flow, gave short, terse orders, and adjourned the meetings without a definite course of action. When a digital ad set was performing below expectations, he would re-communicate targets, providing no discussion on developing skills. Moreover, had he taken a moment to unearth root causes or collaboratively developed an improvement roadmap, as advised by Harvard Business Review Press (2014), our team members would have been able to learn quicker, and they would not have felt so demoralized. Three takeaways shape my coaching philosophy:
1.
**Use questions to unlock autonomy.** Actual curiosity brings out the truth that an order can never bring out.
2.
**Anchor feedback in a shared checklist.** An obvious form maintains sessions on topic and is instructive.
3.
**Close with a co-authored action plan.** Once a check mark is done on both ends, obligations go through the roof.
**References**
Emerald Works Limited. (n.d.).
_What is coaching? How to be an effective coach_. MindTools.
[https://www.mindtools.com/pages/article/newTMM_15.htmLinks to an external site.](https://www.mindtools.com/pages/article/newTMM_15.htm)
Harvard Business Review Press. (2014).
_Conducting a feedback session_. In
_Giving Effective Feedback_ (pp. 25–42). Harvard Business School Publishing Corporation.
Milner, J., & Milner, T. (2018, August 14).
_Most managers do not know how to coach people. But they can learn_.
_Harvard Business Review Digital Articles_, 2–5.
[https://hbr.orgLinks to an external site.](https://hbr.org/)
PERLA Coaching & Consulting. (n.d.).
_A coaching conversation checklist for smart managers_.
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**## Week5LearningResources-ManagingPeopleandPromotingCollab.docx**
**Managing People and Promoting Collab**
**Week 5 Learning Resources**
**Understanding Coaching**
Much of the manager’s role consists of achieving organizational results through other people. To achieve this goal, managers must be skilled coaches. Through these resources, you will explore the mindset and fundamental skills of effective coaching.
· Emerald Works Limited. (n.d.).
[_What is coaching? How to be an effective coach_](https://waldenu.instructure.com/courses/171484/files/13724906?wrap=1) [Download What is coaching? How to be an effective coach](https://waldenu.instructure.com/courses/171484/files/13724906/download?download_frd=1). MindTools. https://www.mindtools.com/pages/article/newTMM_15.htm
MindTools. (n.d.). What is Coaching? https://www.mindtools.com/a1plnmq/what-is-coaching. Reprinted by permission of MindTools via the Copyright Clearance Center. Licensed in 2023.
· Grote, D. (2011).
[Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895?wrap=1) [Download Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895/download?download_frd=1). In
_How to be good at performance appraisals: Simple, effective, done right_ (pp. 71–88). Harvard Business Review Press.
Grote, D. (2011).
_How to be good at performance appraisals: Simple, effective, done right_. Harvard Business Press. Licensed 2021.
· Milner, J., & Milner, T. (2018, August 14).
[Most managers don’t know how to coach people. But they can learn](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04HTO-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–5.
[http://hbr.org](http://hbr.org/)
**Coaching For Performance**
Several management gurus have pointed out that managers should “look in the mirror” to explore their own behaviors when employees are not performing as they should. Using these resources, you will explore specific skills and techniques managers use to help employees achieve improved performance.
· Harvard Business School Press. (2006).
[Becoming a better coach](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7447BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–14). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2006).
[Closing gaps and improving performance: The basics of coaching](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7416BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–19). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Conducting a feedback session](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 25–42). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Developing an action plan](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 43–53). Harvard Business School Publishing Corporation.
· Geisler, J. (2020).
[What leaders should know before having tough conversations about performanceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.613864826&site=eds-live&scope=site&custid=s6527200).
_Healthcare Financial Management_,
_74_(1), 50–51.
· Ibarra, H., & Scoular, A. (2019, October 31).
[The leader as coach: How to unleash innovation, energy, and commitment](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906G-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–11. http://hbr.org
· PERLA Coaching & Consulting. (n.d.).
[_A coaching conversation checklist for smart managers_ Links to an external site.](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/).
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**Important Documents and Resources**
·
**Document:** [Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905?wrap=1) [Download Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905/download?download_frd=1)
·
**Document:** [Week 5 Assignment Template: Coaching Conversation Preparation and Strategy (Word document)](https://waldenu.instructure.com/courses/171484/files/13724894?wrap=1)
**## Week5DiscussionResponse-ManagingPeoplePromotingCollab.docx**
**Managing People & Promoting Collab**
**Week 5 Discussion Response**
**Colleague 1**
Alexis Ruban
At a SaaS start-up in my second year, I got lucky and worked directly under our CTO, who placed on himself the image of a coach Ibarra and Scoular (2019) portrayed as a leader. She never introduced a meeting with a prescription; she always started with broad questions: a re-framing of problems as experiments: What is a minimal-viable test that could prove your hypothesis during this sprint?” Such prompts made me develop assumptions, locate data gaps, and offer scaled-down and non-permanent pilots. She supplemented that question with what Grote (2011) terms micro-coaching, which teaches things in a burst during a quick learning session completed in real-time between reviews and daily stand-ups. In case I had difficulties with an API integration, she would halt the review, open a quick diagram on her tablet, and say to me: Refactor one of the endpoints when the idea is still vivid. This on-the-spot, practical feedback made my learning curve much steeper than any other workshop could have. Within half a year, her coaching helped me to revamp our customer-onboarding journey, resulting in a 40 percent decrease in time-to-activation and a 12 percent decrease in churn. The experience has made me utterly convinced that great coaches foster independence by stimulating curiosity and providing just-in-time scaffolding as opposed to regular lectures.
In utter contrast, I had an earlier internship where I was led by a technical lead whose style was very waterfall in the era that he supported. It did not take long before weekly check-ins turned into a post-mortem checking, counting missed deadlines, and naming sources. They lacked a collective vision of a desired state in the future, there were no developmental resources, and there was surely no room for experimentation. According to Harvard Business School Press (2006), performance coaching turns into a performance-eating mess the moment managers become obsessed with the assessment process more than with the growth; my case study is a textbook example. The meeting focused on lagging indicators: how many bugs we had to fix and how many hours we had to work, so I finished each meeting feeling more anxious and less sure about a path to victory. Moreover, unsurprisingly, team velocity stopped, and innovation came out only in secretive side projects.
The comparison between the two experiences sums up the dynamics of successful versus unsuccessful coaching. The CTO worked in an inquiry-based position: inquiry came first, and then teaching ensued, resulting in psychological safety and belonging. The intern lead has become judgment-first, not guided by evaluation and elimination of initiative. The distinction also upholds the claim by Grote (2011) that regular and small coaching is better than the annually downloaded coaching model, and that the view proposed by Harvard Business School Press (2006) is developed instead of downloading.
From these contrasts, I distill three enduring principles for my coaching practice:
1. Ownership blossoms through inquiry before advice. Open questions invite self-diagnosis and foster commitment (Ibarra & Scoular, 2019).
2. Micro-coaching beats marathon feedback sessions. Timely, situational guidance turns learning moments into muscle memory (Grote, 2011).
3. Innovation thrives when feedback is developmental, not merely evaluative. Centering on growth rather than fault-finding sustains creative risk-taking (Harvard Business School Press, 2006).
These lessons now guide how I mentor junior engineers: I begin with questions, embed teaching into daily workflows, and frame feedback as a springboard for experimentation rather than a judgment on past performance.
**References**
Grote, D. (2011).
_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.
Ibarra, H., & Scoular, A. (2019, October 31).
_The leader as coach: How to unleash innovation, energy, and commitment_.
_Harvard Business Review Digital Articles_, 2–11.
[http://hbr.org](http://hbr.org/)
**Colleague 2**
Lauren Adkins
One of my earliest bosses in the marketing field was a regional director whose behavior matched what can be described as a product of Emerald Works Limited (n.d.), as the so-called growth-centered coach. Each one-to-one began with a question that helped her connect the short-sequenced project I was working on with some longer-term competencies I wanted to develop. When I had the choke in the national rebrand, she did not provide me with answers but rather facilitated the process of going through PERLA Coaching & Consulting's (n.d.) conversation checklist that included clarifying the challenge, co-brainstorming options, and committing to such further steps. The building of such a structure made me feel free to restart the campaign and motivated me to consult on cross-functional meetings. Her approach to precise questions and instant responses can be likened to the instructions for a feedback session (Harvard Business Review Press, 2014).
In comparison, a former manager was a clear example of the critique by Milner and Milner (2018) that most managers tend to explain rather than coach. During weekly status calls, he took up all the air flow, gave short, terse orders, and adjourned the meetings without a definite course of action. When a digital ad set was performing below expectations, he would re-communicate targets, providing no discussion on developing skills. Moreover, had he taken a moment to unearth root causes or collaboratively developed an improvement roadmap, as advised by Harvard Business Review Press (2014), our team members would have been able to learn quicker, and they would not have felt so demoralized. Three takeaways shape my coaching philosophy:
1.
**Use questions to unlock autonomy.** Actual curiosity brings out the truth that an order can never bring out.
2.
**Anchor feedback in a shared checklist.** An obvious form maintains sessions on topic and is instructive.
3.
**Close with a co-authored action plan.** Once a check mark is done on both ends, obligations go through the roof.
**References**
Emerald Works Limited. (n.d.).
_What is coaching? How to be an effective coach_. MindTools.
[https://www.mindtools.com/pages/article/newTMM_15.htmLinks to an external site.](https://www.mindtools.com/pages/article/newTMM_15.htm)
Harvard Business Review Press. (2014).
_Conducting a feedback session_. In
_Giving Effective Feedback_ (pp. 25–42). Harvard Business School Publishing Corporation.
Milner, J., & Milner, T. (2018, August 14).
_Most managers do not know how to coach people. But they can learn_.
_Harvard Business Review Digital Articles_, 2–5.
[https://hbr.orgLinks to an external site.](https://hbr.org/)
PERLA Coaching & Consulting. (n.d.).
_A coaching conversation checklist for smart managers_.
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**## Week5LearningResources-ManagingPeopleandPromotingCollab.docx**
**Managing People and Promoting Collab**
**Week 5 Learning Resources**
**Understanding Coaching**
Much of the manager’s role consists of achieving organizational results through other people. To achieve this goal, managers must be skilled coaches. Through these resources, you will explore the mindset and fundamental skills of effective coaching.
· Emerald Works Limited. (n.d.).
[_What is coaching? How to be an effective coach_](https://waldenu.instructure.com/courses/171484/files/13724906?wrap=1) [Download What is coaching? How to be an effective coach](https://waldenu.instructure.com/courses/171484/files/13724906/download?download_frd=1). MindTools. https://www.mindtools.com/pages/article/newTMM_15.htm
MindTools. (n.d.). What is Coaching? https://www.mindtools.com/a1plnmq/what-is-coaching. Reprinted by permission of MindTools via the Copyright Clearance Center. Licensed in 2023.
· Grote, D. (2011).
[Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895?wrap=1) [Download Providing day-to-day coaching](https://waldenu.instructure.com/courses/171484/files/13724895/download?download_frd=1). In
_How to be good at performance appraisals: Simple, effective, done right_ (pp. 71–88). Harvard Business Review Press.
Grote, D. (2011).
_How to be good at performance appraisals: Simple, effective, done right_. Harvard Business Press. Licensed 2021.
· Milner, J., & Milner, T. (2018, August 14).
[Most managers don’t know how to coach people. But they can learn](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FH04HTO-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–5.
[http://hbr.org](http://hbr.org/)
**Coaching For Performance**
Several management gurus have pointed out that managers should “look in the mirror” to explore their own behaviors when employees are not performing as they should. Using these resources, you will explore specific skills and techniques managers use to help employees achieve improved performance.
· Harvard Business School Press. (2006).
[Becoming a better coach](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7447BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–14). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2006).
[Closing gaps and improving performance: The basics of coaching](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F7416BC-PDF-ENG%2Frich-text). In
_Performance management: Measure and improve the effectiveness of your employees_(pp. 1–19). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Conducting a feedback session](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 25–42). Harvard Business School Publishing Corporation.
· Harvard Business Review Press. (2014).
[Developing an action plan](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2F13999-PDF-ENG%2Frich-text). In
_Giving effective feedback_(pp. 43–53). Harvard Business School Publishing Corporation.
· Geisler, J. (2020).
[What leaders should know before having tough conversations about performanceLinks to an external site.](https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=edsgea&AN=edsgcl.613864826&site=eds-live&scope=site&custid=s6527200).
_Healthcare Financial Management_,
_74_(1), 50–51.
· Ibarra, H., & Scoular, A. (2019, October 31).
[The leader as coach: How to unleash innovation, energy, and commitment](https://waldenu.instructure.com/courses/171484/external_tools/retrieve?url=https%3A%2F%2Fservices.hbsp.harvard.edu%2Flti%2Flinks%2FR1906G-PDF-ENG%2Frich-text).
_Harvard Business Review Digital Articles_, 2–11. http://hbr.org
· PERLA Coaching & Consulting. (n.d.).
[_A coaching conversation checklist for smart managers_ Links to an external site.](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/).
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
**Important Documents and Resources**
·
**Document:** [Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905?wrap=1) [Download Developing Individuals: Coaching for Performance Simulation Preparation (PDF)](https://waldenu.instructure.com/courses/171484/files/13724905/download?download_frd=1)
·
**Document:** [Week 5 Assignment Template: Coaching Conversation Preparation and Strategy (Word document)](https://waldenu.instructure.com/courses/171484/files/13724894?wrap=1)
**## Week5DiscussionResponse-ManagingPeoplePromotingCollab.docx**
**Managing People & Promoting Collab**
**Week 5 Discussion Response**
**Colleague 1**
Alexis Ruban
At a SaaS start-up in my second year, I got lucky and worked directly under our CTO, who placed on himself the image of a coach Ibarra and Scoular (2019) portrayed as a leader. She never introduced a meeting with a prescription; she always started with broad questions: a re-framing of problems as experiments: What is a minimal-viable test that could prove your hypothesis during this sprint?” Such prompts made me develop assumptions, locate data gaps, and offer scaled-down and non-permanent pilots. She supplemented that question with what Grote (2011) terms micro-coaching, which teaches things in a burst during a quick learning session completed in real-time between reviews and daily stand-ups. In case I had difficulties with an API integration, she would halt the review, open a quick diagram on her tablet, and say to me: Refactor one of the endpoints when the idea is still vivid. This on-the-spot, practical feedback made my learning curve much steeper than any other workshop could have. Within half a year, her coaching helped me to revamp our customer-onboarding journey, resulting in a 40 percent decrease in time-to-activation and a 12 percent decrease in churn. The experience has made me utterly convinced that great coaches foster independence by stimulating curiosity and providing just-in-time scaffolding as opposed to regular lectures.
In utter contrast, I had an earlier internship where I was led by a technical lead whose style was very waterfall in the era that he supported. It did not take long before weekly check-ins turned into a post-mortem checking, counting missed deadlines, and naming sources. They lacked a collective vision of a desired state in the future, there were no developmental resources, and there was surely no room for experimentation. According to Harvard Business School Press (2006), performance coaching turns into a performance-eating mess the moment managers become obsessed with the assessment process more than with the growth; my case study is a textbook example. The meeting focused on lagging indicators: how many bugs we had to fix and how many hours we had to work, so I finished each meeting feeling more anxious and less sure about a path to victory. Moreover, unsurprisingly, team velocity stopped, and innovation came out only in secretive side projects.
The comparison between the two experiences sums up the dynamics of successful versus unsuccessful coaching. The CTO worked in an inquiry-based position: inquiry came first, and then teaching ensued, resulting in psychological safety and belonging. The intern lead has become judgment-first, not guided by evaluation and elimination of initiative. The distinction also upholds the claim by Grote (2011) that regular and small coaching is better than the annually downloaded coaching model, and that the view proposed by Harvard Business School Press (2006) is developed instead of downloading.
From these contrasts, I distill three enduring principles for my coaching practice:
1. Ownership blossoms through inquiry before advice. Open questions invite self-diagnosis and foster commitment (Ibarra & Scoular, 2019).
2. Micro-coaching beats marathon feedback sessions. Timely, situational guidance turns learning moments into muscle memory (Grote, 2011).
3. Innovation thrives when feedback is developmental, not merely evaluative. Centering on growth rather than fault-finding sustains creative risk-taking (Harvard Business School Press, 2006).
These lessons now guide how I mentor junior engineers: I begin with questions, embed teaching into daily workflows, and frame feedback as a springboard for experimentation rather than a judgment on past performance.
**References**
Grote, D. (2011).
_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.
Ibarra, H., & Scoular, A. (2019, October 31).
_The leader as coach: How to unleash innovation, energy, and commitment_.
_Harvard Business Review Digital Articles_, 2–11.
[http://hbr.org](http://hbr.org/)
**Colleague 2**
Lauren Adkins
One of my earliest bosses in the marketing field was a regional director whose behavior matched what can be described as a product of Emerald Works Limited (n.d.), as the so-called growth-centered coach. Each one-to-one began with a question that helped her connect the short-sequenced project I was working on with some longer-term competencies I wanted to develop. When I had the choke in the national rebrand, she did not provide me with answers but rather facilitated the process of going through PERLA Coaching & Consulting's (n.d.) conversation checklist that included clarifying the challenge, co-brainstorming options, and committing to such further steps. The building of such a structure made me feel free to restart the campaign and motivated me to consult on cross-functional meetings. Her approach to precise questions and instant responses can be likened to the instructions for a feedback session (Harvard Business Review Press, 2014).
In comparison, a former manager was a clear example of the critique by Milner and Milner (2018) that most managers tend to explain rather than coach. During weekly status calls, he took up all the air flow, gave short, terse orders, and adjourned the meetings without a definite course of action. When a digital ad set was performing below expectations, he would re-communicate targets, providing no discussion on developing skills. Moreover, had he taken a moment to unearth root causes or collaboratively developed an improvement roadmap, as advised by Harvard Business Review Press (2014), our team members would have been able to learn quicker, and they would not have felt so demoralized. Three takeaways shape my coaching philosophy:
1.
**Use questions to unlock autonomy.** Actual curiosity brings out the truth that an order can never bring out.
2.
**Anchor feedback in a shared checklist.** An obvious form maintains sessions on topic and is instructive.
3.
**Close with a co-authored action plan.** Once a check mark is done on both ends, obligations go through the roof.
**References**
Emerald Works Limited. (n.d.).
_What is coaching? How to be an effective coach_. MindTools.
[https://www.mindtools.com/pages/article/newTMM_15.htmLinks to an external site.](https://www.mindtools.com/pages/article/newTMM_15.htm)
Harvard Business Review Press. (2014).
_Conducting a feedback session_. In
_Giving Effective Feedback_ (pp. 25–42). Harvard Business School Publishing Corporation.
Milner, J., & Milner, T. (2018, August 14).
_Most managers do not know how to coach people. But they can learn_.
_Harvard Business Review Digital Articles_, 2–5.
[https://hbr.orgLinks to an external site.](https://hbr.org/)
PERLA Coaching & Consulting. (n.d.).
_A coaching conversation checklist for smart managers_.
[https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/](https://www.perlacoaching.com/coaching-conversation-checklist-for-smart-managers/)
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