A member of the Stevens Center for Family Business is considering the hiring of a student to advise with their family business which has both family member and non-family management. The first step in the hiring process is for you to write a letter to show this potential employer your extensive knowledge, enthusiasm, organizational skills, and what you consider to be the “best practices” of a successful family business.more detail:You want to write a letter to an employer. He wants to hire somebody with knowledge about best practices in managing a family business.  So, in the letter your write to him, you want to write that you have knowledge about this subject, and also explain some of the practices, so that you prove how knowledgeable you are.The letter has to start with a paragraph in which you introduce yourself and say that you have recently learned a lot about family business management and you believe you would be a perfect candidate for him. In the following paragraphs you explain best practices in family business management -  all the areas that you can help him with. Finally, you write a short ending paragraph where you say one more time you are interested in the job he offers, and you are a great candidate for it.and it needs 5-6 pages  double space

Module 3 - CaseCOACHING AND PERFORMANCE MANAGEMENTAssignment OverviewExploring OptionsBackgroundThe purpose of the Case Assignment is to create a “Live Case” by experiencing the process of coaching. Because this case is designed around experiential learning, we can go beyond the conceptual knowledge covered in the reading materials to actual skills building. This requires putting what you are learning into immediate practice.In this third module, you will be working with your coachee to explore options based on the coachee's assessment of goals and current reality (as determined in Case 2). The objective of this session is to get your coachee to commit to specific actions. Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage O of the GROW model.There is a comprehensive explanation of the GROW model on the background page for Module 2. Here is a shorter synopsis:The GROW model: A simple process for coaching and mentoring. (2014). Mind Tools. Retrieved from www.mindtools.com/pages/article/newLDR_89.htmThe structure of the Live Case (As a reminder, each case involves three separate activities.)Each module will follow this cycle: Plan, execute, report.Before the coaching session, write up a plan using course readings or additional research as a resource (1-2 pages).Then meet with the coachee, and use your plan as a guide for the session.The bulk of the report is on how it went, including successes and failures. What would you do differently next time? (3 to 5 pages).PreplanningActionReflectionWhat are your goals for the session?What actions do you plan?How will you know if you are successful?(1-2 pages)Meet with coachee (45-50 minutes).Report on the session.Provide a narrative descriptive summary of the conversation as it occurred (1 or 2 paragraphs).How do you feel the session went?Analyze the process and outcomes of your coaching.What new knowledge did you gain?What would you do differently next time? Case AssignmentAssignment instructions This phase of the coaching process requires brainstorming. Think you know everything there is to know about brainstorming? Too often, we overlook some essential basics about processes we think we know well. Take a few minutes to refresh your understanding of the “rules” of effective brainstorming in this article from the Trident Library:Van Valin, S. (2014). Brainstorming. Leadership Excellence, 31(2), 20-21. Retrieved from ProQuest.Brainstorm as many options as possible that will help your coachee achieve his or her goal.Discuss the options and select the best ones.You may offer your suggestions, but let your coachee do most of the work of generating and evaluating the options. Remember that the objective is to get the coachee to commit to action, and this means that the coachee must feel “ownership” of the plan.Write up this meeting as indicated in the Keys to the Assignment below.Turn in your 4- to 6-page paper to the appropriate dropbox by the due date.Keys to the AssignmentAfter reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a 45-50 minute session:What are your goals for this session? How will you know if you are successful?What skills will you use?How will you go about doing this?What questions will you ask?Conduct your coaching session (45 to 50 minutes). Remember the ultimate goal of the session is to come up with a plan to which the coachee commits.Write up your post-coaching reflection.Report the facts of the coaching session; summarize the plan.What went well and what did not?What did you learn about coaching from this session?What would you do differently next time?Assignment ExpectationsInclude a cover page and reference page in addition to the 4–5 pages of analysis described above.Your paper should have an introduction and a conclusion.Use headings to indicate major sections of the report.Cite and reference any outside sources.Use APA formatting.Proofread and edit your papers carefully. The expectation is zero errors.Module 3Clark, D. (2011). Performance coaching. Big Dog and Little Dog’s Performance Juxtaposition. Retrieved from http://www.nwlink.com/~donclark/coaching/coach.htmlPantall, J. (22 Aug 2012). Coaching on the spot. Rutgers Business School. Retrieved from http://www.business.rutgers.edu/executive-education/blogs/coaching-spotLester, K. (2012). Spot coaching. CPA Practice Management Forum, 8(11), 10-11. Available in the Trident University Online LibraryDevelopmental and performance coaching (n.d.). ROI Coaching. Retrieved from http://roicoaching.co.uk/docs/4_developmental_and_performance_coaching.pdfBusby, N. (2005). Career coaching to value. Orange County Business Journal, 28(11), 1. Available in the Trident University Online LibraryMcRae, C., & Dooley, E. (2013). The personal touch of outplacement. Canadian HR Reporter, 26(7), 11. Available in the Trident University Online LibraryHeathfield, S. M. (2014). 360 degree feedback: Even more about the good, the bad, and the ugly. About.com. Retrieved from http://humanresources.about.com/od/360feedback/a/360feedback_3.htmChapman, A. (2006) Johari Window Model. Retrieved from https://apps.cfli.wisc.edu/johari/support/JohariExplainChapman2003.pdfHow to Write Your Case Studies and SLPs Assignments! URGENTClick on the link below. You'll be able to access the checklists to find out how you should write the Case Study and SLP for each week in a folder. You are required to include the checklist at the end of each assignment. The checklists are in Microsoft Word Format. The checklists make your work easier because they tell you how to structure your paper, what topics to address, and how you will be assessed.https://drive.google.com/folderview?id=0B8w_a7Gf9P7fflJ3ZFhPeGNZOEV2MTRTcDRwQlpRZVI4NjRqTjVzVXpyY0lzTmhYSGxqZWs&usp=sharingIntroducing Module 3 of LED514!In this module we will:Plan and conduct a live coaching session to identify options.Continue developing a Leadership Growth Plan by setting personal leadership goals.Design ways organizations can build performance management into job experience.Do you have a professional development plan or leadership growth plan in place? I encourage you to develop one with your supervisor, mentor or coach.Academic Participation and Substantive Interaction (Deadlines)According to Trident’s Academic Participation and Substantive Interaction policy, Students are required to participate in their courses in a regular, timely, and substantive manner, which includes all of the following elements:Navigating through the course syllabus and modules to identify and understand course objectives/outcomes and the expectations of the professor.Engaging in the assigned readings and multimedia presentations (if any) for each moduleSynthesizing the information from the assigned readings and multimedia presentations.Posting substantive comments in the Discussion forum in all modules at least once per week for each module. Simple agreement or disagreement with comments posted by the professor or other students will not be considered substantive interaction. In order for a student’s Discussion comments to be considered substantive there must be explanations of agreement or disagreement, introduction of new ideas, or sharing of personal experiences that are related to the subject matterConducting independent research for Case and Session Long Project (SLP) assignments, using the various TUI library databases as well as credible sites on the Internet (which may include government and educational sites) bearing on the subject matter of the curriculum.Synthesizing information from research before applying it to the Case and SLP requirements and communicating with the professor for clarification and guidance where applicable.Preparing modular Case and SLP assignments and communicating with the professor for clarification of expectations and guidance.Submitting modular Case and SLP assignments in all modules by the published deadlines Students may refer to the academic calendar for specific module due dates.Incorporating professor feedback into subsequent module assignments.