Module 4 - CaseSPECIAL CASES IN COACHINGAssignment OverviewClosure and ReviewBackgroundThe 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 fourth module, you will be working with your coachee to close the coaching session and determine the next phase of your relationship. Will you terminate the relationship or move on to a new coaching experience? A part of this process is soliciting feedback from your coachee as to how successful the coaching sessions were.What did the coachee learn?How will the coachee deal with people and situations differently?What priorities have been set and what still needs to be accomplished?One outcome of this session is to come to a mutual decision of whether to terminate the coaching relationship or continue to work together on a new coaching issue. Drawing on the background reading for this and the previous modules, you will plan and carry out a coaching session that involves stage W of the GROW model.There is a comprehensive explanation of the GROW model on the background page for Module 2. Here is a link to a shorter synopsis for review:The GROW model: A simple process for coaching and mentoring. (2014) Retrieved from www.mindtools.com/pages/article/newLDR_89.htmThe structure of the Live Case NOTE: This module also includes an extra activity to be completed by the coachee and submitted as an appendix to your usual paper.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: 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 yougain?What would you do differently next time?Case AssignmentRead about conducting wrap-up sessions at the following site:One powerful way to wrap up a coaching session. (2011, September 13). The Coaching Tools Company. Retrieved from https://www.thecoachingtoolscompany.com/one-powerful-way-to-wrap-up-a-coaching-session%E2%80%A6/Click on this copy of the Coachee Feedback Assessment Form. You can use this form in one of two ways:You may have your coachee fill this out as a “homework” assignment prior to your meeting, orYou can use the assessment form to structure your feedback session by typing your coachee’s answers as you hold your wrap-up session. In this last case, it is a good idea to email the finished completed form to the coachee so he can have a reminder of what was accomplished.Either way, be sure to include the feedback form as an attachment to your paper.Conduct your final coaching session as described above and write it up as detailed in the keys to the assignment and the assignment expectations.Keys to the AssignmentAfter reading the background materials for this module and doing additional research if needed, prepare your pre-coaching plan for a final 45- to 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).Write up your post-coaching reflection.Report the facts of the coaching session.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.Include your coachee’s assessment of the sessions as an appendix.Cite and reference any outside sources.Use APA formatting.Proofread and edit your papers carefully. The expectation is zero errors.Module 4- Introducing Module 4 of LED514!Module 4- Introducing Module 4 of LED514!In this module we will:Wrap up your coaching session, and receive feedback from the coachee.Create a PowerPoint presentation with a voiceover to serve as a briefing of the leadership Growth Plan to your supervisor and/or mentor.Compare different approaches to coaching when working with different types of professions. Evaluate your learning and progress in developing coaching skills.How 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=sharingSupport for You and Feedback for MeHello! As we head into the final stages of our session, I wanted to remind you that I am available for support. Please reach out if you have questions.Also, please provide me with feedback. I’d like you to send me an email on what I can do better to help you learn. What is going well? What can I improve?Module 4 Fallon, J. (10 August 2012). DISC Assessment. YouTube. Retrieved from https://www.youtube.com/watch?v=FPluLATa5YQDISC Personality Testing (n.d.) Retrieved from https://discpersonalitytesting.com/free-disc-test/de Haan, E., & Nieß, C. (2011). Change through executive coaching. Training Journal, 66-70. Available in the Trident University Online LibraryTanner, R. (2017, 16 March.). Motivation – 7 steps for coaching difficult employees. Management is a Journey. Retrieved from http://managementisajourney.com/motivation-7-steps-for-coaching-difficult-employees/Andersen, E. (2013, November 21). 9 ways to deal with difficult employees. Forbes. Retrieved from http://www.forbes.com/sites/erikaandersen/2013/11/21/9-ways-to-deal-with-difficult-employees/Preparing for difficult coaching situations (n.d.). University of Missouri. Retrieved from http://hrs.missouri.edu/forms/forms/Difficult_Coaching_Situations.pdfRudy, L.J. (2014, April 29). The strategic guide to managing difficult employees. Envato Tuts+. Retrieved from http://business.tutsplus.com/articles/the-strategic-guide-to-managing-difficult-employees--cms-20845Four types of difficult employees and how to manage them. (2014). Bayt. Retrieved from http://www.bayt.com/en/employer-article-13882/

The accounting equation is the foundation on which businesses categorize their accounts. Individuals, including you, can also use the accounting equation to categorize accounts. For example, a person purchases a car on credit. The purchase of the car has impacts on both the asset side and the liabilities side of the accounting equation. On the asset side, the purchase increases the person’s assets. On the liability side, the use of credit increases the person’s liabilities.Identify the accounting equation and give a personal example of how you can apply this in your daily life.