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Coach/Mentor Self-Assessment Presentation


Ximena Baca

on 28 May 2013

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Transcript of Coach/Mentor Self-Assessment Presentation

Coach/Mentor Self-Assessment References EDL 531
Patricia Wick
Jeremy Andrews, Ximena Baca, Paula Carter,
Carrie Wishon Conclusion Each assessment made each team member reflect on his or her own professional habits
The assessment results gave each team member an area in which they need to grow
The assessment results also showed each team member what area(s) they are successful in
Based on the reading from this week, each member could see how the areas they were assessed on relate to coaching/mentoring
Each member acknowledged an area for growth and a plan to grown within that area Introduction Each team member was asked to complete all of the following assessments:
Ethical Reasoning Inventory- measures a person’s ethical base by presenting situations that bring a person’s ethics into question
How much empathy do you have?- true and false questions that measure how you can relate to other’s situations
Listening traps- measures how you deal with outside factors when listening
Positive-Impression- person rates how often they complete certain tasks to show how they present themselves to others
Assertiveness Scale- true/false questions about how you assert yourself and areas where you could improve
How important do I make people feel?-rates situations where you credit people for their accomplishments Dubrin, A.J. (2005). Coaching and mentoring skills. Upper Saddle River, NJ: Pearson
Education Inc.

Costa, A. & Kallick, B. (2000). Describing 16 habits of
mind. Retrieved from http://www.instituteforhabitsofmind.com/resources/pdf/16HOM.pdf

Knight, J. (2008). Coaching: Approaches and perspectives. Thousand Oaks, CA: Corwin Press. Identify each team
member's strengths Jeremy Ximena Carrie Paula You have a real strong sense of ethical reasoning, highest of the four of us. You do well with making small talk to develop relations. You do great with making other feel important with themselves. You also do well by saying what needs to be said instead of what people want to hear.

Opportunities for development would be with more empathy toward others. Improving listening skills to avoid traps. You also could develop team skills by sharing credit with others. You are on the low spectrum of assertiveness and could develop skill toward higher assertive behavior. You possess a good ethical reasoning skills. You also have a strong skill of empathy. You avoid many of the listening traps. You have lower color of speech and like to be a team player. You like to share credit with others and good with small talk. You also do really well with making others feel important.

From what I determined you possess the opportunity to work on filtering with your listening skills. You like to flatter others which may or may not be good depending on the intent. You are midway on the assertive scale close to aggressive. Your ethical reasoning is a good average skill. Your skill of empathy is above average. You have good listening skills. You have good positive impressions upon others by sending greetings to others. You are a team player and are diplomatic. You share credit with others as well. You have a good level of assertiveness and do well at making others feel important.

Opportunities for development would be a little bit in ethical reasoning. Improve on some of your listening skills do prevent traps. You flatter others either too much or not enough depending on intent of question. You are close to being nonassertive and may develop more skill toward asserting yourself. Identify each team member's goal
to facilitate development of one
attribute of a coach or mentor Jeremy Ximena Paula Carrie Identify each team member's
requirement for development Jeremy Ximena Carrie Paula Consciousness state of mind is area of development required
Lower scores on empathy and learning skills had some needs improvement
What judgments am I making?
How can I gain another perspective on this?
How is my prior knowledge of this situation affecting my thought processes?

(Knight, 2008) My goal is to start thinking more flexibly as Costa & Kallick (2000) describe as one of the 16 Habits of Mind. Speaker Notes:
I am a flexible person and will work long hours but my thinking is not as flexible. I get mad when others constantly change their mind and I feel they are being "wishy-washy". I need to be open to constant change and remember a quote by Edward deBono, "If you never change your mind, why have one?" I need to learn to tolerate people coming up with different thoughts or perceptions of a project and listen to their thoughts openly. Speaker Notes:
Assertiveness is where I need to grow. While I am confident in my work and who I am, there are situations where I may let someone overpower my ideas or opinions. I need to be more confident in my decisions and my reasons for reaching this decision. I will also need to grow in how to be assertive without coming across too strong. Since I am not comfortable with confrontation or criticism, I will need to practice listening to constructive criticism while standing up for my decisions. Speaker Notes:
Making people feel important through improving attribute of using influence tactics by becoming an improved role model. As a coach individual will look to me on how to act toward others and behave in a negative or positive manner according to how my influence affects the environment. Speaker Notes:
Setting a goal forth marks the begining of achieving success, as an instructor, mentor, and massage therapist. As an instructor because it demonstrates accuracy, as a mentor faithfulness, and as a massage therapist because it is a continous reworking to perfect modalities, which is a reflection of who I am as an individual. Speaker Notes:
On the empathy side, you could probably stand to feel a little more about your employees in order to relate to them better. On your listening skills, your NI parts all seem to be that you are not attentive to the person speaking to you - you seem to be forward thinking of your response before the other person finishes. That would be something to work on to make yourself a better listener - wait for the person to finish before you start thinking of your response. This seems to go along with your assertiveness. The listening skills almost seem to relate to the assertiveness. Efficacy state of mind is area of development required
Lower assertiveness score
Efficacy leads to openness to new ideas and experimentation supporting learning
Efficacy increases the teacher’s enthusiasm for teaching
(Knight, 2008) Speaker Notes:
Your assertiveness skills could use some honing. You appreciate your associate’s work but you are quick to be amicable in order to keep the peace. If you push more, it may force the associates to push back and be more creative and forthcoming with suggestions. Because you have a favorable disposition, it may hinder your associates from being aggressive with suggestions in order to not hurt your feelings. Flexibility state of mind is the area of development required
Egocentricity is natural tendency for survival
Egocentricity limits our ability to understand the world beyond us
Need to listen for what surprises us instead of what we want to hear

(Knight, 2008) Speaker Notes:
Your listening skills are where you need improvement - just to help you relate to your students a little more. Your assertiveness is at a good level because being too aggressive can tend to push students away. You could probably be a little more assertive - to go along with the listening skills. You may be leaning more toward being soft, which might have students pulling the wool over your eyes, so to speak. An area to improve would be the assertiveness because the listening skills would follow suit. Efficacy state of mind is area of development required
Lower assertiveness score
Efficacy is foundational resource giving us sense of our own ability to influence and change our world
Increases resiliency and persistence in light of challenges Speaker Notes:
Your listening skills could use a little bit of work just to help you relate to your students or associates better. The thing that would be the item to work on would be your assertiveness. It goes hand in hand with the listening skills. If you get a little more assertive - not too much, because that is not good either - then the listening skills should fall into place and your students or associates will not have the chance to walk over you. My goal is that I need to work
on my assertiveness I have identified my goal: I want to
strive for accuracy and precision
Jeremy Goal Attribute: A goal to improve making people feel important. Speaker Notes:
When building trust as a coach one aspect the individual should consider is developing trustworthy behavior (Dubrin, 2005). To do so the individual needs to take on the role of an ethical individual. The results of the survey of the members of Team B reflects a range between average levels of ethical reasoning and a strong ethical reasoning skill. The skill of ethical reasoning will lead the coach to provide credibility and a team that will trust the decisions made by the coach when counsel is necessary. You demonstrate a sense of high ethical standards, this is a positive behavior to possess because it helps you gain trust of the people you coach and mentor. Moreover, based on your survey results you are someone who has an average tendency toward empathy, this behavior gives you the ability to place yourself in the other person’s shoes where you agree and understand why people behave the way they do.
On another note, you can make improvements in your listening skills. Listening skills come in different forms, body language and facial expressions project how a person is feeling internally, also remember to use the LUNA rule. Furthermore, you are an assertive person. Being assertive will help you be a more effective coach and mentor. Last, you have a moderate tendency toward making others feel important by shaking their hand, creating eye contact, and explain to others the key role you play for the group. Speaker Notes:
Empathy is a skill that requires an individual to place themselves in the shoes of others. A coach should seek to understand feelings and emotions of others when developing empathy toward others (Dubrin, 2005). The members of Team B reflect a varied level between six and 10 where half the team at average tendencies of empathy and half at above average. Because this is a necessary skill in the coaching of others, the perfection of this skill is an opportunity for all involved. Speaker Notes:
The skill of listening to others requires more effort to control ones thoughts as a coach who ensures the speaker communicates everything. “Unless you receive messages as they are intended, you cannot effectively perform your job as a coach” (Dubrin, 2005, p. 22). The trap most of the team needs to improve with active listening is the filterer by ensuring the coach takes in all information presented. The other opportunities to work on active listening is the mind readers, placater, and dreamer traps.All need at least one improvement with majority improving filtering. Not all team members share same need for one improvement. Speaker Notes:
As a leader a coach needs to provide tactics to influence others to perform tasks without overstepping roles. Many of the tactics of the survey the team members were aligned with the results of the comparison group. Two member had avoiding no as high ratio. Two had work talk ratio high. Three had Small talk ratio higher then average. Two had high ratio of listening carefully. Two had ratio with exaggeration high. All had sharing credit with others ratio high. Two had team player talk a high ratio. Two had saying what others want a high ratio. Knowing how others are positively impressed by behavior will help accomplish persuasive results (Dubrin, 2005). The Ethical Reasoning Inventory (Ch. 1)

87-95 ethical rating with half of team with strong ethical reasoning. How Much Empathy Do You Have? (Ch. 2)

6-10 empathy rating with half above average. Listening Traps (Ch. 3)

2 Mind Readers, 2 Placaters, 3 Filterers, and 2 Dreamers. Positive-Impression Survey (Ch. 4)

Making small talk: Three members doing better than average with a large ratio. Assertiveness Scale (Ch. 4)

16-21 rating with all in assertive range.

Notes: As a leadership trait, assertiveness provides the coach with the tool to allow others know how he or she feels through emotions (Dubrin, 2005). Developing a self efficacy will help support the coach in becoming more assertive toward others and confront negative behaviors before the habits get out of control. The team members scored within range of an assertive individual with an outlier at the bottom end where a move toward nonassertive behavior will lose control of role model influence. How Important Do I Make People Feel? (Ch. 4)

38-47 rating from moderate and majority of typical.

Notes: A charismatic leader will develop skill in changing the behavior of others through inspiration and motivation (Dubrin, 2005). Implementing the techniques as a charismatic leader will help with coaching others to enhance his or her own skills. One of the team members rated as a moderate tendency to make others feel important and most succeeding at typically making others feel important which would help develop techniques as a charismatic coach.
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