Emotional Intelligence and the College Coach Approach

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Emotional Intelligence andthe College Coach
Approach

• Lisa Decandia
• Steve Fishman

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graduation
another program
another college
drop out or stop out
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College Coach Approach

• Significantly impacts student success
• Cost effective
• Requires minimal employee time

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Webinar Agenda

• Part One Coaching
• Definition
• Why Coach ?
• When to Coach
• How to Coach
• Effective Coaching questions

• Part Two Emotional Intelligence
• EI realms
• EI student success
• Coaching development of EI skills

• Part Three Steps to Starting a Coaching Program
• Recruitment
• Training
• Connect
• Support
• Challenges

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Coaching Definition

• The fundamental purpose of coaching is to help
  students become effective agents for their own
  lifelong learning and personal development. Our
  relationships with students the questions we
  raise, the perspectives we share, the resources
  we suggest, the short-term decisions and
  long-range plans we help them think through all
  should aim to increase their capacity to take
  charge of their own existence.
• - Arthur Chickering

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Counseling vs Coaching

• Counseling
• Fostering personal growth and development
• Development of coping skills
• Focus on personal development

• Coaching
• Partnership which is performance driven
• Inspires action toward personal excellence
• Focus on optimal performance

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College Coaching

• A professional partnership between a college
  employee and a student
• Based on the students expressed interests,
  goals, and objectives
• Encourages students to develop action plans
  intended to achieve their goals
• Imparts specific insights and skills to empower
  students toward their goals
• Utilizes questions and listening methods,
  clarification of issues, and creating options
• Is not counseling, therapy, consulting, or
  advising
• Refers students to other college services and
  resources as required

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Why Coach?

• Why is a coaching relationship beneficial?
• Encourages optimal problem solving and goal
  setting.
• Empowers the person to take actions and be
  accountable.
• Helps people improve effectiveness and
  performance.
• All of the above.

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Why Coach?

• Coaching
• Is a powerful way of communicating
• Cuts through the layers of avoidance and gets
  straight to the issues at hand
• Is about moving forward
• Helps people improve effectiveness/performance
• Is a catalyst for positive change
• Brings out the best in people
• Is about raising awareness and responsibility

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When to Coach
Scenario 1 A student comes to speak with
you and they are completely overwhelmed with
their workload.
Is this a coaching moment?
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When to Coach
Scenario 2 A student comes to ask about
which course they should enroll in.
Is this a coaching moment?
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When to Coach
Scenario 3 Where is the parking lot?
Is this a coaching moment?
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Coaching Moments

• Coaching moments arise on many occasions.
• Think in terms of helping the student to help
  themselves.
• Sometimes it is a judgment call.

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Role of Coach

• A catalyst for action
• A motivator
• An encourager
• A challenger

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Coaching moments involve

• Deep listening
• Skillful questioning
• Helping others discover their own solutions
• Empowering others to become stronger and more
  resourceful
• But before you do that, its best to prepare

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Setting the Stage

• Recognizing the importance of first impressions,
  create a safe, welcoming environment for
  students.
• Vocal Variety
• Relaxed Body posture
• Smiling at students

• Removal of distractions
• Eye contact
• Gestures

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Discovery Phase

• Utilize positive open-ended questions to draw out
  what they enjoy doing, their strengths, and their
  passions. Listen carefully to each answer before
  asking the next positive question.

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Coaching Framework

• Step 1 Focus and Clarify
• Determine the Focus of the conversation
• Listen with the intent of understanding issue(s)
• Bring Awareness of the issue(s) and clarify
• Help student to become aware of and understand
  issue(s)

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Coaching Framework

• Step 2 Options and Commitment
• Generate options and alternatives for dealing
  with issue(s)
• Facilitate creative solutions
• Commit/Choose an option
• Guide student toward making a choice

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Coaching Framework

• Step 3 Action and Accountability
• Develop a Plan of action
• Encourage/motivate student to take action
• Establish accountability to action and
  responsibility
• Initiate a realistic, measurable follow-up system

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Effective Coaching Questions

• Open-ended questions that bring about awareness
  and discovery
• How would you describe the situation?
• Whats important about that?
• Questions that facilitate deep thinking and
  understanding
• What concerns you about this?
• How does this fit with your current priorities?
• Questions that facilitate options
• What are some of the options you have come up
  with so far?
• What do you feel would work best for you?

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Coach-Student Scenario
How would you proceed as a coach?
A student comes to see you and says, I failed my
math quiz and I want to drop math. How do I do
that?
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Role Play
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Sample - Coaching Tool

• Goal __________________________
• Strategies and Actions Needed
• a) ________________________
• b) ________________________
• c) ________________________
• Scale Level of Commitment /10
• Obstacles you have to overcome
• _______________________________
• _______________________________

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What is Emotional Intelligence?
EI Emotional Intelligence

• Is a learned ability to understand, use and
  express human emotions in healthy and productive
  ways. Low and Nelson

The capacity for recognizing our own feelings
and those of others, for motivating ourselves,
and for managing emotions well in ourselves and
in our relationships. Goleman
an array of non-cognitive (emotional and social)
capabilities, competencies and skills that
influence ones ability to succeed in coping with
environmental demands and pressures Reuven
Bar-On
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EI Quiz
True or False?
People have the ability to learn/enhance EI
skills.
IQ gets you into college however, EQ helps you
thrive once youre in.
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EI Competencies

• Interpersonal Realm
• Empathy
• Social responsibility
• Interpersonal relationships
• Adaptability Realm
• Problem solving
• Reality testing
• Flexibility

• Intrapersonal Realm
• Emotional
• Self-awareness
• Assertiveness
• Independence
• Self-regard
• Self-actualization
• Self-talk

• Stress Management Realm
• Stress tolerance
• Impulse control
• General Mood Realm
• Happiness
• Optimism

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Connecting EI withAcademic Success and Retention

• There is growing evidence that students who
  exhibit behaviours consistent with emotional and
  social competencies are more apt to be successful
  in school. (Finn Rock, 1997)
• the academically successful group scored
  significantly higher than the less successful
  group on several dimensions of EI intrapersonal,
  abilities, adaptability and stress management.
  (Parker, Summerfeldt, Hogan Majeski, 2004)

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EI Competencies Student Success

• Motivation
• Time management
• Interpersonal
• Stress management
• Adaptability
• Intrapersonal

• Problem solving
• Self-discipline
• Communication
• Goal orientation
• Perseverance
• Positive Attitude

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Time Management
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Using the Coaching Framework

• Step 1 Focus and Clarify
• Step 2 Options and Commitment
• Step 3 Action and Accountability

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EI combined with College Coaching results in

• Promotes the development of emotional
  intelligence skills
• Significantly contributes to student success and
  retention
• Transferable skills students use beyond
  graduation
• BONUS for your Institution
• College culture reflects a sense of connection
  and pride
• Engages a diverse and sizable employee population
• Requires minimal employee time commitment but
  produces significant impact within the college
  community

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So, how can you create a coaching program at your
institution?
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Jump Start a program on your campus

• Start Small
• choose one specific program to connect with, i.e.
  General Arts program
• Recruit Coaches
• the Timbits approach one-to-one approach
• Get buy-in from administration
• Recruit within all departments faculty and
  administration
• Internal notices
• Train Coaches
• takes 3-4 hours use a simple training manual
  (will be happy to share)
• Take time to explain the coachs role
• Connect students with coaches
• during Orientation (speed dating), via class
  visits, via email
• Support, monitor, maintain
• Coach Progress Reports (CPR)
• Regular workshops for coaches and students
  throughout the year
• regular program updates for coaches and students
• regular motivational emails for coaches

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Timeline

• APRIL
• Present program to administration, get buy-in
• Develop program tailoring to the General Arts
  program in our institution
• Create coaches manual
• Meet with coordinator of General Arts program

• JULY
• Train coaches
• Send out information to students

• AUGUST
• Train coaches
• Send out information to students
• Orientation for students of program
• Connect students with coaches

• MAY
• Start recruitment of coaches
• Send out information to students
• Develop training program for coaches

• SEPTEMBER
• School year begins
• Student coaching begins

• JUNE
• Train coaches
• Send out information to students

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Challenges

• Getting buy-in at your institution
• Getting students to buy in
• Connecting students to coaches
• Training all coaches simultaneously
• Getting CPRs back from coaches
• Expanding the program

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Contact Information
Lisa Decandia, B.F.A. (Hons), MSc (Can) Steve
Fishman, M.A. E-mail lisa.decandia_at_senecac.on.ca
steve.fishman_at_senecac.on.ca CollegeCoach_at_roge
rs.com Phone [phone], ext.2923
http//www.senecac.on.ca/success