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De Pena-Ldrs600 Case Study 11-1
De Pena-Ldrs600 Case Study 11-1
LDRS 600 VA
Professor Karl Klein
Case Study #11-1
Critiquing a Coaching Meeting
1. What type of coaching function was reflected in Rowes meeting with Busche?
It seems to me that among the coaching functions of tutoring, mentoring,
counseling, and confronting/challenging, the one that is reflected in this particular case is
the latter. Busche definitely had a performing issue that ought to be addressed
immediately, but in a non-confrontational, resourceful, and challenging way. Mosley et al
(2011) clearly establish that this particular function (confronting/challenging)
[] is most directly performance related. Supervisory coaches establish clear
performance standards, compare actual team member performance against those
standards, and address performance that does not meet those standards. Through
confronting/challenging, successful coaches [like Rowe] help less-than-successful
performers become successful and challenge successful one [like Busche] to reach
even higher levels (pp. 333-334).
I would give her a 10 because she exhibited great supervisory skills and
effectively applied the necessary steps in confronting and challenging Busche for the
poor report. Among other things, she was firm, yet respectful, provided a plan, and at the
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end succeeded in persuading Busche to take steps conducive to avoiding future subpar
quality in his daily routine. Moreover, it seems to me that Rowe deserves an excellent
rating as a supervisor because she was able to apply all core coaching skills discussed in
chapter 11, in his meeting with Busche, such as:
AcknowledgingAttendingAffirming...ConfirmingPinpointingProbing
ReflectingResourcingReviewing [and] Summarizing. (ibid, pp. 337-338)
3. Identify specific transcripts comments by Rowe that reflect the following coaching
skills: (a) reflecting, (b) pinpointing, (c) probing, (d) affirming, and (e) confirming
(a) In reflecting, which consists in stating in your own words your
interpretation of what they employee has said or feels, such as So you feel
that you should have received more help from your teammates on this? or It
seems like youre upset with them for not helping out.(ibid, p. 337), Rowe
undoubtedly displayed this skill when Busche tells her that the reason for a
lousy report was the fact that it would have taken eight to ten hours to
complete it, but he had to do it in just about four hours, in light of his many
other assignments that were through at him almost simultaneously. Upon this
explanation, Rowe clearly reflects by commenting So you didnt get to put
in the time on the report (ibid, p. 354). In another related exchange with
Busche on the issue, she reflects again by stating It sounds as if the quality
report is only part of the problem (ibid, p. 354).
(b) In pinpointing, which is defined as providing specific, tangible
information. [such as] The write-up used figures that were three years
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example,] [In your own words] [can you tell me] how you would proceed?
(ibid, p. 337). There is a parallel to this when Rowe tells Busche Youre
also agreeing to level with me about whether you have time to commit to
special projects that I throw your way. Well try this process for a month and
see what happens. Is that acceptable (ibid, p. 355).
4. To what extent did the meeting reflect the seven suggestions for confronting poor
performance (Exhibit 11-4)?
I.
II.
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III.
IV.
V.
VI.
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VII.
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References
Mosley Jr., D. C., Mosley Sr., D. C., & Pietri, P. H. (2011). Supervisory Management. Mason,
OH: South-Western Cengage Learning.