1) The document outlines the syllabus and expectations for a self-coaching class, including policies around attendance, assignments, and grading. 2) Students will complete weekly written assignments reflecting on course materials and their personal experiences, and the class will involve interactive exercises in pairs and small groups. 3) The goals of self-coaching are to guide one's own growth and development, especially during times of transition, through conceptual frameworks from positive psychology, neuroscience, and philosophy. However, there are no strict algorithms and only heuristics or practical approaches.

1. The art of
Photo by Seth Anderson [link]
self-coaching
Ed Batista
CLASS 1: BEGINNINGS
Fall 2019

2. Attendance
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3. Attendance
It matters a lot
Pairs & small groups every class
Your presence affects other students
Unexcused absence = Drop one full grade
More than one unexcused absence = a grade of U

4. Class #
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5. Beginnings
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6. Intro 25 mins
An exercise 25 mins
Coaching tools 10 mins
Partnerships 40 mins
Logistics 5 mins
Today’s agenda
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7. Photo by U.S. Army [link]
I will…
Give you my best
Welcome input
End on time
What else would be helpful for you?
Working
agreements

8. Working
agreements
I ask you to…

9. Photo by Luz Adriana Villa [link]
Working
agreements
I ask you to…
Start on time

10. Working
I ask you to…
Challenge yourself
agreements
Photo by Daniel Oines [link]

11. Working
I ask you to…
Minimize
distractions
agreements
Photo by Robert S. Donovan [link]

12. Working
I ask you to…
Respect
confidentiality
agreements
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13. Working
I ask you to…
Start on time
Challenge yourself
Minimize distractions
Respect confidentiality
Can we all commit to this?
agreements

14. If you can’t hear
me…
Photo by mbpogue [link]

15. Why coaching
Started as a client
Changed my view of leadership
Impact on hundreds of students & clients
matters to me…

16. Why self-coaching
<1%
6 to 18 months
Help people help themselves
does, too

17. So what is
Guiding our own growth & development
Particularly during times of transition
Professional & personal domains
self-coaching?

18. Conceptual
frameworks
Photo by Lee Nachtigal [link]

19. Conceptual
Positive psychology
Neuroscience
Philosophy
However…
frameworks

20. No algorithms
Algorithm =
Unambiguous specifications to accomplish a task
Only heuristics

21. No algorithms
Heuristic =
Practical, imperfect approach to problem-solving
Only heuristics

22. No algorithms
The ART of self-coaching
The answer to most questions…
Only heuristics

23. It depends
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24. Self-coaching is
Photo by Heinrich Böll-Stiftung [link]
SOCIAL

25. Self-coaching is
You’ll reflect outside of class
Class will be highly interactive
Pairs & small groups every class
SOCIAL

26. Photo by Donnie Ray James [link]
Awkward?

27. Photo by Stephen Haas [link]
A nudge,
not a shove

28. Joyful learning
Photo by Harry [link]

29. Joyful learning
Yerkes-Dodson Law (Harvard, 1908)
Stress  performance up to a point
Some stress increases learning
Too much diminishes learning

30. Joyful learning
Stress
Learning

31. Joyful learning
Hans Selye, Université de Montréal
Eustress & distress

32. Joyful learning
Stress
Learning
Eustress Distress

33. Joyful learning
Stress
Learning
Eustress Distress
Learn to avoid the tipping point

34. Coaching tools
Photo by zzpza [link]

35. Coaching tools
Ask, Listen, Empathize

36. Coaching tools
Ask
Edgar Schein, MIT
Help doesn’t always help
What’s a better way to offer support?

37. Modes of inquiry
Photo by Garry Knight [link]

38. Modes of inquiry
1. Humble inquiry
Open-ended
Avoid presumptive questions
Adapted from Edgar Schein [link]

39. Modes of inquiry
1. Humble inquiry
2. Diagnostic inquiry
Focus & redirect
Feelings, motives, actions
Adapted from Edgar Schein [link]

40. Modes of inquiry
1. Humble inquiry
2. Diagnostic inquiry
3. Confrontational inquiry
Challenge their narrative
Introduce new ideas & hypotheses
Adapted from Edgar Schein [link]

41. Modes of inquiry
1. Humble inquiry
2. Diagnostic inquiry
3. Confrontational inquiry
We tend to move too quickly
Critical to check our assumptions
Adapted from Edgar Schein [link]

42. Ask better
Photo by Alexander Drachman [link]
questions

43. Ask better
Get beyond Yes or No
What…? & How…? > Why…?
More reflection, less defensiveness
questions

44. Ask better
Avoid leading questions
Advocacy ≠ Coaching
questions

45. Ask better
A tip…
Ask one question & stop
questions

46. Coaching tools
Ask, Listen

47. Listening skills
Photo by Ed Yourdon [link]

48. Listening skills
Hearing ≠ Listening
How they feel > What you hear

49. Listening skills
Focused attention > Time
Cultivate presence
Eye contact & body language
Eliminate distractions
No multi-tasking

50. Coaching tools
Ask, Listen, Empathize
Brené Brown, University of Houston

51. Empathy &
shame
Photo by Brandon Grasley [link]

52. Empathy &
Shame = I’m flawed & unworthy
Empathy = The antidote to shame
shame

53. Empathy &
Shame  Creates distance
Empathy  Creates closeness
shame

54. Empathy &
Seeking help typically triggers shame
(or embarrassment or vulnerability)
shame

55. Empathy &
But typical helping responses block empathy
1. “Look on the bright side”
2. “My problem’s worse!”
3. “Here’s some advice”
shame

56. Empathy &
Instead…
1. Avoid judgments
2. Sense & validate emotions
3. Convey understanding (≠ Agreement)
shame

57. For more tools…
Photo by zzpza [link]

58. For more tools…
Today’s optional readings
Course archive on my site (link on Canvas)

59. Photo by Glyn Lowe [link]
Course logistics
Everything is on Canvas
Syllabus = Home page & PDF
All readings are PDFs or websites
Bulk download all course files (Canvas Tips)
Canvas issues? Contact Paul Mattish

60. Course logistics
Any other issues? Contact me

61. Grading
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62. Grading
Attendance
Weekly assignments
Pass/fail with permission

63. Written work
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64. Written work
9 weekly assignments (700 word limit)
Assignments are late after Tues 9pm
Not accepted after Wed 5pm

65. Written work
The content is up to you*
*Look ahead to the upcoming class
Responses to course materials & experiences
No specific questions, prompts, requirements

66. Written work
4 grading criteria
Timely Submission
Depth of Personal Learning
Conceptual Rigor
Overall Quality

67. How to get an LP
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68. How to get an LP
1 unexcused absence OR
2 unsubmitted assignments OR
3 late assignments (after Tues 9pm)

69. 1:1 Meetings
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70. 1:1 Meetings
Appointments: Link on Canvas
Optional (No impact on your grade)
Thursdays 10am-2pm
Up to 2 meetings
B206 or B308

71. For next time…
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72. Change
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73. Change
Weekly assignment due Tuesday 9pm
Content is up to you but look ahead
All readings are on Canvas
Pads & Sharpies, please
If you drop, email me