Memo On Coaching Partnership: My Coachee Is The Senior Enrol

Memo On Coaching PartnershipMy coachee, is the Senior Enrollment Manager at X-University, K. Doss oversees the admissions team and also promotes student enrollment. Being connected with K. Doss for more than ten years and having worked together in the past, I have considerable knowledge of her leadership style and the difficulties she faces, which makes her effective for this coaching project. The relationship mirrors a high regard for each other, along with honesty that permits us to develop the trust essential for success within coaching situations (Zenger & Stinnett, 2010).

Our coaching target is to raise student enrollment and to cut down on cancellations, which is directly related to her current situation and gives this partnership relevance for future career growth. In addition to that, her willingness to increase her skills and her leadership role creates a slight chance to execute coaching strategies that can result in visible outcomes, including her goals as well as the course's objectives. This kind of coaching relationship is especially appropriate because it deals with concrete, measurable objectives while leaving the opportunity for strategic planning and growth. Coaching effectiveness has been evidenced in terms of work outcomes; organizational coaching is understood to be most effective when the focus is on specific, achievable goals like communication and the completion of tasks (Stoetzel & Taylor-Marshall, 2022).

Further, the challenges faced by Doss relate to targets like ZOOM and advisor-student communication, making it easier to apply a framework towards coaching intercession. These goals are relatively precise: to raise the number of students by 25% and reduce the number of cancelled applications by 15% wherefrom comes the basis for the coaching process. These metrics give a good starting point to evaluate the progress which makes our coaching sessions goal-oriented, meaningful, and helpful to the professionals. References Stoetzel, L., & Taylor-Marshall, S. (2022). Coaching for change: redefining the concept of change within a practice-based coaching model. International Journal of Mentoring and Coaching in Education, 11(4). Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st Ed.). McGraw Hill.

Paper For Above instruction

The suitability of K. Doss as a coaching partner hinges on her extensive professional and personal relationship with the coach, which provides a foundational level of trust, openness, and mutual understanding essential for effective coaching. As a Senior Enrollment Manager at X-University, Doss's role involves overseeing critical functions such as managing the admissions team and promoting student enrollment initiatives. Her leadership position, combined with her long-standing relationship with the coach, uniquely positions her as an ideal candidate for a coaching partnership aimed at addressing specific organizational challenges, particularly increasing student enrollment and reducing application cancellations.

Research supports the significance of trust and personal rapport in coaching relationships. Zenger and Stinnett (2010) emphasize that effective coaching is significantly enhanced when there is a pre-existing relationship built on honesty, respect, and mutual commitment. Such trust enables open communication, candid feedback, and a willingness to explore sensitive issues, thus facilitating sustainable change. In Doss’s case, her familiarity with the coach, rooted in a decade of friendship and professional collaboration, ensures that these elements are inherently present, allowing for more productive coaching conversations (Campone, 2015).

Furthermore, Doss’s leadership role aligns closely with the project's targeted outcomes. Her authority over the enrollment process provides her with the influence necessary to implement strategic improvements. The coaching objectives—namely, increasing active student enrollment by 25% month-over-month and decreasing application cancellations by 15%—are specific, measurable, achievable, relevant, and time-bound (SMART), thus providing clear benchmarks for success (Stoetzel & Taylor-Marshall, 2022). These goals are critical for the institution’s growth and retention strategies, and her commitment signifies her willingness to leverage coaching for tangible organizational gains.

A structured four-week step plan can facilitate the achievement of these goals. In the first week, a comprehensive assessment of current processes should be conducted, focusing on bottlenecks, inefficiencies, and organizational pain points. Gathering data from advisors and students will identify key challenges and opportunities for targeted improvement. The second week involves developing and implementing a training plan centered on familiarizing and upskilling advisors with the ZOOM contact center platform. This training aims to improve communication efficiency and responsiveness, with a pilot program testing its effectiveness among selected advisors.

In the third week, the outcomes of the pilot will be analyzed, lessons learned will be integrated, and the training will be rolled out to the entire team. Continued coaching and support are critical during this phase to ensure smooth adoption of the new practices. The final week involves monitoring key performance indicators (KPIs) related to enrollment increases and cancellation reductions. This entails evaluating whether implemented strategies are producing the desired results, recognizing successes, and planning for ongoing improvement initiatives. Establishing a continuous feedback loop with advisors and students will sustain momentum beyond the initial coaching period (Zenger & Stinnett, 2010).

In conclusion, leveraging the intrinsically strong relationship and trust between the coach and Doss, coupled with a structured, goal-oriented approach, provides a viable pathway to achieve the outlined organizational objectives. The combination of personal rapport and strategic planning underscores the potential for meaningful change that not only addresses immediate organizational needs but also fosters long-term leadership development and operational efficiency.

References

• Campone, F. (2015). Where’s the evidence? A call for research to support coaching practice. International Journal of Evidence Based Coaching and Mentoring, 13(1), 41-59.
• Stoetzel, L., & Taylor-Marshall, S. (2022). Coaching for change: redefining the concept of change within a practice-based coaching model. International Journal of Mentoring and Coaching in Education, 11(4).
• Zenger, J. H., & Stinnett, K. (2010). The extraordinary coach: How the best Leaders help others grow (1st ed.). McGraw Hill.