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Student Leader Coaching Skills CADA Workshop with alan e nelson, ed.d . If you want to change the world, focus on leaders. If you want to change leaders, focus on them when they’re young. Naval Postgraduate School . 7 Indicators of Leadership Aptitude in Kids
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Student Leader Coaching Skills CADAWorkshop with alan e nelson, ed.d. If you want to change the world, focus on leaders. If you want to change leaders, focus on them when they’re young.
Naval Postgraduate School 7 Indicators of Leadership Aptitude in Kids 5 Ways Parents Stunt Leadership Growth 5 Ideas to Grow Great Leaders @ Home 4 Stages in Young Leader Development
Where We’re Headed: Why Develop Student Leaders? 4 DA Mistakes Re: Leadership Training 8 Great Coaching Traits
Why Develop Student Leaders? We develop leaders primarily to grow them, NOT to accomplish events.
4 Common DA Mistakes Re: Leadership Training DAs rarely experience executive training, so we often miss what it means to grow leaders.
1 MISTAKE #1: Failing to identify leadership aptitude in students. Ways DA’s Stunt Leadership Growth
2 MISTAKE #2: Confusing team & confidence building with leadership development. Ways DA’s Stunt Leadership Growth
3 MISTAKE #3: Reducing “leaders” to “followers” by doing vs. leading projects. Ways DA’s Stunt Leadership Growth
4 MISTAKE #4: Thinking you’re too busy with events & activities, to train them how to lead them. Ways DA’s Stunt Leadership Growth
2 COMMON AD MISTAKE #2: ASSUMING LEADERSHIP IS GOOD CITIZENSHIP, ACTIVITY AND DISCIPLESHIP. Ways ADs Stunt Leadership Growth
Best Practice Young Leader Coaching Skills What we’ve learned in 7 years of developing young leaders.
1 Your primary role is coach, notteacher or leader Exercise self-discipline
Examples of Socratic Asking • “Do you know how much time you have left?” vs. “Hurry, you only have 1 minute!” • “How can you find the time (or instructions)? Vs. “The time is… The instructions are…” • “Team Leader, is all of your team engaged?” vs. “Bobby, pay attention.”
Examples of Socratic Asking d. “What is another way you could _____?” Vs. “What you need to do is _______.” e. “Team Leader, who can tell you…?” vs. “Trainer, can you explain…?” f. “What do you think of that idea?” vs. “That’s a good idea, let’s do that.”
2 Remember the 25/75 combo; Limit talking to 25% and of that, ask questions 75% of time Monitor your airtime
Strategic Questions… A. Focus on the topic; avoid rabbit trail questions. • What is one thing you learned about leading from that activity? • Vs. How did you enjoy that activity? B. Consider options; don’t just settle for one good answer. • That’s good. Let’s think of 4 more ways we could have accomplished this. • Vs. Wow, great answer. Okay, the next question is….
Strategic Questions… C. Look for teachable moments; great finds are found in failures. • We lost the competition. What can we learn from that? • Vs. Oh bummer, you didn’t do well. We’ll do better next time. D.Avoid “yes/no” and rhetorical answers. • What are some ways we can improve next round? • Vs. Do you think we can do better next time?
Strategic Questions… E. Keep the feedback of people positive. • What’s one thing Karli did well as the leader? • Vs. What should Karli have done as the leader? F. Convey value for Leaders’ opinions. • What do you think about how our team did in this activity? • Vs. I think we did well, but we could have done better.
3 During an activity, focus on the Team Leader (TL whisperer) Strive for 2-4 cues per minute
Be a Leader Whisperer • Physically beside or behind TL. (Move!) • 2-4 comments per minutes (on average) • Team awareness, but TL focused. • Don’t let your focus on not talking too much, disengage you from the process. • Add variety to your questions (See 55 things to say in Koach Training Manual)
4 Debrief meetings & events; focusing on leadership, not just details Focus on processes & skills
5 Run your leadership council as an executive board; think strategic vs. tactical Require others to develop teams
6 Provide Active learning leadership skill training (teams of 5-8) 10-20 minute micro-projects with feedback
6 Provide Active learning leadership skill training activities in teams of 5-8 Manage personalities
7 Provide “space” for the Team Leader to lead effectively Maintain an emotional moat
Good Group Dynamics in Team Time • over talking-quiet (ask specific students for responses) • Dishonoring (“how could you say that in an honoring way?”) • not paying attention (“remember, leaders are good listeners”) • “hijacking” (thanks; let’s give some others a chance…”)
8 Bring in mentors & do field trips with community leaders Expand your reach & expertise
The Koach Minute Good-Better-Best1-on-1 Real Time Feedback
The Koach Minute: Good, Better, Best • One thing you did well (good): “I heard you say to your team ____. Nice job.” 2. One thing to consider so you’ll do better next time.“I think it will be more effective if you____. So just consider it.” 3. What I think you did best was… “Wow, what I liked best about your leading was _________. Excellent. Keep it up!”
Graduate Level Koaching • When Leaders become familiar with methods and skills, the tendency is for Koaches to become passive. DON’T DO IT! Make good leaders even better. Hone your skills: • Ask more probing questions. • Affirm good Leader decisions. • Raise self-awareness. (What were you thinking when you decided to… ? How do you think it went? How did you do?) • How else could you have done that?
Empowerment Continuum Autocratic -----------------------------------------------------------------Socratic 1: TELL: Direct student what to do 2: TELL Plus: Direct & give authority 3: SELL: Brainstorm and then suggest 4: SELL & DEL 5: DEL: Empower w/ Socratic cues
Empowerment Continuum Autocratic -----------------------------------------------------------------Socratic 1: Start on the right (5) 2. Move left as needed 3. As student succeeds, move right 4. Assign according to Activity Difficulty Ratings
Summary What do I perceive my strengths and weaknesses to be as a young leader coach?
