Paper Title: Vision

Pages: 3 full pages (not to including title or reference page)

Sources: (4)

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Module 2 – SLP


Developing a vision statement

In Module 1, you began the process of the Leadership Growth Plan with a thorough self-assessment. Then you identified and prioritized your most important values and motivators and explored your basic leadership style. In this module, you will establish your vision and determine what you need to do to become the kind of leader that other people will follow. The path to leadership will contain obstacles. To deal with obstacles, determine the sacrifices you are willing to make, identify hidden opportunities, and divide the problem into manageable pieces.

Keys to the Assignment

The following instructions are adapted from Project Kaleidoscope.

Write your vision (1-2 pages)

Imagine it is 10 years into the future. You feel that you have achieved your potential and become the leader you have always wanted to be. Write a story to describe your vision of yourself.

Do not get hung up on past accomplishments and future plans, and do not worry about barriers. Use some of these questions to guide your thinking:

  • What is your typical day like?
  • Who do you interact with?
  • What are you thinking about?
  • What are you feeling?
  • What skills do you possess?

While you are dreaming, think about your legacy. Imagine yourself at the end of your career. What do you want people to say about you after you are gone? How must you start living now in order for that to happen?

When you have finished writing your story, summarize the vision so it is easy to remember. Think of something or someone that symbolizes it. This summary should be no longer than three or four sentences and should be denoted in the paper by a separate heading. Keeping your personal vision in mind is highly motivating.

Identify obstacles (1-2 pages)

Internal obstacles are thoughts, opinions, and beliefs that can prevent you from moving forward. External obstacles are situations or conditions outside of yourself that can prevent you from achieving your goals. Make a chart comparing the internal and external barriers you see as standing in the way of achieving your vision.

Nearly all internal barriers are within your control. The barriers outside of your control are largely external. These are things you have no influence over. It is fruitless to fret over barriers you cannot control. Focus on the ones you have some control over.

There are three proven techniques for dealing with obstacles:

  • Decide what you are willing to give up in order to eliminate the obstacle.
  • Identify hidden opportunities or strategies that could help you face the obstacle.
  • Chunk the problem into manageable pieces, so you can deal with each smaller piece separately. You could also compromise. This would enable you to accomplish two seemingly independent tasks or goals at once.

How will you overcome your obstacles?

SLP Assignment Expectations

  • Include a cover page and reference page in addition to the 2-3 pages of analysis described above.
  • Your paper should have an introduction and a conclusion.
  • Use headings to indicate major sections of the report.
  • Cite and reference any outside sources.
  • Use APA formatting.
  • Proofread and edit your papers carefully. The expectation is zero errors.

Module 2 – Background


All articles on the Home page, this page, and the Case/SLP pages are required unless otherwise noted. 

In the living case for this course, we are following an abbreviated model of coaching known as the GROW model. GROW stands for: goals; reality; options; and way forward. In this module, we will look at each of these stages more deeply.

The GROW model focuses on behavior and behavioral change. Unlike many of the models described on the home page of this module, this is the model that is best suited for leaders who are not trained psychologists or coaches.

Conducting Coaching sessions:  The GROW Model

Performance CoachingRead Section 23 (pages 149-154) of: Wilson, C. (2014). Performance coaching: A complete  guide to best practice coaching and training. London: Kogan Page.

Goals: First stage of the GROW model

In this first stage, the object is to identify the behavior you want to change, and then state this behavior as a goal.  Use the principles of SMART goals at this stage (see Module 1 under coaching skills and this module’s SLP).

Reality: Second stage of the GROW model

The object of this stage is to establish the present reality of the coachee and the situation.  Ask questions that invite self-assessment and provide honest non-judgmental feedback.

  1.  Self-assessment: The purpose is to determine what the problem is, what is behind it, what the coachee can resolve, if this is an accurate picture of reality.
    • Asking “What do you think is going on?” frames the problem in the coachee’s terms – not your interpretation of the problem.
    • Asking “How often does this happen?” “Under what circumstances does this happen?” or simply “When does this happen?” will encourage detailed description.
    • Asking “What other problems are there?” may reveal broader patterns.
    • Avoid “How” and “Why” questions (you only want the facts).
    • Avoid negative criticisms.
    • Keep the conversation on track. (Do not allow the coachee to go off on tangents about things that cannot be changed.)
    • Pay attention  and use active listening skills.  (see Module 1)
  2. Offer specific feedback: Be positive and emphasize what can be done to improve the situation.  Support your feedback with specific examples.
    • Reinforce desired behaviors.
    • Be objective and describe unwanted behavior. Do not evaluate it or use critical or negative language.
    • Base your feedback on what you personally observe – not hearsay. For example, a 360-degree review might say, “Susan is not a very good supervisor.” That is an impression. The coach wants to identify behaviors that contribute to poor supervision.  For example:  “Susan doesn’t hold regular staff meetings with her direct reports to keep them apprised of departmental plans and procedures.”  Under this scenario, the coach can focus on changing actual behaviors that will result in improved supervisory performance.
  3. Avoid assumptions: Make sure you are being impartial and accurately assessing the coachee’s skills, experience, and motivation.  Do not let any personal biases regarding the coachee’s age, gender, ethnicity, personality, or style influence your assessment.
    • By the same token, help identify assumptions the coachee makes about you or others. Help the coachee see that assumptions can impede his ability to work effectively with others.
    • The surest way to reduce the effects of assumptions is to ask questions that challenge them. If you find yourself assuming your coachee is inexperienced, ask about job history and prior assignments. If you are inclined to assume the coachee does not like a certain aspect of the job, ask.

Options: Third stage in the GROW model

In this stage, you want to work with the coachee to brainstorm all options.  Consider the pros and cons, the long and short term.  As with any brainstorming, you do not want to censor any ideas, but do weigh the options and list them in order of potential to solve the problem.  Your role is to challenge the coachee to not take the easy option – but the one with the greatest potential.  You can offer your own knowledge and experience, but do not lead the coachee to make any particular choice. 

You can influence the coachee by asking the following types of questions:

  • What haven’t you tried yet? What else could you possibly try?
  • What if one or more of the constraints or barriers were removed?
  • What ideas can you bring in from past successes? What worked before?

Finally, ensure a decision is made: If you get stuck, return to the Goals.  Do not make the decision for the coachee – the goal is to empower the coachee to make the decision.  However, do not support a completely unworkable idea.  Revisit the pros and cons and the other options:

  • Will this address your goal?
  •  How likely is this option to succeed?
  •  Which would give the best result?
  •  Which option do you feel most strongly about and why?

Wrap-up: Fourth (last) stage in the GROW model

In any coaching session, you want to leave the coachee motivated.  Following are critical activities in this stage:

  • Commitment to action – You can increase commitment by emphasizing the benefits they will receive.  A desire for what will be gained can be a powerful motivator to follow through. 
  • Identify any obstacles – Be realistic. Examine any possible downsides of the option and get the coachee to think about them in terms of challenges to be met. Dealing with the obstacles often forms the basis of the action plan.
  • Create an Action Plan – This can be as simple as a list of actions to undertake, or a full-fledged project plan.  Whatever form it takes, be sure it includes deadlines, which will help establish accountability and keep the coachee motivated and on track.
  • Provide necessary support –  You and your coachee need to agree on the type and amount of support needed for success. Will the coachee need continuing long- or short-term coaching support, additional training, or development assistance, or resources such as time, staff, or money?

Some questions to help coachees through the wrap-up stage of the GROW model:

  • How committed are you? On a scale of 1 to 10, how would you rate your level of commitment to these agreed-upon actions?
  • What could stop you from moving forward? What obstacles could interfere with this plan?
  • How will you overcome the obstacles you have identified? How likely are you to succeed in overcoming them?
  • On what date will you complete each of your tasks?
  • How will you feel if you achieve success in meeting all the action items?
  • How can I help you move forward?

If you need another resource describing the GROW model, visit the following sites:

The GROW model. (2015) Retrieved from

De Flander, J. (26 January 2017). GROW coaching model: 56 great coaching questions! Jeroen De Flander. Retrieved from

To see what a GROW coaching session would look like, view the following video (seven minutes):

Wilkinson, D. (n.d.) The GROW model in action.  Retrieved from

Finally, the majority of the resources in this module have given examples of questions you can ask to facilitate each stage of the coaching session.  The following four-minute video offers some more examples.  All of these will be helpful when you are planning your coaching session in the SLP.

Heath, M. (2013) Coaching and the GROW model. Retrieved from

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