I have really never had a position where I have “supervisory” or influence on others’ performance to the degree that I currently do in this position. I really was uncertain about this position when it was first proposed to me. What did I know about how to help others succeed? What if someone else wasn’t interested in really doing the job, only drawing a paycheck? I come from a family with a strong work ethic and drive, and married into a family with a very similar work ethic and drive. What if others I work with do not share similar interest and drive to do those tasks in their positions that I do?
Utilizing the GROW method has helped me develop a stronger procedure and way of coaching and interacting with those I work. Our system, in OSU Extension, is very unique. Some program assistants have strong Family and Consumer Science Educators in their counties who assist the program assistant in developing partnerships and creating a strong plan of work for the grant year, others have no FCS Educator or one who because of the past couple years of funding and no compensation for their time, have elected to not be as involved with the program assistant. I struggle with how much time and coaching each county’s program assistant needs. Each is so unique and has such different needs. Some really need to sit and go agency by agency and class by class and talk out how they plan to program and work with each, while others are very independent and I can count on them to come to me when they get stuck. How can I get all the program assistants to feel comfortable calling, emailing or texting me when they are stuck or just need someone to vent to or brag about something that went great?
As discussed in the Dawley, Andrews and Bucklew (2007) the ideas of participation in decision making and autonomy are included in the organizational practices that research has shown to more tightly bind an employee to an employer. Do I give the program assistants enough flexibility and autonomy or do I coddle and hover too much when grant time and partner development occurs? Due to the fact that we have no FCS Educators in so many counties I have the responsibility of writing those county grants (usually around 10 grants). Do I include the program assistants in the process enough or do I simply write and develop their county grant myself to “get this task done” or meet the deadline?
Have the coaching relationships, with those counties without educators, grown and shown development through the process of writing the grant and observation of their programming and teaching? As stated by Clutterbuck (2008) those relationships that deliver value or perceived value to the coachee should deliver a broader sense of purpose or more of a relationship then simply a short term task. How do I gauge the amount of responsibility for the grant I delegate to each county’s program assistant? Using the grow method of coaching could benefit me greatly in this task as well. I need to look at each unique county and program assistant and determine the reality of the goal for that unique individual. Do I underestimate the amount of content they are comfortable writing? Do I assume that they are unable, when in fact, if I would delegate I would be pleasantly surprised by the amount of the process they could comfortably complete? Are their obstacles blocking their ability to write this grant for their county? Are there options such as them writing a draft and forwarding it to me for feedback and input prior to preceding something I should consider? Can I see a way to accomplish this task with less stress and strain on me? This would be a huge step toward the program assistant better buying into their county plan as well as the understanding of their county needs and budget. Is their potential for grant writing greater than what I envision? Could their performance be enhanced by including them in the grant writing process to a greater degree? With grant writing time right around the corner the idea of trying this out without causing undue stress and workload on others will be gingerly attempted in a few counties to see how this may benefit all!
Clutterbuck, D,. (2008).What’s happening in coaching and mentoring? And what is the difference between them? Development and Learning in Organizations. 22 (4).
Dawley, D., Andrews, M., & Bucklew, N., (2007). Mentoring, supervisor support, and perceived organizational support: what matters most? Leadership & Organizational Development Journal, 29 (3).
King, J. (2014). Mentoring and Coaching, Video PPT.
Whitmore, J. (2009). Coaching for performance. Boston: Nicholas Brealey Publishing.
Wilkipedia. GROW model retrieved on May 8, 2011. http://en.wilkipedia.org/wiki/GROW model.