Corporal's Course (Leadership II) with Questions, Answers and Definitions of Terms 120+ terms Updated for 2024 (Best Studying Material)Corporal's Course
... [Show More] (Leadership II) with Questions, Answers and Definitions of Terms 120+ terms Updated for 2024 (Best Studying Material)
IMPORTANCE OF COACHING --------- Correct Answer --------- The Marine Corps' vision of leading is less concerned with rank, self-identity, recognition, or privilege than with the essence of our Corps —the individual Marine and the unyielding determination to persevere. Our vision of leading is linked directly to our common vision of warfighting, which needs leaders devoted to leading, capable of independent and bold action, who are willing and eager to assume new and sometimes daunting responsibilities, and willing to take selfless risks because the Corps must succeed.
This guidance and the objectives of Marine corps leadership inspired the framework for this lesson.
IMPORTANCE OF COACHING CONT. --------- Correct Answer --------- The coaching methodology complements a leader's existing knowledge toward developing leadership in subordinate leaders.
Coaching is defined as a process of ongoing observation and encouragement for a Marine's personal and professional growth. It occurs on a daily basis and provides informal feedback, documentation, and communication of goals focused on the development of the Marine.
Improved competence is the desired outcome of coaching. The coaching methodology uses interpersonal interaction to impart techniques and improve the recipient's ability to accomplish their goals. Coaching occurs whenever an individual provides a fellow Marine with the benefit of their experience.
IMPORTANCE OF COACHING CONT. x3 --------- Correct Answer --------- Coaching is a continuous process. It occurs during training while Marines show others how to perform actions during the course of their duties or the accomplishment of their missions. While Marines carry out tasks, coaching is applied to improve the efficiency and effectiveness of their work and simultaneously develop subordinate leaders confidence and knowledge base.
The true value of any training is not so much the training itself, but the change in behavior that should result from learning. Performance is not so much about what you know as it is about what you do with what you know.
CHARACTERISTICS --------- Correct Answer --------- Coaching is a process that enhances potential in individuals to improve performance. It is about helping someone learn rather than drilling them on memorization. Coaching uses:
•Hard leadership skills:
-Goal setting
-Reviewing performance
•Soft leadership skills:
-Believing in potential
-Developing self-belief
It is often about addressing the "attitude or motivation of an individual," which all too regularly limits their performance, progress, and potential.
SETTING GOALS --------- Correct Answer --------- Using the SMART method of setting goals empowers subordinate leaders to influence coaching outcomes. Additionally, developing goals should be treated as Marines treat mission statements. Therefore, include a proper in order to (IOT) at the end of your set goals.
Characteristics of Goals: --------- Correct Answer --------- •Specific: The goals must be clear (PT, education)
•Measurable: Check progress and hold accountable
•Attainable: Relevant, manageable, and challenging
•Realistic: Tools and abilities to accomplish
•Timely: Provides focus and accountability
REVIEWING PERFORMANCE --------- Correct Answer --------- After you create and document SMART goals with a plan for reaching them, engaged leadership becomes easier and more focused.
Assessing progress is where small unit leaders truly get to know and understand their Marines. By using a recommended goals form or a locally produced version, documenting these SMART goals sets a standard of assessment. Additionally, leaders have the opportunity to ensure these goals are balanced against all other competing factors of their Marines' time. The foundational key to setting and meeting these goals centers on the fact that the Marine is in control of achieving them. If adjustments to existing goals need to be made, leaders are involved in reinforcing or advising the adjustments.
"Equipment is useful only if it improves combat effectiveness"
MCDP-1
BELIEVING IN POTENTIAL --------- Correct Answer --------- Coaching is not a short-term fix; it is a long-term solution to help a person unlock their true potential and maximize their own performance through instilling confidence.
Coaching involves a skill set that can only be developed with practice and requires an investment in time, energy, and resources to maximize performance.
As a leader there are four facets of coaching to keep in mind. You want to develop yourself to:
•Coach as a guide—to keep individuals on target with performance.
•Coach as an instructor—to focus on objectives.
•Coach as a motivator—to enhance performance.
•Coach as a mentor—so that your subordinate leaders have the desire to emulate you.
DEVELOPING SELF-BELIEF --------- Correct Answer --------- The key to reaching the established SMART goals is to continuously create and maintain an inspiring shared vision.
Developing self-belief is essential and the most powerful instrument a leader can cultivate. Useful tactics include coaching on:
•The "golden hour": Your thoughts in the first hour of the morning, the "golden hour," have a strong influence on how you think, feel, and act for the rest of the day. Take advantage of the "golden hour" and start every day in a thoughtful, productive way that sets you up for greater success in the hours ahead.
•Improving habits of personal development: Investing in your mind by reading something motivational, positive, and consistent with reaching your goal.
•Engaging in productive behaviors: Plan every day in advance—make a list of everything you have to do; prioritize your list by value and importance.
METHODOLOGY OF COACHING --------- Correct Answer --------- As a model of peak performance and emotional intelligence, the Performance Pyramid provides a simple framework that effectively guides the coaching process and employment of coaching skills. In this way, the methodology of coaching can be described as helping a person to develop their emotional intelligence alongside their technical competence. Coaching is a three stage process where the coach employs three core coaching skills.
ATTITUDE, KNOWLEDGE, AND SKILLS --------- Correct Answer --------- While coaching may very well be knowledge- and skill-based, it is first and foremost an attitude—your attitude as a coach will fundamentally determine the results.
•It has long been acknowledged that a leader's attitude and emotions are contagious and they must convey energy and enthusiasm if their organization is to survive and thrive.
•If you do what you've always done, you'll get what you've always got. If you want different results for yourself or your people, you'll invariably need to change how you think and feel, but ultimately you'll need do something different.
Stage one of the three-stage coaching process is: --------- Correct Answer --------- raise awareness. During this stage, the coach helps the Marine create a vision of their goal in terms of what they want to achieve, why they might want to achieve it, and how they intend achieve it. Throughout the process, the emphasis is on guiding the person towards finding their own solutions to their own performance problems. Raising awareness is about encouraging the person to think for themselves for the purpose of self-education.
Stage two of the coaching process is: --------- Correct Answer --------- generate responsibility. During this stage, the coach challenges the person to take action to make their goals reality, while ascertaining their readiness to do so. Generating responsibility is about improving self-motivation.
The third stage of the coaching process is: --------- Correct Answer --------- facilitate performance. This stage is accomplished by supporting the Marine in dealing with the challenges of making their goal a reality for the purpose of self-actualization.
The principles that guide this stage are:
•Autonomy: the Marine has professional freedom to choose the course of action they feel best meets their needs in accomplishing their goals.
•Responsibility: the Marine is responsible for the choices they make.
•Accountability: the Marine is accountable for what they do and the results they get.
These principles enable Marines to own the process and the product of their success.
VISION, CHALLENGE, AND SUPPORT --------- Correct Answer --------- By guiding the coaching process and employing the core coaching skills, the coach provides the Marine with vision, challenge, and support.
•Vision - Help your Marines to visualize their goals.
•Challenge - Challenge your Marines to take the necessary action to achieve their goals.
•Support - Support your Marines throughout the process of achieving their goals.
CORE COACHING SKILLS --------- Correct Answer --------- During stage one, "raise awareness," of the coaching process, leaders use questioning to generate thinking and reflection.
Examples of questioning and questioning techniques are:
•Open and closed
•Broad and narrow
•Rhetorical and hypothetical
•Leading and interrogative
•Scale of 1 to 10 questions
The process of thinking and reflecting encourages responsibility in those being coached.
Open-Ended and Closed-Ended --------- Correct Answer --------- Ask open-ended questions like: "What do you think?" or "How do you think we should approach this?"
•Open-ended questions can be used to invite a free response from subordinate leaders without revealing the senior's point of view.
•Examples include: "How is work going?" or "Why do you think that approach didn't work?"
Asking closed-ended questions will lead to a yes or no answer like: "Did you take the test?"
• By itself, the question leads no further. It may point the way to another question. For example, if the answer is yes, the next question might be, "Did you pass?"
•Questions that begin with who, what, or when can be closed-end questions. They can be useful in getting the facts, but they begin to create the atmosphere of a cross-examination if they dominate the discussion.
Broad and Narrow --------- Correct Answer --------- Broad questions, like open-ended questions, begin with broad framework. For example: "Where do you see your leadership development in the next few years?" These questions are used to gather information and become more effective as your subordinate leaders become more comfortable with you. Use these questions to solicit how your subordinate leaders think about certain subjects. For example: "I'd like to hear more about your past experience leading Marines," or "How did you become involved in the company's leadership development plan?"
•Narrow questions, like closed-ended questions, are used to focus the subordinate leader's attention on a specific topic. Closed-ended questions provide detailed information, verify accuracy, and clarify understanding. They can be used to recall facts, or choose options from a list. For example, "You mentioned that you wanted to start an in-depth study on leadership development. Would you prefer coaching, counseling or mentoring?" Closed or narrow questions are effective in getting agreement or commitment. For example, "How many hours per week do you think you can devote to this reading?"
Rhetorical and Hypothetical --------- Correct Answer --------- Rhetorical questions are asked to make a point without the expectation of a reply and are often answered by the speaker. For example, "Isn't that window display effective?" or "What sort of impact do you think such a recommendation can have? Well, I think...." Rhetorical questions are primarily statements in disguise.
•Hypothetical questions are designed to explore possibilities in an imaginary scenario. They are helpful when trying to decide between a number of choices. Examples of Hypothetical questions are:
- What might happen if...?
- What would you do if you were in my shoes?
- What are the potential benefits if...?
- What is the worst that might happen if...?
Leading and Interrogative --------- Correct Answer --------- Leading and interrogative questions suggest, hint, or exclude many other possible answers. For example, if you were testing your Marines on leadership, a leading question might be, "Which leadership trait is associated with the way a Marine carries themselves?" This is a leading question because it pointed the Marine in the direction of the answer (one of the leadership traits) and eliminated many other possible answers (anything other than a leadership trait).
Scaling Questions --------- Correct Answer --------- •Scaling questions evaluate a person's feelings towards a particular topic. Marines use scaling questions in a variety of settings but during coaching, they are often used to assess someone's goals and motivations. It is important for both the leader and subordinate leader to rate their interest in a topic because this number will indicate their likelihood to take the steps towards becoming a better Marine.
•Here are some sample scaling questions:
-"On a scale of 1 to 10, how ready are you to put energy into that goal?" [Show Less]