This critical assignment explores my approach to leadership, which blends collaborative and supportive strategies with elements of transformational and transactional practices. I discuss performance metrics, barriers within the organizational structure, and the shift toward adopting a coaching leadership model. By embracing coaching, I aim to empower team members, enhance creativity, and foster a culture of continuous learning and collaboration. This reflection underscores my commitment to growth and effective leadership in higher education.

Part I of this critical assignment, I explore my coaching approach, which is centered on active listening, constructive feedback, and fostering self-reflection. I detail the use of the GROW model and specific techniques such as powerful questioning to guide coachees in setting and achieving their professional goals. The assignment includes coaching scenarios that illustrate how tailored strategies can empower individuals like Professor Huff and Professor Charles to develop their technical skills and enhance their teaching methods. This reflection underscores my commitment to creating supportive coaching relationships that encourage growth and continuous learning.

Part 2 of this critical assignment reflects on my application of coaching fundamentals and goal-setting strategies through structured coaching sessions. Using models like GROW, I guided coachees to articulate their goals and implement actionable steps, focusing on areas such as integrating AI tools in education and improving teaching practices. The paper highlights my use of reflective questioning, incremental progress strategies, and resource utilization to foster professional growth. It also emphasizes the importance of addressing social-emotional needs and the value of building strong coach-coachee relationships to support adaptability and confidence. This reflective work demonstrates my development as a coach and my ability to enhance others' professional trajectories effectively.

This critical assignment outlines my development of a coaching program tailored for my organization, focusing on addressing faculty resistance, promoting autonomy, and fostering professional growth through structured, voluntary coaching sessions. I conducted a needs analysis to identify barriers such as workload concerns and developed a flexible coaching model emphasizing trust-building, peer coaching, and goal-oriented feedback. The program integrates strategies like hybrid meeting formats, regular evaluations, and long-term goals to enhance faculty engagement, teaching effectiveness, and job satisfaction. This initiative reflects my effort to balance institutional objectives with individual needs, fostering a culture of continuous improvement and collaboration.