Ed Batista

Executive Coaching

The Art of Self-Coaching (Public Course)

Self-Coaching by Seth Anderson swanksalot 31065e0fb2 EDIT

Photo by Seth Anderson

OVERVIEW

The Art of Self-Coaching is a course that I designed and launched at the Stanford Graduate School of Business (GSB) in Spring 2015 and have taught 13 times in the intervening years. In Spring 2020, the GSB moved all courses online in response to COVID-19, and in an effort to make a small contribution to help people cope with the pandemic, I offered a freely available online version of the course to the public. I recorded the live webinar sessions, and those videos, my slides, and all course readings have been posted below, so you can now take the course at the time of your choosing and at your own pace.

This page includes the following:

  • Course requirements.
  • Course registration (for future live versions of the course.)
  • A list of class sessions.
  • A list of textbooks for this version of the course (although it is NOT necessary to obtain any books in order to complete the course.)
  • Webinar videos, slides, readings and instructions for each week’s session.

 

REQUIREMENTS

This course is free of charge and open to anyone. All necessary materials are posted below.

The only thing you need to provide is a partner with whom you can interact in real time during each class session via the medium of your choice: in-person, over the phone, or on a separate video call. (Much of the time in class sessions is spent in discussion with your partner, so I highly recommend committing to this course together with another person.)

If you participate in a future iteration of the live version of the course, you’ll need online availability during course hours (to be determined) and the Zoom client application for video meetings.

 

REGISTRATION (Future Iterations)

The Spring 2020 live version of the course has been concluded, but if you’d like to receive information about future iterations of the course please submit your address below.

It is not necessary to register to take the course at your own pace using the materials posted on this page.


Your email address will only be used to send you messages related to this course. It will not be shared with any other parties for any reason.

CLASS SESSIONS

Textbooks 5: Happiness
1: Beginnings 6: Resilience & Vulnerability
2: Change 7: Unhappiness
3: Attention 8: Success
4: Emotion 9: Endings

THANK YOU…

…to the authors who have given me permission to make their copyrighted materials freely available here. While I’ve provided PDFs of various chapters and excerpts from their books below, I’ve also linked to their books on Amazon, and I encourage you to support their work:

Andrew Shatté Karen Reivich
Angela Duckworth Oliver Burkeman
Brad Stulberg Pema Chödrön
Brené Brown Richard Davidson
Caroline Webb Sonja Lyubomirsky
Daniel Siegel Steve Magness
Edgar Schein

…to the 468 students who’ve taken the course with me at Stanford since 2015, including 36 pioneers in Spring 2020 who helped me learn how to teach online–their feedback has made it better every year.

…to the Stanford Graduate School of Business, an institution I’ve been associated with since 1998 when I first arrived as an MBA student.

…to you, for joining me in this experiment!

 

TEXTBOOKS

It is not necessary to purchase any books for this course, thanks to the generosity of the authors above, whose books are listed in bold below. These authors or their publishers agreed to make the copyrighted chapters and excerpts that I share below freely available to the students in this course.

When it wasn’t possible to make similar arrangements for other copyrighted materials, I’ve made those readings optional for this course. That said, I highly recommend exploring all of these works in full. Here’s a printer-friendly list of these texts.

Class 1: BEGINNINGS

Class 2: CHANGE

Class 3: ATTENTION

Class 4: EMOTION

Class 5: HAPPINESS

  • No textbooks–all readings are available online.

Class 6: RESILIENCE & VULNERABILITY

Class 7: UNHAPPINESS

Class 8: SUCCESS

Class 9: ENDINGS

 

CLASS 1: BEGINNINGS

Webinar Video (1 hour, 30 minutes)

Note that the first several times I refer to an onscreen timer it fails to appear, due to user error. I eventually get it right 🙂

Agenda (& Approximate Timing)

0:00-0:25 – Introduction & Warmup
0:25-0:45 – Partner Exercise
0:45-1:00 – Remarks on Coaching Skills
1:00-1:25 – Coaching Conversations with Partners
1:25-1:30 – For Next Time…

Slides

Concepts

  • Eustress (Hans Selye) and the neuroscience of “joyful education” (Judy Willis).
  • Positive psychology and its limitations (Christopher Peterson).
  • Coaching as a form of support (Caroline Webb, Edgar Schein).

Objectives

  • Provide an overview of the course.
  • Understand basic principles of coaching.

Preparation

  • Complete the required readings below. (If you find yourself wanting to get more out of the conversations with your partner in future weeks, refer back to the Coaching Skills readings or to these additional coaching resources.)
  • Have a pad of paper and a Sharpie or magic marker–you’ll be making a drawing and showing it to your partner.
  • After completing the required readings, reflect on the following:
    • Why am I taking this class? What concerns or interests motivate me?
    • What are my goals? What do I hope to accomplish?

Readings

Introduction

Coaching Skills

OPTIONAL: Reflection and Journaling

Additional readings can be found at the bottom of Class 1: BEGINNINGS in my Stanford course archive.

 

CLASS 2: CHANGE

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:10 – Introduction and Warmup
0:10-0:25 – Remarks on Change & Mindset
0:25-0:50 – Coaching Conversation & Debrief
0:50-1:05 – Remarks on Goals & Grit
1:05-1:25 – Coaching Conversation & Debrief
1:25-1:30 – For Next Time…

Slides

Concepts

  • Model of change (Kurt Lewin and Edgar Schein).
  • Grit (Angela Duckworth).
  • Mindset (Carol Dweck).
  • The complex effects of goal-setting.

Objectives

  • Reflect on changes experienced while at the GSB and your personal approach to change.
  • Identify goals, hopes and expectations for your remaining time at the GSB.
  • Consider implications of these concepts for your career after graduation.

Preparation

  • Complete the required readings below and be prepared to discuss them with your partner.
  • Have a pad of paper and a Sharpie or magic marker.
  • After completing the required readings, reflect on the following:
    • Part 1: How does this model of change apply to you? What conditions foster a growth mindset for you?
    • Part 2: How might you use goals more effectively How does you mindset affect your grittiness?

Readings

Additional readings can be found at the bottom of Class 2: CHANGE in my Stanford course archive.

 

CLASS 3: ATTENTION

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:10 – Introduction and Warmup
0:10-0:25 – Remarks on How We Think
0:25-0:45 – Discussion with Partner & Debrief
0:45-1:00 – Remarks on Mental Control, aka Attention Management
1:00-1:25 – Coaching Conversation & Debrief
1:25-1:30 – For Next Time…

Slides

Concepts

  • System 1 and System 2 (Daniel Kahneman).
  • Mental control (Daniel Wegner).
  • Continuous partial attention (Linda Stone).
  • Focus and presence (Brad Stulberg and Steve Magness).

Objectives

  • Consider the importance of attention as a resource.
  • Understand the different modes of thinking in Kahneman’s framework.
  • Consider difficulties in the process of mental control.
  • Begin to explore the relationship between attention and emotion (the topic of Class 4).

Preparation

  • Complete the required readings below, as well as the “Information Diet” worksheet.
  • After completing the required readings, reflect on the following:
    • Part 1: We’re often in need of “healthy distractions” to help us wind down at the end of the day or fend off anxiety or boredom. What’s a “healthy distraction” that you would recommend to others?
    • Part 2: How am I managing my attention now? What experiments might I run?

Readings & Exercises

Additional readings can be found at the bottom of Class 3: ATTENTION in my Stanford course archive.

 

CLASS 4: EMOTION

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:10 – Introduction and Warmup
0:10-0:25 – Remarks on Role of Emotion
0:25-0:45 – Discussion with Partner & Debrief
0:45-1:05 – Remarks on Emotion Regulation
1:05-1:25 – Coaching Conversation & Debrief
1:25-1:30 – For Next Time…

Slides

Concepts

  • Emotional style (Richard Davidson).
  • Emotion and reason (Antonio Damasio).
  • Prefrontal functions (Daniel Siegel).

Objectives

  • Reflect on your Emotional Style and its impact on your life and career.
  • Understand the role of emotions, particularly in reasoning and decision-making.
  • Identify strengths to maintain and potential changes to consider.

Preparation

  • Complete the required readings below, as well as the “Emotional Style Assessment.” Have a copy of your assessment results available for class.
  • After completing the required readings, reflect on the following:
    • Part 1: A connection between our classes on Attention and Emotion is the idea that “Emotions are attention magnets.” What are some of the emotions (positive and negative) you’ve experienced recently? How do these feelings affect what you pay attention to?
    • Part 2: Consider the Dimensions of Emotional Style model and your results. What does this model have to teach you? What are you making of your results?
    • Part 3: What helps your regulate your emotions? What makes it more difficult?

Readings & Exercises

Additional readings can be found at the bottom of Class 4: EMOTION in my Stanford course archive.

 

CLASS 5: HAPPINESS

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:05 – Introduction and Warmup
0:05-0:20 – Remarks on Happiness & Well-Being
0:20-0:45 – Coaching Conversation #1 & Debrief
0:45-1:00 – Remarks on Signature Strengths & Meaning
1:00-1:25 – Coaching Conversation #2 & Debrief
1:25-1:30 – For Next Time…

Slides

Concepts

  • Sources of well-being (Sonja Lyubomirsky, Ed Diener and Christopher Peterson).
  • Hedonistic well-being, i.e. pleasure vs. eudaimonic well-being, i.e. meaning and purpose (Emily Esfahani Smith, Martin Seligman, Christopher Peterson, et al).

Objectives

  • Understand various sources of well-being as determined by social psychology.
  • Identify “happiness strategies” likely to be most suitable for you.
  • Consider the limitations of current positive psychology research.

Preparation

  • Complete the required readings below, as well as the “Activity Fit Diagnostic,” the “VIA Survey of Character Strengths,” and the “Signature Strengths” worksheet. Have copies of your results available for class.
  • After completing the required readings, reflect on the following:
    • Part 1: Be prepared to tell a brief joke to your partner. Knock-knock jokes and Dad jokes are perfect. Yes, this will be awkward 🙂
    • Part 2: Consider your Activity-Fit Diagnostic results. What “happiness strategies” most interest you? What experiments might you run? How will you hold yourself accountable? (And how could your partner help?)
    • Part 3: Consider your Signature Strengths worksheet. How are your Signature Strengths reliable paths to meaning for you?

Readings & Exercises

Additional readings can be found at the bottom of Class 5: HAPPINESS in my Stanford course archive.

 

CLASS 6: RESILIENCE & VULNERABILITY

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:05 – Introduction and Warmup
0:05-0:20 – Partner Discussion on Resilience Quotient
0:20-0:45 – Debrief & Remarks on Resilience
0:45-1:00 – Vulnerability Stories Exercise
1:00-1:25 – Debrief & Remarks on Vulnerability
1:25-1:30 – For Next Time…

Slides

Concepts

  • Components of resilience and Resilience Quotient (Karen Reivich and Andrew Shatté).
  • Mindset and stress (Carol Dweck, Kelly McGonigal, Brad Stulberg, and Steve Magness).
  • Definitions of vulnerability and shame (Brené Brown).

Objectives

  • Determine your Resilience Quotient.
  • Identify current sources of resilience as well more effective ways of coping with setbacks.
  • Consider strategies for expressing vulnerability and overcoming shame effectively.

Preparation

  • Complete the required readings below, as well as the “Resilience Quotient Assessment,” the “Resilience” worksheet, and the “Vulnerability Stories” worksheet. Have copies of your assessment results and your worksheets available for class.
  • After completing the required readings, reflect on the following:
    • Part 1: Dress like a superhero for class–a simple mask is fine–and if your partner isn’t with you in person, be prepared to share a selfie with them. Yes, this will be awkward 🙂
    • Part 2: Consider your Resilience Quotient results. How do you feel about this data? What would be useful to discuss with your partner? How might you fully leverage your strengths? How might you address your weaknesses?
    • Part 3: As you prepare for the Vulnerability Stories exercise, consider this passage from my post:

We all experience some form of shame on a regular basis in organizational life, ranging from mild embarrassment to more profound remorse to true feelings of deep shame, and all of these emotions leave us feeling vulnerable. A leader who can meet vulnerability with empathy, who can feel compassion for themselves and for others in the wake of setbacks and mistakes, will be able to build connections and improve their working relationships at the most difficult moments and turn crises into learning experiences.

Readings & Exercises

Resilience

Vulnerability

Additional readings can be found at the bottom of Class 6: RESILIENCE & VULNERABILITY in my Stanford course archive.

 

CLASS 7: UNHAPPINESS

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:20 – Opening Exercise & Partner Debrief
0:20-1:05 – Series of Three Partner Exercises
1:05-1:15 – Remarks on Unhappiness
1:15-1:25 – Questions
1:25-1:30 – For Next Time…

Slides

Concepts

  • Stoicism (Oliver Burkeman).
  • Buddhist thought (Pema Chödrön).
  • Logotherapy (Viktor Frankl).

Objectives

  • Consider a range of approaches to dealing with setbacks and difficulties.

Preparation

  • Complete the required readings below, as well as the “Sources of Unhappiness Survey.”
  • Have pen and paper available for class, as we’ll be conducting a series of exercises that require you to take written notes.

Readings & Exercises

Stoicism

Buddhist Thought

Logotherapy

Additional readings can be found at the bottom of Class 7: UNHAPPINESS in my Stanford course archive.

 

CLASS 8: SUCCESS

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:10 – Introduction & Warm-up
0:10-0:25 – Remarks on Myths & Values
0:25-0:50 – Coaching Conversation & Debrief
0:50-1:00 – Remarks on Strengths & Working Conditions
1:00-1:25 – Coaching Conversation & Debrief
1:25-1:30 – For Next Time…

Concepts

  • Popular beliefs about success, fulfillment, and happiness, and sources of social comparison.

Objectives

  • Prepare for the challenges that accompany professional struggles and success.

Preparation

  • Complete the required readings below, as well as the “Managing Oneself” worksheet, and have a copy of your worksheet available for class.
  • Part 1: Be prepared to share brief responses to these questions with your partner:
    • Looking back over the past 2 months, what’s one success I take pride in?
    • Looking ahead post-COVID, what’s one thing I’ll do differently because of what I’ve learned?
  • Part 2: Reflect on the following questions and be prepared to discuss them with your partner:
    • What am I learning about my values?
    • How do they influence my aspirations?
  • Part 3: Reflect on the following questions and be prepared to discuss them with your partner:
    • What are my greatest strengths?
    • Under what conditions do I do my best work?

Readings & Exercises

Additional readings can be found at the bottom of Class 8: SUCCESS in my Stanford course archive.

 

CLASS 9: ENDINGS

Webinar Video (1 hour, 30 minutes)

Agenda (& Approximate Timing)

0:00-0:25 – Introduction & Partner Conversation
0:25-0:40 – Debrief & Remarks on Endings
0:40-0:55 – Closing the Partnerships
0:55-1:15 – Debrief & Final Remarks
1:15-1:30 – Closing the Class

Concepts

  • Transitions vs. changes (William Bridges).
  • Habits and routines (Christopher Peterson).

Objectives

  • Consolidate lessons learned and prepare for future transitions.
  • Acknowledge the ending of the coaching partnership and close the class.

Preparation

  • Complete the required readings and exercises below, including the two worksheets and the “Closing the Class” survey.
  • Part 1: After completing the “Putting It All Together” worksheet, reflect on the following questions and be prepared to discuss them with your partner:
    • What does self-coaching mean to me?
    • What will it look like in practice for me?
    • You may want to share your worksheet with your partner before class.
  • Part 2: Complete the “Partner Feedback” worksheet and be prepared to have a final conversation with your partner.
    • While the worksheet asks you to share A) how your partner has contributed to your learning, B) what you’ve appreciated about them, and C) what you hope for them, use whatever format is best for you.
    • Written notes can help you focus on your main points and keep track of time, but you won’t want to simply read from a script, so bullet points may be preferable.
    • While you may have an ongoing relationship with your partner, this is your final conversation with them in the context of this course. Consider how you want to end this chapter of your work together.

Readings & Exercises

Additional readings can be found at the bottom of Class 9: ENDINGS in my Stanford course archive.

 

Lifeguard-Chairs

𝔻𝕖𝕕𝕚𝕔𝕒𝕥𝕖𝕕 𝕥𝕠 𝕥𝕙𝕖 𝕞𝕖𝕞𝕠𝕣𝕪 𝕠𝕗 𝔼𝕣𝕚𝕜 𝔹𝕖𝕟𝕘𝕥𝕤𝕤𝕠𝕟.

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