This document is a syllabus for a self-coaching course taught by Ed Batista at the Stanford Graduate School of Business. The course meets weekly on Fridays from April to June and focuses on helping students continue their personal and professional development after graduation without formal coaching resources. Grades are based on attendance, weekly writing assignments reflecting on course materials and experiences, and a final paper summarizing learning. Each class covers concepts like change, emotions, happiness, resilience, and endings through a mix of lectures, exercises, discussions and coaching conversations.
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The Art of Self-Coaching - Spring 2015 Syllabus
1. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 1
The Art of Self-Coaching / OB 527
Spring 2015 Syllabus
Ed Batista
Photo by Seth Anderson
1. CONTACT INFORMATION
Instructor: Ed Batista
Email, phone, and text all work equally well. Iâm generally available 8:00am-6:00pm daily.
Faculty Support
2. MEETING TIME AND LOCATION
Fridays, 10:00-11:45am, Zambrano 301 (Z301)
3. SPRING 2015 CLASS SESSIONS
April 3, April 10, April 17, April 24, May 1, May 8, May 15, May 22, May 29
Note that the first session on Friday, April 3 is mandatory. Registered students and students who
hope to come off the wait-list must attend this session to remain in the course.
2. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 2
4. COURSE OVERVIEW
In 2009 a graduating student told me, "A number of coaching resources here at the GSB have helped me
develop as a person over the last two years. But after I leave school and no longer have access to those
resources, how will I continue to coach myself?"
This course is an attempt to help you answer that question. I define self-coaching as the process of
guiding our own growth and development, particularly through periods of transition, in both the
professional and personal realms. In this course you'll explore a range of practices and disciplines
intended to help you build on what you've learned about yourself over the last two years and continue
that process after graduation.
While this is a self-directed process, it's not a solitary one, and you'll work with classmates in a variety of
configurations (pairs, small groups), so be prepared to discuss meaningful personal issues with your
fellow students.
Classes will consist of a mix of short lectures, exercises, small group discussions, and coaching
conversations in pairs.
5. GRADING
Grades will be determined through attendance, weekly assignments, and a final paper, each discussed in
detail below. This course may be taken Pass/Fail. I will adhere to the GSBâs required class GPA of 3.45,
but I may deviate from the recommended grade distribution.
5.1. Attendance, 30%
Because every class involves extensive interactions with other students, missing a class would
negatively affect those studentsâ learning. Consequently, any unexcused absences will have a
significant impact on your grade. More than one unexcused absence may result in a U. As noted
above, attendance at the first session on Friday, April 3 is mandatory.
5.2. Weekly Written Assignments, 40%
Youâll submit eight weekly assignments describing your responses to the readings and your
experiences in the course for Classes 2 through 9. Weekly assignments are due Wednesdays at
6:00pm, and the first assignment is due Wednesday, April 8.
There is a 1,000 word limit for each weekly assignment. The content of each weekly assignment
is to be determined by you as an individual. There are no specific questions, prompts, or
requirements.
Submit your weekly assignments via Canvas and use the following naming convention for your
documents: Last NameâFirst Name âAssignment Number.
3. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 3
Each assignment will be worth 5% of your overall grade, for a total of 40%. Assignments will be
graded on four criteria, each assessed on a 1-25 point scale, for a total of 100 possible points.
See 5.4. Grading Criteria for details.
5.3. Final Paper, 40%
At the conclusion of the Quarter youâll submit a final paper via Canvas summarizing your
learning for the entire course. The final paper is due on Wednesday, June 3 at 6:00pm.
There is a 5,000 word limit for the final paper. Similar to the weekly assignments, the content of
the final paper is to be determined you as an individual. There are no specific questions,
prompts, or requirements.
Submit your final paper via Canvas and use the following naming convention for your document:
Last NameâFirst Name âFinal Paper.
This paper will be worth 40% of your overall grade. Similar to the weekly assignments, the final
paper will be graded on four criteria, each assessed on a 1-25 point scale, for a total of 100
possible points. See 5.4. Grading Criteria for details.
5.4. Grading Criteria
All written work will be graded on four criteria, each assessed on a 1-25 point scale:
1. Timely: Points will be deducted for every hour that a weekly assignment or the final paper is
submitted after the deadline has passed.
2. Personal: As the focus of this course is you and your ongoing growth and development,
written work will be assessed on the basis of your ability to discuss how course readings,
materials, and experiences are personally relevant to you as an individual.
3. Conceptual: Written work will also be assessed on the basis of your ability to reference and
interpret various concepts presented in course readings and materials.
4. Well-Crafted: Finally, written work will be assessed on the basis of overall quality, which is
not limited to but will specifically include clarity, cogency, and creativity.
6. CLASS SCHEDULE
Concepts, objectives and readings for each class session are briefly described below. Links are included
where readings are freely available online, and other readings can be downloaded as PDFs from Canvas.
CLASS 1: BEGINNINGS (Friday, April 3, 2015)
Concepts
ďˇ Neuroscience of âjoyful educationâ (Judy Willis)
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ďˇ Positive psychology
ďˇ Coaching as a form of interpersonal support
Objectives
ďˇ Provide an overview of the course.
ďˇ Create an environment that supports learning and growth.
ďˇ Understand basic principles of coaching.
ďˇ Form Personal and Professional Partnerships.
Readings
ďˇ Neuroscience, Joyful Learning and the SCARF Model,
http://www.edbatista.com/2010/05/learning.html (Ed Batista)
ďˇ Pursuing the Good Life (Christopher Peterson)
o Chapter 1, pages 3-6: âWhat Is Positive Psychology, and What Is It Not?â
o Chapter 4, pages 14-17: âBlaming the Science Versus Blaming the Victimâ
ďˇ How Great Coaches Ask, Listen, and Empathize, https://hbr.org/2015/02/how-great-coaches-
ask-listen-and-empathize (Ed Batista)
ďˇ Helping (Edgar Schein)
o Chapter 3, pages 30-47: âThe Inequalities and Ambiguities of the Helping Relationshipâ
o OPTIONAL: Chapter 5, pages 66-84: âHumble Inquiryâ
CLASS 2: CHANGE (Friday, April 10, 2015)
Concepts
ďˇ Model of change (Kurt Lewin and Edgar Schein), grit (Angela Duckworth), mindset (Carol Dweck),
and the complex effects of goals
Objectives
ďˇ Reflect on changes experienced while at the GSB and your personal approach to change.
ďˇ Identify goals, hopes and expectations for your remaining time at the GSB.
ďˇ Consider implications of these concepts for your career after graduation.
Readings
ďˇ Why Change is Hard, http://www.edbatista.com/2014/12/why-change-is-hard.html (Ed Batista)
ďˇ Blocking and Tackling (Fundamentals of Change), http://www.edbatista.com/2012/01/blocking-
and-tackling.html (Ed Batista)
ďˇ True Grit, http://psychologicalscience.org/index.php/publications/observer/2013/april-13/true-
grit.html (Angela Duckworth and Lauren Eskreis-Winkler)
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ďˇ Fixed vs. Growth: The Two Basic Mindsets That Shape Our Lives,
http://www.brainpickings.org/2014/01/29/carol-dweck-mindset/ (Maria Popova)
ďˇ Babies, Bathwater and Goal-Setting, http://www.edbatista.com/2012/12/babies-bathwater-
and-goal-setting.html (Ed Batista)
CLASS 3: EMOTION (Friday, April 17, 2015)
Concepts
ďˇ Emotional style (Richard Davidson)
ďˇ Nine prefrontal functions (Daniel Siegel)
Objectives
ďˇ Reflect on your Emotional Style and its impact on your life and career.
ďˇ Identify strengths to maintain and potential changes to consider.
Readings
ďˇ The Emotional Life of Your Brain (Richard Davidson)
o Chapter 1, pages 1-12: âOne Brain Does Not Fit Allâ
o Chapter 3, pages 43-65: âAssessing Your Emotional Styleâ
ďˇ Mindsight (Daniel Siegel)
o Introduction, pages ix-xvi
o Chapter 2, pages 23-44: âCrepes of Wrath: Mindsight Lost and Foundâ
ďˇ Emotional Style Assessment (in Davidson)
ďˇ OPTIONAL: The Emotional Life of Your Brain (Richard Davidson)
o Chapter 4, pages 67-90: âThe Brain Basis of Emotional Styleâ
o Chapter 11, pages 225-252: âRewired, or Neurally Inspired Exercises to Change Your
Emotional Styleâ
CLASS 4: HAPPINESS (Friday, April 24, 2015)
Concepts
ďˇ Sources of happiness (Sonja Lyubomirsky)
ďˇ Hedonic adaptation
Objectives
ďˇ Understand various sources of happiness as determined by social psychologists.
ďˇ Identify âhappiness strategiesâ likely to be most suitable for you.
6. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 6
ďˇ Consider the limitations of current âhappiness research.â
Readings
ďˇ The How of Happiness (Sonja Lyubomirsky)
o Chapter 1, pages 13-26, âIs It Possible to Become Happier?â
o Chapter 2, pages 27-68, âHow Happy Are You and Why?â
o Chapter 3, pages 69-79, âHow to Find Happiness Activities That Fit Your Interests, Your
Values, and Your Needsâ
ďˇ Pursuing the Good Life (Christopher Peterson), Chapter 21, pages 71-74, âHeritability and
Happinessâ
ďˇ Subjective Happiness Scale and Active-Fit Diagnostic (in Lyubomirsky)
ďˇ VIA Survey of Character Strengths, www.viacharacter.org/survey/Account/Register
ďˇ OPTIONAL: The Science of Subjective Well-Being (Michael Eid and Randy Larson, editors),
Chapter 24, pages 493-507: âMyths in the Science of Happinessâ (Ed Diener)
CLASS 5: RESILIENCE (Friday, May 1, 2015)
Concepts
ďˇ Components of resilience and Resilience Quotient (Karen Reivich and Andrew ShattĂŠ)
ďˇ Neurological sources of resilience (Linda Graham)
Objectives
ďˇ Determine your Resilience Quotient.
ďˇ Identify current sources of resilience as well more effective ways of coping with setbacks.
Readings
ďˇ The Resilience Factor (Karen Reivich and Andrew ShattĂŠ)
o Chapter 1, pages 9-30, âResilience Mattersâ
o Chapter 2, pages 31-47, âHow Resilient Are You?â
o Chapter 3, pages 48-62, âLaying the Groundworkâ
ďˇ Bouncing Back (Linda Graham), Chapter 2, pages 29-45, âHow the Wiring In of Resilience Can Go
Awryâ
ďˇ Resilience Quotient Assessment (in Reivich and ShattĂŠ)
7. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 7
CLASS 6: VULNERABILITY (Friday, May 8, 2015)
Concepts
ďˇ Definitions of vulnerability and shame (BrenĂŠ Brown)
Objectives
ďˇ Consider strategies for expressing vulnerability and overcoming shame effectively.
Readings
ďˇ Daring Greatly (BrenĂŠ Brown)
o Chapter 2, pages 33-56, âDebunking the Vulnerability Mythsâ
o Chapter 3, pages 59-111, âUnderstanding and Combating Shameâ
ďˇ OPTIONAL: BrenĂŠ Brown, Vulnerability, Empathy and Leadership,
http://www.edbatista.com/2014/08/brene-brown-vulnerability-empathy-and-leadership.html
(Ed Batista)
CLASS 7: UNHAPPINESS (Friday, May 15, 2015)
Concepts
ďˇ Stoicism (Oliver Burkeman), Buddhist thought (Pema ChĂśdrĂśn), and Logotherapy (Viktor Frankl)
Objectives
ďˇ Consider a range of approaches to dealing with setbacks and difficulties.
Readings
ďˇ The Antidote (Oliver Burkeman)
o Chapter 2, pages 23-50, âWhat Would Seneca Do?â
o Note that because of limits on the use of copyrighted materials, Iâm unable to use
Chapter 3, pages 51-74, âThe Storm Before the Calm,â but I highly recommend it.
ďˇ When Things Fall Apart (Pema ChĂśdrĂśn)
o Chapter 2, pages 6-11, âWhen Things Fall Apartâ
o Chapter 11, pages 65-72, âNonaggression and the Four Marasâ
o Chapter 21, pages 137-142, âReversing the Wheel of Samsaraâ
ďˇ David Foster Wallace on Life and Work,
http://www.wsj.com/news/articles/SB122178211966454607 (David Foster Wallace)
ďˇ Man's Search for Meaning (Viktor Frankl), pages 108-115: "The Meaning of Life," "The Essence
of Existence," "The Meaning of Love," and "The Meaning of Suffering"
8. COPYRIGHT Š2015 Ed Batista. All rights reserved. Page 8
CLASS 8: SUCCESS (Friday, May 22, 2015)
Concepts
ďˇ Popular beliefs about success, fulfillment, and happiness, and sources of social comparison
Objectives
ďˇ Prepare for the challenges that accompany professional struggles and success.
Readings
ďˇ The Myths of Happiness (Sonja Lyubomirsky)
o Chapter 5, pages 115-143, âIâll Be Happy WhenâŚI Find the Right Jobâ
o Chapter 7, pages 163-181, âIâll Be Happy WhenâŚIâm Richâ
ďˇ Managing Oneself (Peter Drucker)
CLASS 9: ENDINGS (Friday, May 29, 2015)
Concepts
ďˇ Transitions vs. changes (William Bridges)
Objectives
ďˇ Prepare for graduation, returning to full-time work, and other impending transitions.
ďˇ Acknowledge the endings of the coaching partnerships and other relationships within the class.
Readings
ďˇ William Bridges on Transitions, http://www.edbatista.com/2008/08/transitions.html (Ed Batista)
ďˇ Transitions (William Bridges)
o Chapter 4 (excerpt), pages 77-92, âTransitions in the Work Lifeâ
ďˇ Pursuing the Good Life (Christopher Peterson)
o Chapter 88, pages 289-290, âDays Are LongâLife Is Shortâ
o Chapter 89, pages 291-294, âI Resolve to Take Benjamin Franklin Seriouslyâ
ďˇ OPTIONAL: Transitions (William Bridges)
o Chapter 4 (excerpt), pages 93-100, âTransitions in the Work Lifeâ
o Chapter 5 (excerpt), pages 107-123: âEndingsâ
o Chapter 6, pages 133-155: âThe Neutral Zoneâ
ďˇ OPTIONAL: A Checklist for Someone About to Take on a Tougher Job,
https://hbr.org/2015/01/a-checklist-for-someone-about-to-take-on-a-tougher-job (Ed Batista)