BUSI755 Liberty University Organizational and Executive Coaching Paper Discussion Board Forum 3 Instructions Class BUSI 755 Organizational and Executive
BUSI755 Liberty University Organizational and Executive Coaching Paper Discussion Board Forum 3 Instructions
Class BUSI 755
Organizational and Executive Coaching
What discoveries have you made in your research and how does this information inform your ability to evaluate effective coaching and its impact on organizations?
Consider these guiding questions:
What core concepts have you internalized about coaching? How will these concepts inform your approach in a developmental/coaching relationship?
What values have you identified in the profession of organizational and executive coaching that you will use as the basis for integration of your faith?
How can effective coaching impact the strategic outcomes of an organizations leadership and therefore the organization itself?
What key concepts can you articulate in managing the coaching relationship(s) that appear necessary in an effective coaching encounter?
Your thread must be 600750 words. Cite sources, including the course texts, and include a reference list in current APA format.
Reading Bergquist & Mura: chs 1-6
Underhill et al.: ch. 1=6
https://libraryofprofessionalcoaching.com/wp-app/wp-content/uploads/2014/10/coachbook.2nd-edition.pdf
https://www.scribd.com/read/134855349/Executive-Coaching-for-Results-The-Definitive-Guide-to-Developing-Organizational-Leaders
PLEASE SEE THE ATTACHMENS FOR examples that two students have written so far Discussion Forum 3
Barbara C. Hunter
Liberty University
Core Concepts Internalized About Coaching
Developing effective leaders requires training, education, and assessment to accomplish
business objectives. Coaching adds another level in which constant and consistent
communication must be implemented so that it encourages a sense of vocation allowing for the
individuals to establish a meaningful purpose in their workplace.
Creating a workplace culture, the allows employees to become the best versions of
themselves is a welcoming environment that fosters employee development and growth. Hollie
Aghajani (2019) illustrated some core concepts in coaching that can increase the workplace
relationship. First, coaches lead discussion by encouraging individuals to identify their
emotional, physical and mental state so that they can train their brain into focusing on
accomplishing the goals in a positive approach. Second, reflection on what was gained, what
was accomplished and opportunities for improvement are discussed so that it cannot only
identify areas to make adjustments but also create a connection between the individual
experience and the corresponding business outcomes. Lastly, creating a culture of appreciation
reminds individuals not to default their attention things done wrong, but allow them to have a
sense of connection and positivity to doing their best to accomplish. Everyone is different and
consistent communication will provide the environment necessary to create a cohesive
community (Aghajani, H, 1999).
Values derived from Organizational and Executive Coaching that can be used on
Integration of Faith?
The bible illustrates many examples of coaching. The scriptures are filled with wisdom
of servant leadership and models to guide us in seeing Gods reflection. For instance, in John
14:6-14, Jesus reminds Thomas of the recurring theme that can be found in the bible, which
is And whatever you ask in my name, I will do, so that the Father may be glorified in the Son. If
you ask anything of me in my name, I will do it (New International Version).
The success through coaching is strongly influenced by culture and leadership (Underhill,
McAnally & Koriath, 2007). Values identified through Organizational & Executive Coaching
are not limited to servant leadership and consistent training to reinforce the individual to develop
a culture of servant leadership by engaging Gods mission. When coaching individuals or
clients, setting an example by sharing the vision of God through service allows for us to thank
god for his blessings and not be reluctant to ask for his help. Although asking for help can make
us feel vulnerable, it takes courage to do such and allows coaching to channel the courage from
self-awareness (Wright, 2018). Incorporating spirituality into coaching, enables a
businessperson to gain a better perspective on their firm, family, neighbors, community and
themselves. It also helps acknowledge dependence on God which gives the individual a more
stable and helpful vision. When coaches create a culture where the individual knows that his or
her successes also depends on someone beyond themselves, it will help lessens stress (Cavanagh,
1999). Identifying the importance of the recurring themes gives us the values that can integrate
faith with regards to Organizational & Executive Coaching.
Impact of Effective Coaching of the Strategic Outcomes on the Organization and
Leadership
Organizational coaching comes in many forms and specific models that can guide
challenges faced in the workplace. Nickels, McHugh & McHugh (2016) discussed how
coaching is not only effective internally, but also externally in which opportunities to expand the
network of supporters can help employees increase their professional development through
engagement (Nickels, McHugh & McHugh, 2016). Internally, engagement can be achieved
using coaching interventions. It can help the organization when implemented at the initial stages
where motivational is needed to enhance efforts. Then at the midpoint where reinforcement is
enlisted to conduct strategy related interventions. Lastly, at the end where assessment is an
educational intervention and organized to address knowledge and skills gained from the
professional development (Hackman & Walton, 1986). Externally, a masterful coach can help
the individual identify successes and failures from other lessons learned and obtain sources of
support to help when faced with challenging circumstances (Berquist & Mura, 2011a).
Key Concepts that Appear necessary in Effective Coaching
Coaching is a dynamic activity most effective especially in the workplace. Bergquist and
Mura (2011b) provides key concepts that can be used in coaching relationships that are necessary
in a coaching encounter. The concepts to be addressed are feeling through action, contextual
knowing and reflective inquiry (Bergquist & Mura, 2011b).
Freeing Communication
According to Hackman & Wageman (2005), timing is important to determine when
everyone is ready for coaching. Individuals need to be ready to embrace the change within them
in order to be successful during the process (Hackman & Wageman, 2005). According to
Schaufeli & Salanova (2007), they stated that engagement occurs when employees are given the
opportunity to prepare a time-line work schedule in which they can see areas of potential
complications that they may endure. Allowing the use of freeing communication will help
employees to offer their recommendations, and at the same time, receive advice, and emotional
support, which will improve their self-confidence (Schaufeli & Salanova, 2007).
Contextual Knowing
Contextual knowing allows coaches to help individuals use their knowledge to solve
problems and use them as learning examples in the future. Such benchmarks will help them
identify which lessons have more meaning and help coaches develop models that have more
value. Most organizations handle data by establishing routine control procedures. Most
organizations handle problem solving by establishing routine control procedures (Lee & Strong,
2003). However, organizations that incorporate a portfolio process to augment organizational
learning and development approaches to support workers by taking ownership of their duties
promote employee professional development and personal growth (Romanuik & Snart, 2000).
Reflective Inquiry
Reflective inquiry is designed for coaches to examine a task and perform assessments so
that the objectives are met. Sofo, Yeo & Villafane (2010) illustrated how reflective inquiry and
learning are cognitive processes. They felt that individuals will reflect on their past
performances to motivated them on how to handle future tasks (Sofo, Yeo & Villafane, 2010).
Suzie Kim (1999) further explains that reflective inquiry is orientated to provide an
understanding of the nature and meaning of the individuals own practice, to correct and improve
practice through self-reflection and critique. In addition, it will help generate models of best
practices and theories of application as well as discover processes of practice played out in
situations (Kim, 1999).
Summary
Work is a supreme gift from God and one that gives our lives purpose. Its proper role is
never to forget that we are subservient to God, and God tells us to honor our works limit by
finding a balance (Keller & Alsdorf, 2012). There are many concepts and coaching methods
available, which makes it easier for us to find approaches the make sense, provide meaningful
outcomes and give us the balance to stay committed to our work and at the same time be devoted
to God and our families.
References
Aghajani, H. (2019). Cultural rituals to unlock team potential [PDF file]. Retrieved from
file:///C:/Users/bobbieh/Downloads/6_Simple_Culture_Ritual_v4.pdf
Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching
strategies
and practices. (ed.). Seattle, WA: William Bergquist
Cavanagh, G. (1999). Spirituality for managers: Context for managers. Journal of
Organizational Change Management 12(3), 186-199.
doi:10.1108/09534819910273793
Hackman, J., & Wageman, R. (2005). A theory of team coaching. Academy of Management
Review 30(2), 269-287. doi:10.5465/amr.2005.16387885
Hackman, J. & Walton, R. (1986). Leading groups in organizations (ed.). San Francisco, CA:
Jossey-Bass
Keller, T., & Alsdorf, K. (2012). Every good endeavor to Gods work: Connecting your work to
Gods work. (ed.). New York, NY: Penguin Books
Kim, S. (1999). Critical reflective inquiry for knowledge development in nursing practice.
Journal of Advanced Nursing 29(5), 1205 1212. doi:10.1046/j.1365-2648.1999.01005x
Lee, Y. & Strong, D. (2003). Knowing why about data processes and data quality. Journal of
Management Information Systems 20(3), 13-39. doi:10.1080/07421222.2003.11045775
Nickels, W., McHugh, J. & McHugh S. (2016). Understanding business. (11th ed.).
New York, NY: McGraw-Hill Education
Romanuik, K. & Snart, F. (2000). Enhancing employability: The role of prior learning
assessment and portfolios. Journal of Workplace Learning 12(1), 29-34.
doi:10.1108/13665620010309774
Schaufeli, W. & Salanova, M. (2007). Efficacy or inefficacy, thats the question: Burnout and
work engagement, and their relationships with efficacy beliefs. Anxiety, Stress &
Coping:
An International Journal 20(2), 177-196. doi:10.1080/10615800701217878
Sofo, F., Yeo, R. & Villafane, J. (2010). Optimizing the learning in action learning: Reflective
questions and coaching. Advances in Developing Human Resources 12(2), 205
224.
doi:10.1177/1523422310367883
Underhill, O., McAnally, K., & Koriath, J. (2007). Executive coaching for results: The
definitive
guide to developing organizational leaders. (ed.). Oakland, CA: Berrett-Koehler
Wright, S. (2018). Biblical model. Retrieved from
https://www.acoachingrevolution.com/biblical-model
DB3 Submission.docx (20.61 KB)
Discussion Board Forum 3
COLLAPSE
During the study of organizational and executive coaching, there have been several concepts and themes
discovered that can be leveraged to evaluate and improve the effectiveness of coaching on an
organization. One of the strongest discoveries was the connection of organizational coaching to succession
planning. Coaching can be utilized as a component of an organizations executive succession planning process
because it can assist leadership with identifying current employees who can be further developed to take on
higher level roles within the company. These employees can be placed into a succession planning pipeline
program to undergo training and development to ensure they are properly prepared to step in when an
inevitable vacancy arises. Coaching can be used effectively as part of the development process.
Effective organizational coaching involves a one-on-one relationship between a coach and coachee (Bergquist
& Mura, 2011). It has been previously discovered that the goal of a coaching relationship is to transport the
coachee from where they are to where they want to be (Underhill, McAnally, & Koriath, 2007). Succession
planning has the same goal. The intent of enrolling a high performing employee into a succession planning
pipeline program is to take the employee from where they are and develop them to be able to fill key
positions as they become available (Cavanaugh, 2017). Both coaching and succession planning can also
benefit the employee as well as the organization.
Integrating faith into both coaching and succession planning can be accomplished by transferring knowledge
through generations of employees. The knowledge imparted through the coaching process can significantly
increase the coachees ability to contribute to the organizations growth, competitive advantage, and
ultimately profit. Proverbs 4:13 instructs us to take learning into our own hands and not let it go because
knowledge is life (Bible in Basic English). Coaching can be utilized to leave a legacy of Christian leadership
and principles and have that shared with the world. Each coachee has the potential to one day become a
coach and continue the cycle.
Mark 28:18-20 contains instructions from Christ regarding the great commission. This can also be
accomplished through coaching. Within this text, Jesus tells the disciples to go and make disciples of all
nations and teach the new followers all of the things that Jesus taught the disciples. Christians are given a
mandate to evangelize and inform the world of the goodness of Jesus. Evangelism is as simple as sharing your
personal story, or testimony, with others. Coaches can share this easily with coachees over the course of the
coaching relationship. It does not have to be overtly religious either. It can be seamlessly interwoven into
advice and conversations. Just as organizations prepare employees to take over key roles by providing
development opportunities like coaching and succession planning, Christian leaders perform the same tasks
by incorporating missions and ministry into their teachings.
Coaching can be an instrumental component of an organizations strategic plan and objectives. When
implemented and managed correctly, organizational coaching can provide an impressive bench for leaders to
pull from when the need arises. It can also increase the skill of current leaders within the organization. This
entails understanding the direction in which the organization and the industry are headed, and how the
organization plans to gain traction in that direction. Planning this strategy without considering the necessary
knowledge and skills required to get there can negatively impact the organizations performance and ultimate
viability. Organizations that recognize the benefit of aligning coaching with the business strategy will be
fruitful in attracting and retaining top talent and ultimately achieve their goals and objectives.
Finally, there are several key concepts that can be articulated in managing the coaching relationship that are
also necessary in an effective coaching encounter. These include communication, contextual knowing, and
reflective inquiry. Communication is the foundation to any relationship. Without effective communication,
the relationship fails. In a coaching relationship, the coach does not simply listen to the coachee. The coach
offers feedback, and also delves deeper by asking thought-provoking open-ended questions that encourage
the coachee to think harder and broader (Bergquist & Mura, 2011). This leads into the second concept of
conceptual knowing. This concept involves the process of learning about a specific situation and inventing
processes and principles that are specifically appropriate to the coachees specific circumstances (Bergquist
& Mura, 2011, p. 30). For example, if a coachee is having trouble developing in the area of public speaking
and presentations, then the coach works specifically with them on that issue in the context of delivering
speeches and presentations at work. Finally reflective inquiry provides the coachee the opportunity to reflect
on the outcomes of attempted thinking and behavior shifts that have occurred as part of the coaching process
(Bergquist & Mura, 2011). Here important lessons are uncovered and used as future guides.
References
Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices.
Seattle, WA: CreateSpace Independent Publishing Platform. ISBN: 9781456562953.
Cavanaugh, J. C. (2017). Who will lead? the success of succession planning. Journal of Management Policy
and Practice, 18(2), 22-27. Retrieved from http://ezproxy.liberty.edu/login?url=https://searchproquest-com.ezproxy.liberty.edu/docview/1949444558?accountid=12085
Underhill, B. O., McAnally, K., & Koriath, J. J. (2007). Executive coaching for results: The definitive guide to
developing organizational leaders. San Francisco, CA: Berrett-Koehler Publishers. ISBN:
9781576754481.
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