Reply to a Classmates Discussion Board

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This assignment is to reply to another classmate’s discussion board post here are the instructions:

Engage in a substantive discussion that meets grading
rubric specifications. Submit replies of 300–450 words each to at least 2 other
students. Make sure that you are adding new and relevant information with each
reply, including scholarly sources.

The instructor also stated in regards to this assignment theses supplemental instructions:

you should now review discussions posted by other students. Next, synthesize their discussion and information. Then, provide ADDITIONAL quality information to expand the knowledge of information. This means you will need to use citations for the feedback as well as the initial post. As a doctoral student, please ensure your replies are robust and rigorous to expand the depth and breadth of discussion.

Remember that Journals are important for all assignments, so please support your information with them.

Here is the classmates discussion post that you are replying to:

Discussion Forum 1 – Major Aspects or Concepts from Text(s) for Area of Research Focus

Organizational and executive coaching is used to help organizations develop their leaders through building and sustaining leadership capacity, enhancing career progression, addressing leadership performance problems, retaining high-potential personnel, and assisting with leadership transitions (Underhill, McAnally, & Koriath, 2007). Organizational and executive coaching provides tools to help leaders (a) be better coaches and communicators; (b) empower and develop their employees; and (c) have the necessary skills to help their team (Hunt & Weintraub, 2017). Organizational and executive coaching is solutions-focused and results-oriented with a focus on helping, consulting, and developing leaders in an experiential and individualized manner (Davis, 2019).

There are five significant aspects or concepts from the texts (The Coaching Manager and Executive Coaching for Results) that the researcher would like to focus on for this course. The first significant aspect or concept is the distinction between career coaching and life coaching. Both types of coaching are essential for leadership development. Career coaching is a tool that companies utilize to enhance their leaders’ abilities to lead in a way to improve organizational performance (e.g., financial, strategic, and operational). In contrast, life coaching is a resource individuals use to assist them in improving specific areas within their lives (e.g., relationship changes, financial or physical challenges, or stress and time management issues) (Underhill et al., 2007).

The second significant aspect or concept is the importance of culture and leadership support. Organizational culture and leadership support are paramount for organizations to successfully incorporate organizational and executive coaching opportunities (Underhill et al., 2017). Organizational culture is a culture that exists internally within a company based on prevailing norms, beliefs, values, and existing procedures that drive their business practices (Rao & Swaminathan, 1995). There is a strong correlation between organizational culture and relationship skills. A study by Beugelsdijk, Koen, & Noordenhaven (2006) based on a sample of questionnaires from 102 firms concluded that companies scored high on relationship skills if their organizational culture oriented to stability, predictability, and innovation, rather than a focus on immediate results. Coaching initiatives have a higher chance of succeeding if there is leadership support, such as creating a coaching-friendly culture, building an environment based on trust, and implementing reward systems that encourage coaching (Hunt & Weintraub, 2017).

The third significant aspect or concept is the link between coaching and human resource development (HRD). Coaching is a way companies demonstrate HRD by (a) characterizing employees and leaders as human assets that can be a source of competitive advantage; (b) placing worth on their knowledge, skills, competencies, work habits, motivations, and relationships; and (c) promoting human development; and (d) making them feel engaged (Mello, 2019). Coaching is essential because all individuals desire to be valued, and it can help organizations succeed. Coaching is also a way companies connect with HRD practices, including leadership development strategy, talent management process, and work/job design tactics (Mello, 2019; Underhill et al., 2017).

The fourth significant aspect or concept is the expansion of the coaching toolbox. There are numerous assessments that coaches have available to use, including 360-degree feedback, leadership skills, personality, interests/values, and cognitive assessments (Underhill et al., 2017). Modern leadership theory suggests “leadership is a process that can be learned, and that is available to everyone” (Northouse, 2019, p. 15). Given that leadership is a learned process, there are additional assessment tools that take into consideration different leadership approaches and measure individuals’ leadership styles, such as questionnaires related to (a) situational leadership; (b) path-goal leadership; (c) leader-member exchanges; (d) multifactor leadership; (e) authentic leadership self-assessment; and (f) servant leadership (Northouse, 2019). Also, there are mind-body infused coaching approaches that incorporate a holistic paradigm, ignite intrinsic motivation, utilize emotional intelligence, and cultivates curiosity (Horstmeyer, 2018).

The final significant aspect or concept is the ability to measure the impact of organizational and executive coaching, such as return on investment (ROI). As companies continue to invest more in coaching, there is an ever-growing desire to measure its impact, including from an ROI perspective. This ability to measure has relevance since one-third of the organizations do not formally measure coaching impact, and one-fifth of the organizations do not believe a link between coaching and ROI is possible (Underhill et al., 2017). Coaching results are measured subjectively through evaluations, 360-feedback follow-up, ROI metrics, and leadership retention rates (Underhill et al., 2017). Research supports a positive correlation between coaching relationships and coaching outcomes (Baron & Morin, 2009; O’Broin & Palmer, 2010).

References

Baron, L., & Morin, L. (2009). The coach-coachee relationship in executive coaching: a field study. Human Resource Development Quarterly, 20(1), 85-106.

Beugelsdjik, S., Koen, C. J., & Noorderhaven, N. G. (2006). Organizational culture and relationship skills. Organizational Studies, 27(6), 833-854.

Horstmeyer, A. (2018). Four ways mind-body infused coaching approaches sharpen executives’ performance. Strategic HR Review, 17(6), 282-289. doi: 10.1108/SHR-07-2018-0060.

Hunt, J. M., & Weintraub, J. R. (2017). The Coaching Manager: Developing Top Talent in Business. Thousand Oaks, CA: Sage.

Mello, J. A. (2019). Strategic Human Resource Management (5th ed.). Mason, OH: South-Western.

Northouse, P. G. (2019). Leadership: Theory and Practice (8th ed.). Thousand Oaks, CA: Sage Publications.

O’Broin, A., & Palmer, S. (2010). Introducing an interpersonal perspective on the coaching relationship. In S. Palmer, & A. McDowall, The Coaching Relationship: Putting People First (pp. 9-33). Routledge: Hove.

Rao, B. P., & Swaminathan, V. (1995). Uneasy alliances: cultural incompatability or culture shock. Proceedings of the Association of Management 13th Annual International Conference. Vancouver, Canada.

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.

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