1. Write a thematic integration of faith and learning concept paper using a well-rounded approach to the concepts found in the course texts and current scholarly literature.
2. This paper must be submitted in compliance with the instructions BELOW
3. You must fully leverage the discussion opportunity in P20 in order to research and outline approach for this assignment.
The paper must contain the following components:
MUST Refer to P20 – Significance of Executive Coaching to Business
1. A 3 page overview that defines the course as an academic field of study (significance of the course to business).
2. A 3-page discussion of the best 5–8 questions you believe are critical in order to demonstrate that a student who completes this course can synthesize the key concepts in organizational and executive coaching and formulate the strengths and weaknesses of the stated approaches to coaching.
3. A 3-page discussion that integrates the concepts from the Keller and Alsdorf (2012) text into a cohesive understanding of why organizational and executive coaching is significant for advancing God’s purposes for business on earth.
Concepts to begin guiding your thought in this area are taken from key course texts and supplemental sources.
Underhill, McAnally, & Koriath (2007) reflect:
Rather than offering solutions, the coach helps the leader dare to look at inner resistance, to understand consequences, to find new strategies, and to practice—thus stretching beyond current limitations for new behaviors. (p. 26)
Organizations that create leadership development approaches linked to company strategies have answered key questions, such as: What is our business strategy? and, How do we develop leaders capable of executing our strategy? (p. 30)
What is the purpose for coaching? (p. 37) (How is the organization’s leadership viewed by peers and employees?)
The managing of key relationships is also critical to the success of the program. (p. 39)
Hunt & Weintraub (2017) discuss:
We are acutely aware that the preceding paragraph might already scare off some folks who are interested in improving their ability to coach their people. Please don’t be frightened! You don’t have to be perfect at this stuff to be effective. You have to be OK. Intent does matter here, along with your ability to receive feedback from those you coach. In reality, the relationship, as perceived by both parties, is just important if not more important than the techniques of coaching. Recent research, which we’ll rely on later in this and in several subsequent chapters, has confirmed this (Gregory & Levy, 2011). If you are genuinely trying to help and you occasionally jump into too quickly, and you’ve let your people know that you need their help to help them, you’ll do just fine. Yes, practice does help. Perfection, though, is not what you’re trying to achieve. This is a very human process. (p.6)
As such, in addition to some basic skills, trust between the parties here is obviously a critically important enabling factor (Gregory & Levy, 2011). That’s why intent is so important. If you are really trying to help, not to punish, if you really do want to know what is happening with your people and their work, and if you behave accordingly (we’ll talk about this in great detail), sufficient trust will materialize in your relationships with your people for coaching to take place. (Of course, intent by itself will not be enough if you are inadvertently undermining your efforts to build trust by behaving in a fashion that contradicts your intent. This can happen without your awareness). (pp.6-7)
These excerpts provide insights designed to lead learners to the edge of the thematic precipice without laying bare the potential spiritual and biblical correlations within. As a final observation, consider approaches used in coaching, such as the content of questions asked, the timing of specific questions, and the circumstances surrounding the person’s decision for—or need for—coaching. Then, consider carefully the context surrounding the lives of Moses, Joshua, Samuel, Isaiah, Jeremiah, Paul, Barnabas, and Jesus Christ, to name only a few.
Egan, T., & Hamlin, R. G. (2014). Coaching, HRD, and relational richness: Putting the pieces together. Advances in Developing Human Resources, 16(2), 242-257. doi:10.1177/1523422313520475
Gilbert, C., De Winne, S., & Sels, L. (2015). Strong HRM processes and line managers’ effective HRM implementation: A balanced view. Human Resource Management Journal, 25(4), 600-616. doi:10.1111/1748-8583.12088
Hunt, J.M. & Weintraub, J.R. (2017). The coaching manager: Developing top talent in business. Thousand Oaks, CA: Sage. ISBN: 9781483391656.
Keller, T., & Alsdorf, K. L. (2012). Every good endeavor: Connecting your work to God’s work. New York, NY: Dutton. ISBN: 9780525952701.
Maltbia, T. E., Marsick, V. J., & Ghosh, R. (2014). Executive and organizational coaching: A review of insights drawn from literature to inform HRD practice. Advances in Developing Human Resources, 16(2), 161-183. doi:10.1177/1523422313520474
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.Zachary, L. J. (2006). Creating a mentoring culture: The Organization#s guide. Development and Learning in Organizations: An International Journal, 20(4) doi:10.1108/dlo.2006.08120dae.003
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