Homework answers / question archive / Discussion Board Replies/Powerpoint Part 1 The student will submit a reply of at least 350 original words each to the initial threads of at least two classmates

Discussion Board Replies/Powerpoint Part 1 The student will submit a reply of at least 350 original words each to the initial threads of at least two classmates

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Discussion Board Replies/Powerpoint Part 1 The student will submit a reply of at least 350 original words each to the initial threads of at least two classmates. Statements made in each reply must be supported by references and in-text citations for the course textbook, at least one article from a peer-reviewed journal published within the past five years, and the Bible. Discussion Reflect on your learnings and understandings of coaching and being coached. After a reflection of this course and text, conduct some research in order to answer the following questions in-depth: Describe your biggest takeaways relative to coachings place in society. Consider it from a corporate, academic, non-profit or other perspective which demonstrates your learnings, clarity and even disagreements about the role of coaching today. And lastly, how and why might our Lord and Saviour, Jesus Christ, be considered the ultimate master coach? Part II OVERVIEW During this course, you will be required to complete a final project. INSTRUCTIONS You will complete a 2,000 to 2,500-word research-based paper in current APA format that focuses on the integration of faith and current practices of coaching. The essay must include a title page and at least 5 peer-reviewed journal articles in addition to the course textbook and the Bible. The essay must provide at least one example of a coaching scenario where the coach successfully navigated a leader through his or her specific leadership challenge and at least 1 example of a coach who did not successfully navigate a leader through a different leadership scenario. Consider your own work history for this project. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. 1 Overview of the Project Name Institution Course Professor Date 2 Overview of the Project Mr. Richard Robertson is a manager at Fresh Produce and has been grappling with high volume of work, lack of division of labor among the employees coupled with ad hoc scenarios that occur and create lags. As a result of the above challenges, performance has been below par in recent years and Robertson has faced constant scrutiny on the level of efficiency and productivity in the organization through his leadership. Robertson requires assistance in managing the volumes of work, employees undertaking duplicating roles and the increase in lack of performance across the board. Robertson is also grappling with the overall organization structure and culture with most of the employees stating that they are highly demotivated and are not secure with the leadership of the entity. 1 Overview of the Project Name Institution Course Professor Date 2 Overview of the Project Mr. Richard Robertson is a manager at Fresh Produce and has been grappling with high volume of work, lack of division of labor among the employees coupled with ad hoc scenarios that occur and create lags. As a result of the above challenges, performance has been below par in recent years and Robertson has faced constant scrutiny on the level of efficiency and productivity in the organization through his leadership. Robertson requires assistance in managing the volumes of work, employees undertaking duplicating roles and the increase in lack of performance across the board. Robertson is also grappling with the overall organization structure and culture with most of the employees stating that they are highly demotivated and are not secure with the leadership of the entity. 7 The Use of Assessments in Coaching This chapter provides an overview of how to use assessments in a coach-ing relationship. Assessments are often used in coaching to develop the client’s awareness, to jump-start the initial phase of coaching, and to provide data for goal setting and return on investment. Numerous assessments are available to coaches, some at no cost and others costing hundreds of dollars or more. The decision of a coach to incorporate assessments into their practice may depend on the types of coaching clients that the coach works with, the kinds of assessments that the coach has found personally valuable, and the coach’s overall familiarity with assessments. One of the most effective ways for coaches to explore assessments and their value is through leveraging some of these assessment tools for themselves to evaluate the relevance and the value they provide for them and their client. The focus of this chapter will be on varied tools including those that enhance personal awareness, and tools to enhance work-related, leadership, team, and organizational awareness. It is important to understand the range of assessments available, choose assessments that enable clients to enhance their awareness and set goals, identify assessments that are a best fit based on a particular coaching issue, and use powerful questions that enable clients to most effectively use assessment results.Using Feedback in CoachingAlthough the essence of coaching is asking powerful questions that gener-ate new and important levels of awareness, there are times when feedback is acceptable and helpful for clients. One of the most relevant areas for feedback in coaching comes from the use of assessments. An assessment and its results can be very valuable, but often, the true value comes from re-ceiving feedback about the assessment results from a coach who is familiar with and/or has training in administering and debriefing the assessment.Table 7.1 summarizes the research on the practice of feedback. Pass-more (2008) organized his research into four important categories on the link between feedback and performance, the feedback sender, the feedback message, and the feedback recipient. There is not a single widely accepted model for giving feedback. However, the process of feedback includes a few elements: the sender of the message, the recipient of the message, and the message itself. Figure 7.1 depicts a general model of giving and receiving feedback. The sender is the one who initiates the feedback. There is a message that TABLE 7.1 Summary of the Research on Feedback From Passmore (2008)Research Topic Key FindingsLink between feedback and performanceNon-consistent; performance can increase as well as decrease following feedback (Kluger & DeNisi, 1996)The feedback sender This could be a number of sources: a single individual, several individuals, a task, or the self. Not all feedback sources have the same impact: it is important that the source is credible. (Bastos & Fletcher, 1995)The feedback message People like receiving and giving praise (Anseel and Lievens, 2006), but are less comfortable with criticism; however, it cannot be concluded that praise will always have a positive impact, and criticism will always have a negative impact. The message has more impact if it is linked to goals.The feedback recipient People interpret feedback subjectively, in their own frame of reference (Ilgen, Fisher & Taylor, 1979); any behavior change following feedback depends on individuals’ characteristics such as their self-esteem (Shrauger and Rosenberg, 1970) and their belief in their capabilities (Renn & Fedor, 2001). People need feedback to be motivated to learn from feedback, otherwise behaviors are unlikely to change needs to be communicated, and then the message is understood and dis-cussed by the sender and the recipient. In the context of coaching engage-ments, the feedback could be coming from the coach who is presenting the information and interpreting the assessment results to the client. Or it could be coming from other managers and colleagues in the context of a multi-rater or 360-degree feedback assessment that collects feedback from individuals that the client being assessed works with. The senders of a message have control over different aspects of the feedback such as their own personal style of delivering communication. In professional coaching engagements, the feedback sender, at least in part, is the coach. The recipi-ent of the feedback, in a coaching engagement, is the client. The biggest challenge with giving feedback is that individuals all receive feedback dif-ferently. Some people will take feedback very well while others will not. This is important because the feedback message may need to be tailored depending on the individual receiving the feedback.The feedback message is the information that the sender is relaying to the recipient. In the context of coaching, this message will depend greatly on the type of assessment that is being debriefed. In multi-rater or 360-de-gree feedback assessment work, the message is related to the work, the effectiveness of the individual being assessed, and the working relationship of the client.Feedback is a large part of the assessment debriefing process; however, feedback also takes place less formally throughout the entire coaching en-gagement. As this happens, the coach and the client continue to design, assess goals and progress during the coaching process.To be effective, feedback needs to be clear and concise, as well as be linked to the goals of the client. A number of studies have looked at the effectiveness of feedback. The findings align with the idea that the more goal focused and specific the feedback is, the more effective it will be (Locke & Latham, 2012). Table 7.2 shows how goals and level of generaliza-tion can link with feedback in a coaching engagement.Criteria for Assessment ToolsThere are several criteria that are important to consider when using an as-sessment with coaching. These include: ? quantitative measurement of the assessment, ? ease of use of the assessment, and ? development: theory/conceptual base of the assessment.Quantitative Measurement of the AssessmentThree of the most important quantitative considerations of an assess-ment include reliability, validity, and norms. Reliability is the consistency of test scores from one point of measurement to the next. Test-retest reli-ability and internal consistency are sub-measures of reliability. Validity is the evidence that supports that a tool measures what it says it does—construct validity (convergent, discriminant) and criterion validity (predictive and concurrent). Norms are existing data on test takers that allow for the com-parison of one individual’s score to those of a large group to aid in interpre-tation. Table 7.3 defines these important quantitative measures.Errors of measurement include various kinds of errors associated with a test score that may impact the interpretation of scores. How can the influ-ence of any extraneous factors that are unrelated to what the assessment is attempting to measure be reduced or eliminated (e.g., test-taking con-cerns, desire to appear in a favorable light, familiarity with the measure)? However, in the context of coaching, an assessment is not necessarily a poor tool if it’s not rigorously developed. It often depends on the goals of coach-ing as they align with the assessment as well as the ease of use of the tool.Ease of Use of the AssessmentEase of use refers to how easy the assessment is to access, complete, and debrief. This may relate to how much training and credentialing is required to use the assessment tool or how expensive the tool is to administer. Many assessment tools require extensive financial investment both from the per- spective of training to become certified or credentialed to administer, or in the cost to purchase the assessment for individual administration.Theory/Conceptual Base of the Assessment The third consideration is the theoretical framework that supports the assessment. Assessments such as the VIA (Values in Action) Signature Strengths Profile, for example, have extensive theoretical backing by exten-sive research conducted at the University of Pennsylvania. Proper Use of AssessmentsLeveraging the best assessment in a coaching relationship depends on the goals of the coaching. It is also important to make sure that the assessment is being used in an appropriate and ethical manner. The International Test Commission (ITC) Guidelines on Test Use (2013) provides a framework of standards that should be considered when using assessment tests. This checklist is summarized in Table 7.4.Any assessment used in the coaching engagement should be selected carefully and should clearly align with the client’s goals for the coaching engagement. Proper use of an assessment involves determining if the char-acteristics of the tool are appropriate for the intended use and client, and are of adequate technical quality (rigor) for this use. Other criteria for se-lecting may include cost, timing, and quality/history of use as well as norms if needed, and whether or not a credential is needed to administer and interpret it.When the assessment requires specific accreditation or certification, it is imperative that the coach has met those requirements or is leveraging a secondary party that is a qualified user of the assessment to administer and debrief the assessment. A qualified user is someone who possesses the ap-propriate training, education, and experience in using the assessment for the purpose for which it is being used. According to the Standards for Edu-cational and Psychological Testing, qualifications of test users depend on TABLE 7.4 Summary of Checklist for Ethical Testing 1. Define the purpose of the assessment. 2. Determine the kinds of tests that will best address the purpose of the assessment. 3. Select the best test for your purpose. 4. Select only those tests that you are competent in and trained to administer and interpret. 5. Gather relevant collateral information to better understand the context in which the assessment is being conducted. 6. Consider who will receive feedback and report the assessment and gain informed consent from the client. 7. Ensure that the client understands the purpose of the assessment and how the results will be used. 8. Make adequate arrangements to ensure standardized administration. 9. Take account of any factors that may impact the client’s ability to complete the assessment. 10. Be aware of your ethical and professional responsibility, and the rights and responsibilities of coaches who undertake the assessment. the specific situation and user. This means that each assessment user must evaluate his or her qualifications and competence for selecting, administer-ing, scoring, interpreting, reporting, or communicating assessment results. An assessment user must develop the skills and knowledge for each test that he or she intends to use.An additional consideration is the use of the assessment information: Who will own the data from this assessment tool? For example, will only the client have access to the information, or will an employer or other inter-ested party also have access? It is important to address who will have access to the data at the onset of the coaching engagement prior to administering the assessment.Types of AssessmentsBefore a coach begins to work with a client it is important to first introduce an assessment. This could potentially be part of the first session to help for-mulate goals or direction for the coaching. It could be used as a benchmark prior to the start of coaching to use as a measure to assess the success of the coaching during or after the coaching engagement. It can be a great tool to use at the onset of coaching to build trust and rapport by building some un-derstanding of the client and who he or she is as a person or what his or her goals are. Assessment can also be used to evaluate change. Using the same tool at multiple points in time provides the client with “evidence” of his or her progress. This could also be a potential measure of return on investment (ROI). An assessment can also be used as the basis for deciding whether to continue coaching based on the results and progress that the assessment shows. Lastly, an assessment can be used to help a client get unstuck. An as-sessment can shine a light on areas that a client may not be aware of or shift the way in which you are coaching and get you out of your coaching ruts.Personality and Style AssessmentsThere is an abundance of personality assessments and questionnaires that exist measuring both broad and narrow sets of individual preferences and behavior. Measuring dimensions of the personality and personal pref-erence are beneficial in a coaching engagement to help build the client’s awareness of his or her way or mode of thinking as well as his or her behav-ior across numerous different settings and situations. This type of assess-ment can contribute to explaining why some individuals are well suited to some types of work or environments while others are not as well suited. It can also explain why some environments or situations can cause more stress for some individuals than for others.Frequently Used Personal Style ToolsDISC. Focuses on how people do things. The four dimensions that are addressed are: dominance, influencing, steadiness, and compliance.Clifton Strengths Finder. The Clifton Strengths Finder measures the presence of talents in 34 general areas referred to as themes. Talents are ways in which we naturally think, feel, and behave as unique individuals, and they serve as the foundation of strengths development.MBTI. The MBTI is an assessment of personal preferences for being in the world (introversion or extroversion), seeing things (sensing or intuitive), decision making (feeling or thinking), and degree of closure desired (judging or perceiving).Vocation and Motivational Needs/Values AssessmentsVocational or career assessments can be very helpful in shedding light on professional fields of employment and occupations that are of good fit for individuals. Career and vocational assessments often ask questions about what people enjoy doing in multiple dimensions of their life outside of work which helps to create greater awareness and potential for exploring work in the context of what clients enjoy in all areas of their life. Occupa-tional preferences are closely linked to personality style (Holland, 1997). For this reason, it is helpful to combine vocation or career assessments with other assessments during the coaching assessment process.The assessment of motivational needs and values is one of the lesser de-fined areas of assessment. This may be due to the multitude of motivational theories and models that exist. However, there is still value in this area of assessment. It can particularly be of value to clients who need clarity about the types of environments or cultures that would be a good fit for them, or if they are dissatisfied with their current work environment and would like to gain clarity about what would be a good fit for them.Frequently Used Vocation and Values ToolsStrong Interest Inventory. The goal of this assessment is to give insight into a person’s interests, so that he or she may have less difficulty in deciding on an appropriate career choice for himself or herself.VIA. Identifies your top 5 strengths out of 34 possibilities; enables you to generate an action plan online. Multi-Rater/360 Tools for AssessmentSome of the most comprehensive types of assessments are assessments that have multiple points of input and rating. These are usually known as multi-rater or 360-degree feedback assessments. They are defined by the multiple points of feedback and assessment that come from individuals at various levels of the organization in relation to the individual that the as-sessment is being conducted for. This feedback can come from leaders, managers, peers, members of other departments, direct reports, suppliers (or others that work closely with the individual from outside the organiza-tion), or even customers.This type of assessment provides a comprehensive and valid measure of workplace behavior. It creates an opportunity for learning through feed-back from different perspectives and vantage points which a...