Reply to 2 student on Concepts in Executive Coaching
Reply to 2 student on Concepts in Executive Coaching in APA format 300 words
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.
These are the two chapters for this week to explain the student answers:
- Bergquist & Mura: chs. 1–2
- Underhill et al.: chs. 1–2
https://www.bkconnection.com/
Student: Divine
Five Major Concepts in Executive Coaching
The term coaching has been defined differently by different authors, but the main idea in all these definitions focuses on the application of adults learning principles for bringing a change in behavior and the organizational performance. According to Bergquist and Mura (2011), coaching involves a constructive approach to potentially improve the performances of the Coachee. In this process, the coach who might be anybody such as managers coaching employees or employees coaching their peers (Ye, Wang, Wendt, Wu & Euwema, 2016) enhanced self-awareness that could change the motivation of the employees toward achieving organizational needs. Similarly, Greene and Grant (2003) defined coaching as result-focused and systematic processes, which ease self-direct learning to the client by the coach. For an optimal performance of employees in an organization, this paper focuses on reviewing five essential coaching concepts that would guide managers realize the best performance of their employees.
Appreciative Coaching
In the coaching activities, the coach should actively engage with the client by identifying potential accomplishment and perspectives of the client (Bergquist & Mura, 2011). It is a collaborative and self-awareness process between the coach and the client. The coach would first understand the client point of view based on the client challenges and goals. Per Bergquist and Mura (2011), the coach start by appreciating the client after examining the scope of the problems; the coach is in a mutual and respectful relationship the client. As Bergquist and Mura (2011) said people are less likely to change if they are asked to do so and are more likely to change if when positively appreciated for something well done. In appreciative coaching, the coach much examines and recognizes distinctive competencies and strengths of the client and help the clients achieve their aspirations and full potential through appreciating the client. Because when the coach appreciate the client, the coach is supporting value creating of the client (Bergquist & Mura, 2011).
Puzzles
According to Bergquist and Mura (2011), puzzles are inevitable in any organization, which refer to inevitable situations face by the organization every day. But the situations are one-sided perspective and could be measurable. The manager in some situation is puzzled with effective decision-making process because the manager’s mind is crowded with ambivalent thought. For example, how much order should be passed in order to match production and customer demand. When should the company increase hire more employees and if yes, how many people should be recruited? How should price be adjusted in order to remain competitive in the marketplace or what technology should the corporation purchase to improve productivity and gain comparative advantages. All these conditions are puzzling and are issued which require the services of a coach in an organization. In this regard, the coach together with the client learn and support each other to implement and effective decision-making in the organization.
Problems
` Problems have a broader perception than Puzzle. If Puzzles are un-dimensional as discussed by Bergquist and Mura (2011), problems are multiple dimensional. By this it means when dealing with a problem, there might be more than one perspective in resolving the problem. Therefore, some perspective might be more cost-effective than others since problems are often associated with financial implication. These problems range from government regulations, such as a polity or an economic factor such as a price jump or inflation. Bergquist and Mura (2011) identified that unlike puzzle, problems required higher cognitive ability because the coach and the client must examine the different perspective in solving the problem. Also, what make problems very difficult to handle is that different shareholders have different interest in solving the problem. Coaches in this sense much envisage themselves as managers and not superior to the manager and effectively collaborate with the managers and shareholder to effectively bring about a mutual and beneficial outcome in the organization. Puzzle as well as problem is inevitable issues experience by an organization and are associated with coaching concepts. Indeed, there are coaching concepts because a coach much recognize them and handle them effectively.
Freeing Communication
In freeing communication, the coach is active and attentive engaged when listening to the client (Bergquist and Mura 2011). The coach actively listens to the story of the client and probe the client with open-ended question without accusing the client (Underhill, McAnally, & Koriath, 2007). The coach might also share similar experience with the client; this empathically engaged the client and the coach to better learn about the problem. The coach must deeply appreciate the challenges in which the client is confronted with. The coach should be very careful when applying freeing communication techniques. The coast should avoid making the client feels that he or she knows exactly the problem in which the client is going through (Bergquist & Mura, 2011). Instead, the coach should describe the issues or challenges and share it with his or her experiences (Underhill, et al., 2007). This build mutual respect, trust, and value creation to both client and coach (Bergquist & Mura, 2007), which is importance in improving the performance of the organization.
Reflective Inquiry
According to Bergquist and Mura (2011), reflective inquiry refers to though thinking process. It is thinking about one own thinking when dealing with complex problem involving organizational coaching. This process requires an ongoing review of each process that was performed in the organization. Whether an introduction of a new product or the implementation of the new policy, the coach and the client are both involved in evaluating and testing other alternative approaches (Bergquist and Mura, 2011).
Conclusion
Through the application of the above-mentioned coaching principles, manages would be equipped with a wider varieties of perspective and ideas to handle complex problem occurring in an organization.
References
Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices. Seattle, WA: CreateSpace Independent Publishing Platform
Greene, J., & Grant, A.M. (2003). Solution-focused coaching: Managing people in a complex world. London: Momentum press.
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
Ye, R., Wang, X., Wendt, H. J., Wu, J., & Euwema, C.M. (2016). Gender and managerial coaching across cultures. The International Journal of Human Resource Management, 27(16). 1791-1812. doi: 10.1080/09585192.2015.1075570
Reply 2
Isaiah Stanford
Liberty University
Five Techniques in Coaching
An organization strives for discovering new techniques that will allow employees to overcome challenges. In this week’s assignment the goal is to choose five concepts covered in the textbooks and provide a description of each. The next part is explaining the significance of the concept as well, and how these concepts can be used to help overcome a problem in the organization. This discussion post will discuss career coaching, the appreciative windows of strength, freeing communication, life coaching, and puzzles.
Career Coaching
Career coaching is primarily about assisting an individual with an assessment of where the individual’s career is now, and where it may go next (Underhill, McAnally, & Koriath, 2007). Leaders ranked career coaching as most frequently used after leadership development (Underhill et al., 2007). This tool can be utilized to develop new leaders within an organization as well as provide an opportunity for leaders to enhance career opportunities.
There are various significances when implementing career coaching techniques. One significance of implementing this is organizations can use it to enhance the development of the leaders. An organizational leader, who has been properly coached, is able to instill the techniques that have been learned and maximized to generate more growth within the organization (Skiem, 2018). A properly coached leader can prevent numerous problems within the organization (Skiem, 2018). If an organization has a properly trained leader that can maximize his or her own strengths by utilizing the appreciative window of strengths, a concept that will be discussed later, the leader can create a more positive culture. By identifying one’s own strength, a leader can lean on this strength to coach employees on how to better convey emotions and establish more trust within the organization. The other significance that stems from this tool is the opportunity for career development (Skiem, 2018). If an employee is willing to undergo this coaching to enhance one’s ability, then it is demonstrated that the employee will go to great lengths to achieve success. This will help overcome the problem of having an inept leader. An organization cannot properly achieve organizational goals if an incompetent leader is the one setting the standards (Skiem, 2018). Organizations would operate more smoothly if a well-coached leader was making decisions. This avoids the issue of lackluster company missions.
Appreciative Windows of Strength
The appreciative window of strength offers one way in which to comprehend the self-site to be gained from an appreciative perspective and becomes a fundamental tool for the organizational coach (Berquist & Mura, 2011). There are four views of one’s strengths. First, some strengths can be known to oneself and too other people and these are publicly recognized strengths (Berquist & Mura, 2011). An individual needs to be sure to recognize these strengths and use them appropriately in order to have success with different strategies. Second, an individual might be personally aware of other strengths that are possessed; however, other people might not be aware of these strengths, and these are private strengths (Berquist & Mura, 2011). These private strengths, if drawn out, can be applied to lessons learned. Third, is when one is not fully aware of a distinctive strength, but others are aware, and these are obscure strengths (Berquist & Mura, 2011). For these strengths to have value an individual needs to be fully acquainted with the strength in order to realize how they work. Finally, the strengths that one possesses that have never been acknowledged by anyone are known as potential strengths (Berquist & Mura, 2011). Once these strengths are obtained an individual can maximize growth and development.
This appreciative process provides the coach with resources to reflect on one’s own strengths and allows for the opportunity to receive feedback from other people regarding the strengths (Knight, 2009). Once this window is created the opportunity to reflect on one’s strengths arises. There are many significances of implementing the appreciative window of strengths. The public window allows individuals to learn about the observed strengths and can use these to handle company issues (Knight, 2009). By having a better understanding of observed strengths, a leader can handle issues more appropriately because the strengths are fully understood. Another significance comes from the private window, which are strengths that are rarely used (Knight, 2009). If a leader can better understand these rarely used strengths future issues are more easily overcome because these rarely used issues have been practiced and maximized to achieve company goals. The final significance comes from the obscure window, which are strengths others notice but oneself may not (Berquist & Mura, 2011). This can stop the issue of insecurity in the workplace. Leaders tend to be afraid of making decisions that affect others, but if an individual recognizes the faith others put into the leader than more confident decisions can occur (Knight, 2009).
Freeing Communication
Freeing communication refers to the intensely attentive engagement of the coach and the narrative being offered by the client (Berquist & Mura, 2011). In this situation the coach is asking open-ended questions. The coach does not want to bind the client. By being supportive of an idea, the client can see the additional advantages inherent to the idea which gives the client more confidence in oneself (Berquist & Mura, 2011). Freeing communication helps to establish a trust between the coach and the client (Berquist & Mura, 2011).
There are many great significances of freeing the communication between the coach and the client. The first significant is the trust that is established. This trust being established helps to handle organizational issues relating to the company culture (Cheng, 2017). If trust is established clients will feel more confident to speak openly on subjects, which allow the coach to fix these situations swiftly. The other significance of implementing freer communication is the appropriate description of emotions. Organizations have employees that lack self-awareness and are not able to convey how they feel clearly (Berquist & Mura, 2011). If an organization has employees that are unable to appropriately convey emotions coworkers will not feel comfortable in stepping in for assistance because of the uncertainty (Cheng, 2017). The issue of uncertainty can be avoided if employees understand how to adequately convey the appropriate emotion (Cheng, 2017).
Life Coaching
Life coaching focuses on assisting clients to set an achieved goal in other aspects of their life rather than focusing exclusively on business objectives (Underhill et al., 2007). In this area of coaching people choose areas of their life to improve on, such as obtaining a personal goal, successfully making changes or transitions, or helping them manage a part of their life better (Underhill et al., 2007). This is a technique that has great significance, if done correctly, can also help overcome organizational issues.
Life coaching can help employees overcome mental health issues within the organization (Jette, Lisbeth, & Flemming, 2013). This can prevent many potential issues within the organization. If properly conveyed life coaching can help an employee make better decisions as well as overcome a work challenge. This will create a more positive atmosphere within the organization. It is important to remember that life coaching is not therapy, but rather a support system (Jette et al., 2013). Another way that life coaching helps to prevent problems, is the effect it has on reducing stress. If employees feel more comfortable within the organization and can properly convey emotions this will bring a more positive attitude which also contributes to a more positive atmosphere is in the workplace.
Puzzles
Puzzles are the everyday issues that anyone working in an organization must face ;however, puzzles do have answers and they can be clearly defined or at least measured (Berquist & Mura, 2011). In the case of puzzles, one knows when satisfactory solutions have been identified and one can stand triumphantly at the top knowing that one has succeeded (Berquist & Mura, 2011). Overcoming these puzzles has significant effects on the workplace.
Puzzles in the workplace are challenges that employees overcome and can feel significant from this (Lyden, 2018). If an organization has an employee that is presented a puzzle and is unable to overcome it negativity will stem from the employee’s morale. Some employees when facing this will give in which hurts the company’s culture (Lyden, 2018). Some employees can face the challenge and overcome it, but if a puzzle is overcome, perhaps with assistance from others or on one’s own, then employee satisfaction will be at its highest. Puzzles can be clearly defined and used as tools to help build an employee’s confidence in decision-making (Lyden, 2018).
Conclusion
The goal of this discussion post has been completed by discussing the five major concepts from the textbooks. Organizations can utilize these tools to overcome difficult operational problems. To overcome these problems these techniques need to be integrated into the organization appropriately.
References
Berquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices. New York, NY:William Berquist.
Cheng, A. (2017). Coaching the debriefer: Peer coaching to improve debriefing quality in simulation programs. Journal of Staff Development, 12(5), 319-325. Retrieved from https://liberty.alma.
Jette, A., Lisbeth, U., & Flemming, A. (2013). Can life coaching improve health outcomes? Journal of Nursing, 23(5), 26-35. Retrieved from https://bmchealthservres.
Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-78. Retrieved from https://search-proquest-
Lyden J. (2018). Puzzle. Journal of Film and Religion, 22(1), 16-21. Retrieved from http://go.galegroup.com.
Skiem, B. (2018). Career coaching: Preparing for what’s next. Journal of Staff Development, 16(3), 190-192. Retrieved from https://www-sciencedirect-com.
Underhill, B., McAnally, K., & Koriath, J. (2007). Executive coaching for results: The definitive guide to developing organizational leaders. Oakland: California. Berrett-Koehler Publishers.These are the two chapters for this week to explain the student answers:
- Bergquist & Mura: chs. 1–2
- Underhill et al.: chs. 1–2
https://www.bkconnection.com/
Student: Divine
Five Major Concepts in Executive Coaching
The term coaching has been defined differently by different authors, but the main idea in all these definitions focuses on the application of adults learning principles for bringing a change in behavior and the organizational performance. According to Bergquist and Mura (2011), coaching involves a constructive approach to potentially improve the performances of the Coachee. In this process, the coach who might be anybody such as managers coaching employees or employees coaching their peers (Ye, Wang, Wendt, Wu & Euwema, 2016) enhanced self-awareness that could change the motivation of the employees toward achieving organizational needs. Similarly, Greene and Grant (2003) defined coaching as result-focused and systematic processes, which ease self-direct learning to the client by the coach. For an optimal performance of employees in an organization, this paper focuses on reviewing five essential coaching concepts that would guide managers realize the best performance of their employees.
Appreciative Coaching
In the coaching activities, the coach should actively engage with the client by identifying potential accomplishment and perspectives of the client (Bergquist & Mura, 2011). It is a collaborative and self-awareness process between the coach and the client. The coach would first understand the client point of view based on the client challenges and goals. Per Bergquist and Mura (2011), the coach start by appreciating the client after examining the scope of the problems; the coach is in a mutual and respectful relationship the client. As Bergquist and Mura (2011) said people are less likely to change if they are asked to do so and are more likely to change if when positively appreciated for something well done. In appreciative coaching, the coach much examines and recognizes distinctive competencies and strengths of the client and help the clients achieve their aspirations and full potential through appreciating the client. Because when the coach appreciate the client, the coach is supporting value creating of the client (Bergquist & Mura, 2011).
Puzzles
According to Bergquist and Mura (2011), puzzles are inevitable in any organization, which refer to inevitable situations face by the organization every day. But the situations are one-sided perspective and could be measurable. The manager in some situation is puzzled with effective decision-making process because the manager’s mind is crowded with ambivalent thought. For example, how much order should be passed in order to match production and customer demand. When should the company increase hire more employees and if yes, how many people should be recruited? How should price be adjusted in order to remain competitive in the marketplace or what technology should the corporation purchase to improve productivity and gain comparative advantages. All these conditions are puzzling and are issued which require the services of a coach in an organization. In this regard, the coach together with the client learn and support each other to implement and effective decision-making in the organization.
Problems
` Problems have a broader perception than Puzzle. If Puzzles are un-dimensional as discussed by Bergquist and Mura (2011), problems are multiple dimensional. By this it means when dealing with a problem, there might be more than one perspective in resolving the problem. Therefore, some perspective might be more cost-effective than others since problems are often associated with financial implication. These problems range from government regulations, such as a polity or an economic factor such as a price jump or inflation. Bergquist and Mura (2011) identified that unlike puzzle, problems required higher cognitive ability because the coach and the client must examine the different perspective in solving the problem. Also, what make problems very difficult to handle is that different shareholders have different interest in solving the problem. Coaches in this sense much envisage themselves as managers and not superior to the manager and effectively collaborate with the managers and shareholder to effectively bring about a mutual and beneficial outcome in the organization. Puzzle as well as problem is inevitable issues experience by an organization and are associated with coaching concepts. Indeed, there are coaching concepts because a coach much recognize them and handle them effectively.
Freeing Communication
In freeing communication, the coach is active and attentive engaged when listening to the client (Bergquist and Mura 2011). The coach actively listens to the story of the client and probe the client with open-ended question without accusing the client (Underhill, McAnally, & Koriath, 2007). The coach might also share similar experience with the client; this empathically engaged the client and the coach to better learn about the problem. The coach must deeply appreciate the challenges in which the client is confronted with. The coach should be very careful when applying freeing communication techniques. The coast should avoid making the client feels that he or she knows exactly the problem in which the client is going through (Bergquist & Mura, 2011). Instead, the coach should describe the issues or challenges and share it with his or her experiences (Underhill, et al., 2007). This build mutual respect, trust, and value creation to both client and coach (Bergquist & Mura, 2007), which is importance in improving the performance of the organization.
Reflective Inquiry
According to Bergquist and Mura (2011), reflective inquiry refers to though thinking process. It is thinking about one own thinking when dealing with complex problem involving organizational coaching. This process requires an ongoing review of each process that was performed in the organization. Whether an introduction of a new product or the implementation of the new policy, the coach and the client are both involved in evaluating and testing other alternative approaches (Bergquist and Mura, 2011).
Conclusion
Through the application of the above-mentioned coaching principles, manages would be equipped with a wider varieties of perspective and ideas to handle complex problem occurring in an organization.
References
Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices. Seattle, WA: CreateSpace Independent Publishing Platform
Greene, J., & Grant, A.M. (2003). Solution-focused coaching: Managing people in a complex world. London: Momentum press.
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
Ye, R., Wang, X., Wendt, H. J., Wu, J., & Euwema, C.M. (2016). Gender and managerial coaching across cultures. The International Journal of Human Resource Management, 27(16). 1791-1812. doi: 10.1080/09585192.2015.1075570
Reply 2
Isaiah Stanford
Liberty University
Five Techniques in Coaching
An organization strives for discovering new techniques that will allow employees to overcome challenges. In this week’s assignment the goal is to choose five concepts covered in the textbooks and provide a description of each. The next part is explaining the significance of the concept as well, and how these concepts can be used to help overcome a problem in the organization. This discussion post will discuss career coaching, the appreciative windows of strength, freeing communication, life coaching, and puzzles.
Career Coaching
Career coaching is primarily about assisting an individual with an assessment of where the individual’s career is now, and where it may go next (Underhill, McAnally, & Koriath, 2007). Leaders ranked career coaching as most frequently used after leadership development (Underhill et al., 2007). This tool can be utilized to develop new leaders within an organization as well as provide an opportunity for leaders to enhance career opportunities.
There are various significances when implementing career coaching techniques. One significance of implementing this is organizations can use it to enhance the development of the leaders. An organizational leader, who has been properly coached, is able to instill the techniques that have been learned and maximized to generate more growth within the organization (Skiem, 2018). A properly coached leader can prevent numerous problems within the organization (Skiem, 2018). If an organization has a properly trained leader that can maximize his or her own strengths by utilizing the appreciative window of strengths, a concept that will be discussed later, the leader can create a more positive culture. By identifying one’s own strength, a leader can lean on this strength to coach employees on how to better convey emotions and establish more trust within the organization. The other significance that stems from this tool is the opportunity for career development (Skiem, 2018). If an employee is willing to undergo this coaching to enhance one’s ability, then it is demonstrated that the employee will go to great lengths to achieve success. This will help overcome the problem of having an inept leader. An organization cannot properly achieve organizational goals if an incompetent leader is the one setting the standards (Skiem, 2018). Organizations would operate more smoothly if a well-coached leader was making decisions. This avoids the issue of lackluster company missions.
Appreciative Windows of Strength
The appreciative window of strength offers one way in which to comprehend the self-site to be gained from an appreciative perspective and becomes a fundamental tool for the organizational coach (Berquist & Mura, 2011). There are four views of one’s strengths. First, some strengths can be known to oneself and too other people and these are publicly recognized strengths (Berquist & Mura, 2011). An individual needs to be sure to recognize these strengths and use them appropriately in order to have success with different strategies. Second, an individual might be personally aware of other strengths that are possessed; however, other people might not be aware of these strengths, and these are private strengths (Berquist & Mura, 2011). These private strengths, if drawn out, can be applied to lessons learned. Third, is when one is not fully aware of a distinctive strength, but others are aware, and these are obscure strengths (Berquist & Mura, 2011). For these strengths to have value an individual needs to be fully acquainted with the strength in order to realize how they work. Finally, the strengths that one possesses that have never been acknowledged by anyone are known as potential strengths (Berquist & Mura, 2011). Once these strengths are obtained an individual can maximize growth and development.
This appreciative process provides the coach with resources to reflect on one’s own strengths and allows for the opportunity to receive feedback from other people regarding the strengths (Knight, 2009). Once this window is created the opportunity to reflect on one’s strengths arises. There are many significances of implementing the appreciative window of strengths. The public window allows individuals to learn about the observed strengths and can use these to handle company issues (Knight, 2009). By having a better understanding of observed strengths, a leader can handle issues more appropriately because the strengths are fully understood. Another significance comes from the private window, which are strengths that are rarely used (Knight, 2009). If a leader can better understand these rarely used strengths future issues are more easily overcome because these rarely used issues have been practiced and maximized to achieve company goals. The final significance comes from the obscure window, which are strengths others notice but oneself may not (Berquist & Mura, 2011). This can stop the issue of insecurity in the workplace. Leaders tend to be afraid of making decisions that affect others, but if an individual recognizes the faith others put into the leader than more confident decisions can occur (Knight, 2009).
Freeing Communication
Freeing communication refers to the intensely attentive engagement of the coach and the narrative being offered by the client (Berquist & Mura, 2011). In this situation the coach is asking open-ended questions. The coach does not want to bind the client. By being supportive of an idea, the client can see the additional advantages inherent to the idea which gives the client more confidence in oneself (Berquist & Mura, 2011). Freeing communication helps to establish a trust between the coach and the client (Berquist & Mura, 2011).
There are many great significances of freeing the communication between the coach and the client. The first significant is the trust that is established. This trust being established helps to handle organizational issues relating to the company culture (Cheng, 2017). If trust is established clients will feel more confident to speak openly on subjects, which allow the coach to fix these situations swiftly. The other significance of implementing freer communication is the appropriate description of emotions. Organizations have employees that lack self-awareness and are not able to convey how they feel clearly (Berquist & Mura, 2011). If an organization has employees that are unable to appropriately convey emotions coworkers will not feel comfortable in stepping in for assistance because of the uncertainty (Cheng, 2017). The issue of uncertainty can be avoided if employees understand how to adequately convey the appropriate emotion (Cheng, 2017).
Life Coaching
Life coaching focuses on assisting clients to set an achieved goal in other aspects of their life rather than focusing exclusively on business objectives (Underhill et al., 2007). In this area of coaching people choose areas of their life to improve on, such as obtaining a personal goal, successfully making changes or transitions, or helping them manage a part of their life better (Underhill et al., 2007). This is a technique that has great significance, if done correctly, can also help overcome organizational issues.
Life coaching can help employees overcome mental health issues within the organization (Jette, Lisbeth, & Flemming, 2013). This can prevent many potential issues within the organization. If properly conveyed life coaching can help an employee make better decisions as well as overcome a work challenge. This will create a more positive atmosphere within the organization. It is important to remember that life coaching is not therapy, but rather a support system (Jette et al., 2013). Another way that life coaching helps to prevent problems, is the effect it has on reducing stress. If employees feel more comfortable within the organization and can properly convey emotions this will bring a more positive attitude which also contributes to a more positive atmosphere is in the workplace.
Puzzles
Puzzles are the everyday issues that anyone working in an organization must face ;however, puzzles do have answers and they can be clearly defined or at least measured (Berquist & Mura, 2011). In the case of puzzles, one knows when satisfactory solutions have been identified and one can stand triumphantly at the top knowing that one has succeeded (Berquist & Mura, 2011). Overcoming these puzzles has significant effects on the workplace.
Puzzles in the workplace are challenges that employees overcome and can feel significant from this (Lyden, 2018). If an organization has an employee that is presented a puzzle and is unable to overcome it negativity will stem from the employee’s morale. Some employees when facing this will give in which hurts the company’s culture (Lyden, 2018). Some employees can face the challenge and overcome it, but if a puzzle is overcome, perhaps with assistance from others or on one’s own, then employee satisfaction will be at its highest. Puzzles can be clearly defined and used as tools to help build an employee’s confidence in decision-making (Lyden, 2018).
Conclusion
The goal of this discussion post has been completed by discussing the five major concepts from the textbooks. Organizations can utilize these tools to overcome difficult operational problems. To overcome these problems these techniques need to be integrated into the organization appropriately.
References
Berquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices. New York, NY:William Berquist.
Cheng, A. (2017). Coaching the debriefer: Peer coaching to improve debriefing quality in simulation programs. Journal of Staff Development, 12(5), 319-325. Retrieved from https://liberty.alma.
Jette, A., Lisbeth, U., & Flemming, A. (2013). Can life coaching improve health outcomes? Journal of Nursing, 23(5), 26-35. Retrieved from https://bmchealthservres.
Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-78. Retrieved from https://search-proquest-
Lyden J. (2018). Puzzle. Journal of Film and Religion, 22(1), 16-21. Retrieved from http://go.galegroup.com.
Skiem, B. (2018). Career coaching: Preparing for what’s next. Journal of Staff Development, 16(3), 190-192. Retrieved from https://www-sciencedirect-com.
Underhill, B., McAnally, K., & Koriath, J. (2007). Executive coaching for results: The definitive guide to developing organizational leaders. Oakland: California. Berrett-Koehler Publishers.
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