Respond to another students discussion board post 2

Respond to another students discussion board post 2

Nursing homework help

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:

Human resource practice necessitates using coaching as an on-the-job training forum that is offered either by a certified coach or a line manager plus an employee’s training and education to develop professionally and personally. Informal training does require a significant amount of time that equates to a substantial monetary value like formal education. Research indicates that human resource practice has recognized the value of informal and formal training and education and is moving towards a 75 percent informal to 25 percent formal competency ratio in the workforce. Levels of competency obtainment are being increased to better leverage both informal and formal training and education. Coaching is a critical workforce tool to integrate organizational strategy, culture, and employee skills better. Abilities and competencies are going to be emphasized more so than job positions. Having this core understanding helps competency development by integrating with the broader organization for vertical and horizontal alignment, recognizing that there are different levels of competency. Coaching and competency levels do not need to be confined due to job position but are to be shaped by the achievement gained based on the significant employee commitment.

Keywords: abilities, coaching, competency, formal, informal

Organizational and Executive Coaching

Essential to human resource practice is better utilizing on-the-job training that coaching provides through either a certified coach or line manager with employee training and education at a 75 percent informal to 25 percent formal competency ratio (De Vos, De Hauw, & Willemse, 2015). In view are bolstering levels of abilities and competencies that are critical to job performance to integrate organizational strategy better, culture, and employee skills rather than job position (De Vos et al., 2015). Research has demonstrated that aligning the organization strategy with employee competencies, both informal and formal cost and time investment, provides for substantial gain and business sustainment (De Vos et al., 2015).

Discussion Board Three Overview

There are four main discoveries concerning organizational and executive coaching derived from research that will provide the ability to assess effective coaching and its impact on organizations. The guiding questions concern core concepts that facilitate how to approach a coaching relationship, what values are utilized for the integration of faith, how effective coaching impacts strategic outcomes of an organization, and what key concepts are pertinent in managing coaching relationships.

Core Concepts to Approach Coaching

There are several facets of coaching that necessitate being weighed in order to better leverage its advantages, including who the primary beneficiaries are, contributing factors of coach credibility, coaching strengths and weaknesses, coaching research methodology, and research gaps (Blackman, Moscardo, & Gray, 2016). Application of knowledge in each facet of coaching greatly increases learning (Hunt & Weintraub, 2017). Coaching is a wide field of study where seven primary concept approaches have been used to guide research from and they are psychotherapy, cognitive behavior, approaches involving self-efficacy, mindfulness, leadership, actioned learning, and behavior improvement (Blackman et al., 2016). Given this, research recognizes that coaching has a large concept approach baseline that is both broad and specific that link to wide-ranging matters like counseling, mentoring, and career development for illustration (Blackman et al., 2016). Having this core understanding helps competency development by being linked to the broader organization for vertical and horizontal integration of human resource practices aligning both team and individual goals (De Vos et al., 2015).

Coaching Values for Integration of Faith

Building an influential culture has been proven to be more vital than an organization’s technical system because it brings foundational organizational value (Kołodziejczak, 2015). However, culture is not considered by organizations when determining the worth and impact of value (Kołodziejczak, 2015). Quality coaching is the deliverable by creating value in three exact ways by achieving the function of work goals along with daily tasks, reducing job demands, and increasing personal and professional development (Hupkes & Kodden, 2019). The cultural coaching endeavor is high risk, but the payoff results in increased organizational life value and personal well-being (Kołodziejczak, 2015). Stabilization, behaviors, and instilling of norms become the value because the organization sets itself on the future from the precedent established (Hupkes & Kodden, 2019). Specific supporting organizational values are trust and openness, hiring the right people, extensive learning, reward systems, and the value of people building faith (Hunt & Weintraub, 2017).

Coaching Strategic Impact on Organizations

Research has shown that the most widespread pattern for organizational strategic thinking development is joining coaching after formal courses or education (Goldman, Scott, & Follman, 2015). Intriguingly, the organizations with the least amount of direct strategic thinking are service organizations with the acknowledgment that strategically acting and thinking are the most difficult competencies to develop (Goldman et al., 2015). The three-positive takeaway points from solid coaching are that it increases performance being specifically related to guidance, facilitation, and inspiration (Weer, DiRenzo, & Shipper, 2016). Essential in coaching is a manager’s communication skills and the excellence of coaching effectiveness because research undergirds that coaching has an organizational impact across time linked to employee aspirations and organizational goals (Weer et al., 2016). Coaching does come together at a point in time to obtain optimal strategic outcomes for both the employee and the organization in some manner based on facts (Weer et al., 2016).

Pertinent Concepts for Managing Coaching Relationships

Managerial coaching is pertinent in moving an organization forward in an authoritative manner through tactical management of human investment and better succession planning and governance of performance management (Raza, Ali, Ahmed, & Ahmad, 2018). Managerial coaching is vital in creating a strong connection to fairness and justice and serves as oversight of ruling in judgment and has a purpose (Raza et al., 2018). Related to managerial coaching is that employees have a more favorable viewpoint on managers who value feedback for themselves within the coaching relationship because this is directly linked to employee feedback and coaching effectiveness (Steelman & Wolfeld, 2018). Managerial coaching is the conduit to align coaching relationships by rendering decisions, whereas coaching provides guidance for the coachee to develop solutions. A major concern of executive coaching is making sure all leaders are receiving consistent coaching experiences, by increasing consistency if needed (Underhill, McNally, & Koriath, 2007).


In leveraging the advantages of coaching, there are several factors that need to be included. The coaching inclusion factors are who the primary beneficiaries are, contributing factors of coach credibility, coaching strengths and weaknesses, coaching research methodology, and research gaps (Blackman et al., 2016). Applying the knowledge gained from the coaching inclusion factors does considerably increases learning and the opportunity to better understand competency development (Hunt & Weintraub, 2017). Research has shown that human resource management does understand and recognize the substantial monetary value and time commitment that is associated with informal and formal professional and personal development (De Vos et al., 2015). Coaching is an essential tool that can be utilized to develop organizational strategy, culture, and employee skills based on the informal and formal commitments of the employee (De Vos et al., 2015). The balance that comes into the equation is managerial coaching because it establishes a powerful connection to fairness and justice (Raza et al., 2018).


Blackman, A., Moscardo, G., & Gray, D. E. (2016). Challenges for the theory and practice of

business coaching: A systematic review of empirical evidence. Human Resource

Development Review15(4), 459-486. Retrieved from hl=en&as_sdt=




De Vos, A., De Hauw, S., & Willemse, I. (2015). An integrative model for competency

development in organizations: The Flemish case. The International Journal of Human

Resource Management26(20), 2543-2568. doi:10.1080/09585192.2014.1003078

Goldman, E. F., Scott, A. R., & Follman, J. M. (2015). Organizational practices to develop

strategic thinking. Journal of Strategy and Management8(2), 155-175. doi: 10.1108/JSMA-01-2015-0003

Hunt, J. M. & Weintraub, J. R. (2017). The coaching manager: Developing top talent in

business. Thousand Oaks, CA: Sage Publications, Inc.

Hupkes, L., & Kodden, B. (2019). Organizational environment, personal resources and work

engagement as predictors of coaching performance. Journal of Management Policy and Practice20(3).

Retrieved from…




KoÅ‚odziejczak, M. (2015). Coaching across organizational culture. Procedia Economics and

Finance23, 329-334. Retrieved from 0%2C47&q=



Raza, B., Ali, M., Ahmed, S., & Ahmad, J. (2018). Impact of managerial coaching on

organizational citizenship behavior: The mediation and moderation model. International Journal of

Organizational Leadership7, 27-46. Retrieved from…



Steelman, L. A., & Wolfeld, L. (2018). The manager as coach: The role of feedback orientation.

Journal of Business and Psychology33(1), 41-53. Retrieved from https://www.



Underhill, B. O., McNally, K., & Koriath, J. J. (2007). Executive coaching for results: The

definitive guide to developing organizational leaders. San Francisco, CA: Berrett-

Koehler Publications, Inc.

Weer, C. H., DiRenzo, M. S., & Shipper, F. M. (2016). A holistic view of employee coaching:

Longitudinal investigation of the impact of facilitative and pressure-based coaching on team effectiveness.

The Journal of Applied Behavioral Science52(2), 187-214. Retrieved from

scholar?hl=en&as_sdt=0%2C47&q=A+ View+of+Employee+Coaching%3A+Longitudinal+Investigation+