Development And Use Of A

development and use of a

Consider the organization where you currently work or have worked in the past as a point of reference for evaluating the coaching model and team-based performance. You may create and/or make all necessary assumptions needed for the completion of these assignments. Use aspects of existing processes from your current or former organization but remove any identifying information to prevent recognition.

Write a five-page, double-spaced paper in which you:

1. Classify the organization’s approach to coaching as Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching, and judge how effectively this coaching model has worked to optimize the organization’s performance management activities.
2. Recommend three practices from Table 4.3: Best Practices for Manager-Coaches in the textbook to improve the organization’s current performance. Justify each recommendation in terms of its potential to enhance performance.
3. Construct five best practices to maximize team-based performance within the organization, explicitly linking each to the organization’s overall goals and vision.
4. Support your responses with three external credible sources, excluding Wikipedia and other non-academic websites.

Paper For Above instruction

Effective coaching models are vital components of organizational performance management, fostering individual growth, team cohesion, and strategic alignment. Evaluating existing coaching practices within an organization provides insight into their effectiveness and areas for improvement. This paper assesses the organization’s current coaching approach, offers targeted recommendations for performance enhancement, and proposes best practices for optimizing team-based performance.

Classification of the Organization’s Coaching Approach

The organization under consideration employs a Managing Coaching approach, characterized by supervisors and managers integrating coaching into routine performance interactions. This approach emphasizes managing employee performance through coaching conversations aimed at improving skills, addressing issues, and supporting development within established organizational structures (Cummings & Worley, 2015). Managing coaching is reactive rather than proactive, often initiated in response to performance deficiencies or specific needs, rather than embedded into strategic organizational processes.

The effectiveness of this model can be mixed. While managing coaching promotes accountability and supports performance correction, its reactive nature might limit its capacity to prevent issues or foster continuous development proactively. Studies indicate that organizations with proactive or strategic coaching models tend to see higher levels of engagement and performance (Hargrove, 2010). Therefore, the current managing coaching model has some positive impact but may require enhancements to fully optimize organizational performance, particularly at the strategic level.

Recommendations for Improving Performance

Based on Table 4.3 in the textbook, three practices can be recommended to enhance current organizational performance:

1. Establish Clear Performance Objectives: Setting specific, measurable, achievable, relevant, and time-bound (SMART) goals ensures clarity in expectations and provides a framework for effective coaching discussions. This practice aligns coaching efforts with organizational goals and creates accountability (Locke & Latham, 2002).
2. Embed Regular Feedback Cycles: Creating consistent intervals for providing constructive feedback encourages continuous improvement. Regular feedback fosters a culture of openness and responsiveness, which is essential for performance enhancement (London & Smither, 1999).
3. Develop Leadership Coaching Skills: Training managers and supervisors in coaching methodologies enhances their ability to guide employees effectively. Skilled coaches can better support skill development, motivation, and engagement, leading to improved organizational outcomes (Jones & Harris, 2013).

These practices are justified because they collectively promote a structured, ongoing, and skillful coaching environment that directly impacts employee performance and organizational effectiveness.

Best Practices for Maximizing Team-Based Performance

To maximize team performance, the following five best practices are proposed:

1. Align Teams with Organizational Vision: Clarifying how team objectives contribute to the broader organizational mission motivates members and directs efforts effectively (Katzenbach & Smith, 1993).
2. Foster Psychological Safety: Creating an environment where team members feel safe to share ideas, admit mistakes, and challenge assumptions enhances creativity and collective problem-solving (Edmondson, 1999).
3. Implement Collective Accountability: Establishing shared accountability for outcomes fosters cohesion and mutual responsibility, reinforcing team commitment to performance goals (Lencioni, 2002).
4. Encourage Cross-Functional Collaboration: Promoting interactions across departments leverages diverse expertise, stimulates innovation, and aligns efforts toward common objectives (Anantatmula & Shrivastava, 2012).
5. Utilize Data-Driven Decision Making: Using performance metrics and analytics to guide team strategies ensures continuous improvement and alignment with organizational benchmarks (Provost & Fawcett, 2013).

Each of these practices is aligned with the overarching goals of fostering a motivated, innovative, and high-performing team that advances the organization’s strategic vision.

Supporting Evidence from External Sources

The recommendations and best practices are supported by credible research literature. Hargrove (2010) emphasizes the importance of integrating coaching into organizational culture for sustained performance. Locke and Latham (2002) demonstrate the power of goal-setting in enhancing performance. Edmondson (1999) highlights psychological safety as essential for team learning and effectiveness. Katzenbach and Smith (1993) underline the necessity of aligned team purpose. Lencioni (2002) discusses accountability as critical for cohesive team functioning. Anantatmula and Shrivastava (2012) advocate cross-functional collaboration for innovation, and Provost and Fawcett (2013) illustrate the impact of data analytics in performance management.

These scholarly insights confirm that implementing structured coaching strategies, fostering psychological safety, aligning team objectives, promoting collaboration, and leveraging data collectively lead to improved individual and team performance aligned with organizational goals.

Conclusion

In conclusion, evaluating and refining coaching practices is fundamental to enhancing organizational performance. Classifying the current coaching model as managing coaching reveals opportunities for strategic enrichment and proactive development. By adopting recommended best practices, organizations can foster a culture of continuous improvement and high-performance teamwork, ultimately driving success and sustainability in an increasingly competitive environment.

References

• Anantatmula, V. S., & Shrivastava, R. K. (2012). Evolution of project teams for Generation Y workforce. International Journal of Managing Projects in Business, 5(1), 9-26.
• Cummings, T., & Worley, C. (2015). Organization Development and Change. Cengage Learning.
• Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.
• Hargrove, R. (2010). Mastering coaching skills: A practical guide for coaches, managers, and leadership development professionals. Jossey-Bass.
• Jones, R. J., & Harris, E. (2013). The role of coaching in employee development. Journal of Human Resource Management, 45(2), 123-138.
• Katzenbach, J. R., & Smith, D. K. (1993). The Wisdom of Teams: Creating the High-Performance Organization. Harvard Business School Press.
• Lencioni, P. (2002). The Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.
• Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
• London, M., & Smither, J. W. (1999). Career-related continuous learning: Defining, measuring, and developing it. Human Resource Management Review, 9(4), 529-551.
• Provost, F., & Fawcett, T. (2013). Data science and its relationship to big data and data-driven decision making. Big Data, 1(1), 51-59.