· Assignment 2: Coaching Model Due Week 6 and worth 250 points For this assignment, consider the organization where you currently work or an organization where you may have worked in the past as a point of reference for evaluating the coaching model and team-based performance. (Note: You may create and / or make all necessary assumptions needed for the completion of these assignments. In your original work, you may use aspects of existing processes from either your current or a former place of employment. However, you must remove any and all identifying information that would enable someone to discern the organization[s] that you have used.) Write a five to seven (5-7) page paper in which you: 1. Classify the selected organization’s approach to coaching as it relates to one (1) of the following: Ad Hoc Coaching, Managing Coaching, Proactive Coaching, or Strategic Coaching (ATTACHED BELOW). Judge the extent to which the identified coaching model has worked to optimize the organization’s performance management activities. 2. Recommend three (3) practices to improve the selected organization’s current performance from Table 4.3: Best Practices for Manager-Coaches in the textbook (ATTACHED BELOW). Justify each element as it relates to optimizing performance. 3. Construct five (5) best practices that would maximize team-based performance in the selected organization. Specify the primary manner in which each practice aligns with the organization’s overall goals and vision. 4. Use three (3) external sources to support your responses. Note: Wikipedia and other Websites do not qualify as academic resources. Your assignment must follow these formatting requirements: · Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions. · Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length. The specific course learning outcomes associated with this assignment are: · Develop a coaching model that optimizes performance management activities. · Debate the team-based performance management best practices. · Use technology and information resources to research issues in performance management. · Write clearly and concisely about performance management using proper writing mechanics. Organizational Approaches to Coaching: Four Stages To set the stage for what is happening in many organizations today, consider a continuum of organizational approaches to coaching that evolves from completely unstructured and ad hoc to relatively strategic and systemic (Peterson & Little, 2008; see also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007; Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005). Stage 1: Ad Hoc Coaching—Driven .

1. · Assignment 2: Coaching Model
Due Week 6 and worth 250 points
For this assignment, consider the organization where you
currently work or an organization where you may have worked
in the past as a point of reference for evaluating the coaching
model and team-based performance.
(Note: You may create and / or make all necessary assumptions
needed for the completion of these assignments. In your original
work, you may use aspects of existing processes from either
your current or a former place of employment. However, you
must remove any and all identifying information that would
enable someone to discern the organization[s] that you have
used.)
Write a five to seven (5-7) page paper in which you:
1. Classify the selected organization’s approach to coaching as
it relates to one (1) of the following: Ad Hoc Coaching,
Managing Coaching, Proactive Coaching, or Strategic Coaching
(ATTACHED BELOW). Judge the extent to which the identified
coaching model has worked to optimize the organization’s
performance management activities.
2. Recommend three (3) practices to improve the selected
organization’s current performance from Table 4.3: Best
Practices for Manager-Coaches in the textbook (ATTACHED
BELOW). Justify each element as it relates to optimizing
performance.
3. Construct five (5) best practices that would maximize team-
based performance in the selected organization. Specify the
primary manner in which each practice aligns with the
organization’s overall goals and vision.
4. Use three (3) external sources to support your responses.
Note: Wikipedia and other Websites do not qualify as academic
resources.
Your assignment must follow these formatting requirements:

2. · Be typed, double spaced, using Times New Roman font (size
12), with one-inch margins on all sides; citations and references
must follow APA or school-specific format. Check with your
professor for any additional instructions.
· Include a cover page containing the title of the assignment, the
student’s name, the professor’s name, the course title, and the
date. The cover page and the reference page are not included in
the required assignment page length.
The specific course learning outcomes associated with this
assignment are:
· Develop a coaching model that optimizes performance
management activities.
· Debate the team-based performance management best
practices.
· Use technology and information resources to research issues in
performance management.
· Write clearly and concisely about performance management
using proper writing
mechanics.
Organizational Approaches to Coaching: Four Stages
To set the stage for what is happening in many organizations
today, consider a continuum of organizational approaches to
coaching that evolves from completely unstructured and ad hoc
to relatively strategic and systemic (Peterson & Little, 2008; see
also Clutterbuck & Megginson, 2005; Hunt & Weintraub, 2007;
Underhill, McAnally, & Koriath, 2007; Valerio & Lee, 2005).
Stage 1: Ad Hoc Coaching—Driven by Individuals
At first, coaching in most organizations is driven almost
exclusively by individuals, typically when a boss, HR
professional, or potential coaching client decides he or she
would like to find a coach. Although individual participants are
likely to obtain significant value from coaching, the lack of
coordination across the organization means that it is difficult to
evaluate how much coaching is taking place, who is delivering
it, who is receiving it, and how much value it is providing to the

3. organization overall. Coaching at this stage is reactive rather
than proactive, typically in response to a specific problem (for
example, an abrasive manager) or sudden need (for example,
on-boarding a key executive in a challenging role). This stage
exemplifies the situation depicted by Sherman and Freas (2004)
in their article on “The Wild West of Executive Coaching.”
Stage 2: Managed Coaching—Driven by a Champion or Sponsor
Organizations typically enter the second stage when one of two
things happens. Either someone questions the value of all the
random coaching that is occurring and seeks to rein in costs and
prevent inappropriate uses of coaching, or someone decides that
coaching is such a powerful tool that its use must be harnessed
in a more organized and methodical fashion to gain the full
value. The first step in either case is to appoint someone as
manager of coaching, whose task is to manage all the external
coaches running around the organization, including establishing
selection criteria, defining coaching processes, and measuring
participant satisfaction. As organizations set up processes to
manage their external coaching resources, many at this stage
also begin to provide clearer expectations and basic training in
coaching skills to their managers. Rarely, however, do
organizations at this point establish formal criteria for who
receives coaching, nor do they measure the overall
organizational benefits of coaching.
Stage 3: Proactive Coaching—Driven by a Business Need
Organizations at the third stage of the continuum typically use
coaching in an organized, planful fashion to address a specific
business issue or need, such as accelerating high potential
development, on-boarding new leaders, driving a change in
culture, or facilitating integration following a merger or
acquisition. The benefit to the organization as a whole, as well
as to individual participants, is now a key factor. Organizations
typically define criteria for who delivers coaching, for who
receives coaching, and for the coaching process itself. Some
organizations at this level set up internal coaching roles or
formalize the coaching expectations for their HR and leadership

4. development professionals. Some of the more sophisticated
organizations at this stage may define different tiers of
coaching, such as providing internal coaches for new hires from
outside the organization and providing external coaches for
promotions from within, or providing internal coaches for most
middle managers and external coaches for most executives
(Holstein, 2005; McDermott, Levenson, & Newton, 2007).
Stage 4: Strategic Coaching—Driven by Organizational Talent
Strategy
Currently there are very few organizations at the fourth stage of
the continuum, where coaching is integrated into the
organization’s overall talent management strategy and is used as
a key tool in developing high priority or pivotal talent pools
(Boudreau & Ramstad, 2007). At this stage, organizations use
coaching to maximize the value for individual participants,
specific talent pools, and the broader organization by making
sure that investments in coaching are clearly aligned with
business strategy and organizational needs, and that coaching is
the most appropriate and cost-effective method for the purpose.
Organizations at the fourth stage are explicit about what is
expected of managers as coaches, as well as what coaching
needs are served by managers, internal professionals, and
external coaches.
TABLE 4: 3
1. Coaching relationship
Table 4:3 Best Practices for Manager-Coaches
· Take time to explore what is important to the person you are
coaching—his or her goals, values, and motivations.
· Communicate your desire to help the person develop and ask
what kind of coaching he or she would like from you.
· Communicate the positive expectation that you believe in the
person and his or her ability to learn and make significant
progress on objectives.
2. Insight

5. · Clearly communicate expectations and success factors.
· Provide feedback and discuss performance relative to those
expectations.
· Ask questions that help people reflect on their own behaviors,
performance, and impact.
3. Motivation
· Help people clarify their goals and motivations related to work
and to their own development.
· Identify specific personal and organizational benefits for
development.
4. Capabilities
· Provide specific advice and guidance on how to improve
performance and behavior.
· Encourage them to prepare development plans.
· Support training, stretch assignments, and provide
opportunities for on-the-job learning.
5. Real-world practice
· Ask people what exactly they will to do to make progress on
their development objectives, and where and when they plan to
do it.
· Help them find or create opportunities that stretch their
capabilities.
6. Accountability
· Hold regular (for example, monthly) conversations to gauge
progress against development objectives.
· Ask people what they have learned recently and what they will
do in the next month to continue learning.
7. Organizational context
· Ask people what organizational barriers are getting in their
way and brainstorm ways they can work around them.
· Be a role model of learning by seeking feedback and coaching
from others, sharing development priorities and progress
openly, and talking about why development is important to you
personally.