This document provides resources for papers on organizational culture and ethics. It includes required and optional readings on organizational culture, values, ethics, and strategic leadership. The document discusses using the DISC assessment tool to coach top performers to improve their interpersonal skills and relationship when working with teams. It provides instructions on completing a DISC assessment and discussing the results with a coach to develop an action plan.

1. Resources for Papers 1 and 2
Part 1: The Culture Compass
As the “personality” of an organization, organizational culture
has been variously defined. Culture has been a topic of great
interest to organizational researchers and practitioners alike,
given its apparent influence on such matters as organizational
change, performance, and effectiveness. An abstract concept,
organizational culture is not all that easily defined – although
most of us do know it when we “see” it, or when we experience
its characteristics. Much of organizational culture is tacit – it
lies below the level of our awareness, as certain agreed-upon
assumptions are not made explicit. Culture includes artifacts,
symbols, stories, beliefs, habits, value systems, and shared
assumptions (“the way we do things around here”). Of course,
an organization’s culture can be made more highly complex by
virtue of the many sub-cultures that make up the overall culture.
Whatever culture is, its elements become most readily apparent
to us during the merger of two organizations, particularly so
when the culture of the two merging organizations are vastly
dissimilar.
Required Resources
Let’s begin our review of organizational culture with the
following video:
Organizational culture: What is organizational culture and why
does it matter? (2010, September 21). Organization Culture.
Retrieved on April 29, 2014,
from http://www.youtube.com/watch?v=6AFn0vFtLC0
Read the following chapter on Organizational Culture:
United States Air War College - National Defense University.
(n.d.). Organizational culture Strategic Leadership and
Decision Making. Retrieved on April 29, 2014, from
http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-
dm/pt4ch16.html

2. Read the following article, which relates to various perspectives
and theories of organizational culture:
Dev, S. (2013). Assessing and understanding organizational
culture: Various views and theories. Indian Streams Research
Journal, 3(5), 1-11. Retrieved on Jan 20, 2016 from Google
Scholar.
Optional Resources
The following readings are optional, but are provided here to
assist you in completion of the Case and SLP:
The following articles pertain to the interrelationship among the
organization’s strategy, its leadership, and its culture:
Boal, K.B. & Schultz, P.L. (2007). Storytelling, time, and
evolution: The role of strategic leadership in complex adaptive
systems. Leadership Quarterly, 18(4), 411-428. Retrieved from
Science Direct.
Gander, M. J. (2009). Managing people in a lean environment:
The power of informal controls and effective management of
company culture. Journal of Business Case Studies, 5(6), 105-
110. Retrieved from ProQuest.
Goldman, E. F. (2012). Leadership practices that encourage
strategic thinking. Journal of Strategy and Management, 5(1),
25-40. Retrieved from ProQuest.
McNamara, C. (2000). Organizational culture and changing
culture. Free Management Library. Retrieved on April 29, 2014,
from http://managementhelp.org/organizations/culture.htm
Taneja, S., Pryor, M. G., Humphreys, J. H., & Singleton, L. P.
(2013). Strategic management in an era of paradigmatic chaos:
Lessons for managers. International Journal of
Management, 30(1), 112-126. Retrieved from ProQuest on
November 12, 2013.
United States Air War College - National Defense University.
(n.d.). Organizational culture Strategic Leadership and
Decision Making. Retrieved on April 29, 2014, from
http://www.au.af.mil/au/awc/awcgate/ndu/strat-ldr-

3. dm/pt4ch16.html
Vera, D., & Crossan, M. (2004). Strategic leadership and
organizational learning. Academy of Management Review,
29(2), 222-240. Retrieved from EBSCO.
Wilderom, C.P., van den Berg, P.T., & Wiersma, U.J. (2012). A
longitudinal study of the effects of charismatic leadership and
organizational culture on objective and perceived corporate
performance. Leadership Quarterly, 23(5), 835-848. Retrieved
from Science Direct.
Yarbrough, L., Morgan, N. A., & Vorhies, D. W. (2011). The
impact of product market strategy-organizational culture fit on
business performance. Academy of Marketing Science
Journal, 39(4), 555-573. Retrieved from ProQuest.
Part 2: The Moral Compass
Most of us would agree that the behaviors of Enron’s Ken Lay
and Jeff Skilling and WorldCom’s Bernie Ebbers – unethical as
they were – violated the public trust. Perhaps the old cliché:
"Good ethics is good business” is falling on an ever-increasing
number of deaf ears these days.
Who decides what is “moral” or “ethical”? Certainly, “ethics”
can mean different things to different people. And people have
differing ideas concerning whether any given situation is or is
not ethical. I doubt we would disagree as to whether Ken Lay’s,
Bernie Ebbers’ or John Rigas’ behaviors were unethical – in
fact, all are convicted criminals. But there are no steadfast rules
for acting ethically under all conditions. If there were, we
would need no reminders, and the Moral Compass would not be
a compass at all.
Required Resources
A key question to be answered in Module 4 concerns an
organization’s sense of ethics, and how they relate to the
strategic planning process – and to the strategic choices made
by the organization. Certainly, a leader’s values are no doubt
highly influential in the strategic planning process:
Frost, J. (2014). Values based leadership. Industrial and

4. Commercial Training, 46(3), 124-129.
doi:http://dx.doi.org/10.1108/ICT-10-2013-0073
While the following article is a bit dated, it remains an
excellent – and highly relevant – discussion of the relationship
between ethics, social responsibility, and strategy:
Wilson, I. (2000). The new rules: Ethics, social responsibility
and strategy. Strategy & Leadership, 28(3), 12-16. Retrieved
from ProQuest.
What do values and ethics mean for Strategic Leadership? In
Module 1, we discussed the significance of the organization’s
formal, written values statement to the strategic planning
process. For better or for worse, an organization’s “real” values
play a central and most critical role in strategic direction (to
make this point clear, compare the values of Southwest Airlines
with the values of companies such as Enron or WorldCom):
Okantey, P.C. (2013). When values and ethics lead the way in
organizations. Strategic Leadership Review, 3(2), 23-29.
Retrieved on April 29, 2014 from
https://scholasticahq.com/supporting_files/51156/attachment_ve
rsions/51203
Do strategists and ethicists live on different planets? This
question is considered in the following article:
Behnam, M., & Rasche, A. (2009). Are strategists from Mars
and ethicists from Venus? - strategizing as ethical reflection.
Journal of Business Ethics, 84(1), 79-88. Retrieved on
November 14, 2013, from ProQuest.
Read Chapter 15 of Fernandes’ book as it relates to values and
ethics:
Fernandes, T. (2009). Strategic leadership and decision making
– Book 2. Dehli: Global Media.
Optional Resources
Browse any of the following articles pertaining to the Moral
Compass and its relationship to Strategic Leadership. These
articles relate to inclusion of ethics in the strategic planning
process, the means by which organization’s mores influence its

5. strategic decisions, and how incongruence between action and
stated values can spell trouble for the organization’s success:
Elms, H., Brammer, S., Harris, J. D., & Phillips, R. A. (2010).
New directions in strategic management and business ethics.
Business Ethics Quarterly, 20(3), 401-425. Retrieved from
EBSCO – Business Source Complete.
McManus, J. (2011). Revisiting ethics in strategic management.
Corporate Governance, 11(2), 214-223. Retrieved from
ProQuest.
Milton-Smith, J. (1995). Ethics as excellence: A strategic
management perspective. Journal of Business Ethics, 14(8),
683. Retrieved from ProQuest.
Phipps, K. A. (2012). Spirituality and strategic leadership: The
influence of spiritual beliefs on strategic decision making.
Journal of Business Ethics, 106(2), 177- 189. Retrieved from
ProQuest.
Robertson, C. J., Blevins, D. P., & Duffy, T. (2013). A five-
year review, update, and assessment of ethics and governance in
strategic management journal. Journal of Business Ethics,
117(1), 85-91. Retrieved from ProQuest.
Spears, U. (2012). Word-action signals: Identifying
incongruence between strategic leadership practices and values.
Strategic Leadership Review, 2(2), 21-27. Retrieved on April
29, 2014, from
https://scholasticahq.com/supporting_files/403/attachment_versi
ons/400

6. PAPER 1
In the Module 4 Case, we will complete an in-depth analysis of
an organization’s culture, and determine the extent to which the
organization’s culture fits with the organization’s strategic
choices. Begin by reading the following article:
Ford, R. C., Wilderom, C., & Caparella, J. (2008). Strategically
crafting a customer-focused culture: An inductive case study.
Journal of Strategy and Management, 1(2), 143-167. Retrieved
from ProQuest.
Case Assignment
Using the article above, write a 6- to 7-page paper in which you
address the following:
Complete an in-depth, comprehensive analysis of the Gaylord
Palms’ organizational culture and values, analyzing the ways in
which the specific components of organizational culture and
values assist – or impede – the success of the organization’s
strategic choices.
Keys to the Assignment
The key aspects of this assignment that are to be covered in
your 6- to 7- page paper include the following:
· Using the Module 4 Background readings related to
organizational culture, and after performing additional research
in the library, explain how organizational culture at the Gaylord
Palms Hotel:
· Creates meaning for its members;
· Establishes informal organizational controls; and
· Ensures (or alternatively, hinders) the success of Gaylord
Palms’ strategic choices.
· Which of Gaylord Palms’ values are most salient, and how do
these same values relate to the organization’s culture?

7. · What is required for an organization’s culture to be
“effective”? Is Gaylord Palms’ organizational culture an
“effective” culture? Why or why not? Be specific.
· What specific characteristics/elements of Gaylord Palms’
organizational culture do you believe are most significant
relative to ensuring the success of Gaylord Palms’ strategic
direction (e.g., symbols, artifacts, roles, etc.)? Why?
· Be sure to use a minimum of three (3) library sources in
support of your answers!
PAPER 2
In the Module 4 SLP, we will explore your target organization’s
culture, and determine the extent to which culture relates to the
success of your organization’s strategic choices.
Write a 3- to 4-page paper in which you address the following:
After completing some research concerning the culture of your
selected organization, discuss assess the extent to which your

8. organization’s stated values and culture do – or do not – support
the grand strategy you selected in the Module 3 SLP.
Keys to the Assignment
The key aspects of this assignment that should be covered in
your 3- to 4-page paper include the following:
· Perform some research in the library and at your target
organization’s website, and learn as much as you can about the
organization’s culture.
· Describe the organization’s culture (its artifacts, symbols,
stories, and other characteristics).
· Identify three (3) stated values of your chosen organization,
and discuss how well these values support the organization’s
strategies.
· Briefly restate the strategy you selected in the Module 3 SLP,
and state why this strategy was selected (e.g., overcome
weaknesses, maximize strengths, etc.).
· Critically assess the extent to which the organization’s culture
and values support – or do not support – the strategy or
strategies that you identified in the Module 3 SLP.
RESOURCES For Paper 3
Special Cases in Coaching
All articles on the home page, this page and the case/SLP page
are required unless otherwise noted.
Coaching Top Performers
Up until now, our focus has been on coaching employees to
improve performance. However, with top performers, the goal
is not to improve performance, but to improve interpersonal
skills and relationships. Another goal is to help the top
performer understand that established rules and procedures are
important and also apply to him.

9. Interpersonal skills
Top performers tend to be highly driven and may resist working
with others who they perceive as being less capable and less
hard working. They may avoid working on teams because they
feel the others will “drag them down”. Since organizations
today rely heavily on interdisciplinary and cross-functional
teams to get work done, top performers are going to have to be
coached to be able to work effectively in teams.
In team situations, top performers can sometimes be difficult to
deal with in several ways:
•they like to take over
•they won't cooperate
•they display their anger and frustration
•they try to intimidate others who will not agree with them
•they will not compromise
•they speak bluntly
•they are insensitive to the feelings of others, and
•they act impatiently with those who seem to work or talk
slowly
Obviously, behaviors such as these are likely to lead to
development of dysfunctional team dynamics such as
interpersonal conflict, malicious talk and gossip about others,
resentments, and alienation.
Inattentiveness to rules and details
Top performers focus their attention on achieving outcomes and
making progress. They can view details like filling out reports
as mundane bureaucratic tasks that slow them down. Top
performers tend to make decisions based on intelligence,
intuition, and experience. As such they can overlook details.
They may feel constrained by organizational procedures and
protocol. In the most extreme cases this can lead top performers
to circumvent rules they perceive as barriers. These ‘barriers”
can sometimes have serious regulatory implications.
If behavioral problems such as these go uncorrected, it can have
negative effects on the team, the organization, and the manager
who have to deal with the fall-out. The employee himself can

10. unknowingly sabotage his own reputation and chances for
advancement.
Using DISC to Coach Top Performers
In coaching top performers, the first objective is to help them
see their behavior patterns and the effects they have on others
and the success of the project. Then you help them to modify
their behaviors so that the team can be more effective.
The DISC instrument (which stands for dominance, influence,
steadiness, and compliance) has been developed for just this
purpose. There are four stages or steps to the DISC approach:
· Complete the DISC assessment
· Discuss the results with a coach
· Develop an action plan
· Evaluate progress
Here are the basics of the DISC assessments:
Fallon, J. (10 August 2012). DISC Assessment. YouTube.
Retrieved from
https://www.youtube.com/watch?v=FPluLATa5YQ
The DISC behavior styles questionnaire is used to identify the
behavioral style that is used most by a given individual. The
person fills out the questionnaire and the information is plotted
on the behavioral styles map. The information gathered from the
questionnaire is displayed on the DISC behavior styles map
along dotted lines. Take an abbreviated version of the DISC
assessment and plot your own profile on the styles map (link
below). What does this profile tell you about your personality
and how you approach issues at work? (Do not feel that you
need to purchase more complex assessments advertised on this
site. The free one is enough to give you an idea of how DISC
works.)
DISC Personality Testing (n.d.) Retrieved from
https://discpersonalitytesting.com/free-disc-test/
While people may have a dominant style, most have a different
blend of all four styles, and can learn to adapt their particular
profile to achieve a more balanced style. Research has shown
that most top performers primarily use the dominance

11. behavioral style. This is where coaching makes a difference.
The coach can help the top performer learn to adopt elements of
the influence, steadiness, and compliance styles, which will
enable them to work more effectively with other employees.
Read the following from the Trident library:
de Haan, E., & Nieß, C. (2011). Change through executive
coaching. Training Journal, 66-70. Four types of difficult
employees and how to manage them. (2014).
There are four steps in discussing the assessment results. The
first step is to ask the top performer to look at the completed
DISC behavior styles map and identify the core style. Then you
show the strengths and weaknesses associated with the person's
core style. During the third step, you present specific feedback.
And finally, you check for understanding.
Specifically, the coach might look at the top performer’s profile
and help the coachee to see the following plusses and minuses
of each particular style:
Behavioral Style Strengths and Weaknesses: Use this as
reminder of the strengths and weaknesses associated with each
behavioral style.
Dominance
Employees who use the dominance behavioral style have
strengths such as being determined, driven, and highly
motivated. They lead by example.
Weaknesses associated with the dominance behavioral style
include impatience, not listening, and lack of tact. Top
performers who use this style can sometimes be insensitive to
their colleagues' feelings.
Influence
Users of the influence style are excellent at brainstorming and
developing innovative solutions. They are willing to listen to
what others have to say and can motivate their colleagues.
People who use the influence behavioral style often do not pay
enough attention to detail. They can be careless and sometimes
fail to follow through.
Steadiness

12. People who use the steadiness style are usually good listeners
and work well in team situations.
Some weaknesses associated with users of the steadiness
behavioral style include a tendency to be oversensitive to
criticism and being indecisive. Users of this style do not hit the
ground running. They are slow to begin tasks.
Compliance
Users of the compliance style have many strengths, including
planning capabilities and problem-solving skills.
The weaknesses associated with users of the compliance
behavioral style are that they can sometimes be too critical and
rule-focused.
One of the characteristics of top performers is that most are not
good listeners. This is why the coach has to make sure the
feedback has been heard and is not ignored. It is critical that the
top performer internalizes what the DISC assessment reveals -
or behavioral change will not occur. Top performers must be
able to see how their behavior style has both benefits and
detriments and how by broadening their behavioral repertoire
they can become even more effective.
To confirm the top performer's understanding of your feedback,
you should use open-ended questions that requires the coachee
to rephrase what you have said, and to demonstrate
understanding. For example, you could ask the coachee , "How
would you explain what would happen if you tried to use the
influence style in this situation - using your own words?" Avoid
asking a yes-no question like, "Do you understand what I am
saying?" You are trying to create “Ah ha!” moments where the
top performer sees the benefit of changing her behavior and
commits to making that change.
Developing the Action Plan
As with all coaching sessions, the counseling is of no use unless
the coachee takes ownership and develops a plan to put his
learning into action. Keep in mind that the purpose of coaching
top performers is to help them become more effective team
members. The action plan needs to home in on the previous

13. steps in the coaching process and come up with a plan to
connect better with colleagues. The action plan will help them
put their DISC knowledge to use.
There are three steps for developing this specific type of action
plan:
1. Develop a communication strategy that allows the person to
interact with other team members in their behavioral style
preferences. (Have the coachee identify the styles of the other
team members. You may need to give examples to get the top
performer out of his own frame of reference. Then let him come
up with his own solutions for how to communicate with the
other members.)
2. Practice communicating with others in their own behavioral
style preferences. Have him keep a list of two or three specific
skills that he needs to work on (e.g., “Need to be more patient”,
“Need to be less sarcastic.”)
3. Keep a progress log to discuss at the next coaching session.
The coachee needs to document successes and failures. This
helps you both evaluate progress. Set a date for your next
coaching session and keep going until the behavioral changes
are well established.
Coaching difficult or problem employees
Begin this section by reading this short article from the Trident
Library:
Cooling the heat around problem employees. (2012, May 06).
Sunday Business Post. Four types of difficult employees and
how to manage them. (2014). Bayt. Retrieved from
http://www.bayt.com/en/employer-article-13882/
While working with difficult employees can be one of the most
frustrating and thankless jobs a leader ever encounters, it is
good to know that there are ways of coaching these individuals.
Here are some examples of what we mean by “difficult
employees”:
Examples of “difficult” behaviors
· Gossiping about other employees and/or spreading negative

14. rumors.
· Taking credit for or undermining others’ achievements.
· Constantly pointing out the negative in any situation or
change.
· Dragging their heels or sabotaging new initiatives or projects.
· Showing up late or leaving early for work or meetings.
· Disrespecting managers and colleagues through comments or
actions.
· Doing a poor job on their assigned projects (and, often,
blaming others).
· Picking fights with co-workers.
· Disregarding feedback, evaluations, or requests from managers
and co-workers.
The following article offers a 7-step coaching model that
proposes to return these employees to productive workers, not
by punishing them, but rather by motivating them to improve
their performance. A “how-to discussion” on each of the 7 steps
of this coaching model follows:
Tanner, R. (2017, 16 March.). Motivation – 7 steps for coaching
difficult employees. Management is a Journey. Retrieved from
http://managementisajourney.com/motivation-7-steps-for-
coaching-difficult-employees/
This article does not just re-iterate the coaching steps, but adds
specific behaviors and tactics that address the problem
employee:
Andersen, E. (2013, November 21). 9 ways to deal with
difficult employees. Forbes. Retrieved from
http://www.forbes.com/sites/erikaandersen/2013/11/21/9-ways-
to-deal-with-difficult-employees/
The following article specifies steps to take before meeting with
the employee, how to structure and conduct the coaching
session, proposes a corrective feedback model, and strategies
for responding to negative employee reactions (including anger
and crying).
Preparing for difficult coaching situations (n.d.). University of
Missouri. Retrieved from

15. http://hrs.missouri.edu/forms/forms/Difficult_Coaching_Situati
ons.pdf
Of course, some employees cannot be saved. Their offenses are
so grievous that immediate termination is called for:
Rudy, L.J. (2014, April 29). The strategic guide to managing
difficult employees. Envato Tuts+. Retrieved
fromhttp://business.tutsplus.com/articles/the-strategic-guide-to-
managing-difficult-employees--cms-20845
Really Difficult Employees Who Can Benefit From (Ongoing)
Coaching
Anyone who has been in a leadership position has had to deal
with seemingly impossible employees. The following text is the
best description I have seen and is quoted from:
Four types of difficult employees and how to manage them.
(2014). Bayt. Retrieved from http://www.bayt.com/en/employer-
article-13882/
Read the whole article for tips on how to manage them (though
what you now know about coaching will be far more effective
than these tips).
The Perennial Pessimist: How to spot a Perennial Pessimist?
This person is the one who will put a damper on every endeavor
through their perpetual negativity. While it is good to have a
devil’s advocate when brainstorming and bouncing ideas, a
perennial pessimist will take a negative approach not for the
benefit of idea development, but just because they are generally
uncooperative. Dig deep and you may find reasons for their
inertia are that they are lazy or burnt out or very risk-averse and
change-averse or simply severely lacking in the self-confidence
needed to embark on new ventures. Still, they pose a roadblock
to the company’s growth and productivity and their negativity
can be contagious if not addressed.
The Know-it-all: According to a 2012 Bayt.com poll, 37.2% of
managers believe that mid-career employees are the most
difficult to manage. With a large influx of Gen-Y workforce,
non-traditional ways of thinking and problem-solving are the
norm of the day. Interestingly the same poll also shows that

16. 34.4% of managers believe that those at entry level are harder
to manage. The Know-it-all is the person who is difficult to
convince because they hold rigid views that are resistant to
change, possibly because they have been doing the job for a
while or maybe because they have the inflated confidence and
self-assurance of freshly graduated youth. This brand of
difficult employee is characterized by being arrogant, and
having a perpetually superior attitude. Their belief that they can
do no wrong makes them very stubborn and poorly receptive to
constructive criticism. Managing an employee with such
qualities is difficult because it is hard to get a Know-it-all
employee to commit to a new idea or project or change their
ways.
The Passive Aggressive: The Passive-Aggressive employee may
not seem as overtly difficult as the other ‘types,’ but they are no
less toxic for a workplace. The Passive Aggressive employee is
meek, submissive, and avoids confrontation. They have a
problem saying ‘no’ which makes them take up more
projects/tasks than they can handle, ultimately jeopardizing the
deliverables and project timelines.
The Hostile Aggressive: The Hostile Aggressive type is the
most overtly difficult type of employee. It is easy to spot them;
they are openly violent, pushy, abusive, and generally get the
team morale down.
If you find you have to coach one of these types – we wish you
the best of luck!
PAPER 3
Closure and Review
Background
The purpose of the Case Assignment is to create a “Live Case”

17. by experiencing the process of coaching. Because this case is
designed around experiential learning, we can go beyond the
conceptual knowledge covered in the reading materials to actual
skills building. This requires putting what you are learning into
immediate practice.
In this fourth module, you will be working with your coachee to
close the coaching session and determine the next phase of your
relationship. Will you terminate the relationship or move on to
a new coaching experience? A part of this process is soliciting
feedback from your coachee as to how successful the coaching
sessions were.
· What did the coachee learn?
· How will the coachee deal with people and situations
differently?
· What priorities have been set and what still needs to be
accomplished?
One outcome of this session is to come to a mutual decision of
whether to terminate the coaching relationship or continue to
work together on a new coaching issue. Drawing on the
background reading for this and the previous modules, you will
plan and carry out a coaching session that involves stage W of
the GROW model.
There is a comprehensive explanation of the GROW model on
the background page for Module 2. Here is a link to a shorter
synopsis for review:
The GROW model: A simple process for coaching and
mentoring. (2014) Retrieved from
www.mindtools.com/pages/article/newLDR_89.htm
The structure of the Live Case NOTE: This module also
includes an extra activity to be completed by the coachee and
submitted as an appendix to your usual paper.
Each module will follow this cycle: Plan, execute, report.
· Before the coaching session, write up a plan using course
readings or additional research as a resource (1-2 pages).
· Then meet with the coachee and use your plan as a guide for
the session.

18. · The bulk of the report is on how it went: successes and
failures. What would you do differently next time? (3 to 5
pages).
Preplanning
Action
Reflection
What are your goals for the session?
What actions do you plan?
How will you know if you are successful? (1-2 pages).
Meet with coachee (45-50 minutes).
Report on the session.
Provide a narrative descriptive summary of the conversation as
it occurred (1 or 2 paragraphs).
How do you feel the session went?
Analyze the process and outcomes of your coaching.
What new knowledge did you
gain?
What would you do differently next time?
Case Assignment
Read about conducting wrap-up sessions at the following site:
One powerful way to wrap up a coaching session. (2011,
September 13). The Coaching Tools Company. Retrieved from
https://www.thecoachingtoolscompany.com/one-powerful-way-
to-wrap-up-a-coaching-session%E2%80%A6/
Click on this copy of the Coachee Feedback Assessment Form.
You can use this form in one of two ways:
· You may have your coachee fill this out as a “homework”
assignment prior to your meeting, or
· You can use the assessment form to structure your feedback

19. session by typing your coachee’s answers as you hold your
wrap-up session. In this last case, it is a good idea to email the
finished completed form to the coachee so he can have a
reminder of what was accomplished.
· Either way, be sure to include the feedback form as an
attachment to your paper.
Conduct your final coaching session as described above and
write it up as detailed in the keys to the assignment and the
assignment expectations.
Keys to the Assignment
1. After reading the background materials for this module and
doing additional research if needed, prepare your pre-coaching
plan for a final 45- to 50-minute session:
· What are your goals for this session? How will you know if
you are successful?
· What skills will you use?
· How will you go about doing this?
· What questions will you ask?
2. Conduct your coaching session (45 to 50 minutes).
3. Write up your post-coaching reflection.
· Report the facts of the coaching session.
· What went well and what did not?
· What did you learn about coaching from this session?
· What would you do differently next time?
Assignment Expectations
· Include a cover page and reference page in addition to the 4 -
5 pages of analysis described above.
· Your paper should have an introduction and a conclusion.
· Use headings to indicate major sections of the report.
· Include your coachee’s assessment of the sessions as an
appendix.
· Cite and reference any outside sources.
· Use APA formatting.
· Proofread and edit your papers carefully. The expectation is
zero errors.