Coaching Week 1 Forum Post It was learned this week through the BUSI755 week one presentation that coaching got its start in the early 2000’s. Being that this field is relatively young it seems to still be forming. Underhill, McAnally, and Koriath, (2007) state that even the act of looking for a definition will yield many results. They go on to define the art of coaching as “The one-to-one development of an organizational leader” (Underhill et al., 2007, p. 15) Authors Bergquist and Mura, (2011) state that leaders find themselves in need of coaches due to solitude and confidentiality leaving which leave them with little to no outlets for sharing.  Concepts of Focus The first concept covered is that of career coaching. Career coaching is guiding an individual along the path of where they currently are in their career to the next steps (Underhill et al., 2007) This process can be a challenge for many. In a study by Yera, A Ra, and Mihye, (2018) on Korean medical school students presented two opportunities: students enter schooling without a clear plan for their career then often form plan well after enrollment. In many fields people enter a career and find themselves with a desire to grow towards or transition to a new challenge in which a career coach can be of assistance. An interesting article by Smorczewska, (2018) presents the opportunity even form or construct your own leadership identity through development. Outside of the individual initiating the desire for a coach an organization may also desire to hire a coach for development of their top leadership as a way of performance development or retainment of top talent (Underhill et al., 2007). The second concept covered is that of life coaching. For this aspect of coaching the focus is on personal goals such as financial or relationships (Underhill et al., 2007). A recent literature review defined life coaching as “A long-term efficient relationship that allows clients to maximize their potential”  (Jarosz, 2016). The focus on the individual’s overall wellness in all aspects of their life help them to become the best version of themselves. The third concept covered is content-specific coaching. This approach is used to enhance training programs already in place (Underhill et al., 2007). In an article by Crawford, Zucker, Van Horne, and Landry (2017) they provide three key dimensions and strategies that can be used with this coaching approach. The three dimensions are structural (Parameters of frequency, duration, etc.), process (Behaviors used to support change), and content (Topic of focus). The three strategies are reflective questioning (Used to determine how participants are responding), feedback (Used to identify strengths and weaknesses) and demonstration (Used to show how it looks). Overall it seems as though this is the most structured  approach to coaching.  The fourth concept covered is appreciative coaching. Gatling and Harrah (2014) discuss how authentic leadership, a gen ...

1. Coaching Week 1 Forum Post
It was learned this week through the BUSI755 week one
presentation that coaching got its start in the early 2000’s.
Being that this field is relatively young it seems to still be
forming. Underhill, McAnally, and Koriath, (2007) state that
even the act of looking for a definition will yield many results.
They go on to define the art of coaching as “The one-to-one
development of an organizational leader” (Underhill et al.,
2007, p. 15) Authors Bergquist and Mura, (2011) state that
leaders find themselves in need of coaches due to solitude and
confidentiality leaving which leave them with little to no outlets
for sharing.
Concepts of Focus
The first concept covered is that of career coaching. Career
coaching is guiding an individual along the path of where they
currently are in their career to the next steps (Underhill et al.,
2007) This process can be a challenge for many. In a study by
Yera, A Ra, and Mihye, (2018) on Korean medical school
students presented two opportunities: students enter schooling
without a clear plan for their career then often form plan well
after enrollment. In many fields people enter a career and find
themselves with a desire to grow towards or transition to a new
challenge in which a career coach can be of assistance. An
interesting article by Smorczewska, (2018) presents the
opportunity even form or construct your own leadership identity
through development. Outside of the individual initiating the
desire for a coach an organization may also desire to hire a
coach for development of their top leadership as a way of
performance development or retainment of top talent (Underhill
et al., 2007).

2. The second concept covered is that of life coaching. For this
aspect of coaching the focus is on personal goals such as
financial or relationships (Underhill et al., 2007). A recent
literature review defined life coaching as “A long-term efficient
relationship that allows clients to maximize their potential”
(Jarosz, 2016). The focus on the individual’s overall wellness
in all aspects of their life help them to become the best version
of themselves.
The third concept covered is content-specific coaching. This
approach is used to enhance training programs already in place
(Underhill et al., 2007). In an article by Crawford, Zucker, Van
Horne, and Landry (2017) they provide three key dimensions
and strategies that can be used with this coaching approach. The
three dimensions are structural (Parameters of frequency,
duration, etc.), process (Behaviors used to support change), and
content (Topic of focus). The three strategies are reflective
questioning (Used to determine how participants are
responding), feedback (Used to identify strengths and
weaknesses) and demonstration (Used to show how it looks).
Overall it seems as though this is the most structured approach
to coaching.
The fourth concept covered is appreciative coaching. Gatling
and Harrah (2014) discuss how authentic leadership, a genuine
desire to understand in order to serve others, has a positive
effect on coaching effectiveness. This aligns well with
Bergquist and Mura (2011) approach to appreciative coaching
which includes understanding another person, valuing another
person, recognizing the contributions of another person,
establishing a positive organizational image of the future,
recognizing distinctive strengths and competencies, and
acknowledging the value of diversity. This approach considers
the mindset of the one being coached. It resembles some
features of transformational or servant leadership styles and

3. seems most effective.
The fifth and final concept covered is coaching skills. Bergquist
and Mura (2011) state that there are five skills: Freeing
communication (Attentive engagement), contextual knowledge
(Thinking logically and abstractly), feeling through action
(Working through feelings), reflective inquiry (Ongoing
review), and coaching leadership (Learning serving and taking
risks together). There appears to be extremely little research
around the areas of skills or traits that the most successful
coaches exhibit.
Conclusion
The field of coaching individuals is a complex business. It is no
longer a tool used to hold accountable poor performers in an
organization. Now coaching is a positive proactive tool.
However, because this was its past there is a stigma that must
be overcome. Culture of an organization or a person’s
background must be considered in order to determine if there
needs to be an effective marketing plan to present the coaching
opportunity in a positive light (Underhill et al., 2007). This
development is of great strategic advantage. “And everyone who
competes for the prize is temperate in all things. Now they do it
to obtain a perishable crown, but we for an imperishable crown.
Therefore I run thus: not with uncertainty. Thus I fight: not as
one who beats the air. But I discipline my body and bring it into
subjection, lest, when I have preached to others, I myself should
become disqualified” (1 Corinthians 9:25-27, NKJV)
.
References
Bergquist, W., & Mura, A., (2011).
Coachbook: A guide to organizational coaching strategies and

4. practices.
Crawford, A., Zucker, T., Van Horne, B., & Landry, S. (2017).
Integrating professional development content and formative
assessment with the coaching process: The Texas school ready
model.
Theory Into Practice, 56
(1), 56-65. doi:10.1080/00405841.2016.1241945.
Gatling, A., & Harrah, W. F. (2014). The authentic leadership
qualities of business coaches and its impact on coaching
performance.
International Journal Of Evidence Based Coaching &
Mentoring, 12
(1), 27-46. Retrieved from,
ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login
.aspx?direct=true&db=bth&AN=94988316&site=ehost-
live&scope=site.
Jarosz, J. (2016). What is life coaching? An integrative review
of the evidence-based literature.
International Journal Of Evidence Based Coaching &
Mentoring, 14
(1), 34-56. Retrieved from,
ezproxy.liberty.edu/login?url=http://search.ebscohost.com/login
.aspx?direct=true&db=bth&AN=120546580&site=ehost-
live&scope=site.
Smorczewska, B. (2018). Leadership as the construction of
one’s own story.
Australian Journal Of Career Development (Sage Publications
Ltd.), 27
(2), 81-87. doi:10.1177/1038416218777826
Underhill, B., McAnally, K., & Koriath, J., (2007).
Executive coaching for results: The definitive guide to

5. developing organizational leaders.
San Francisco, CA: Berrett-Koehler Publishes, Inc.
Yera, H., A Ra, C., & Mihye, K. (2018). Development of a
systematic career coaching program for medical students.
Korean Journal Of Medical Education, 30
(1), 41-50. doi:10.3946/kjme.2018.80
The Maxwell Leadership Bible (2007). Nashville, TN: Thomas
Nelson Publishers.