System Architecture

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Primary Task Response: Within the Discussion Board area, write 400–600 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas:

Library Research Assignment

At this stage of your program, you should have studied System Architecture. Using the Online Library, the Internet, and all course materials, research and describe System Architecture in the context of the capstone project you are working on:

  • What is System Architecture?
  • Why should it be considered?
  • What are the benefits?
  • Do you think it is an important aspect of the IT Application Development process?
  • Why or Why not?
  • How will understanding System Architecture help in the designing and identifying components for your system?

All Quiet On The Western Front Paper

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These are the directions I was given for this assignment

Read Erich Maria Remarque’s All Quiet on the Western Front and, in a well-written, argumentative essay, discuss the concept of camaraderie. To whom does Paul relate and why? Who is Paul’s “real” enemy in the book? Be sure to support your argument with ample and specific evidence from All Quiet on the Western Front

I require that students use Chicago Style footnotes when citing their sources. You do not need to include a separate bibliography or in-text citations if you cite your sources with footnotes.

Papers submitted without proper citations will receive an automatic zero, so please cite your sources!

    • 3-4 pages
    • Double-spaced
    • 12 point Times New Roman font
    • 1” margins
    • Citations – Students who submit papers without proper citations will automatically receive a zero on the assignment, and instructor feedback will not be provided.
    • Footnotes according to the Chicago Manual of Style – More information on Blackboard in the Assignments section under “Papers.”
    • No outside sources, especially not Sparknotes, Wikipedia, etc.

Benefit of Educating Patient on Aspiration Precaution in Home Health Setting

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In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project.

While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

___________________________________________________________________________________________________

Topic: IOM Future of Nursing Report and Nursing

Review the IOM report, “The Future of Nursing: Leading Change, Advancing Health,” and explore the “Campaign for Action: State Action Coalition” website. In a 1,000-1,250 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession.

Include the following:

  • Describe the work of the Robert Wood Johnson Foundation Committee Initiative that led to the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
  • Outline the four “Key Messages” that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples.
  • Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, “Future of Nursing: Leading Change, Advancing Health.”
  • Research the initiatives on which your state’s action coalition is working. Summarize two initiatives spearheaded by your state’s action coalition. Discuss the ways these initiatives advance the nursing profession.
  • Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Conditioning in my life, psychology homework help

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In a 1-2 page paper written in APA, using proper spelling/grammar, address the following three points:

Classical Conditioning – Describe a fear or phobia that you possess, and that was learned through classical conditioning. If you are among the “fearless,” have a friend share a fear with you. Show how the principles of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, and conditioned response) apply to the development of your fear or phobia.

Operant Conditioning – Describe one of your childhood learning experiences that involved operant conditioning, such as having to do something to get a reward or avoid punishment. Discuss how the principles of operant conditioning (behavior consequences, reinforcement, or punishment) applied to your learning experience.

Behavior Modification – Describe a small behavior that you would like to change in someone you live with: a roommate, sibling, parent, child, or partner. Examples include leaving their things in the living room or not emptying the trash. Show how the principles of operant conditioning (behavior consequences, reinforcement, or punishment) could be used to keep this behavior in place. Describe how you could use behavior modification to change this behavior.

Can you create a bench mark lesson plan?

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For this benchmark, use your field experience placement hours. You will implement a revised lesson plan for listening, speaking, reading, and writing. After implementing the revised lesson plan, you will assess student learning. You will reflect on the lesson implementation and use of the assessment results to inform future lessons.

Based on one of the lessons created in Topics 4 through 6:

  • Revise and implement one of the lesson plans from Topics 4 through 6.
  • Assess students’ learning using the “Preschool and Kindergarten Monitoring Assessments” or “Preschool and Kindergarten Monitoring Assessments for Advanced Learners” from the textbook to gather data about the students’ literacy proficiencies. In 500‐750‐words, summarize your post‐test findings and examine the assessment data for future application, include your goals, curriculum, and teaching strategies.

For “Preschool and Kindergarten Monitoring Assessments,” include the following:

  • Letter recognition
  • Name writing task
  • Writing alphabet task
  • Concept of print task
  • Phonological awareness task: Generating rhyming words
  • Phonemic awareness task: Isolating beginning sounds
  • Oral comprehension and vocabulary task

OR

For “Preschool and Kindergarten Monitoring Assessments for Advanced Learners,” include the following:

  • Letter recognition
  • Invented Spelling
  • Finger point reading
  • Locate words in finger point reading text
  • Reading familiar rhyming words
  • Writing familiar rhyming words
  • Write a 500‐750‐word reflection based on the feedback you received from the classroom teacher and personal observations about the experience, explain the following:
    • A brief explanation of the classroom teacher’s suggestions that you used from the previous time the lesson was written.
    • Strengths and opportunities for growth. Provide specific evidence from your lesson.
    • What would you do differently if you taught this lesson again? Be sure to provide specific examples.

    Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. Standards and program competencies assessed in the benchmark assessment:

    • NAEYC: 3a, 5c
    • InTASC: 2a, 6c
    • COE Program Competencies:

    2.3: Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child. (NAEYC 5c; InTASC 2a)3.1: Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for young children. (NAEYC 3a; InTASC 6c) I am adding the two lesson plans

this is a two part assignment mod 3

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part 1

Discuss how the rapid advancements of e-commerce and managed care placed new demands on the healthcare industry in the 1990s. How did this lead to the establishment of information infrastructures that facilitated timely, accurate, secure and interoperable patient information across the continuum of care?

  • To avoid point loss, carefully follow all assignment instructions and rubric guidelines
  • Review this Discussion Sample to get a better sense of what is expected of your discussion content and participation
  • Complete your original post of 200 words before 11:59 p.m. Thursday, EST
  • Complete at least 2 peer replies of 75 words each before 11:59 p.m. Sunday, EST
  • Note that responses to instructor comments do not count toward the minimum number of peer replies
  • Provide properly formatted citations/references for all source material (see HSA Style Guide)
  • Do not use any quoted or copied material.

part 2

Why might it be important to link EHR to CPOE and/or CDSS? What about linking it to a physician’s smart phone or tablet? What challenges are organizations faced with when it comes to advancing technology while being mindful of HIPAA and patient confidentiality?

  • To avoid point loss, carefully follow all assignment instructions and rubric guidelines
  • Review this Discussion Sample to get a better sense of what is expected of your discussion content and participation
  • Complete your original post of 200 words before 11:59 p.m. Thursday, EST
  • Complete at least 2 peer replies of 75 words each before 11:59 p.m. Sunday, EST
  • Note that responses to instructor comments do not count toward the minimum number of peer replies
  • Provide properly formatted citations/references for all source material (see HSA Style Guide)
  • Do not use any quoted or copied material.

Discussion Board 3: Animal Communication

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Discussion Board Instructions and Deadline

  • use evidence to support your opinion (MUST cite research as outlined in prompt)
  • proofread your answer and use complete, grammatical sentence
  • Discussion Board Question #3

In Module 3 and the film, Nova Science Now – How Smart are Animals, you learned animals besides humans communicate with each other. If you recall, during Module 1, communication refers to the process participants use to exchange information, ideas, needs and desires. Communication can be accomplished through a variety of different means, including speech, language, gestures, and body movements. Language, however, is defined as the systematic and conventional use of sounds (or signs or symbols) for the purpose of communication and self-expression. It has also been defined as the socially shared code for representing concepts through the use of arbitrary symbols and rule-governed combinations of those symbols (you can call this grammar, if you like). Most, if not all, scientists agree that animals communicate. But, scientists disagree as to whether animals truly have “language.”

In your opinion and based on evidence, do you think animals use language or are humans the only species to have language? In your response you may want to define language. Please be sure to provide AT LEAST 2 citations/references for your responses. References for this response can come from reputable, web-based sources, as well as your textbook, journal articles, and books.

Grading Scale

5 – well-informed, uses/cites research appropriately, complete and grammatical sentences, meets minimum word count, convincing in argument/answer to prompt.

4 – reasonably well-informed and appropriately uses/cites research, but may be less convincing in argument/answer in prompt. No issues with grammar were noted and met minimum word count.

3 – author does attempt to use/cite research in response, but may have been less convincing in argument/answer in prompt. Issues with grammar may have been noted. Author may not have met minimum word count.

2 – author does not attempt to use/cite research in response and thus, fails to convince reader of answer. Issues with grammar may have been noted. Author may not have met minimum word count.

1 – poorly written, did not meet minimum word count and was not well-informed or use/cite research in prompt. Many issues were noted.

0 – did not attempt assignment

NUR3164: Critical Appraisal of a Qualitative Research Study

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Please consider the following:

  • A qualitative nursing research article published in the past 5 years is required: Select an article of your choice and submit to faculty via email
  • Use APA formatting throughout the paper (see APA 7th), including the title page, reference list, and at least 400 – 800 words to perform a critical appraisal of a qualitative research study
  • Please utilize APA level one and level two headings to organize your work.
  • Appraise the quality of the article/research study using the Critical Appraisal Guidelines of Qualitative Studies in Fain, (2017) Chapter 14. Also address the following sections:
  • Introduction
    • Write a brief description of the research article and include the following:
    • The purpose of the research study?
    • Identify the type of qualitative study? (descriptive, grounded theory, ethnography, phenomenology)
    • Describe the “numerical” Level of Evidence according to the scale posted on the Differentiating Research Assignment.
  • The following sections should EACH be addressed and include at least one paragraph:
    • Problem Statement:
    • Research questions
    • Literature review
    • Sample and sampling procedure
    • Protection of human subjects
    • Methodology
    • Data collection procedures
    • Data analysis procedures
    • Scientific integrity: credibility/transferability/dependability/confirmability
    • Results and findings of the study
  • Evaluation summary:
    • Applicability to replicate the study
  • The applicability to apply study findings in your area of Nursing Practice, whether that be a hospital, home health, SNF, etc.
    • How does this study relate to evidence-based nursing practice?
    • Comment on the unique findings, impact on nursing, the strengths and weaknesses of the study.

Business Organizations; Employment Law, discussion help

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Using the internet, research and analyze a case involving ethical issues surrounding corporate governance from a global position. A common example may be where a corporate board of directors breached one or more duties, such as the duty of loyalty to its shareholders, although there are many other areas where business ethics are at the center of a case that originated at the governance level of an organization.

Briefly describe the facts of the case briefly and the legal issue. Also, discuss the effect of the case from a global business perspective and on society in general.

Incorporate the legal terminology from your textbook where appropriate in both your original post and in your responses to your classmates. Use academic or legitimate news sources, such as The New York Times, the Los Angeles Times, The Washington Post, CNN, MSNBC, Fox News, etc. Include the link or links used for your research in your post for your fellow classmates to review and to comment on. Do not repeat cases discussed by another classmate.**

Please make sure to comment on at least two classmates’ posts. Make sure your comment is relevant and informative. It is imperative that you demonstrate critical thinking in your own post as well as your responses to classmates. Please remember to log in to class throughout the week to contribute to ongoing legal discourse.

I will provide the two classmate posts once a tutor has been chosen.

300 WD rely to two students on Thematic Integration of Faith and Learning Paper (executive Coaching)

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The student answers came from the instructions below. I added the reading material sites as well so that you can d=get an understanding of what the course is about.

Discussion Board Forum 2 Instructions

Thread

The purpose of this forum is to research and write a 600–750-word rough draft for the Thematic Integration of Faith and Learning Paper, which will be submitted in Module 3/Week 6. Review the Thematic Integration of Faith and Learning Paper Instructions. You must relate course concepts to biblical examples of coaching in both the Old Testament and the New Testament. Cite sources, including the course texts, and include a reference list in current APA format.

Replies——–The students replies should be 300-450 words

READING MATERIAL:

  • Reading Bergquist & Mura: chs 1-6
  • Underhill et al.: ch. 1=6

https://libraryofprofessionalcoaching.com/wp-app/wp-content/uploads/2014/10/coachbook.2nd-edition.pdf

https://www.scribd.com/read/134855349/Executive-Coaching-for-Results-The-Definitive-Guide-to-Developing-Organizational-Leaders

the Keller and Alsdorf (2012)

https://www.scribd.com/listen/237915682

additional presentation

https://learn.liberty.edu/bbcswebdav/pid-29675113-dt-content-rid-358259904_1/courses/BUSI755_D02_201920/Presentations/BUSI%20755%20Module%202%20Presentation-%20A%20Business%20Proposition/res/html5.html

Isaiah

Liberty University

Biblical scripture provides coaching advice at the core level of the subject matter. Beers and Beers (2008) emphasizes that faith integration must reach beyond spiritual formation programming on campus and even strong faculty-student mentoring to shape how one sees all the discipline. Guidance in biblical concepts stems from various coaching techniques (Beers & Beers, 2008). The purpose of this discussion post is to link course concepts with that of teachings from the Old and New Testaments

Old Testament

The Old Testament is filled with coaching scriptures, but none more than Exodus 18:1-24. In Exodus the virtues of coaching are very relevant, Moses told his father-in-law about everything the Lord had done to Pharaoh and the Egyptians for Israel’s sake and about all the hardships they had met along the way and how the Lord had saved them (Exodus 18:8, The New King James Version). In this verse Jethro, Moses father-in-law, is listening to Moses about the ups and downs of the journey. This relates back to the course concept of engagement coaching. Engagement coaching is most useful with issues around important impersonal relationships in which much is at stake (Bergquist & Mura, 2011). The engagement coach typically works with the client on one or more of the three communication approaches which are disclosure, feedback, and helping (Bergquist & Mura, 2011). By listening to the ups and downs of the journey, Jethro is offering nonverbal feedback in the ways of listening which are helping Moses disclose the information. This leads to more comfortability from the client.

Another strategy implemented in Exodus is reflective coaching. Reflective coaching is when a coach walks with the colleague through job-related dilemmas, helping his client identify and test out basic frames of reference, and specific assumptions regarding his or her own ways of working with problems and issues (Bergquist & Mura, 2011). Jethro is using a reflective coaching strategy with Moses. Jethro was delighted to hear all about the good things the Lord had done for Israel and rescuing them from the hand of the Egyptians, and he said, “Praise to the Lord, who rescued you from the hand of the Egyptians” (Exodus 18:9-11 The New King James Version). In these verse Jethro is worshipping and celebrating with Moses. In this situation Jethro is acting as a decisional coach and helping the client, Moses, reflect and learn about himself from the decisions made. This reflective coaching is an integral tool that can help clients understand situations and find ways to overcome them together (Skiem, 2018). This gives the client the comfortability needed to ask probing questions.

Jethro’s coaching did not stop there, rather the coaching style transformed into a philosophical coaching strategy. The philosophical coach encourages the client to probe deeply into underlying assumptions and beliefs and to reflect on these underlying assumptions (Bergquist & Mura, 2011). This can be done through different probing questions (Skiem, 2018). Jethro asks Moses, “What is this you are doing for the people, and why do you sit alone as a judge, while all these people stand around you from morning till evening” (Exodus 18:14 The New King James Version)? Moses answered, “Because the people come to me to seek God’s will” (Exodus 18:15 The New King James Version). In this situation Jethro is asking Moses probing questions in order to get a deeper understanding of the beliefs and assumptions of Moses. By asking this question, the client has a chance to reflect on the philosophical underpinnings of the beliefs and actions (Bergquist & Mura, 2011).

Much like Exodus, Proverbs provides many insightful and enlightening coaching concepts. “The purposes of a person’s heart are deep waters, but one who has insight draws them out” (Proverbs 20:5 The New King James Version). Effective coaches get below the surface so that leaders can get a better clarity about their motivations and actions (Knight, 2009). This links to the concept of mentoring. Mentoring refers to a relationship in which someone within the company assists another person (Underhill, McAnally, & Koriath, 2007). The mentor takes time to help the protege, often by providing advice or a better understanding of the work environment, culture, office politics, or the proteges new position (Underhill et al., 2007). In this situation in proverbs the mentor is trying to bring the best out of the protege by having a deep understanding of the protegee actions. In order to be a strong mentor, the mentor needs to go below the surface of the client and get a deeper understanding to determine the clarity of the client’s actions and motivations.

New Testament

The Old Testament provided many great coaching concepts and techniques, and this leads to great ones in the New Testament as well. The apostle Paul gave a mandate for coaching in Ephesians, “So Christ himself gave the apostles, the prophets, the evangelist, the pastors and teachers, to equip his people for works of service, so that the body of Christ may be built up” (Ephesians 4:11-12 The New King James Version). This verse is a form of empowerment. This relates back to the concept of empowerment coaching. Empowerment coaching focuses on the relationship between the client and the groups in which the client participates as a leader, facilitator, or member (Bergquist & Mura, 2011). The term empowerment is employed to emphasize the role of this type of behavioral coaching in helping both a client and the group of which the client is a member be not only more effective, but also more influential (Bergquist & Mura, 2011). In this situation Paul is empowering those around and helping others become leaders and more influential in spreading the word of God. Those listening to Paul speak will feel more empowered and be able to provide more influent in the spreading of God’s will.

The New Testament offers coaching in the aspect of providing opportunities for followers as well. In Acts, Barnabas discerned potential in others, and discovered God at work alongside others (Acts 9:21-23 The New King James Version). Finding opportunities for others is a form of opportunity coaching. The opportunity coach is providing the client with an opportunity for success and long-term benefits (Bergquist & Mura, 2011). There is no greater opportunity then being able to do gods will. As God is everything (Keller & Alsdorf, 2016).

Coaching does not always come from a leader to a mentor, but it can come from peer to peer. Peer coaching is a simple accountability concept to hold duos accountable by connecting one another (Underhill et al., 2007). This form of peer coaching appears in John, “If you love me, you will obey what I command, and I will ask the father, and he will give you another counselor to be with you forever” (John 14:26 The New King James Version). This counselor that is spoke of in the verse is like peer coaching, as accountability is held. For example, if one has someone else holding them accountable it is more likely this person will follow through on the required tasks. In this situation it would be loving and worshipping God. As all things should be done in service to God (Keller & Alsdorf, 2016).

Throughout the ages there have been many great coaches, but Jesus is the master coach. Above all coaches Jesus stands supreme as Jesus used all these coaching strategies mentioned as well as many more to develop the relationships with the disciples and others. This leadership skill can be truly exemplified in Matthew, ” Jesus emptied himself of power and status to become incarnational (Matthew 20:20-28 The New King James Version). As the ultimate leader Jesus served others while leading. This is the ultimate token in servant leadership.

Conclusion

Both the Old Testament and New Testament provide great models, instructions, and scenarios to help in ones coaching journey. These examples are just a few of the many that there are. The purpose of this discussion post has been met by relating course concepts to the biblical teachings. The information is supported by scholarly sources and is referenced in the reference section.

References

Beers, S. and Beers, J. (2008). Integration of Faith and Learning from The Soul of a Christian University. Abilene Christian University Press. Abilene, TX.

Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies and practices. Seattle, WA: William Bergquist.

Keller, T., & Alsdorf, K. (2016). Every good endeavor: Connecting your work to God’s work. New York: Penguin Random House.

Knight, J. (2009). Coaching. Journal of Staff Development, 30(1), 18-78. Retrieved from https://search-proquest-com.ezproxy.liberty.edu/do…

Skiem, B. (2018). Career coaching: Preparing for what’s next. Journal of Staff Development, 16(3), 190-192. Retrieved from https://www-sciencedirect-com.ezproxy.liberty.edu/science/article/pii/S154146121830082X

Underhill, B., McAnally, K., & Koriath, J. (2007). Executive coaching for results: The definitive guide to developing organizational leaders. Oakland: California. Berrett-Koehler Publishers.

Discussion Post Week 2.docx (17.538 KB)

SUDENT 2

iscussion Board Forum 2

Barbara C. Hunter

Liberty University

Abstract

In the new testament, Thelossians 5:11 states “therefore encourage one another and build one another up, just as you are doing” (New International Version). This paper will examine the possibilities of having Organizational and Executive Coaching as a focus for an academic field of study and how students can develop the acumen from this proposed course by utilizing their critical and analytical thinking skills, and synthesis of information to solve and/or mediate problems. In addition, this draft will include discussion on how incorporating God’s purpose for coaching can benefit everyone and guide students to practice professionalism and ethical standards in the workplace. Further discussion will also illustrate how developing future leaders by implementing Organizational and Executive coaching into the system will help bring a new approach towards succession planning and career development for employees in the workplace. The hopes are that the lessons gained will encourage proactive and retention initiatives, and create an environment that is conducive to learning and reflecting a positive growth in the 21st century (Beeson, & Valerio, 2012).

Organizational and Executive Coaching as an Academic Major

Introducing Organizational and Executive Coaching as an academic major is a vast subject because it embodies various applications, models and theories. As such, there are sub-disciplines within this major including, but not limited to transitional coaching, appreciative coaching, and leadership development, which can be considered separate disciplines of their own as well. Organizational and Executive Coaching comprises practical elements from planning and decision making, to strategic and management level controls, which are subjects that could be transformed into individual courses and ultimately into an academic field of study (Blocher, Cokins, Juras & Stout, 2016).

The purpose to introducing Organizational and Executive Coaching as an academic major in the business field is to provide a comprehensive concentration on the servant leader guidance counseling profession.The ultimate goal of the course is to develop and enhance student’s knowledge and understanding of the various concepts and techniques of Organizational and Executive Coaching. Discussion will combine theory and research with practical knowledge and methods from categories like appreciative, behavioral, decisional, and aspirational coaching. This will allow students to embrace a holistic view of coaching and learn how to apply what they learned in their future roles as contributing members of society. This type of curriculum will not only require students to utilize their analytical and critical thinking skills towards workplace situations, but also be able to identify strengths and areas of opportunities and apply those learned throughout their course to become effective.

Expected learning outcomes from students

By permitting the inclusion of Organizational and Executive Coaching as a field of study, assessment methods must be incorporated so that it can identify the student’s competences with the requirements of the curriculum and to the program learning outcomes. The goal of any business program is to ensure that courses such as Organizational and Executive Coaching prepare students for life-learning, personal development and successful adaptation in the business society (Kanar, 2014).

Six questions listed below were developed to demonstrate if they are ready to transition their learning outcomes of the course study and make real-world applications.

Questions to identify synthesis between course and real-world application:

  • How would you apply contemporary coaching techniques that responds to the contemporary business environment?
  • What are some ethical challenges facing organizational and executive coaching?
  • What coaching experience resonates with you that could improve your personality and capabilities to become a successful coach?
  • How would coaches overcome the potential barriers to effective communication?
  • What measurement tool can be used to identify success in using a multi-dimensional approach to behavior coaching?
  • What is the negative impact to an organization when methods from appreciative coaching are not utilized?

The purpose behind the questions are to allow the students to provide their understanding and competencies to identify if they are prepared for adjusting the demands of the diverse business societies. Bergquist & Mura (2011) described how coaching models are not only powerful and proven, they allow coaches to continuously learn to improve and develop new approaches that will prepare clients for a positive transformative behavior (Bergquist & Mura, 2011).

Significance of integrating faith with Organizational and Executive Coaching

Christian views on coaching has made an impact with organizations to accomplish its goals through assessment and learning from God’s creation of how he rearranges his work to help the world in general and most especially people to help them thrive and flourish. This from Keller & Alsdorf (2012), who also mentioned that whenever we bring order out of chaos, and empower people to be creative, and at the same time follow God’s pattern of creative cultural development, we are representing his work of forming, filling and subduing (Keller & Alsdorf, 2012). Colleges are always in a state of reform searching out new degree programs that will enhance student learning and achieve program learning outcomes in developing leaders capable of executing their strategy. Incorporating Christian views on Organizational and Educational Coaching will raise the bar on what this type of learning entails. From developing and enhancing student’s knowledge and understanding of concepts and techniques, coaching moves people toward maturity rather than dependence. It allows them to make their own godly decisions, which will allow them to grow in responsibility and also in leadership (Logan, 1990). The old testament has Deuteronomy stating that “the Lord himself goes before you and will be with you; he will never leave you nor forsake you. Do not be afraid; do not be discouraged (New International Version). And the new testament has Ephesians 2:10 stating that “for we are God’s handiwork, created in Christ Jesus to do good works, which God prepared in advance for us to do.” A person’s success is directly tied to finding out what works God has prepared for them to do and then doing that (New International Version). Both go hand in hand to provide guidance, inspiration and the confidence to be trustworthy servant leaders.

Summary

Research has found that organizations are interested in incorporating coaching with their leadership development strategies (Underhill, McAnally, & Koriath, 2007). Christian Nieuweburgh (2012) stated that developing a curriculum in Organization & Executive Coaching supports future leaders to enhance workplace effectiveness, succession planning and reconnect with lead with a moral compass. In addition, he added that providing the education to future leaders provide the foundation to support facilitating transformation, and linking individual potential to meet specific needs (Nieuwebrugh, 2012). Incorporating God’s plan into the curriculum exemplifies what he wants for his people on earth because it strengthens his mission to educate the whole person through his eyes.

References

Beeson, J., & Valerio, A. (2012). The executive leadership imperative: A new perspective on

how companies and executives can accelerate the development of women leaders.

Business Horizons, 55(5), 417-425. doi:10.1016/j.bushor.2012.05.002

Bergquist, W., & Mura, A. (2011). Coachbook: A guide to organizational coaching strategies

and practices. Seattle: CreateSpace Independent Publishing Platform.

Blocher, E. J., Stout, D. E., Juras, P. E., & Cokins, G. (2016). Cost management: a strategic

emphasis seventh edition. New York, NY: McGraw-Hill Education.

Kanar, C. (2014). The confident student. Boston, MA: Cengage

Keller, T., & Alsdorf, K. (2012). Every good endeavor to God’s work: Connecting your work to

God’s work. (ed.). New York, NY: Penguin Books

Logan, R. (1990). Beyond church growth (ed.). Grand Rapids, MI: Baker Publishing Group

Nieuwerburgh, C. (2012). Coaching in education: Getting better results. (ed.). Finchley Road,

London NW3 5HT: Karnac Books Ltd.

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

guide to developing organizational leaders. (ed.). San Francisco, CA: Berrett-Koehler Publishers Inc.

Discussion Board Forum 2.docx (19.554 KB)