Dispositional Theory

Dispositional theory within organizations can perceived through the facets of the Five Factor model of dispositional personality traits, trait theories and through the assumption of individual characteristics and attitudes. Dispositional personality traits of the Five Factor Model and trait theories can be viewed through perceptions of Neuroticism, Extraversion, Agreeableness, Conscientiousness, and Openness to Experience and the Sixteen Personality Factors of traits. Each dispositional personality focuses on characteristic patterns of thinking, behaving, and feeling. Dispositional approach of assuming individual characteristics and attitudes focuses on motivational characteristics that varies according to an individual's needs and motives.

Introduction

            Dispositional theory assumes that personality is made up of a set of steady characteristics that influence behavior. These characteristics have sometimes been described as personality types but more often as traits or needs. Dispositional theory assumes individuals stability and long -lasting dispositions to display certain characteristics, temperaments, and emotions. This theory assumes diverse personality traits that can be measured, analyzed, and evaluated. Dispositional theory associate with the field of Industrial and Organizational psychology through situational influences, individual differences, job satisfaction, and managerial competence. This document will briefly discuss Dispositional theory, the rationale, and application of the theory.

Theory

Dispositions can vary according to situations and can explain why people act in certain ways in settings. Individuals have different sets of dispositions that vary in strengths and implies unique patterns. Dispositional approach assume various traits, which are continuing qualities that individuals possess in different amounts. Traits can be viewed through theorist Gordon Allport (1897-1967), Raymond Cattell (1905-1998), and Hans J. Eysenck (1916-1997). Trait theory of Gordon Allport assumed three different kinds of traits: Central traits, characteristics that organize and control behavior;  most people possess about five to ten central traits that focus on the most outstanding characteristics of an individual’s life. Secondary traits, characteristics that are more specific to certain situations and control far less behavior; these traits are more easily modified than central traits. Cardinal traits, which are dispositions that are so general and pervasive that they govern virtually everything a person does (Feist, Feist, & Roberts, 2013). These traits cannot be hidden and are the core of an individual’s life. Characteristics of cardinal traits consist of chauvinistic, narcissistic, and sadistic.

Allport theory assume personal dispositions are dynamic in the sense that they have motivational power considered as motivational dispositions (Feist, Feist, & Roberts, 2013). Motivational dispositions are received through motivational concepts of basic needs and drives. These motivational dispositions are strongly felt but are not as intensely experienced as stylistic dispositions. Stylistic dispositions consist of motivational power, however stylistic disposition guides action and motivational disposition initiate action. Stylistic disposition reflects how an individual is motivated to convey his or her personal disposition (Feist, Feist, and Roberts, 2013).

Raymond Cattell's trait theory assume three sources that are required for any analysis of the dimensions of personality. The three sources are L-data: Gathered from one's life records, observations made by others and self reports. Q-data: information gathered from questionnaires and interviews. Tdata: information obtained from objective testing situations, measures performance and challenges individual’s maximum performance. Accordingly, daily traits "surface traits" and high order, deep traits, “source traits”(Feist, Feist, & Roberts, 2013). Cattell also focused on traits associated with temperament, motivation, and ability. Temperament focus on the behavioral actions of an individual, motivation focus on perceptions of why an individual behaves, and ability focus on how far or how fast one can perform (Feist, Feist, & Roberts, 2013).

Cattell view of personality is the manner in which individuals behave in specific situations. It is possible to infer personality traits based on a set of behaviors and it is possible to predict how a person would behave in a certain situation by having information about their personality (Primi, Ferreira-Rodrigues, & Carvalho, 2014). Cattell assumed that there is a continuum of personality traits.  He analyzed and comprised an instrument that consisted of 16 traits known as the Sixteen Personality Factor Questionnaire (16PF) that describes some personality characteristics (Primi, Ferreira-Rodrigues, & Carvalho, 2014). The personality traits assessed in the instrument are fairly constant, and mood swings, or situational changes in which individuals go through at some point in their lives (Primi, Ferreira-Rodrigues, & Carvalho, 2014). The 16PF includes traits as described, abstractness -visionary or reasonable; apprehension-anxious or confident; dominance-dominant or apathetic; emotional stability-relaxed or excitable; liveliness-passionate or sincere; openness to change-permissive or traditions; perfectionism-obsessive or unconcerned; privateness -pompous or moderate; reasoning -complex or objective; rule consciousness-principled or improper; self-reliance  -leader versus follower; sensitivity -perceptive or indifferent; social boldness -spontaneous or careful; tension -consumed or constrained; vigilance -skeptical or convinced; and warmth -sympathetic or uncaring.

Eysenck focused on organizational traits that could be grouped under three dimensions Extraversion/Introversion (E), Neuroticism/Stability (N), and Psychoticism/Superego Function (P). These dimensions characterize individuals based on their orientation toward stimulations from specific environments and measures emotional stability-instability. Eysenck's trait theory groups the Five Factor Model of personality that can be integrated to capture the full complexity of human personality.

Extraversion/Introversion characterizes individuals based on orientation toward external sources of stimulations from the environment versus an orientation inward at the opposite extreme. Extraverts are characterized primarily by sociability and impulsiveness but also liveliness, quick-wittedness, and optimism. Introverts are characterized by traits opposite those of extraverts. The can be passive, unsociable, careful, reserved, thoughtful, and controlled (Feist, Feist, & Roberts, 2013). Neuroticism/Stability has a strong hereditary component, through evidence of genetic basis for such neurotic traits as anxiety, hysteria, and obsessive compulsive disorder (OCD). Individuals of neuroticism often overreact emotionally and have difficulty returning to a normal state after emotional arousal. Psychoticism includes a disposition of psychosis and a degree of sociopathy. Individuals of psychoticism are often impulsive, hostile, aggressive, and antisocial. Psychoticism have a high predisposition to succumb to stress and develop a psychotic illness (Feist, Feist, & Roberts, 2013).

Rationale

The rationale in choosing Dispositional Theory was the assumptions of dispositional approach assumes two approaches, such as stability of personality and differences between individuals. Stability of personality assumes that people display consistency in their actions, thoughts, and feelings between situations and over time. Differences between individuals assumes composition of dispositions varies from person to person. Individual personality perceives a pattern of dispositions which forms a variations of characteristics. Through dispositional theory, organizational traits can be grouped under facets of the Five Factor model. The Five Factor model characterizes people according to his or her orientation toward sources of stimulations depending on the environment (work, social, et. al.). Through the Five Factor theory, dispositional traits perceives behavior as complex and influenced by many traits.

Dispositional theory associates with the field of Industrial and Organizational psychology and the rationale of connecting this theory is its view of various personality traits, motivational perspectives, and the connection with job satisfaction and managerial competence. Personality traits within organizations are diverse and can be viewed through dispositional theory. Dispositional theory assumes diverse characteristic traits of individuals and associates them with the perspectives of personal dispositions assumed.

Dispositional theory assumes personality and characteristic traits originates from internal an internal state and through dispositional personality traits of the Five Factor model. IO psychologist can utilized disposition theory by measuring and evaluating employee behaviors and attitudes within the organization. The rationale of dispositional theory and IO psychology is that each equally analyzes the behavioral actions of the organization, associates, and employees. Through use of the Five Factor model, IO psychologist can measure employee personalities and assume the diverse characteristics of individuals, such as narcissistic, passive, stable, likeability, and other characteristics.

Dispositional theory help explore individual and group personalities within organizations. Personal dispositions within the organization assumes how individuals function in his or her social surroundings, connect with others and interact. Dispositions allow for a way to evaluate personality through processes of assessments within the organization. Dispositional theory distinguishes common traits, which permit inter-individual comparisons, personal dispositions, which are peculiar to the individual. Dispositional theories focus on trait theories that is important in within the field of IO psychology. Trait theories can be applied to identifying leadership skills within organizations. Traits associated with leadership may include an individual's drive for responsibility, persistence in pursuit of goals, risk taking, self-confidence, and the ability to influence others.

Application

Dispositional theories can be applied to many facets of organizational structures. Organizations and employees personal dispositions affect how the organization is successful, job satisfaction, customer satisfaction, and other aspects of organizational culture. IO psychologist apply dispositional theories within organizations to employee specific characteristics and traits within an organization. IO psychologist evaluate and provide assessments to acquire leadership potential, positive and negative dispositions, and behavioral tactics of employees. Applications of dispositional theory allow for a more concise and clearer comprehension of characteristics and personality traits within organizations.

The application of dispositional theory and IO psychology aids in measuring, observing, and assessing diverse characteristics, personalities, traits, motivation, and behavioral actions. IO psychologist utilizes dispositional theory to observe, evaluate, and assess individuals within the organization to determine many facets of employment, such as training, promotion, leadership, job satisfaction, and managerial competence. Personal dispositional are variables that are internal to an individual, in which he or she bring with them from situation to situation, from one organization to another. These dispositions are what makes up an individual characteristics and personality within an organization. The application of personal dispositions are associated with an individual's values, attitudes, skills, abilities, self-concept, and aptitude. IO psychologist application of dispositions within organizations seek out to discover individual reasons of motivation and attitudes, such as what motivates an individual to behave in a specific manner and his or her choice process. An individual's motivation can influence an individual's attitude toward others, objects, and situations.

IO psychologist help organizations seek out leaders internally and externally that would be beneficial to the organization's growth. IO psychology apply methods of dispositional theory to gather characteristics and personality traits of leadership. Leadership is a way to improve personal, social, and professional characteristics (Northouse, 2012). Organizations seek out individuals with leadership skills that could be an asset to their organization and improve their organizational structure. Leadership can be viewed as a combination of traits or characteristics that enable individuals to induce others to accomplish tasks (Northouse, 2012). Leadership traits or characteristics assume individuals have special innate or inborn qualities that make them leaders and include unique factors associated with personality features of extraversion, openness to experience, and agreeableness and characteristics of intelligence, quick wittedness, and fluency (Northouse, 2012). The trait approach to apply dispositional theory provides valuable information about leadership. It can be applied by individuals at all levels and in all types of organizations (Piccolo et. al., 2012). Trait approach does not provide a definitive set of traits, however it does provide direction regarding which traits are good to have if one aspires to a leadership position (Piccolo et. al., 2012). Personality tests and other similar questionnaires help gain insight into associating traits with leadership perspectives and pinpoints individuals strengths and weaknesses in regards to leadership (Piccolo et. al., 2012).

            Dispositional theory application to job satisfaction within organizations. Applying dispositional theory to acquire job satisfaction of employees is perceived through the Five Factor model. The Five Factor model of dispositional personality traits characterize independent variables, such as Neuroticism, poor emotional adjustment, anxiety, insecurity, and hostility; Extraversion, sociable, active, and experience positivity; Openness to Experience, nonconforming and eccentric; Agreeableness, trusting, caring, and gentle; and Conscientiousness, achievement and dependability (Tziner et. al., 2008). The perspective of job satisfaction within an organization, dispositional approach view personality traits as an influence on job satisfaction. The dispositional approach of the Five Factor model assumes that a combination of traits, such as agreeableness and conscientiousness can lead to job satisfaction. However a combination of neuroticism and conscientiousness can lead to facets of anxiety and stress of trying to overachieve (Tziner et. al., 2008).

Job satisfaction of the Five Factor model present positive and negative perceptions of individual characteristics (Funder, 2010). Through combinations of personality traits, perceptions concluded that most are related to job satisfaction without the contention of neuroticism (Sirgy, 2012). The Five Factor closely describe facets of characteristics that connect to job satisfaction and hold various influences as factors satisfaction and stability within organizations (Judge, Heller, & Mount, 2002). Organizations can mold an individual's perceptions through socialization and group influence. Organizations are substantial on an individual's attitude and behaviors (Staw & Cohen-Charash, 2005). According to Staw and Cohen-Charash, (2005) job satisfaction can be viewed in various processing steps according to how individual differences influence attitude and personality variables. Dispositional approaches assume organizations contribute equally to individual attitude and behavioral actions according to an individual's responsibilities, pay rate, and social standings.  

Dispositional theory can be applied to an organization's turnover intention. Personal dispositions are vital to the assessment of work related satisfaction and is associated how individuals approach and interpret work life. Organizational turnover intention is determined through positive and negative dispositional roles of job satisfaction and commitment. An employee's positive disposition is viewed as him or her are less likely to leave the job, an employee has the tendency to experience positive emotions and show higher commitment to the organization he or she is employed (Chiu & Francesco, 2003). Employees that possess negative dispositions are more likely dissatisfied with current job and are likely to quit, an employee who is unhappy will seek change in organizations and may showed facets of withdrawal within the current organization (Chiu & Francesco, 2003).  Employee dispositions of work-related outcomes of job satisfaction and commitment mediate the effects of personal dispositions on turnover intention (Chiu & Francesco, 2003).  Dispositions are related to the frequency and intensity of emotions and can influence emotional reactions to the environmental situations that is associated with commitment. Employees committed to his or her organizations evaluate the organizational environment more favorably than those with low commitment (Chiu & Francesco, 2003).

Many organizations focus on customer satisfaction and employee behavior. Dispositional theory can be utilized to determine the levels of customer satisfaction and formation of employee attitudes and job satisfaction (Burns & Bowling, 2010). Dispositions and customer perceptions involve the work tasks of employees and applied customer service tactics that perceive favorable quality service (Burns & Bowling, 2010). Applications of dispositional theories applied to customer behavior predict outcomes of a customer's buying intentions, positive word of mouth behavior, and committed relationship between customer and organization. Through research, customer satisfaction is linked to behavioral outcomes perceived by the personal dispositions focused on situational influences (Burns & Bowling, 2010). Employee’s behaviors can be greatly affected by the dispositions of customers that are encountered. Employees with positive dispositions of sociability, liveliness, and vigor, account for high customer satisfaction and gratification. Employees with negative dispositions of impolite, intrusive, and abrupt, account for high poor customer satisfaction and disappointment.

            Through managerial concepts of competence and coping with change, dispositional theory can be applied to help further understand the traits of the managerial perceptions of leadership, control, tolerance, and risk. Organizational changes can contribute to factors of stress, anxiety, and concern through perceptions of possible job loss, cutbacks, and threatens an individual's psychological well-being (Judge et. al., 1999). Organizational changes are affected by an individual's schemata, representing knowledge structures of change in characteristics and situational influences (Judge et. al., 1999). Dispositional theories emphasize personality variables associated with facets of traits associated with openness to experience, neuroticism, and psychoticism. Openness to experience perceives intelligence, perceptiveness, and tolerance to the process of change within organizations (Judge et. al., 1999). Neuroticism portrays forms of anxiety, stress, and overreaction to the process of change within the organization. Psychoticism reflects high perceptions of impulsive and hostile behaviors, and have a predisposition to develop psychotic illnesses (Feist, Feist, & Roberts, 2013).   

Conclusion

Dispositional theories are a combination of several thoughts about human personality. The dispositional approach focuses on the predisposition to experience related to behavior over a period of time. Accordingly, this approach assumes various concepts of dispositional personality traits, characteristics, motivations, and attitudes that may originate from an individual internal state. Dispositional approach can be applied to many factors of organizational structures, such as job satisfaction, leadership, customer satisfaction, and managerial and employee concepts of competence and change. These factors can be perceived through the Five Factor Model of dispositional personality traits, trait theories and the assumptions of characteristics and attitudes. Each perception conceives a notion of dispositional approach to personality variables and individual differences.

References

Burns, G. N., & Bowling, N. A. (2010). Dispositional approach to customer satisfaction and behavior. 

Journal of Business and Psychology, 25(1), 99-107. doi:http://dx.doi.org/10.1007/s10869-009-9129-x

Chiu, R. K., & Francesco, A. M. (2003). Dispositional traits and turnover intention: Examining the mediating role of job satisfaction and affective commitment. International Journal of Manpower, 24(3), 284-298. Retrieved from http://search.proquest.com.library.capella.edu/docview/231917553?accountid=27965

Feist, G., Feist, J., Roberts, T.A. (2013) Theories of Personality, Humanities & Social Sciences. McGraw- Hill.

Funder, D. (2010). The Personality Puzzle. New York, NY: W.W. Norton & Company

Judge, T. A., & Larsen, R. J. (2001). Dispositional affect and job satisfaction: A review and theoretical extension. Organizational Behavior and Human Decision Processes, 86(1), 67-98.

Judge, T. A., Thoresen, C. J., Pucik, V., & Welbourne, T. M. (1999). Managerial coping with organizational change: A dispositional perspective. Journal Of Applied Psychology, 84, 107-122. doi:10.1037/0021-9010.84.1.107

Northouse, P. G. (2012). Leadership: Theory and practice. Sage Publications.

Piccolo, R. F., Bono, J. E., Heinitz, K., Rowold, J., Duehr, E., & Judge, T. A. (2012). The relative impact of complementary leader behaviors: Which matter most?. The leadership quarterly, 23(3), 567-581.

Primi, R., Ferreira-Rodrigues, C. F., & Carvalho, L. D. F. (2014). Cattell’s personality factor questionnaire (CPFQ): Development and preliminary study.Paidéia (Ribeirão Preto), 24(57), 29-37.

Staw, B. M. & Cohen-Charash, Y. (2005). The dispositional approach to job satisfaction: More than a mirage, but not yet an oasis. Journal of Organizational Behavior, 26, 57-78. DOI: 10.1002/job.299

Tziner, A., Waismal-Manor, R., Vardi, N. & Brodman, A. (2008). The personality dispositional approach to job satisfaction and organizational commitment. Psychology Reports, 103, 435-442. DOI: 10.2466/pr0.103.2.435-442

Coaching Plan

           This coaching plan will focus on managers, team members and the developed job stressors that the team members are dealing within the workplace. Managers and teams are given their job description that requires them to work in a particular way to have a set of operating values which support their approach to working. However, the managers may have opposing behaviors and values, therefore offering little support in situations and team member are often under a lot of pressure to produce results.

When organizations seek the help of a coach, the coach can help move managers and teams forward, develop patterns, and strategies which consistently deliver success. Developing a plan can help identify what’s important; close the gap in areas, such as job performance and expectancy. This document will briefly discuss a coaching situation, establishing a coaching relationship and process, assessment tools and goal creation, coaching procedure and data collection, and strategies, approaches, and coaching type. Also including are potential ethical and multicultural issues, potential issues executing a coaching plan, and the timeline for implementing the coaching plan process.

Coaching Situation

            An organization has a situation where managers are overwhelming team members with extra responsibilities, such as providing duties not incorporated in job description, adding the tasks of slower paced co-workers, and setting deadlines without extensions on all projects. The client, Human Resource (HR) department of the organization recognizes the slower job performance and several team members has complained about job stressors (e.g., tension, overworked, and burnt out). Team members (participants) have complained about insufficient support and recognition from managers, conflict of values (e.g., family, health, and awareness), and consistent departmental changes. The managers (participants) complained about slow work turnover, communication issues with team members, and frustration.

            To address the situation, the HR department located a coaching specialist to implement a plan that enlist strategies and approaches that offer support processes, minimize job stressors, and help improve job performance and expectancy.  The HR department is looking to have a plan developed that would identify the gaps between management and team members, focus on core values, and upgrade or develop training programs to enhance manager and teams communication, skills, and abilities. The coach is required to develop a plan that would address issues presented and help to identify core components of the manager and team members’ situational issues and interpersonal relationship.

Establish Coaching Relationship and Process

Establishing a relationship constitutes the first step in coaching that allows the relationship to grow while increasing the likelihood for elevated performance (Markovic, McAtavey, & Fischweicher, 2014). Effectively establishing a relationship provides an understanding of boundaries and build trust by being clear about the learning and development process and objectives, accountability and responsibility. Establishing trust is an internal understanding between both the coach, client, and participants. The coach and the client first establishes trust in which both determines what aspects are important in order to have a sense of mutual trust. The client then before introducing the coach presents a clear and concise narrative of the coach and the coaches purpose to gain trust between the coach and the participants.

Through the process of establishing a relationship, the coach will focus on the foundation for the coaching relationship and define the developmental goals. Establishing a relationship involves sharing mutual expectations of the coaching relationship and discussing the parameters of the relationship (e.g., confidentiality, norms of behaviors in coaching sessions) (Feldman & Lankau, 2005). Through trust the client and coach establishes respectful communication and listening skills, accountability for actions (e.g., misinterpretations, misunderstanding, and miscommunications), time constraints, and responsibility for the initial coach and client process. The coach will be knowledgeable, understanding, and non –judgmental of the client situation. The coach will present skills and abilities with the desire to genuinely help the client develop procedures, possess the capabilities, and apply experiences to effectively improve the managers and team members’ situation.

Assessment Tools and Goal Creation

            Assessment tools are valuable in evaluating and identifying strengths, tendencies in dealings with others, abilities, and in identifying areas that need attention or improvement. Assessments can be provided to gain an understanding of the clients’ situation in reference to managers and team members. Assessment tools catered to the coaching topic and client situation can be the start of the evaluating process. Assessment tool that would be beneficial is the “360 Degree Feedback Assessment”. The 360 Degree Feedback assessment provides the client with more objective evidence of how performance and behavior is perceived (Bali & Sharma, 2014). The assessment can provide material on understanding interpersonal relationship issues between the managers and team members involved. This enables the ability to gain an awareness of what may need to be changed in order to achieve success (Bali & Sharma, 2014).

             The 360 Degree Feedback is a system in which managers and team members receive feedback confidentially and anonymously in reference to others and what they perceive within the workplace. The feedback assessment includes questions that measure (e.g., communication, listening, behaviors, and competencies.) on a ratio scale and includes a self –rating survey consisting of the same questions to identify issues with management or team members and self –assess (Bali & Sharma, 2014). Also, the assessment evaluates subjective areas, such as management and team processes, character/personality, and leadership. This process allows for the set –up of goals between the coach and client with the ability to address the strengths and weaknesses and how to become more effective and efficient (Bali & Sharma, 2014).

            Goal setting helps the coach and client make calculated decision about desired goals. The client and the coach together set task related goals, help decide the effort and time to be invested to achieve goals, and ensure that the goals are specific and accepted. Through the goal setting, both coach and client are able to identify possible challenges, generate various options of approach, evaluate progress, create an action plan, and maintain motivation (Grant, 2005). The goal setting process will be situational and address only what the client seeking and steps created will involve both the coach and client. The assessment provided will enable to coach and client to address core issues and evaluate an effective plan to determine to best and efficient process to take.

Procedure and Data Collection

            Procedures and data collection are necessary to implement an effective plan and to measure the process of the plan. Procedures set in place in order to measure the plan after it has been implemented consist of participating in the setting in which the situation has been occurring, observing directly (i.e., evaluating manager and team member interactions), and conducting a survey to gain an update of implemented plan.  Data collection involves research methods that are adaptable to organizations and involve observation, in –depth interviewing (e.g., one –on –one and focus groups), and projective techniques (Osayawe –Ehigie & Ehigie, 2005). Data may also be obtained from personnel records and the client involvement. Gathered information may include work issues (e.g., politics and interpersonal relationships) and non –work issues (e.g., family and personal goals.) (Feldman & Lankau, 2005)

            Data collection through observation enables the coach to observe the managers and team members for the purpose of understanding behaviors and culture. The coach only observes and does not interfere or talk to either mangers or team members. The coach will then transcribe relevant personnel issues that are non –judgmental, and detailed with concreate descriptions. The coach is observing behavior in its natural job setting and identifying effective and non –effective managerial behaviors (Osayawe –Ehigie & Ehigie, 2005). In –depth interviewing can take place with either one –on –one or within focus groups. One –on –one interviewing (e.g., phone, face –to –face, via email) is flexible, dynamic, and is directed toward understanding each manager and team member perspectives, experiences, and situations (Osayawe –Ehigie & Ehigie, 2005). Each participant will have the opportunity to express in his or her own words. Focus groups stimulates discussions among managers and team members rather than one –on –one interviewing. Focus groups encourages more candid answers and approach generates insightful information (Osayawe –Ehigie & Ehigie, 2005).

            Projection technique enables the coach to combine observation of manager and team members behaviors and the results of the in –depth interviewing process. Projective technique explores the deeply held attitudes and motivations that normally would not be verbalized when questioned directly (Osayawe –Ehigie & Ehigie, 2005). This process of data collection subject the managers and team members to a verbal report assessing dominant needs, and ambitions, tolerance of frustrations, attitudes towards authority, and major internal conflicts. The gathering of data collected through a series of assessments and interviews, enable the ability to gain an understanding of the participants’ characteristics, leadership styles, values, and attitudes (Feldman & Lankau, 2005).

Strategies, Approaches, and Coaching Type

Strategies conducted by the coach will implement the process of upgrading and creating training programs that will focus on enhancing communication and interpersonal skills between managers and team members and enhance skill sets of team members to better manage the duties of extra work. The coach will seek out other departments to initiate a plan that will allow job shadowing to help reduce the work load of some team members by bringing in other team members from different departments to assist. The coach will also focus on addressing job support and professional behavior within the workplace.

The humanistic approach to coaching enhances the ideal of free thought by opposing censorship of ideas, promoting a wide variety of perspectives on human experience, and encouraging independent, critical thinking and problem solving. The humanistic approach focuses on concepts of self –actualization and self –concept, coach –client relationship, communication, and directive of the coach –client perspective.

            Self –actualization and self -concept allows the participants to choose what is good for him or her and develop a sense of satisfaction through the experienced results of achievement. Developing self –actualization increases efforts of growth and development and self –concept maintains positive perceptions and expectations (Stober, 2006). The coach –client relationship develops over a collaborative connection that allows the coach and participants to work together to construct meaningful choices and actions.

            The coaching type of the humanistic approach enables the communication of participants in which the coach is able to identify the participants’ ability to listen carefully to criticism and communicate professionally and effectively. Also, the coach learns the participants’ interpersonal skills and relations (Sternberg, 2010). Humanistic approach to communication allows for encouragement and support of the participants ability to recognize his or her own accomplishments and self –awareness. The coach and participant directive focuses on the direction process and content of interactions (Stober, 2006). The coach facilitates the participant’s’ growth through engaging processes and interactions. This type of coaching aims to help the participants produce a vision of his or her limits and ideal existence and then develop and enact on the steps toward that ideal (Stober, 2006). The coach utilizes this approach to aid the participants into developing and fully describing the steps and process that best fit the participants’ objectives and view of accomplishment.

Ethical and Multicultural Issues

The coaching process can offer various aspects to helping the client accomplish goals that are desired to obtain. During the coaching process it is important for a coach to understand and apply professionalism at all times. Applying professionalism during the coaching process involves the coach to develop clear and competent awareness. The professionalism of the coach is vital to understanding ethical and multicultural issues that could occur.

            Ethical issues could occur if the coach do not maintain a sense of integrity, confidentiality, responsibility for ones actions and challenges, values, and through conflicts of interest. The coach has the responsibility to maintain integrity (Neves, 2014). Integrity comes from reliable promises, sharing of valid information, and expressions of honesty. Integrity will address the values of the coach, client, and participants, providing a sense of respect, reliability, and personal responsibility (Markovic, McAtavey, & Fischweicher, 2014). Multicultural issues that could occur is the misrepresentations of the client and participants according to race, religion, ethnicity, culture, and or disability. The coach without regard could misrepresent how the client and participants are approached through communication processes, addressing challenges, and response to criticism and interpersonal relations (Lowman, 2007). The coach is responsible to attaining professionalism, setting all bias aside and refraining from any negative perspectives that would produce multicultural issues and discomfort toward the client and participants (Neves, 2014).

Potential Issues

            Potential issues with implementing a coaching plan can occur. It is up to the coach to assess the issues and effectively and thoroughly address potential issues in order to determine the success of the plan. Through the process of creating a coaching plan, the HR department, managers and or team members may reject the procedure and halt the coaching process. Other issues that can occur are the manager’s inability to accept a possible change in executive methods, team members’ behavioral interactions worsens, and dissatisfaction in the process and confusion of the client and participants.  

            Through the process of potential issues, the coach will continually evaluate the managers and team members associating with the coaching process. The coach will prepare for questions and answer accordingly to set ease to the process of enabling change that will be beneficial for both the managers and team members. Also, the coach will have to accept that all changes will not be accepted and may have to incorporate other procedures or methods in order to get the outcome that the client is seeking. The coach can offer periodic coaching sessions, work with participants to monitor and reinforce developmental activities, and modify developmental plans. The coach may discuss over coming challenges to change and may include the client in some of the sessions to review progress and obtain support in evaluating participants.       

Timeline for Implementing Plan

            Implementing a timeline for an effective coaching plan depends on the time span of the organization and the processes needed in order to create and develop the plan. In the case of incorporating processes to minimize job stressors, upgrade and develop training programs for managers and team building, observation of job environment, assessments, and goal creation, an effective plan can be developed from three to six months, however the client may have an urgency for improvement or an initial idea for the plan to last past six months.

            Conclusion of the coaching session, the coach may follow –up with the client to review the participants and assess the impact of the coaching session. The coach may further collect data on learning experiences and how the coaching methods affected the participants within the organization. The client may conduct an independent evaluation of the coaches’ effectiveness with the participants or assess whether the performance of the participants has improved since coaching relationship was terminated.

Conclusion

            Implementing a coaching plan takes time to understand and grasp on what the client is initially seeking to resolve. Establishing a relationship with the client and participants is vital to maintaining a trusting and honest relationship. The coach at all times must conduct professionalism, understanding of the clients’ situation and participants involved, and non –judgmental of others values, beliefs, and cultural aspects. The use of assessment tools enables the coach to gain a perspective of the direction the client would like to go in reference to the participants involved. The assessment tool 360 Degree Feedback, provides feedback to participants in order for the opportunity for the participants gain a reflection on what should be changed and how to effectively go about the change. The assessment tool helps the coach and client together create goals according to results of the assessment and desired outcomes of the client. Procedure and data collection is initiated through the feedback assessment and utilized to observe natural work environments and conduct in –depth interviewing sessions. Through procedure and data collection the coach enables the opportunity to observe the participants behavioral interactions, characteristics, and major internal conflicts.

            Implementing coaching strategies further initiates an effective coaching plan. Strategies involved will focus on the clients’ goals and initiatives that was set during the initial goal setting process. The humanistic approach and coaching type will allow participants to become self –aware and understanding for the need of change. Through the coaching process, the coach must avoid any ethical or multicultural issues by always conducting professionalism, integrity, respect, and stray from own personal biases. The coach should be aware of potential issues that may occur with coaching strategies and implementation, the client may modify certain issues with suggested plan and seek further improvement. The timeline of the plan is according to the process of implementation and the client’s initial timeline goal for sufficient and effective results.

References

Bali, R., & Sharma, N. (2014). Study of an organization employing 360 degree feedback. International Journal of Farm Sciences, 2(2). 155-160

Feldman, D.C., & Lankau, M. J. (2005). Executive coaching: A review and agenda for future research. Journal of Management, 31, 829-846. Doi: 10.1177/0149206305279599

Grant, A. M. (2005). What is evidence –based executive workplace and life coaching. Evidence –based coaching, 1, 1-12

Lowman, R. L. (2007). Coaching and consulting in multicultural contexts: Integrating themes and issues. Consulting Psychology Journal: Practice and Research, 59(4), 296-303. Doi: 10.1037/1065-9293.59.4-296

Markovic, J., McAtavey, J., & Fischweicher, P. (2014). An integrative trust model in the coaching context. American Journal of Management, 14, 102-120. Retrieved from http://search.proquest.com.library.capella.edu/docview/1539431197?accountid=27965 

Neves, L. (2014). Coaching and ethical leadership: A competence executive coaching model for the development of ethical leadership. Psychology Research, 4(4) Retrieved from http://search.proquest.com.library.capella.edu/docview/1522838600?accountid=27965

Osayawe –Ehigie, B., & Ehigie, R. I. (2005). Applying qualitative methods in organizations: A rule for industrial and organizational psychologist. The Qualitative Report, 10(3), 623-638

Sternberg, R. (2010). Career paths in psychology: Where your degree can take you (2^nd ed.). Washington, DC: American Psychological Association.

Stober, D. R. (2006). Coaching from the humanistic perspective. Evidence Based Coaching Handbook, 17-51.

Coaching a New Leader

 Coaching can be defined as a process of equipping people with the tools, knowledge, and opportunities they need to develop themselves and become more effective. Coaching a new leader focuses on concepts of increasing effectiveness, broadening thinking processes, identifying strengths and developmental needs, and setting meaningful and achievable goals. This document will focus on the foundational elements of coaching, applying humanistic theoretical approach to coaching a new leader, and potential and multicultural issues.

Foundational Elements

            The foundational elements of coaching a new leader focuses on the groundwork of developing a leader through coaching. The groundwork of developing a leader through coaching focuses on building or establishing a relationship, providing an assessment, challenging thinking processes and assumptions, supporting and encouraging, and driving results.

Building or establishing a relationship constitutes the first step in coaching that allows the relationship to grow while increasing the likelihood for elevated performance (Markovic, McAtavey, & Fischweicher, 2014). Effectively building or establishing a relationship provides an understanding of boundaries and build trust by being clear about the learning and development process and objectives. The coach and the new leader both should show and express good judgment, be patient, and follow through on any promises and agreements set forth (Harkavy, 2007). Providing an assessment allows for the coach and new leader to gain a perspective of where they are now and where they want to go. The coach provides insight and feedback to allow the new leader to gain self –awareness and clarity on the behaviors that he or she would like to change (Harkavy, 2007). Assessments focus on gaps or inconsistencies on current performance, actions, intentions, and impact.

            Challenging thinking processes and assumptions make the coach aware of the steps the new leader is willing to take and how his or her thinking processes works. The coach will ask open –ended questions and drive for alternative solutions to challenges and situations. The new leader will be encouraged to take on reasonable risks with the assumption that the challenges are achievable and meaningful (Harkavy, 2007).  Supporting and encouraging focuses on the coaches’ ability to provide support and encouragement during the coaching processes entirety. The coach will have the ability to be open to others perspectives in aiding in the new leaders’ growth and goal accomplishments. The coach will allow the new leader the ability to be able to vent out frustrations and emotions without judgment. The coach will encourage the new leader to make progress towards goals and recognize the success along the way (Markovic, McAtavey, & Fischweicher, 2014). Driving results reflect the meaningful and achievable goals that was set for the new leader by the coach and new leader. The driving results reflect the success of accomplishing the goals through the process of identifying behaviors and steps for meeting the goals and pulling through any challenge or situation that occurred during the process of growth and development. The driving results allows for the coach to produce results to the new leader in reflecting milestones and measures of success.

Humanistic Approach to Leadership

            The humanistic approach to coaching a new leader enhances the ideal of free thought by opposing censorship of ideas, promoting a wide variety of perspectives on human experience, and encouraging independent, critical thinking and problem solving. The humanistic approach focuses on concepts of self –actualization and self –concept, coach –client relationship, communication, and directive of the coach –client perspective.

            Self –actualization and self -concept allows the new leader to choose what is good for him or her and develop a sense of satisfaction through the experienced results of achievement. Developing self –actualization increases efforts of growth and development and self –concept maintains positive perceptions and expectations (Stober, 2006). The coach –client relationship develops over a collaborative connection that allows the coach and new leader to work together to construct meaningful choices and actions.

            Communication through the humanistic approach to coaching a new leader helps the coach identify the new leaders’ ability to listening carefully to criticism and communicate professionally and effectively. Also, the coach learns the new leader interpersonal skills and relations (Sternberg, 2010). Humanistic approach to communication allows for encouragement and support of the new leaders ability to recognize his or her own accomplishments and self –awareness. The coach –new leader directive focuses on the direction process and content of interactions (Stober, 2006). The coach facilitates the new leaders’ growth through engaging processes and interactions. The humanistic approach aims to help the new leader produce a vision of his or her limits and ideal existence and then develop and enact on the steps toward that ideal (Stober, 2006). The coach utilizes the humanistic approach to aid the new leader into developing and fully describing the steps and process that best fit the new leaders’ objectives and view of accomplishment.

Ethical and Multicultural Issues

            The coaching process can offer various aspects to helping a person accomplish goals that he or she wishes to obtain. During the coaching process it is important for a coach to understand and apply professionalism at all times. Applying professionalism during the coaching process involves the coach to develop clear and competent awareness. The professionalism of the coach is vital to understanding ethical and multicultural issues that could occur.

            Ethical issues could occur if the coach do not maintain a sense of integrity, confidentiality, responsibility for ones actions and challenges, values, and through conflicts of interest. The coach has the responsibility to maintain integrity (Neves, 2014). Integrity comes from reliable promises, sharing of valid information, and expressions of honesty. Integrity will address the values of the coach and the new leader, providing a sense of respect, reliability, and personal responsibility ((Markovic, McAtavey, & Fischweicher, 2014). Multicultural issues that could occur is the misrepresentations of the new leader according to his or her race, religion, ethnicity, culture, and or disability. The coach without regard could misrepresent how the new leader is approached through communication processes, addressing challenges, and response to criticism and interpersonal relations (Lowman, 2007). The coach is responsible to attaining professionalism, setting all bias aside and refraining from any negative perspectives that would produce multicultural issues and discomfort to the new leader (Neves,2014).

Conclusion

            Coaching a new leader takes the expertise of the coach and the experience of the new leader. The coach establishes a relationship with the new leader to gain trust and understanding of what the new leader wants to accomplish. Through various processes of support, encouragement, communication, and challenges, the coach and new leader obtain driven results. Through the humanistic approach to coaching, this allows the new leader to become more self –aware of his or her strengths in accomplishing goals. The new leader gain insight of his or her self –actualization, self –concept, develop coach –client relationship, communication, and coach –client directives. The professionalism of the coach to surpass ethical and multicultural issues is to refrain from any negative perspectives, biases, and personal issues that would create discomfort and awkwardness to the new leader.

References

Harkavy, D. (2007). Coaching leaders. Leadership Excellence, 24(8), 9. Retrieved from http://search.proquest.com.library.capella.edu/docview/204624224?accountid=27965

Lowman, R. L. (2007). Coaching and consulting in multicultural contexts: Integrating themes and issues. Consulting Psychology Journal: Practice and Research, 59(4), 296-303. Doi: 10.1037/1065-9293.59.4-296

Neves, L. (2014). Coaching and ethical leadership: A competence executive coaching model for the development of ethical leadership. Psychology Research, 4(4) Retrieved from http://search.proquest.com.library.capella.edu/docview/1522838600?accountid=27965

Markovic, J., McAtavey, J., & Fischweicher, P. (2014). An integrative trust model in the coaching context. American Journal of Management, 14, 102-120. Retrieved from http://search.proquest.com.library.capella.edu/docview/1539431197?accountid=27965 

Sternberg, R. (2010). Career paths in psychology: Where your degree can take you (2^nd ed.). Washington, DC: American Psychological Association.

Stober, D. R. (2006). Coaching from the humanistic perspective. Evidence Based Coaching Handbook, 17-51.

Group Process Learning

             A group is a collection of individuals that come together to achieve a stated objective (Bass, 2014). Group work promotes cooperative learning, interpersonal relationships, support, communication, and established trust (Johnson et. al., 2002). This document will briefly discuss a group experience while completing a project. Included in this document will be the collaborative strengths as a team and individually, levels of development, and how the group enhanced team performance during the forming stage of the group and any challenges when the performance did not seem as strong as it could have been. Also included is concepts of what else could have been done to further enhance team performance and trust, team –building and performing, and lessons to take with when working within future groups.

Strengths as a Team and Individually

            Working within a group to complete a project can bring about a positive experience.  Each member of the group has the opportunity to express his or her strengths individually and collaboratively as a team member (DeChurch & Mesmer –Magnus, 2010). The strengths collaboratively as a group included, communication, shared leadership, innovation, and dedication. Communication within the group was extremely good at keeping in contact with one another. Various options of communication was offered, such as, via e –mail, Skype, school group communication, and telephone numbers. Shared leadership occurred by giving each individual of the group a chance to lead appropriately. Each member of the group was able to agree on roles and rules for completing the stated objective, understood the deadlines for completion of work, and respected each other’s efforts. Innovation and dedication within the group reflected through the group’s ability to innovate ideas for the project and dedicate the time to efficiently and effectively complete goals. 

            The group was able to collaborate strengths that introduced each group member’s individual strengths. Each group member showed a different strength in project design, organization, project initiation, management, and direction. The group members understood the value of each member’s diverse strengths and differences. The group was able to effectively utilize individual strengths to focus on decision –making and problem solving, and take action if any challenges was presented. Once the group was able to conclude on each other strengths, the group was then able to focus on enhancing team performance. Through a clear focus on the individual and collaborative group strengths, the group was able to share a sense of purpose, interact well together, and defined the group as a whole.

Enhancing Team Performance

            Group development can be viewed through the concepts of stages of team formation. Stages of team formation focuses on forming (group goes from strangers to a united group), storming (pushing against boundaries), norming (resolve differences and gain appreciation), and performing (achieving and accomplishing) (Johnson et. al., 2002). The forming stage of team performance allows members of the group to politely and positively introduce him or herself and get to know the other group members (Johnson et. al., 2002). The individuals of the group each have a diversified set of skills performing independently and intertwining skills within a group project reflects a sum of his or her pooled performance (Bass, 2014). During this stage the group performance depends on discovering the right answers to understanding the project objectives and goals, and group roles and responsibilities (Bass, 2014).  

            The forming of the group opened up opportunities to identify each member’s creativity and strengths. Each member of the group introduced themselves and provided a brief description of him or herself and experience in working within a group setting. Once all introductions and descriptions was completed, the group was efficient in defining team performance. Understanding of team performance included setting up collective goals, motivation, coordinating, and team –back performance. Each member assured that there was a collective comprehension of expected team performance, such as how well the team would meet all valued objectives. The group was clear on how to enhance the team’s performance and steps it would take to ensure that role and responsibilities of the project objectives was followed.

Team Building and Performance Processing

            Team –building and performance processes can unite group members can unite group members around a common goal and generate greater productivity (Slavin, 2011). Team –building is an ongoing process that helps a group evolve into a cohesive unit (Slavin, 2011). The group members not only shared expectations for accomplishing group tasks, but trusted and supported one another and respected one another’s individual differences. The team –building lead to displaying quality strengths of communication, motivation, and the ability to effectively and efficiently work together. Performance processing lead the group to establish shared leadership and built a relationship of trust in the ability to complete goal objectives. The group individual strengths cohesively established a clear idea and comprehension of what was needed in order to accomplish and develop a plan of action toward successful completion.

Working with Future Groups

            Working within a group brings enlightenment of the importance of acknowledging other’s ideas and strengths. Group work encourages interpersonal relationships, communication, cohesive decision –making, problem –solving, and respect other’s efforts and accomplishments (Slavin, 2011). Working within future groups will enable to bring forth skills and abilities learned from previous successful and unsuccessful group relationships. Skills and abilities learned from successful group relationships collaborated individual strengths, enhanced team performance, and supported team members roles and responsibilities. Skills and abilities learned from an unsuccessful group relationship are acknowledging when inhibitors are limiting the team members and goal objectives, when to share or appoint leadership, and the importance of communication.

Conclusion

            Group work and learning is beneficial to gaining experience and meeting a diverse group or individuals. Group experience brings forth strengths of an individual and enables him or her to collaboratively contribute within a group. Group strengths reflect through various communication methods, shared leadership, and a cohesive comprehension of the group’s goal objectives, roles, and responsibilities. Enhancing team performance during the stage of forming enabled the group to present him or herself in a positive and polite manner. The group was able to gain an understanding of the project objectives, determine roles within the group, responsibilities, and plan of action to follow. Team –building and performance processing united the group as a whole to accomplish common goal objectives. Team –building enhanced the group performance, shared expectations, and support. Performance processing enabled the group to understand shared leadership, shared decision –making, and responsibilities.

References

Bass, B. (2014). Individual capability, team performance, and team productivity. Human Performance and Productivity: Volumes 1, 2, 3: 179.

DeChurch, L. A. & Mesmer –Magnus, J. R. (2010). The cognitive underpinnings of effective teamwork: A meta –analysis. Journal of Applied Psychology, 95, 32.

Johnson, S. D., Suriya, C., Won Yoon, S., Berrett, J. V., & La Fleur, J. (2002). Team development and group processes of virtual learning teams. Computers & Education, 39(4), 379 -393.

Slavin, R. E. (2011). Cooperative learning. Learning and Cognition in Education. Elsevier Academic Press, Boston, 160 -166.