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. 

Consultation Psychology

Consultants, specifically organizational consultants are specialist that aid in organizations to become more productive, efficient, cope with downsizing, time management, organizational changes, team development, and other process to survive through with situation changes or problems. The process of organizational consulting can address the overall operations of the organization or focus on specific aspects (Mann, 2012). Performance of a consultant role in most cases requires a mastery set of knowledge and proficiency of specific skills, however many consultants acquire distinct and varied set of skills that are particular within organizational settings. 

This document will provide an in-depth evaluation of consulting and assess professional competencies in reference to the case study that focuses on an organizations need to introduce a new set of processes within the Marketing department. The case study emphasizes the need for a smooth transition into the new processes while encouraging a more co-operative, self -managing, and resilient department. Including in this document is an overview of the case study, a description of consulting theories and basis in evidence that identify and describe the implementation phase of consultation, psychological underpinnings, and compare and contrast of theories based on their usefulness and basis in evidence. Also included is a synthesis of key concepts and best aspects of methods according to theory and an in-depth evaluation of the consulting process that comprise a compare and contrast of the strengths and weaknesses of each approach to evaluation.

Consultation Psychology

Case Study

The case study focus was on team development through introduction of new procedures, product launches, and training plans. The organization Danone team of customer service advisors within the Marketing department was to go through considerable changes within the organization (FreshTracks, n.d.). The Marketing team is made up of parents and healthcare professionals that support baby food products within the organization. The organization wanted the process to go smoothly and help the department deal with the changes in a positive and pro -active way. Danone wanted to encourage a more co-operative, self -managing, and resilient unit (FreshTracks, n.d.).

The case studies focus on the consultant and client ability to efficiently and smoothly transition a department through various new processes. The consultant is responsible for acquiring information through consultation processes that would aid in the transition of the department and acquire any helpful insight from the client. The insights acquired during the consultation processes would be beneficial to comprehending facets of organizational consultation processes, appropriate techniques and methods, and evaluation processes to efficiently provide the client with services requested. 

Consulting Theories and Evidence

Theories are often the basis of how consultants work. Consulting theories aid in identifying concepts that would be beneficial during the process of consultation. The client’s consultation is to identify methods that would aid in a smooth transition of new processes within the Marketing department which consist of parents and healthcare professionals. Consulting theories can provide a consultant with a better understanding of the client and individual’s involved in the process. Through various consulting theories, two theories that can aid in the client’s specific need positive psychology oriented consulting and Adlerian theory will focus on providing the encouragement, support, and understanding of the individuals that are going through the process of departmental change.

Positive Psychology Oriented Consulting

Positive psychology oriented consulting is important within organizations regards organizations as macro contexts that shape positive stages and positive outcomes for individuals, groups, and whole organizations (Hefferon & Boniwell, 2011). Positive psychology promotes positive organizational behavior that focuses on developing positive psychological states that enhance performance (Hefferon & Boniwell, 2011). Positive organizations practice positive methods and incorporate positive activities. These methods and activities allow for employee's to be open towards job variety, confidence, creativity, team building, developing strengths, and understand how to set clear goals, accept feedback, and take on appropriate challenges (Hefferon & Boniwell, 2011).

Implementing positive psychology is an essential role in transitioning change within the organization. Positive psychology will aid in integrating a vision, endorse strategy, then guide and coordinate the process by which the strategy will be implemented. Changes within departments involve a process of experimentation and learning, because it is impossible to anticipate all the problems or to prepare detailed plans for how to carry out all aspects of the change (Baligh, Burton, Obel, 1996). The Marketing department consists primarily of parents and healthcare professionals and encouraging them through the change process implements support and strengthens the ability to change within the department.

Positive psychology psychological underpinnings present a clearer and theoretical perspective. The application of psychological consultation of positive psychology focuses on the strengths of the client and the employee's. Application of this theory will acknowledge what is good about the departmental change and create a vision to perceive a sense of purpose and strategies to achieve this purpose (Baligh, Burton, Obel, 1996). Positive psychology would outline the client and employee's strengths regardless of weakness and present an opportunity for fulfillment, growth, and success through developmental processes and application.

Adlerian Theory

Adlerian consulting focuses on the components of individual psychology. Use of Adlerian consulting asks clients to identify behaviors or traits they find more appropriate and desirable, this provide the client and employees with techniques and opportunities to try their desired behavior or trait (Sommers-Flanagan & Sommers-Flanagan, 2012). Adlerian consulting is appropriate in training programs for pre-service and in service for use in consulting within organizations. Adlerian consulting concepts can be applied to programs that can beneficial for client and can provide information for consulting. Adlerian consulting can aid in clients creating new images for themselves by viewing his or her past, present, and future goals (Sommers-Flanagan & Sommers-Flanagan, 2012). Adlerian consulting identifies the needs, strengths, and goals of the client in order to encourage growth and positive change. Adler's theory emphasis on healthy relationships and recognition of the links between employee well -being and organizational effectiveness. Adlerian consulting works with organizations to help them identify and address specific issues, strategies, efficiency, team building, and workplace growth (Sommers-Flanagan & Sommers-Flanagan, 2012).

Implementation of the Adlerian theory promotes growth and full potential of the employees. It presents a sense of belonging, contribution, equality, and cooperation. The employees affected by the departmental change would feel value and significant, this implementation is vital because changes within an organization can present stress and be painful for some employees. Adlerian theory will allow for implementation of diverse perspectives and leadership behaviors of motivation, support, and guidance.

The psychological underpinnings of Adlerian theory can be useful for work with diverse characteristics and personalities. According to Feist and Feist (2009) defining characteristics within an organizational change can give employees a feeling of oneness with all, and as a member of a larger whole within the organization, a sense of empathy and concern for others all through the cooperation of change. Individual characteristics and personalities could present positive or negative outcomes and applying psychological consulting applications, such as Adlerian theory could aid in reducing or diminishing concerns for overwhelmed employees.

Compare and Contrast

            Positive psychology and Adlerian theory both possess strengths and limitation within the aid of the process of organizational change. The client is seeking aid within the Marketing department to smoothly transition its employees in the process of implementing new processes positively and in a pro-active way. Each theory of consultation present basis of evidence that allows for the client and consultant to comprehend to the methods necessary to efficiently and effectively follow through requested processes. Positive psychology basis of evidence lay focus on areas of study and practice that emphasize positive emotions, positive traits, and positive institutions. Positive emotions consist of contentment, happiness, and hope for future outcomes. Positive traits consist of resilience, self -knowledge, and creativity. Positive institutions consist of community interactions within organizations that can benefit through the tools of positive psychology.

            Positively psychology strengths recognizes that over the years there are many positive constructs in organizational development that positively reinforce structure, procedure development, commitment, and prosocial behavior. Positive psychology theory-building processes of research attempt to address new and relatively unique workplace psychological resources (Youssef & Luthans, 2007). Through the strengths of positive psychology the client’s request for smooth transition will not only be managed in a pro-active way but will also produce a more resilient, self-managing, and co-operative unit. The limitations of positive psychology is its failure to equally address the weaknesses of an individual or group (Held, 2004). Positive psychology emphasizes positive methods and perceptions in order to encourage a more positive environment. This theory does not fully address negative attitudes that could come into play. Some employees could feel bad about the new work situation and cannot manage to transcend their negative attitude no matter what and end up feeling worse, guilty or defective to the current situation (Held, 2004).

            In comparison to positive psychology, Adlerian theory possess many strengths, such as its ability to be applied to diverse situations, including the concept of encouragement amongst the client and consultant during the process of consultation. Adlerian theory addresses individual goal directed characteristics and the need to finding success, fulfillment, and meaning within work environments. Adlerian theory encourages positive characteristics and behavior amongst individuals. Positive characteristics and behaviors promote positive outcomes during the process of departmental change and can be viewed through the employees as support and guidance during this process. Adlerian theory assumes an individual's characteristics and behavior.  Adlerian theory limitations fail to provide empirical support for Adlerian concepts and approaches in reference to individual organizational developmental processes (Ivey et. al., 2007). In contrast to positive psychology, Adlerian theory has its limitations but the benefits of implementing many of the concepts in reference to individual development and psychological process within an organization outweigh its limitations (Ivey et. al., 2007).

Synthesis of Consulting Theories

            Positive psychology and Adlerian theory both focus on processes that integrates effective key concepts into the departmental process of transitioning new processes. Positive psychology and Adlerian theory each emphasize concepts of encouragement, creativity, growth, and developing strengths. These approaches helps provide a set of guidelines to abide by for actions through the implementation of each through the process of helping a client with departmental changes. The set of guidelines create a view of the need for change, these set of guidelines considers the client and those who are involved in the process. The set of guidelines includes, informed progress of change, demonstrate optimism and commitment to change, prepare those involved in change, provide support, and identify essential roles through the change.

            Informed progress of change helps communicate what steps have been initiated, what changes have been completed, and what improvements have occurred in performance. The process of change can have diverse effects on individuals and can cause anxiety and stress. It is important to keep the client and employees informed on the process and open communication (Yukl, 2009). Providing optimism and commitment to change endorses dedication and guarantee through to the end of the process. Change process can encounter various setbacks and sacrifices and it is vital for the employees to understand that the consultant and client are committed to the process (Yukl, 2009). Preparing the employees for the process of change can consist of training, stress management, and how to adjust to the new changes being implemented. Changes within a department can overwhelm some, providing methods and preparing for change can help employees to cope. Providing support and identifying essential roles is to identify employees who support is necessary to make the change within the department happen smoothly (Yukl, 2009). This guideline assess key employees who would valuable to successfully implementing the new departmental processes. Support helps obtain confidence of the employees and prepare employees to undertake the activities necessary for the change (Yukl, 2009).

Evaluation of Consulting Project

            Evaluation process involves looking at the client, the employees, gathering information about the current situation with the Marketing department, and preferences of the transition the client is seeking help for. The consultant is responsible for analyzing the situation and figuring out a method suitable to carry out the client’s request. The process of the consultation involves meeting members of the Marketing department, observing interactions, and developing a practical solution that would implement a smooth transition into new departmental processes.  As part of the consultation process, employee individual profiles were assessed and group sessions were attended to reflect self -management, teamwork, communication, and managing change. Diverse applications was used in order to gain a clearer picture between the consultant, the client, and the employees involved. Applications used consisted of activities that focused encouragement and review sessions that allowed for reflection and strategic plans to be developed.

            The evaluation identified employees, such as the parents and healthcare professionals whose support was essential within the process of transition. Communication between the consultant, client, and employees involved an explanation the process and prepared the employee’s for change and set a clear vision of the benefits to be gained during the process.  Possible approaches to evaluating this case study included Systematic consulting approach and Gestalt theory.

Systematic approach determines a system, which is independent of the concrete elements, such as concepts and principles of the organization, and provides a basis for unification (Campbell & Huffington, 2008). Systems concepts include system-environment boundary, input, output, process, goal directedness, and information. This approach looks at the whole in which the client, employees or situation is part of. This approach utilizes tools that include resolving team dynamic, evaluating options, individual development, and communication tactics (Campbell & Huffington, 2008). The strength in the approach lies in its ability to identify many possible meanings from which to construct an understanding of what is going on, how best to intervene. Its weakness is that it does not encourage individuals to develop a view of change from one opposition and continually generate new meanings leaving room for delayed reactions to opportunity (Campbell & Huffington, 2008).

Gestalt approach focuses on personal development and growth. This approach perceives a system capable of handling various situations through awareness and drive. Individuals create subjective meaning of his or her experiences and explore how one has become aware of these experiences (Bednarova, 2009). Strengths of Gestalt approach is that it addresses situations an individual or group might be facing and allow the individual to develop a method that aids in dealing with new challenges and create a positive outlook. This approach allows an individual to become aware of responsibility and self-awareness (Bednarova, 2009). The weaknesses of Gestalt approach is the appropriateness of individual awareness, such as an individual lacks the ability to recognize awareness of self and is unable to cope with the challenges of change (Bednarova, 2009). Gestalt approach pushes for self-awareness and emphasizes recognition for negative perceptions. An individual that lacks the ability to recognize his or her negativity through the process of the Gestalt approach can experience stress, depression, and are unaware of his or her faults in the situation (Bednarova, 2009).

References

Baligh, H. H., Burton, R. M., & Obel, B. (1996). Organizational consultant: Creating a useable theory for organizational design. Management Science, 42(12). 1648-1662 DOI: http://dx.doi.org/10.1287/mnsc.42.12.1648

Campbell, D., & Huffington, C. (Eds.). (2008). Organizations connected: A handbook of systemic consultation. Karnac Books.

Feist, J. & Feist, G. J., (2009). Adler: Individual psychology. In Theories of Personality, (7th ed.) p. 64-96. New York, NY: McGraw-Hill Company.

Freshtracks (n.d) Case study: Team development. Retrieved from http://www.freshtracks.co.uk/wp-content/uploads/2011/08/FreshTracksCaseStudies.pdf

Gregory, S. (2014). AN INTRODUCTION TO GESTALT THERAPY THEORY AND PRACTICE. Inner Dialogue In Daily Life: Contemporary Approaches to Personal and Professional Development in Psychotherapy, 129.

Hefferon, K. & Boniwell, I. (2011). Positive psychology: Theory, research, and applications. Berkshire, GBR: Open University Press

Held, B. S. (2004). The negative side of positive psychology. Journal of Humanistic Psychology, 44, 9-46. DOI: 10.1177/0022167803259645

Ivey, A. E., D'Andrea, M. D., Ivey, M. B., & Simek-Morgan, L. (2007). Theories of counseling and psychotherapy: A Multicultural perspective (6th ed). Pearson Higher Ed.

Mann, A. (2012. What organizational consultants do and what it takes to become one. Psychoanalytic Dialogues, 22(5), 547-554. doi: 10.1080/10481885.2012.719440

Sommers-Flanagan, J. & Sommers-Flanagan, R. (2012). Counseling and psychotherapy theories in context and practice study guide (2nd) Ed. Somerset, NJ: Wiley

Yukl, G. A. (2010). Leading change in organizations. In Leadership in organizations. (7th ed.) Pearson Education India.

Youssef, C. M. & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of Management, 33(5), 774-800. DOI: 10.1177/0149206307305562

Case Study: Discovery Phase of Consulting

Introduction

Consultants are professionals that can provide a service that can aid in a clients need for team development, organizational changes, or other situations and problems that might need consulting. Performance of a professional role in most cases requires mastery of a particular set of skills, however many consultants possess a diverse set of skills and services that are particular within organizational settings. Consulting skills and knowledge of organizational behavior requires specialized skills  to helping clients successfully and efficiently address any situation or problem within their organization (Mann, 2012). This document will discuss briefly on a case study that focuses on  a clients need to introduce a new set of processes within its Marketing department. The case study focuses on team development during the transition process and a way to efficiently and smoothly introduce the new processes.

This document will focus on the discovery phase and consultant competencies best practices for effectively evaluating the clients need.  The discovery phase and consulting competencies will provide a perspective of the process taken in order to gain information and steps to take in order to provide best practices.

Case Study

The case study focus was on team development through introduction of new procedures, product launches, and training plans. The organization Danone team of customer service advisors within the Marketing department was to go through considerable changes within the organization (FreshTracks, n.d.). The Marketing team is made up of parents and healthcare professionals that support baby food products within the organization. The organization wanted the process to go smoothly and help the department deal with the changes in a positive and pro -active way. Danone wanted to encourage a more co-operative, self -managing, and resilient unit (FreshTracks, n.d.).

The case studies focus on the consultant and client ability to efficiently and smoothly transition a department through various new processes. The consultant is responsible for acquiring information through discovery that would aid in the transition of the department and acquire any helpful insight from the client. The insights acquired during the discovery phase would be beneficial to better understand the appropriate techniques to be taken to efficiently transition the department.

Discovery

The discovery phase allows for unequivocal understanding of everything that there needs to be known about the client including past present and future. As a consultant, questions are important to gaining an understanding of the organization. According to (Chelliah, 2010) questions that could be asked in order to better process an organizations consultation should be relevant to the client. Questions for this case study to be asked are; what do you believe needs to be strengthened in order to support the departmental changes? (This question will aid in uncovering areas of weakness within the department), what options have you looked at to achieve departmental changes? (gains an understanding of what the client has done to this point, or what they are thinking about, can uncover something that may not have been thought of by the consultant), Did the need for change suddenly arise or has it been planned for a while? (If it suddenly arose, there might be more likelihood that the client will show stronger participation in the change) (Chelliah, 2010).

During this phase the more collaborative the consultant is in working with others of the client's organization, the effort of change will be more successful. When the client and the consultant work as a whole, the discovery phase allows for an understanding of the priority of change and how to efficiently and successfully address it (Chelliah, 2010). Together information can be collected and analyzed to categorized discoveries and assumptions, and then make references from information collected (Chelliah, 2010).

Different approaches can be taken during the phase of discovery. Two approaches to the discovery phase are the expert approach and the Process -consultation approach. Considering these approaches for this case study connects relevance to each process taken during this phase. The expert approach, the consultant is employed to identify the problem, analyze, diagnose, and recommend a resolution (Schein, 1999). The expert approach allows the client to provide the consultant with help in identifying the situation or problem, the consultant provides the expertise in order to appropriately apply a diagnosis (Schein, 1999). This approach, the client is able to identify and classify the problem and communicate relevant information to the consultant (Beitler, 2003).  In this case study the client show what process and direction within the direction the organization wants to go. The client is able to communicate the facets of the department and newly processes the organization wants to conduct. The consultant assessing the client understands it is vital to have expertise with regards to the client’s specific situation. The consultant is not anticipated by the client to train in diagnostic and problem solving (Schein, 1999).

Process -consultation approach, the client and consultant collaboratively assess the situation or problem. The consultant's duty is to train the client on diagnostic and situational problem -solving methods. Situational problem -solving is efficient when the client is able to identify the processes needed to be enhanced. The client is expected to be knowledgeable and insightful of the work within the organization (Schein, 1999). The client has an obligation to implement the action plan if involved in the diagnostic situational problem -solving in its entirety. When the client is not actively involved, the consulting arrangement can be unsuccessful (Schein, 1999).

  The expert approach and the process-consultation approach both work to diagnose and develop techniques during the process of discovery. In comparison, both approaches allows for the consultant to facilitate the client's decision making process and apply the client's valuable input throughout the process (Beitler, 2003). However, the expert approach, the clients need to come up with their own sense of the problem. In order to get the expertise they are looking for the client should have an understanding and ability to communicate exactly what is being requested. Process consultation involves the client to collaboratively diagnose the situation or problem and implement appropriate processes (Beitler, 2003).

The process of the discovery phase is important to also consider the personality facets of the client and the persons involved. According to Nada, Louchert, & Kakabadse (2006) personality styles act as self-systems that are an active forces concentrating on the preservation of social security and avoidance of anxiety. Self-systems are important during the phase of discovery because they are learned defensive activities against anxiety caused by factors of self-esteem and security. Personality is a motivator behind personal interaction anxieties can be heightened during the levels of stress encountered (Nada, Louchert, & Kakabadse, 2006). Personality style outcomes may reflect the social characteristics of the people or groups involved, creating a valuable relationship between the consultant and client (Nada, Louchert, & Kakabadse, 2006). 

Consulting Competencies

Competencies help consultants do their jobs and organizations achieve their goals. Competencies have a key role to play in disciplines such as performance management, success planning, career development and teambuilding. Competencies give organizations a competitive advantage in creating and delivering value within its organization (Little, 2010). Competencies define the abilities for those to excel in certain roles and abilities to perform that role adequately (Little, 2010). Competencies can be used to support an organization's strategy in recruitment and selection, assessment and development, team building and organizational culture (Little, 2010).  Through competencies best practices are used in order to assess appropriately. The case study competencies five best practices are utilized in order to appropriately assess the organization (Little, 2010).

The first best practice used is “consider organizational context” This competency customizes specific proficiencies developed to influence the employee behaviors, organizational culture, life stage, and strengths and weaknesses of its management system (Campion et. al. 2011). The second best practice is to "start at the top" this competency has advantages of getting information from those who actually do the work (Campion et. al. 2011). This allows for management to interact and provide insight in reference to the future direction of the organization (Campion et. al. 2011).

The third best practice is to “consider future-oriented job requirements,” this competency focuses on the requirements of the current job and considers future methods for focus groups, team development, and future oriented requirements (Campion, et. al. 2011). The fourth best practice is to "define levels of proficiency on competencies" this competency focuses on various levels of proficiency that develop on the job performance and job grade level (Campion et. al. 2011). The levels can define standings of observable behaviors and contingencies in the appearance of the competency on the job (Campion et. al. 2011).  The last best practice includes the “fundamental (cross job) and technical (job specific) competencies,” This competency defines the profession within the organization. The fundamental competencies are applied to client and others within the organization. Each profession has a set of particular competencies, such as individual contributors, managers, and higher superiors of leadership (Campion et. al., 2011).

Conclusion

 An effective consultant should possess functional knowledge as well as knowledge of communication and analytical skills, stability, and intellect, also knowledge of personality traits beneficial to effective consulting (Banai & Tulimieri, 2013). The goal of the consultant is to build an open and honest relationship with the client. The discovery phase allows the consultant and client to build a trusting relationship according to vital information that is acquired during the process.

The client must be willing and open to providing necessary information in order for the consultant to do the job properly. The client should answer all questions as honest as possible and understand that the information being provided is essential to helping the organization (Wilson, 2009). Consulting competencies examines specific competencies focused on skills and development related to effective consulting (Wilson, 2009). The competencies for best practice are used to understand job roles, performance, and outcomes of the situation or problem.

References

Banai, M., & Tulimieri, P. (2013). Knowledge, skills and personality of the effective business consultant. The Journal of Management Development, 32(8), 886-900. doi:http://dx.doi.org/10.1108/JMD-05-2011-0061

Beitler, M.A. (2003). Strategic organizational change. Greensboro, NC:

Practitioner Press International.

Campion, M. A., Fink, A. A., Ruggeberg, B. J., Carr, L., Phillips, G. M., & Odman, R. B. (2011). Doing competencies well: Best practices in competency modeling. Personnel Psychology, 64(1), 225-262. doi:10.1111/j.1744-6570.2010.01207.x

Chelliah, J. (2010). The psychodynamics of the client-consultant relationship. International Journal of Business and Information, 5(2), 135-150. Retrieved from http://search.proquest.com.library.capella.edu/docview/856657850?accountid=27965

Little, B. (2010). Competency capers. Training Journal, 38-40. Retrieved from http://search.proquest.com.library.capella.edu/docview/202961153?accountid=27965

Freshtracks (n.d) Case study: Team development. Retrieved from http://www.freshtracks.co.uk/wp-content/uploads/2011/08/FreshTracksCaseStudies.pdf

Mann, A. (2012). What Organizational Consultants Do and What it Takes to Become One: Psychoanalytic Dialogues, 22(5), 547-554. doi:10.1080/10481885.2012.719440

Nada, K. K., Louchert, E., & Kakabadse, A. (2006). Consultants role: A qualitative inquiry from the consultants perspective. Journal of Management Development, 25(5), 425-436.

Schein, E.H. (1999). Process consultation revisited: Building the helping

relationship. Reading, MA: Addison-Wesley

Wilson, S. M. (2009). Organizational consultants and their use of consulting psychology competencies. (Order No. 3383239, Saint Louis University). ProQuest Dissertations and Theses, 82. Retrieved from http://search.proquest.com.library.capella.edu/docview/304993691?accountid=27965. (304993691).