Download - Executive and Organizational Coaching · Executive & Organizational Coaching 2 Light University Welcome to Light University and the “Executive and Organizational Coaching” program

Executive and

Organizational Coaching

P.O. Box 739 • Forest, VA 24551 • 1-800-526-8673 • www.AACC.net

Executive & Organizational Coaching

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Welcome to Light University and the “Executive and Organizational Coaching” program of study. Our prayer is that you will be blessed by your studies and increase your effectiveness in reaching out to others. We believe you will find this program to be academically sound, clinically excellent and biblically-based. Our faculty represents some of the best in their field – including professors, counselors and ministers who provide students with current, practical instruction relevant to the needs of today’s generations. We have also worked hard to provide you with a program that is convenient and flexible – giving you the advantage of “classroom instruction” online and allowing you to complete your training on your own time and schedule in the comfort of your home or office. The test material can be found at www.lightuniversity.com and may be taken open book. Once you have successfully completed the test, which covers the units within this course, you will be awarded a certificate of completion signifying you have completed this program of study. Thank you for your interest in this program of study. Our prayer is that you will grow in knowledge, discernment, and people-skills throughout this course of study. Sincerely,

Ron Hawkins Dean, Light University


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The American Association of Christian Counselors

Represents the largest organized membership (nearly 50,000) of Christian counselors and caregivers in the world, having just celebrated its 25th anniversary in 2011.

Known for its top-tier publications (Christian Counseling Today, the Christian Counseling Connection and Christian Coaching Today), professional credentialing opportunities offered through the International Board of Christian Care (IBCC), excellence in Christian counseling education, an array of broad-based conferences and live training events, radio programs, regulatory and advocacy efforts on behalf of Christian professionals, a peer-reviewed Ethics Code, and collaborative partnerships such as Compassion International, the National Hispanic Christian Leadership Conference and Care Net (to name a few), the AACC has become the face of Christian counseling today.

With the needed vision and practical support necessary, the AACC helped launch

the International Christian Coaching Association (ICCA) in 2011, which now represents the largest Christian life coaching organization in the world with over 2,000 members and growing.

Our Mission

The AACC is committed to assisting Christian counselors, the entire “community of care,” licensed professionals, pastors, and lay church members with little or no formal training. It is our intention to equip clinical, pastoral, and lay caregivers with biblical truth and psychosocial insights that minister to hurting persons and helps them move to personal wholeness, interpersonal competence, mental stability, and spiritual maturity.


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Our Vision

The AACC’s vision has two critical dimensions: First, we desire to serve the worldwide Christian Church by helping foster maturity in Christ. Secondly, we aim to serve, educate, and equip 1,000,000 professional clinicians, pastoral counselors, and lay helpers throughout the next decade. We are committed to helping the Church equip God’s people to love and care for one another. We recognize Christian counseling as a unique form of Christian discipleship, assisting the church in its call to bring believers to maturity in the lifelong process of sanctification—of growing to maturity in Christ and experiencing abundant life. We recognize some are gifted to do so in the context of a clinical, professional and/or pastoral manner. We also believe selected lay people are called to care for others and that they need the appropriate training and mentoring to do so. We believe the role of the helping ministry in the Church must be supported by three strong cords: the pastor, the lay helper, and the clinical professional. It is to these three roles that the AACC is dedicated to serve (Ephesians 4: 11-13).

Our Core Values

In the name of Christ, the American Association of Christian Counselors abides by the following values:

VALUE 1: OUR SOURCE We are committed to honor Jesus Christ and glorify God, remaining flexible and responsive to the Holy Spirit in all that He has called us to be and do. VALUE 2: OUR STRENGTH We are committed to biblical truths, and to clinical excellence and unity in the delivery of all our resources, services, training and benefits. VALUE 3: OUR SERVICE We are committed to effectively and competently serve the community of care worldwide—both our membership and the church at large—with excellence and timeliness, and by over-delivery on our promises. VALUE 4: OUR STAFF We are committed to value and invest in our people as partners in our mission to help others effectively provide Christ-centered counseling and soul care for hurting people. VALUE 5: OUR STEWARDSHIP We are committed to profitably steward the resources God gives to us in order to continue serving the needs of hurting people.


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Light University Established in 1999 under the leadership of Dr. Tim Clinton—has now seen

nearly 200,000 students from around the world (including lay caregivers, pastors and chaplains, crisis responders, life coaches, and licensed mental health practitioners) enroll in courses that are delivered via multiple formats (live conference and webinar presentations, video-based certification training, and a state-of-the art online distance teaching platform).

These presentations, courses, and certificate and diploma programs, offer one of the most comprehensive orientations to Christian counseling anywhere. The strength of Light University is partially determined by its world-class faculty—over 150 of the leading Christian educators, authors, mental health clinicians and life coaching experts in the United States. This core group of faculty members represents a literal “Who’s Who” in Christian counseling. No other university in the world has pulled together such a diverse and comprehensive group of professionals.

Educational and training materials cover over 40 relevant core areas in

Christian—counseling, life coaching, mediation, and crisis response—equipping competent caregivers and ministry leaders who are making a difference in their churches, communities, and organizations.

Our Mission Statement

To train one million Biblical Counselors, Christian Life Coaches, and Christian Crisis Responders by educating, equipping, and serving today’s Christian leaders.

Academically Sound • Clinically Excellent • Distinctively Christian


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Video-based Curriculum

Utilizes DVD and online presentations that incorporate over 150 of the leading Christian educators, authors, mental health clinicians, and life coaching experts in the United States.

Each presentation is approximately 50-60 minutes in length and most are accompanied by a corresponding text (in outline format) and a 10-question examination to measure learning outcomes. There are nearly 1,000 unique presentations that are available and organized in various course offerings.

Learning is self-directed and pacing is determined according to the individual time parameters/schedule of each participant.

With the successful completion of each program course, participants receive an official Certificate of Completion. In addition to the normal Certificate of Completion that each participant receives, Regular and Advanced Diplomas in Biblical Counseling are also available.

The Regular Diploma is awarded by taking Caring For People God’s Way, Breaking Free and one additional Elective among the available Core Courses.

The Advanced Diploma is awarded by taking Caring For People God’s Way, Breaking Free, and any three Electives among the available Core Courses.

Credentialing

Light University courses, programs, certificates and diplomas are recognized and endorsed by the International Board of Christian Care (IBCC) and its three affiliate Boards: the Board of Christian Professional & Pastoral Counselors (BCPPC); the Board of Christian Life Coaching (BCLC); and the Board of Christian Crisis & Trauma Response (BCCTR).

Credentialing is a separate process from certificate or diploma completion. However, the IBCC accepts Light University and Light University Online programs as meeting the academic requirements for credentialing purposes. Graduates are eligible to apply for credentialing in most cases.

Credentialing involves an application, attestation, and personal references.

Credential renewals include Continuing Education requirements, re-attestation, and occur either annually or biennially depending on the specific Board.


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Online Testing

The online URL for taking all of the quizzes for this course is: http://www.lightuniversity.com/my-account/.

TO LOGIN TO YOUR ACCOUNT

You should have received an email upon checkout that included your username, password, and a link to login to your account online.

MY DASHBOARD PAGE

Once registered, you will see the My DVD Course Dashboard link by placing your mouse pointer over the My Account menu in the top bar of the website. This page will include student PROFILE information and the REGISTERED COURSES for which you are registered. The LOG-OUT and MY DASHBOARD tabs will be in the top right of each screen. Clicking on the > next to the course will take you to the course page containing the quizzes.

QUIZZES

Simply click on the first quiz to begin.

PRINT CERTIFICATE

After all quizzes are successfully completed, a “Print Your Certificate” button will appear near the top of the course page. You will now be able to print out a Certificate of Completion. Your name and the course information are pre-populated.


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Continuing Education

The AACC is approved by the American Psychological Association (APA) to offer continuing education for psychologists. The AACC is a co-sponsor of this training curriculum and a National Board of Certified Counselors (NBCC) Approved Continuing Education Provider (ACEPTM). The AACC may award NBCC approved clock hours for events or programs that meet NBCC requirements. The AACC offers continuing education credit for play therapists through the Association for Play Therapy (APT Approved Provider #14-373), so long as the training element is specifically applicable to the practice of play therapy. It remains the responsibility of each individual to be aware of his/her state licensure and Continuing Education requirements. A letter certifying participation will be mailed to those individuals who submit a Continuing Education request and have successfully completed all course requirements.


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Executive & Organizational Coaching Table of Contents:

MLCEO 101: Creating Custom Coaching Assessments for Rapid Results ............. 10 Dwight Bain, M.A.

MLCEO 102: Maximizing People Skills to Minimize People Problems .................. 15 Georgia Shaffer, M.A.

MLCEO 103: In and Through: Leadership for an Upside-down Kingdom ............ 22 Eric Scalise, Ph.D.

MLCEO 104: Coaching the High Profile Client: Getting into the Mindset of Driven Achievers ............................................................................................................................... 41 Dwight Bain, M.A.

MLCEO 105: The Coach as Consultant: When the Organization is the Client .... 48 Eric Scalise, Ph.D.

MLCEO 106: Resilient Leaders and Organizations .......................................................... 91 MG (Ret.) Bob Dees, M.S.

MLCEO 107: Women in Leadership: Coaching to Female Strengths ..................... 101 Jennifer Cisney, M. A.

MLCEO 108: Coaching Leaders and Organizations for Effective Conflict Resolution ........................................................................................................................................... 108 Sandra Dopf, M.A.

MLCEO 109: Core Processes for Executive Leaders and Organizations: Managing Strategy .......................................................................................................................... 119 Lea Carawan, M.A.

MLCEO 110: Core Processes for Executive Leaders and Organizations: Managing Operations .................................................................................................................... 130 Lea Carawan, M.A.

MLCEO 111: Core Processes for Executive Leaders and Organizations: Managing People ............................................................................................................................. 145 Rolfe Carawan, M.Ed. and Lea Carawan, M.A.

MLCEO 112: Coaching Executive Leaders and Organizations Through Change and Transition .................................................................................................................................. 155 Rolfe Carawan, M.Ed.

Appendices: ........................................................................................................................................ 159


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MLCEO 101:

Creating Custom Coaching Assessments for Rapid Results

Dwight Bain, M.A.


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Abstract

This session focuses on how a coach can come alongside their client and effectively create tailored coaching assessments. How a coach should move forward and create goals after completing an assessment is also addressed, including strategies to encourage clients in their work.

Learning Objectives

1. Participants will be able to create their own customized assessment tools.

2. Participants will be able to learn to add value to people.

3. Participants will be able to discuss the importance of being creative.


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I. Preparing as a Coach

A. Constantly Learning New Things 1. Read magazines to be updated in new trends. 2. Know your clients. 3. Budget well. 4. Develop the “eye of the hunter.”

B. The Client Has All the Answers.

1. Resources are key. 2. Must guide consulting by what the client needs.

C. Make Lists, Tools, Sheets, and Tests. 1. Ask questions and record what is said. 2. Create guidelines. 3. Use resources.


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II. C.R.E.A.T.E.

A. Customization – You Have to Be Unique

B. Relevant – use right and left sides of the brain

C. Emotional – Ties Into the Heart 1. Get the client engaged emotionally. 2. Do not push beliefs on them, but guide them to discovering their own

beliefs.

D. Action Oriented – How Do We Move Forward Now? 1. Must see results. 2. Create weekly goals and be accountable. 3. If action is not taking place, questions why meeting.


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E. Tangible – Something We Can Measure

1. Progress needs to happen. 2. Weekly measurable goals.

F. Encouraging – Challenge, Cheer, Motivate

III. Concluding Thoughts


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MLCEO 102:

Maximizing People Skills to Minimize People Problems

Georgia Shaffer, M.A.


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Abstract

People problems are a common issue today; yet attracting and keeping the right people is crucial to any organization. This session addresses practical strategies that will strengthen a leader’s ability to positively influence and empower those whom they lead.

Learning Objectives

1. Participants will be able to identify why those executives who put

relationships first are most likely to achieve the outcomes they want.

2. Participants will be able to learn the three qualities that enable leaders to best connect and communicate with others.

3. Participants will be able to review techniques that can help leaders handle

the resistance that comes with change.


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I. Introduction

People problems are a reality every leader has to live with. As coaches we can help leaders who are struggling to figure out how to handle the ups and downs that come with people who are critical and negative. Executives don’t always feel confident in handling the resistance that comes with change. They aren’t sure how to best deal with the relational fallout that results from people who have problems controlling their emotions. If you as a coach, however, could help one leader reduce the number of people problems they face – think about how many lives would be positively impacted.

II. Strategy #1: Leaders who put relationships first are more likely to achieve

the outcomes they want because:

A. In this high tech world people still want to know you care. They want the personal touch.

B. Through their relationships leaders can inspire, encourage and communicate effectively.

C. “The fundamental task of leaders is to prime good feelings in those

they lead.” –Daniel Goleman

III. Strategy #2: Leaders can best connect and communicate to others by

being:

A. Authentic


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B. Teachable

C. Compassionate

IV. Strategy #3: Leaders can handle the resistance that comes with change by:

A. Addressing it – Ignoring resistance and conflict creates more resistance and conflict.

B. Normalizing it – Don’t take it personally.

C. Expressing it – Give a voice to the concerns and fears of others. V. Strategy #4: Leaders can empower those they lead by cultivating [their

own] self-awareness and managing their emotions.

A. Emotional Intelligence includes the skills of:

1. Self-awareness

2. Self-management


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3. Social Awareness

4. Relationship Management

B. Questions for Self-reflection:

1. Do I tend to react or respond to what is going on at work? 2. Am I growing more easily discouraged these days?

3. Am I growing more easily irritated these days?

4. How am I expressing my anger and frustration?

5. Are there and desires I’m holding too tightly?

6. Am I holding onto any petty grudges or resentments?

7. What are the self-doubts and insecurities that keep sabotaging me?

VI. Questions

A. How am I doing in making my relationships a priority?


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B. What challenges do I face in being authentic?

C. When I’m stressed and under pressure how to I tend to behave?

D. What steps can I take to practice better self-awareness and self-management of my emotions?

E. How would I rate myself on social awareness and relationship management?

VII. Concluding Thoughts

A. James 1:19

B. Ephesians 4:32

C. James 4:1-2

D. Proverbs 29:11

E. Hebrews 12:1


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Bibliography/Reading List

Bradberry, T., & Greaves, J. (2009). Emotional Intelligence 2.0, San Diego: TalentSmart.

Haase, A., & Mulholland, R. M. (2008). Coming home to your true self. Downers Grove,

IL: InterVarsity Press. Lencioni, P. Getting naked, San Francisco: Jossey-Bass. Ortberg, J. (2009). The me i want to be, Grand Rapids, MI: Zondervan. Sanders, T. (2005). The likeability factor, New York: NY, Random House Inc. Shaffer, G. (2010). Taking out your emotional trash, Eugene, OR: Harvest House,

2010. Stolzfus, T. (2005). Leadership coaching, Charleston, SC. SurgeBook Publishing. Dump Your Junk Self-Assessment and other free resources visit

www.GeorgiaShaffer.com Assess your likeability factor at: http://www.rightglr.com/download/TestYourFactor.pdf

http://www.georgiashaffer.com/

http://www.rightglr.com/download/TestYourFactor.pdf


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MLCEO 103:

In and Through: Leadership for an Upside Down Kingdom

Eric Scalise, Ph.D.


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Abstract

This session describes how a coach may be more effective through being authentic, competent, and humble. Dr. Scalise describes Scriptural references which may help guide coaches in their pursuit of authenticity. Finally, Emotional Intelligence is discussed as a critical leadership competency. Learning Objectives

1. Participants will be able to develop a better understanding of character and

describe the Marks of Excellence in a leader. 3. Participants will be able to develop a better understanding of Emotional

Intelligence and how this is an important leadership skill.

4. Participants will be able to apply Scripture to leadership skills.


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I. Introduction

A. What makes leadership effective? Inspiring? Transformational? God-breathed and God-anointed?

B. What makes a leader the kind of person you want to follow?

C. Today, more than ever, people are seeking, clamoring for and even demanding competent, authentic and humble leaders.

II. Character

A. Webster’s Defines Character as:

1. A mark or distinctive quality.

2. Ethical traits marking and often individualizing or distinguishing a person or group.

3. Moral excellence or soundness.

4. A device placed on an object as an indication of ownership, origin or relationship.

B. 1 Corinthians 3:23 – “We Belong to Christ”

1. We are the “object” of His love and He has placed Himself within us through the Holy Spirit to indicate ownership and relationship.


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C. Character is who we are and what we do when no one else is around

1. It’s not so much a set of skills we learn but living qualities that are forged into us by God.

D. We cannot forge character into ourselves – we are fallen ones, sinful creatures.

1. Character only comes with our yeildedness to the Lord in our lives.

2. Character is an inside-out work – like the building of the Tabernacle given in Exodus 25-27 – First the ark, then the Holy of Holies, then the Holy Place, then the Outer Court, etc.

III. Marks of Excellence

A. Colossians 1:9-12

B. Prepared – “Filled with the knowledge of His will in all spiritual wisdom and understanding.”

C. Principled – “Walk in a manner worthy of the Lord.”

D. Pleasing – “To please Him in all respects.”

E. Productive – “Bearing fruit in every good work.”


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F. Progressive – “Increasing in the knowledge of God.”

G. Proficient – “Strengthened with all power.”

H. Praiseworthy – “Joyously giving thanks to the Father.”

I. Excellence demands standards and the Christian standard of leadership excellence is nothing less than the character of Christ.

IV. Values

A. Throughout history, leadership legacy has been forged with values.

1. Courage, wisdom, sacrifice, stewardship, servanthood, and

compassion.

2. When taken together, they become a leader’s moral and ethical compass.

3. There has been a serious erosion in public perception and confidence regarding moral or value-driven leadership.

4. The consistent and balanced use of this compass is a top down process that should be communicated and visible throughout any organization.


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B. The challenge of moving corporate vision and mission out of the boardroom becomes one of relevancy and meaningfulness to members and stakeholders alike.

1. Leaders must be willing to have an increasingly flexible orientation.

2. Leaders must assume an adaptive posture within the environment.

3. Leaders must recognize the need to become emotionally competent in their leadership.

V. Emotions

A. Emotions have been shown to be greater predictors of performance for top management teams than cognitive processes. 1. Several researchers have concluded that many CEOs and other

executive leaders now believe the ability to manage and effectively utilize their emotions has a greater overall value than technical or administrative skills.

B. The rational/analytical model of management (focusing primarily on production and efficiency) is waning and there is now a greater recognition of emotional realities in the 21st century.

C. The truth is that organizations are full of emotion and passion. They can be: 1. Harnessed to increase work motivation.

2. Aligned with expectations and goals.


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3. Instrumental in the decision making process.

4. Can influence the mood states of subordinates.

5. Critical to the change process.

D. Emotions are a natural flow of one’s values and beliefs.

E. The outward emotional presentation of leaders can have a more significant impact on how they are perceived by others than the actual content of their message.

VI. Emotional Intelligence

A. A Subset of Social Intelligence 1. The ability to monitor one’s own and other’s feelings and emotions.

2. The ability to discriminate among them.

3. The ability to use this information to guide one’s thinking and actions.

B. Change is inevitable. Top down hierarchal structures that tend to be rigid and slower moving have begin to give way to complex organic entities that are flatter, flexible, and more adaptive.

1. This reality is requiring leaders to not only be comfortable with the

agents of change and efficient when it comes to managing emotional competencies, but to understand the psychological traits of those actually experiencing the change.


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C. Emotional intelligence has therefore become a critical leadership competency.

1. In navigating change and organizational upheaval due to things like

globalization, downsizing, outsourcing, and increased competitiveness in the marketplace.

2. Leaders who are able to manage their own emotions will take a more adaptive approach towards change and any cynicism that may be present among other stakeholders.

D. Study of Emotional intelligence is traced to nearly a century ago.

1. It has its roots in social intelligence theory, a concept developed by behavioral scientist Thorndike (1920).

2. Gardner (1993) outlined his own theory on multiple intelligences. Social intelligence as having both intrapersonal and interpersonal characteristics.

3. Emotional intelligence has subsequently been understood as a personality trait, emotional competencies, proficiency in intrapersonal skills, or simply as an ability one possesses and develops.

E. Gardner (1993) later postulated five distinct categories: 1. Self-awareness which includes emotional awareness and self-

confidence. 2. Self-regulation which includes self-control, trustworthiness,

conscientiousness, adaptability, and innovation 3. Motivation which includes achievement drive, commitment, initiative,

and optimism


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4. Empathy which includes service orientation, developing others, leveraging diversity, political awareness, and understanding others

5. Social Skills which include influence, communication, leadership, change catalyst, conflict management, building bonds, collaboration, cooperation, and team capabilities

F. Daniel Goleman believed Emotional Intelligence can both be learned and improved upon.

1. His competency-based formula for effective leadership includes:

self-awareness

managing emotions

monitoring others

showing empathy

staying connected.

2. He believed empathy “means thoughtfully considering employees’ feelings along with other factors in the process of making intelligent decisions.”

G. Research Findings Include:

1. Emotional intelligence as an antidote for cynicism towards organizational change.

2. As critical to the development of therapeutic nurse-patient

relationships. 3. Having an interface with emotional labor dynamics.


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4. A source of human capital that positively impacts economic growth and competitive advantage.

5. A means of fostering empowerment. 6. An effective recruitment tool. 7. A link between internal and external relationships within an

organization. 8. An effective change agent. 9. A motivator of employee loyalty and inspiration. 10. An indicator of cultural adjustment for success in global assignments. 11. Something that moderates positive work attitudes and altruistic

behaviors among workers. 12. An enhancer to healthy team development. 13. An incremental predictor of both life satisfaction and overall job

satisfaction. 14. Something that plays a key role in social and emotional

communication skills regarding leader emergence. 15. Something that facilitates employee performance.


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H. The higher a leader rises within the organization, the more critical the level of that leader’s Emotional Intelligence becomes.

1. It is one of the most significant factors that separate good leaders

from exceptional ones.

2. Especially as it enhances a leader’s ability to problem solve as a successful change manager.

I. Recently, scholars have begun to identify a strong correlation between Emotional Intelligence and transformational leadership.

VII. Authenticity

A. Authentic leadership through self-awareness and self-regulation leads to a positive transformational environment.

1. Especially when it flows out of the transparent and genuine value

system of the leader.

2. It seems that organizational communities are longing for this kind of authentic leadership.

3. Authenticity – owning one’s personal experiences (values, thoughts, emotions, and beliefs) and acting in accordance with one’s true self by expressing these thoughts and beliefs through outward behaviors.

B. Meaning of the Word Authentic

1. Originally from the Greek sources meaning “one who accomplishes” and can be seen in the statement, “to thine own self be true.”

2. Webster’s defines authenticity as “fidelity, actuality and fact, compatibility with a certain source or origin, accordance with usage or tradition, a complete sincerity without feigning or hypocrisy.”


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3. Benjamin Franklin – “what you appear to be…be really” – veneer leadership

C. The recent movement toward the notion of an authentic self comes from an increased concern for the lack of ethics, morality, credibility, believability, and trustworthiness among many leaders and organizations.

D. Two important determinants of authenticity are self-transcendent values and positive other-directed emotions.

1. Self-transcendent values include universal values (social justice,

equality, broadmindedness). 2. Benevolent values (honesty, loyalty, responsibility).

3. Positive other-directed emotions include gratitude, appreciation,

goodwill (which incorporates compassion and empathy), and concern for others.

4. These determinants suggest a certain level of transparency where a

person’s outward expressions are consistent with their inner thoughts and emotions.

E. From this vantage point, authenticity is relational.

1. Leader endorsed values that not only promote the interests of the greater community, but are conveyed to others transparently.

2. Followers must have a level of personal identification with these

values and accept them as legitimate within leader-follower dynamics.


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F. It is acknowledged and ascribed primarily by followers; it is interactive and future-oriented.

VIII. Authentic Leadership

A. It is an orientation based on all positive, socially constructed forms of leadership that emphasizes:

1. The primacy of self-awareness

2. The enduring nature of the true self

3. Consistent self-regulation

4. High moral capacity

5. A hopeful contagion effect on followers.

B. It results in greater self-awareness and self-regulated positive behaviors.

C. Authentic leaders “not only inspire those around them, but bring people together around a shared purpose and a common set of values and motivate them to create value for everyone involved.”

D. It focuses on the self-awareness of one’s inner values and purpose that becomes a person’s life story.


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E. Leaders are authentic “to the extent that they act and justify their actions on the bases of the meaning provided by their life stories.”

F. The importance of the moral component in authentic leadership, involves:

1. The accurate recognition of moral dilemmas.

2. Transparency in evaluating alternatives.

3. Developing intentions to act in a manner that is congruent with who he/she is.

G. Authentic leaders do not “fake” their leadership because having achieved a high level of self-resolution, but because it’s part of their true self.

H. Authentic leaders do not take on a leadership role or engage in leadership activities for status, honor, or other personal rewards. 1. They lead from a place of conviction and from their value system.

I. Authentic leaders are originals and not copies.

1. They have internalized their convictions based on their own

personal experiences.

2. The role of being a leader is a central component of their self-concept.


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J. Authentic leadership development not only influences followers in a positive way, but enhances their own development as well.

K. A leader’s positive emotions represent a type of emotional contagion.

IX. Servants in Him and Through Him

A. From Great to Least

B. Peter in the boat (in) and with the lame beggar (through)

X. Matthew 23:10-36

A. Principle #1 – Godly leaders open the Kingdom up to others and model the way.

1. Matthew 23:13

2. Jesus is the door and repentance is the path. 3. It’s tragic enough not to move into Christ – even more tragic to

prevent others. 4. The Pharisees did not want others to go beyond them in spiritual

matters. 5. Jesus said, “greater things will you do”

6. Pharisees given keys – Jesus gave Peter the keys to the kingdom –

leaders are the key to an organization’s success or failure.


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B. Principle #2 – Godly leaders wield authority with compassion and humility.

1. Matthew 23:14

2. Can’t lead where you haven’t gone.

3. Jesus gave both authority and power at the Great Commission

(Matthew 28), but authority usually trumps power – traffic cop. 4. Matthew 20:20-28 – Jesus said their “Great men exercise authority

over them”, but that with us, we should be servants. 5. Widows represented the weaker sex in their weakest state –

Pharisees would manipulate them in order to become the trustees of their estates and the guardians of their children.

6. Leadership is a sacred trust.

7. Our authority comes from God and we are accountable to Him for it. 8. Revelation 5 – John – the Lion and the Lamb – humility.

9. Pharisees would pray prayers of pretence – prophasis – for

appearance sake – when leaders want to be seen more than they want the favor and trust of God, they are walking down the wrong path.

C. Principle #3 – Godly leaders make disciples for Christ and no other.

1. Matthew 23:15


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2. The Pharisees would make proselytes for themselves and not to God. 3. To legalism – to their way.

4. In the 1st century, many of these proselytes were among the most

bitter enemies of the Gospel – the Hellenistic Jews. 5. 1 Corinthians 3 – I am of Apollos – I am of Paul – I am of Jesus!

6. Verse 21 – “So then, no more boasting about human leaders.” (NIV)

7. 2 Corinthians 6:18 – “I shall be a Father to you and you shall be sons and daughters to Me.”

8. The Divine Model – the Father wanting to give the Son a bride and

the Son wanting to give the Father, sons and daughters.

D. Principle #4 – Godly leaders acknowledge the sovereignty and lordship of Christ.

1. Matthew 23:16-22

2. The gold and the offering were esteemed more than the temple or the

altar. 3. This represents human effort and self-reliance vs. God reliance and

empowerment. 4. Hebrews 13:10 – Jesus is our altar – altars are places of sacrifice.

5. John 2:21 – Jesus is our temple – temples are places of worship.


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6. 1 Corinthians 3:16, 6:19 – we are a temple of the Holy Spirit.

E. Principle #5 – Godly leaders prioritize their life and ministry by majoring on the majors.

1. Matthew 23:23-24

2. The Pharisees were more interested in religion than relationships.

3. More interested in self-promotion than righteousness.

4. All the Law summed up in two commandments (Matthew 22) – Love

God and love people. 5. The weightier matters of the law are those things that are internal

and a sign of inward holiness.

F. Principle #6 – Godly leaders examine their motives in a transparent way.

1. Matthew 23:25-26

2. This is the essence of emotionally intelligent leaders and authentic

leadership.


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G. Principle #7 – Godly leaders always seek to build up God’s Kingdom and not their own.

1. Matthew 23:27-28

2. Leaders should be servants in God’s vineyard – all the fruit belongs to Him

H. Principle #8 – Godly leaders are accountable and allow others to speak into their lives.

1. Matthew 23:29-34

2. Isolation is the #1 strategy of the enemy to take a leader out

3. They have truth tellers in their life and in their organizations

XI. Leadership is the Problem and Leadership is the Answer.

XII. Concluding Thoughts


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MLCEO 104:

Coaching the High Profile Client: Getting into the Mindset of Driven

Achievers

Dwight Bain, M.A.


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Abstract

Occasionally a coach will be asked to provide services for a high profile client. This session addresses the areas in which a coach must be competent in order to positively impact these clients. The DRIVEN Formula is also discussed as a means of giving the coach guidelines for working with clients of mass influence. Learning Objectives

1. Participants will discuss how to approach the unique coaching relationship

when working with high profile clients.

2. Participants will be able to develop an understanding of the importance of confidentiality and implement appropriate protocols when working with high profile clients.

3. Participants will be able to apply the DRIVEN Formula in their coaching

sessions.


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I. Introduction

A. Never say, “Never” – Do not limit God.

B. The coach of the high profile client has to be able to tough, honest, and hold the client accountable.

C. “I want my key staff to tell me the truth even if it costs them their job.” – Samuel Goldwyn, founder MGM

II. For Coaching “Must-Haves”

A. Confidentiality

1. A coach will lose all credibility if he or she is not confidential.

B. Communication

1. Everyone Communicates, Few Connect, John Maxwell.

C. Competence

1. Curriculum Vitae.

D. Confidence

1. You have a million dollar idea!


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E. “The leader’s role is to describe reality, and to give hope.” –Napoleon Bonaparte

III. D.R.I.V.E.N. Formula

A. Difficult to Discipline

1. If you do not do the work, you are not going to see results.

2. The coach’s job is to come alongside the client and give them some discipline.

3. Often the reason that a high profile client is difficult is because no one has come to tell them the truth.

4. Drive, Daniel Pink.

5. Mindset (thinking), Mood (emotions), Morale (environment), Motivation (energy).

B. Results only to Relationship

1. Help the client see that relationship matters more than results.

2. Very powerful people listen to those who they view as more powerful than them – Study the competition.

3. Find the competition through research in magazines, internet, etc.

C. Intensity to Insight

1. Often the highly driven person gets so busy trying to figure it out that they are not taking time to really figure it out.


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2. Jesus taught also with strategic questions to challenge the head and spark the heart.

3. Questions:

4. Do you know where you’re going? 5. Where are you now? 6. Are you fed up? 7. What are your non-negotiables? 8. What are you doing today that you weren’t doing five years ago? What

are you doing today that you were doing five years ago? What do you need to change?

9. You always have options!

D. Vision to Values

1. If you lose track of your values you wreck.

2. Order your values by priority.

3. Match up your behaviors with your beliefs.

4. Visioneering, Andy Stanley.

5. The Christian coach can come in behind the scenes and be able to share the Gospel of Jesus Christ in places and with people that would startle you.


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E. Expectations to Experience

F. Narcissistic ego to Normal personality

1. Driven not on things that feed ego, but driven to be one more person

that can make a difference in the world

IV. Concluding Thoughts


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Bibliography/Reading List Pine, J., & Gilmore, J. (1999). The Experience economy. Watertown, MA: Harvard

Business Press. Pink, D. H. (2011). Drive: The surprising truth about what motivates us. NY:

Riverhead Trade


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MLCEO 105:

The Coach as Consultant: When the Organization is the Client

Eric Scalise, Ph.D.


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Abstract

This session will shift to discuss organizational consulting and coaching and how to approach the situation if the organization, as opposed to an individual, is actually the client. The differences between executive coaching and organizational consulting will be examined, as well as why business owners seek out organizational consulting. Finally, organizational design, assessment, and interventions are explained.

Learning Objectives

1. Participants will be able to identify the difference between organizational consulting and executive coaching.

2. Participants will be able to apply a systems-oriented approach to

organizational dynamics.

3. Participants will be able to identify and implement the components of an organizational evaluation.


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I. Organizational Consulting:

A. Executive Coaching 1. More on a micro level. 2. Greater attention given to intrapsychic (personality-based)

determinants. 3. Developmental in nature – the focus is on personal and professional

change.

B. Organizational Consulting 1. More on a macro level. 2. Greater attention given to interpersonal (relationship-based)

determinants. 3. Process-oriented in nature – the focus is on structural and operational

change dynamics.

C. Three Primary Areas that Are Addressed

1. Systems/Strategies

Decision-making

Conflict resolution

Communication

Human resources


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Advertising

Customer satisfaction 2. Settings

Corporate culture

Geography

Industry Environment 3. Stakeholders

Owners

Managers

Employers

Customers

Investors

D. Why business owners seek out organizational consulting 1. To evaluate the organization’s readiness for planned/expected

change.

2. To evaluate potential barriers to improve organizational performance.


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3. To evaluate the current culture and what may be needed to maximize performance production.

4. To evaluate ways of increasing stakeholder satisfaction. 5. To evaluate the alignment of the organization with its mission and

vision.

II. Steps in the Organizational Process

E. Phase 1—Preliminary Exploration and Contract Negotiation 1. Engagement with the owner and/or key leadership

Discuss organizational needs.

Determine projected timeframes.

Setting parameters for stakeholder privacy and confidentiality.

Determine data collection methods and tools.

Determine costs and consulting fee(s).

Create a written Consultation Agreement.

F. Phase 2—Assessment, Diagnosis and Strategic Planning 1. Engagement with the organization and its stakeholders.

Familiarizing yourself with organizational flow charts.


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Familiarizing yourself with organizational policies and procedures.

Addressing and consent and/or confidentiality needs.

Developing strategies to effectively “join” the organization. 2. Completion of an assessment in all contracted areas.

Interpreting sufficient data via interviews, observations, instruments.

Review appropriate records.

Have an awareness of organizational artifacts (logos, symbols, mission and vision statements, etc.).

3. Completion of a diagnostic impression.

Create a descriptive, explanatory, and prognostic statement of actual strengths and weaknesses, problems and needs.

4. Giving initial feedback and determination and a course of action.

Scheduling the Executive Summary.

Create preliminary problem formulation.

Prioritizing needs, issues, problems, goals and objectives.


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Provide a recommended plan of action that includes key milestones, deliverables, change targets, resource requirements and allocation, and desired outcomes.

Determine required resources and anticipated costs.

Determine an agreed upon timeframe for the next phase of consultation.

G. Phase 3—Intervention and Evaluation (you may or may not provide these services) 1. Implementation of needed interventions.

Providing all agreed upon training, policy/procedure implementation, structural or physical space changes, etc.

2. Evaluation of outcomes and goal attainment.

Completing and scheduling additional Executive Summary.

Reviewing progress on goals and objectives.

Making suggestions on necessary or appropriate revisions from original strategy.

3. Termination of the consulting process.

Considering the need and appropriateness for periodic follow up

and review.


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III. Organizational Dynamics

A. Applying a Systems-Oriented Approach

1. Theory—based on the premise that every system has four basic elements: inputs, a transformation process, outputs, and feedback from the environment.

2. Subsystem—a part of a larger system. 3. Wholeness—parts of a system are so interrelated that change in one

part affects change in other parts. 4. Non-Sumnativity—the whole is equal to or greater than the sum of

the parts. 5. Equifinality—the same results may spring from different causes. 6. Homeostasis—every system tends toward restoration of the status

quo. 7. Calibration—the intentional regulation of a system either forward or

backward.

B. Organizational Design 1. Hierarchical Design

Pyramid shape, top down

More rigid with clear command and control

Vertical communication


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Specialized roles

Where stability is needed (military) 2. Adaptive Design

Emphasizes flexibility

High level of cooperation

Horizontal communication

Networking

Where change happens frequently or unexpectedly (technology) 3. Matrix Design

In between the two

Where organization and stakeholders must operate and report on multiple levels with multiple designs

C. The Concept of Fit is Important. 1. Achieving and maintaining a sense of balance and harmony is critical

to organizational health and wellbeing. 2. Results in higher job performance, higher job satisfaction, increased

self-esteem and reduced levels of stress.


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D. The Components 1. Environmental Supra-system

Refers to those factors that are outside an organizational system that both influence and interact with it.

Economic, legal, political and sociocultural factors.

2. Structural Subsystem

Defines communication, decision-making, problem-solving and

personal roles within an organization.

People usually do not work in isolation, but in small groups of various sizes.

3. Culture Subsystem

Control Culture

1) Focuses primarily on the tangible and practical

2) Its decision-making is analytically detached

3) Formula-oriented and prescriptive

4) Task-oriented

5) The organization takes precedence over the individual stakeholders

Collaboration Culture

1) Focuses on the concrete and tangible realities, actual experience and practicality

2) Its decision-making is people driven , organic and informal


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3) Relationship-oriented

4) The stakeholders take precedence over the organization

Competence Culture

1) Focuses on potentiality, data, and theoretical concepts

2) Its decision-making is analytically detached, formula-oriented, scientific and prescriptive

3) Information-oriented

4) Results take precedence

Cultivation Culture

1) Focuses on possibilities, inspiration and creative options

2) Its decision-making is people-driven, organic, and subjective

3) Environment-oriented

4) The process takes precedence

4. Leader Subsystem

Describes the nature, characteristics, qualities, and leadership styles of executives, senior leaders and middle managers.

Laissez-faire, charismatic, visionary, transactional,

transformational, servant-oriented, authentic, sacrificial.

5. Stakeholder Subsystem

Often overlooked when compared to leaders, mission and vision, but they are critical to an organization’s success


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Owners, managers, employees, customers, investors

Best results when followership style is congruent with leadership style

6. Strategic Subsystem

Touches and overlaps other subsystems

Refers to the organization’s overall plan or course of action for achieving its identified goals

Addresses both a “people” plan and a “business” plan from a strategic perspective

Leaders

Stakeholders Culture

Structure

Strategy

Environment


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IV. Organizational Assessment

A. Benefits of Assessments

1. Evaluates current state of the organization. 2. Measures and quantifies values, beliefs, attitudes, processes, etc.

3. Stimulates thinking about policies, procedures, processes, etc.

4. Helps track progress over time.

B. Assessment Approach 1. Self-Administered Questionnaires

Easy to quantify and summarize the results, quickest, and least expensive.

Harder to obtain data on organizational structure and behavior, not well suited for subtle or sensitive issues, and can be too impersonal.

2. Free-Response Interviews

Readily covers many topics, can convey empathy and build trust,

and can be modified before or during the interview.

More costly to administer, produces non-comparable responses, and harder to analyze and interpret responses to open-ended questions.


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V. Organizational Diagnosis

A. Areas to Evaluate

1. Power and Authority – formal and informal – decision-making 2. Morale and Cohesion – relationship dynamics 3. Norms and Standards – cultural expectations and rules 4. Goals and Objectives – focus of mission and vision statements 5. Roles and Communication – boundaries – vertical and horizontal

B. Understanding Organizational Capacity 1. The ability of an organization to use its resources to perform. 2. Examination of the systems and management practices associated

with human, financial and infrastructure resources helps provide insight into the use of organizational resources.

VI. Organizational Interventions and Areas of Consultation

A. Key Principles

1. Summarize results with employees through various communication channels.

2. Create a sense of ownership in the process – human nature is to take care of what belongs to it.

3. Change is successful when top-down driven, and bottoms-up owned.


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B. The Change Action Plan

1. This is tailored to address the key actions required to achieve desired results.

2. Potential Targets:

Leadership Practices

Communication Practices

Organizational Design

Performance Management

Incentive and Compensation Strategies

3. Interventions

Individual-focused

Team-focused

Organizational-focused

VII. Concluding Thoughts


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SAMPLE ORGANIZATIONAL ASSESSMENT

Organizational Analysis Intervention

For xxxxxxx Inc.

Eric T. Scalise

Beacon Counseling & Consulting, P.C.

Consent was obtained in order to share the results of the organizational analysis and any recommendations. In order to help ensure privacy and confidentiality, other than the CEO, it was agreed that all employees who participated in the project would be identified (in this report) by their position title only and not by their actual names.


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Organizational Consultation Report

Presented to xxxxxxx, CEO and

the xxxxxxx Inc. Leadership Team

Eric T. Scalise, President Beacon Counseling & Consulting, P.C.


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Table of Contents

I. Organizational Demographics

A. History and Founder B. Organizational Structure at Time of Analysis

II. Problem Statement

A. Initial Focal Problem B. Definition of Communication C. Nature of Communication in Organizations

III. Method, Procedure(s), and Data Gathering Techniques

A. General Approach B. Participants C. Research Instruments and Strategy

IV. Analysis of Findings

A. Identification of Communication Standards and Objectives B. Nature of Data and Type of Data Analysis Techniques Used C. Problems Encountered During the Diagnostic Evaluation D. Communication Attitudes E. Communication Practices F. Effectiveness of Organizational Communication

1. xxxxxxx Physical Structure as it Relates to Communication 2. xxxxxxx Corporate Structure as it Relates to Communication 3. xxxxxxx Corporate Culture as it Relates to Communication

V. Summary, Conclusions, and Recommendations/Interventions

A. Summary of Entire Analysis B. Conclusions Warranted by Findings C. Recommendations/Interventions for Improving Communication

VI. Results of Recommendations/Interventions

VII. Executive Summary

VIII. Appendices A. Consultation Agreement B. Corporate Communication Questionnaire C. Data Tables 1-9 D. xxxxxxx Organizational Chart


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I. Organizational Demographics

A. History and Founder

xxxxxxx Inc. was founded in 1991 in the Commonwealth of Virginia by its President and CEO, xxxxxxx. With the increase of successful project bids, xxxxxxx added mechanical and general construction contracting and is now dedicated to providing quality products and services to both the U. S. Government and local industry. The company received approval for participation in the 8(a) Program by the Small Business Administration in March of 1994 for minority owned businesses. From its humble beginnings, xxxxxxx has realized significant financial growth through the application of an aggressive but thoughtful business strategy that has allowed gross revenues to increase threefold each year during the first four years of operation and now includes nearly 170 employees. First year revenues were approximately $30,000 and the company topped out last fiscal year at over $18.3 million. Since its inception, xxxxxxx has maintained a consistent performance record with customers and has been placed on the Outstanding Contractor List by Langley AFB, NASA, Ft. Eustis, Hampton City Schools and the United States Navy. Corporate headquarters are located in Yorktown, VA with a second base of operations in Jacksonville, NC. The driving force behind much of this success is the strong and charismatic leadership of xxxxxxx.

Construction work within the military, which represents the majority of the company’s business, is a many-sided and turbulent environment that undergoes continual change. The 8(a) market, while affording some benefits to minority business owners, still represents a competitive milieu and the benefits are time limited regarding the bidding process for various projects. xxxxxxx, like other construction companies, is also subject to federal budgetary constraints and the typical political realities found within military hierarchies. xxxxxxx successfully links these relationships in providing a seamless and personable leadership style for both marketing and development functions as well as budgetary and other financial concerns. Combined with a blend of effective communication skills and a keen eye for business opportunities, xxxxxxx interacts as easily with the demands required of tough bid negotiations as she does with employees who simply need assistance or a listening ear.

At 34, xxxxxxx does not typify the average CEO in what is normally a male-dominated industry. Only nine years ago, the xxxxxxx High School graduate was a teacher’s assistant at xxxxxxx Elementary School. While not necessarily showing strong business aptitude during her high school years, she maintains that both of her parents were excellent role models in this area. Her father owns xxxxxxx at Newport News-Williamsburg xxxxxxx and her mother is now an integral part of the company’s design division. This materialized several


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years ago when her mother headed the redecorating of the xxxxxxx Officer’s Club and met with such success that her efforts were highlighted in three different trade publications. Along with xxxxxxx mother, xxxxxxx employs her husband and stepfather. This influential family dynamic appears to complement her people-oriented style in creating a supportive and energized work environment for the company’s employees. In xxxxxxx, the U.S. Department of Transportation named xxxxxxx Female Entrepreneur of the Year and this spring, she received the Regional Small Business Person of the Year Award.

xxxxxxx dynamic spirit and strong business ethic do not begin and end with xxxxxxx. In addition to managing a multi-million dollar corporation and being a devoted full-time mother to her young son, she has also initiated a number of other flourishing ventures. These include xxxxxxx; xxxxxxx Day Spa; and the newly formed xxxxxxx Construction, Inc. This most recent undertaking is currently in the process of obtaining HUD zone status. As a minority business owner that reflects part of her family heritage as a Native American Cherokee, she shows a genuine interest in supporting other minorities and lower income neighborhoods in the community.

B. Organizational Structure at Time of Analysis

There are a number of ways in which to view formal organizations. The following are four distinct approaches. The first view sees organizations as rational-structural systems, similar to a machine with a number of interdependent parts. A second view is that organizations function much like an extended families, having various networks of relations and obligations. Thirdly, organizations can be seen as political systems, where there exists a tangle of competing interests and coalitions. Finally, organizations can take on a symbolic role, much like a theater where members assume certain roles that communicate meaning to others about what is happening. It is expressly because organizations are complex entities, that there exists a diversity of theoretical perspectives to describe them. These metaphorical images can assist others in their working knowledge and understanding of how organizations function.

Each of these images recognizes the organization as a type of system because this theoretical orientation can be applied to a wide variety of physical, biological, social, and behavioral phenomena. As with any kind of dynamic system, organizations, or suprasystems, are composed of smaller interrelated subsystems that are impacted within the environment by economic, legal, political, and sociocultural factors. Included are the structural subsystem (the mechanism that aids an organization to achieve its intended task and goals by specifying the reporting relationship of all roles); the cultural subsystem (the nature of shared experiences, beliefs,


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assumptions, stories, customs, and values that help define an organization); the leader subsystem (the process of influence whereby an individual persuades, enables, or empowers others to pursue and achieve the targeted goals of the organization); the worker subsystem (the individuals who represent the followers responsible for productivity and performance); and the strategic subsystem (the organization’s overall plan or course of action for achieving its identified goal through available resources).

The organizational structure of xxxxxxx, at the time of initial consultation, consisted primarily of three major divisions: field operations staff (representing the largest group of employees); business/accounting personnel; and a human resources department, all of which represented emergent communication patterns regarding the transmission of messages. Within this structure, field operations staff interfaced directly with the environment (project sites and site supervisors) and by necessity, were more relations-oriented as they frequently came into contact with customers. The business/accounting personnel were significantly more isolated, acted much like a buffering force within the company, and by role function, were more task-oriented. Human Resources represented the smallest division and helped bridge the gap between the other two. Field operations staff portrayed a more flexible approach towards competitive industry demands requiring effective negotiation and bid strategies, while the business-accounting office was significantly more structured in their orientation because of the need to track and manage multiple sources of information (i.e. an invoice is an invoice, a receivable is a receivable and a due date is a due date). Several of the above mentioned systems apply to xxxxxxx.

The company’s rapid growth had caused xxxxxxx to evolve from a simple organizational structure to a functional one that was becoming somewhat of a hybrid in character. Within field operations, there existed somewhat of a multi-divisional structure to account for regional offices in both Virginia and North Carolina. Reporting relationships funneled predominately in a hierarchical manner through the CEO to any part of the organization. There were three executive positions consisting of the Chief Operating Officer (COO), the Chief Financial Officer (CFO), and the Vice President of Human Resources but lines of communication and authority were at times vague, confusing, and inconsistent. On the whole, the organization had low-moderate formalization (the extent to which expectations regarding the means and ends of work are specified, written and enforced), moderate-high centralization (regarding the location of decision-making authority and control functions), and moderate complexity (the direct outgrowth of dividing work and creating departments). In spite of some growing internal problems, the current structure afforded a measure of stability, predictability, and regularity regarding corporate objectives. Field operations


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oversaw marketing and development, the bidding process and actual project management, while the business/accounting office handled procurement, invoicing, receivables, and payroll functions.

xxxxxxx maintained an ongoing contracted relationship with several local electrical unions in both Virginia and North Carolina. Union employees are governed by the policies set forth in their local organization’s Inside Agreement. These included matters such as wages, overtime pay, designated pay periods, work schedules, benefits, and recognized holidays. Outside of these contracts, all other employees were subject to an “At Will” employment policy. Mechanical, plumbing, and general construction work was handled directly by non-union employees of the company. Job sites requiring specialized work was subcontracted out.

Incentive systems included a strong commitment to promote within organizational ranks. Year-end bonus packages were also available for all senior management (COO, CFO, and the VP of HR). Bonus determinations were based on overall corporate profitability and performance. xxxxxxx offered an attractive benefits package to its employees with a commitment to upgrade whenever profitability made this prudent, using this as a means of added incentive to manage job sites and overhead costs corporate-wide.

II. Problem Statement

A. Initial Focal Problem

An initial face-to-face interview was conducted with company CEO, xxxxxxx, to outline the project and discuss potential goals and objectives. A second interview helped to identify perceived problem areas within the organization and the opportunity for the company to receive objective feedback was welcomed. xxxxxxx expressed several concerns over escalating levels of tension and conflict between xxxxxxx two primary workforce divisions, field operations and the business/accounting office. Numerous complaints from both sides were beginning to surface and potentially compromise completion schedules, project quality, and employee morale. Furthermore, managers from each division were constantly vying for the immediate attention and response of xxxxxxx. They would do so by circumventing recognized channels of communication and decision making in an attempt to gain direct access to her. Two clear groups of employees were forming in an effort to seek validation and support for their particular grievances. Finally, the communication loop appeared to be somewhat degraded as hurt feelings and philosophical positions became more entrenched between the two camps.


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B. Definition of Communication

Communication can be a difficult concept to define because the word is abstract and by definition, has numerous meanings. Webster’s Dictionary defines the term as: “an act or instance of transmitting; a verbal, nonverbal, or written message; a process by which information is exchanged between individuals through a common system of symbols, signs, or behavior; a system or technology for communicating information; and a technique for expressing ideas.” Most theorists and researchers agree that communication does consist of intentional acts that are received but tend to disagree on many things beyond this basic premise. There are a number of classes of behavior that might be treated as communication. These include non-perceived symptomatic behavior, incidentally perceived symptoms, symptoms that are attended to, non-received nonverbal messages, incidental nonverbal messages, nonverbal messages that are attended to, non-received verbal messages, incidental verbal messages, and verbal messages that are attended to.

Beyond these foundational concepts, cultural variables and diversity regarding interpersonal communication should also be considered. Verbal factors take into account such things as rate of speech, tone of voice, accent, and other pronunciation characteristics; while nonverbal factors include kinesics (gestures, posture, eye contact, and facial expressions), proxemics (the use of space), chronemics (the use of time), sensorics (the use of one’s senses), and haptics (touching behavior). Having a grasp on the dynamics of communication can offer helpful assistance in accurately understanding the organizational structure and needs of xxxxxxx.

C. Nature of Communication in Organizations Organizational communication is a subfield of the broader academic discipline of communication and grew out of three main speech communication traditions: public address; persuasion; and social science research on interpersonal, small group, and mass communication. There are four particular definitions that have evolved in the literature: communication as information transfer (used as a tool that people use to accomplish goals and objectives); communication as a transactional process (where there are no clear distinctions between senders and receivers); communication as strategic control (used as a tool to control the environment); and communication as a balance of creativity and constraint (where the focus is on the relationship between individuals and organizations). Organizational communication can be further understood from several interrelated viewpoints. These include the notion that communication takes place within a complex open system which is influenced by and influences its environments, both internal and external; that it involves messages and their


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flow, purpose, direction, and media; and that it involves people and their attitudes, feelings, relationships, and skills.

As the United States moved from an agrarian society to an industrialized one, research began to focus more on economic factors related to leadership and organizational communication. Oral, written, and electronic networks of communication impact not only the organizational culture but the quality of leader-follower exchanges as well. Effective leaders are adept in using many forms of communication to carry out organizational tasks and reach organizational goals. Healthy organizations utilize all four distinct directions of communication: downward (e.g. job instructions, official memos, policy statements, procedures, manuals, and company publications); upward (e.g. suggestion boxes, group meetings, and appeal or grievance procedures); horizontal (e.g. between departments and peer-to-peer); and diagonal (e.g. bypassing other channels of communication that are not working).

III. Method, Procedure(s), and Data-Gathering Techniques

A. General Approach

Subsequent to the initial meetings with the CEO, consent was given authorizing a comprehensive diagnostic assessment and analysis of corporate communication, identifying any impact on employee/management effectiveness across identified areas of operation deemed to be critical to organizational functioning, and offering specific recommendations to the CEO and the senior management team. Confidentiality was discussed, including the need to maintain the anonymity of employee feedback so as to ensure honest and valid input. An executive memorandum from xxxxxxx was circulated throughout the organization describing the purpose and desired time frame for the organizational analysis, affirming the commitment to confidentiality, and requesting cooperation from all participating employees. Eric Scalise of Beacon Counseling & Consulting, P.C. was identified as the consultant hired to complete the forthcoming analysis (see Appendix A for details).

The consultation approach utilized for this analysis was most closely related to the doctor-patient model, where the consultant’s primary responsibility is to “diagnose” dynamics within the organization, identify “symptomatic” complaints impacting organizational communication, and “prescribe” possible corrective action to the executive leadership team. This approach is also congruent with the consultant’s expertise as a licensed therapist with twenty-three years of clinical experience and the close parallels between elements of an individual diagnostic evaluation and an organizational diagnostic evaluation. xxxxxxx, in the role of the client, helped define the


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goals of the analysis and assisted in shaping positive relationships between the consultant and the organization. Data-gathering techniques were both direct (observation and interviews) and indirect (a self-administered questionnaire and examination of archival records). The analysis was viewed as a needed stage in the ongoing development of xxxxxxx through assessment and intervention. Four broad areas for targeted interventions included:

1. Members – changing or selecting for skills, attitudes, and values through training programs and courses; recruitment, selection, counseling, and placement; stress management and health maintenance programs.

2. Behavior and Process – changing interaction processes, such as decision making, leadership, and communication through training, team building, process consultation, third-party interventions for conflict resolution; feedback of survey data for self-diagnosis and action planning.

3. Organizational Structures and Technologies – redesigning jobs, administrative procedures, reward mechanisms, the division of labor, coordinating mechanisms, and work procedures.

4. Organizational Goals, Strategies, and Cultures – promoting goal clarification and strategy formulation through workshops and exercises; facilitating cooperative ties between organizations, examining and changing corporate cultures (values, norms and beliefs).

Upon completion of the analysis, specific recommendations were outlined for xxxxxxx consideration, interventions were implemented with the approval of xxxxxxx; follow up face-to-face interviews/reviews of archival data were conducted after sixty (60) days to monitor the results; and a comprehensive report was generated for consultation with xxxxxxx senior management team.

B. Participants

A thorough review of xxxxxxx operations, both in Virginia and North Carolina, was conducted. The participant pool consisted of forty-five (45) persons who were direct employees of the corporation. No union worker was interviewed/surveyed. The interview/survey process included the following personnel representing all major departments (field laborers were randomly selected to help ensure an appropriate level of objectivity):

1. Chief Executive Officer and President 2. Human Resources


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a. Vice-President of Human Resources b. Payroll Supervisor c. Human Resources Assistant

3. Business/Accounting a. Chief Financial Officer b. Accounting Manager c. Subcontractor Administrator d. Job Cost Analyst e. Purchase Orders Assistant f. Payables Assistant

4. Virginia Operations a. Chief Operating Officer b. Two Superintendents c. Six Project Managers d. Contract Administrator e. Assistant Contract Administrator f. Purchasing Director g. Materials Manager h. Materials and Product Delivery Manager i. Nine Field Laborers (three under each Project Manager)

5. North Carolina Operations a. One Superintendent b. Two Project Managers c. Six Field Laborers (three under each Project Manager) d. Office Manager

6. Miscellaneous a. Executive Assistant to the CEO b. Receptionist/Secretary

C. Research Instruments and Strategy

One research instrument was utilized along with free-response interviews that were targeted specifically at senior management, all supervisors, and miscellaneous corporate personnel. The research instrument, the Corporate Communication Questionnaire (see Appendix B for details), based on the work of Cal W. Downs and Michael D. Hazen (1973), is a self-administered questionnaire. Structured/free-response one-on-one interviews were used to help corroborate and/or expand the feedback derived from the audit questionnaire. Additionally, the following archival records were examined as a means of review for supportive data:

1. compliance with stated target dates for completion of projects 2. compliance with budgetary targets on past and current projects 3. turnover/attrition rates for the last three years


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4. exit interviews conducted by Human Resources with employees who either resigned or were terminated in the last three years

5. any field complaints made by customers 6. the organizational chart and chains-of-command

The Corporate Communication Questionnaire was distributed on a Monday to all participating employees along with an envelope that could be used to seal the results once the questionnaire was completed. A designated drop box was set up in the employee break room and participants were asked to complete and return their surveys by the following Friday. Field laborers and all North Carolina personnel not located in the corporate office were mailed questionnaires with anonymous, preaddressed, postage-paid envelopes that were later sent to Beacon Counseling & Consulting.

The individual structured/free-response interviews were scheduled directly by Eric Scalise with the assistance of the Human Resources Department and completed within a four-week period of time. Designated employees were given authorization by the CEO to break from normally assigned duties in order to participate in the interview process. A total of thirty (30) interviews were conducted with each interview lasting approximately one hour. One day was spent in North Carolina to complete the process on site for that division. Follow up interviews were completed with the same pool of participants sixty (60) days after implementing specific interventions which came as a result of the analysis.

IV. Analysis and Findings

A. Identification of Communication Standards and Objectives

When attempting to standardize organizational expectations, ambiguity versus clarity is one measure of communicative competence but one also based on whether or not the intended goal was to be clear in the first place. According to xxxxxxx Employee Manual as well as other circulated memoranda that were reviewed, communication objectives and standards include the following:

1. All employees receive a copy of the Employee Manual and are to familiarize themselves with the history, philosophy, employment practices, policies and procedures, and benefits provided by the organization.

2. All employees are expected to comply with the policies and procedures as outlined in the document, including personal responsibilities and expectations relating to horizontal and vertical communication.


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3. An explanation of assigned duties and role functions are provided in job descriptions supplied by the Human Resources Department.

4. All employees are expected to communicate and cooperate with management and coworkers with respect, professionalism, and by maintaining a positive team attitude.

5. It is expected of employees that communication is to be handled at all times in an honest and where appropriate, confidential manner.

6. Safety concerns, safety violations, accidents, and matters pertaining to OSHA standards are to be immediately brought to the attention of the employee’s supervisor and the Human Resources Department.

7. All employees are expected to familiarize themselves with the Corporate Safety Manual.

8. Opinions and suggestions that may contribute to the improvement of quality in xxxxxxx services and products are encouraged and to be copied to the employee’s personnel file.

9. Personnel files, including salary information, bonus options, and disciplinary matters are held in the strictest confidence and viewed only by supervisors or designated employees on an as-to-need-only basis.

10. Information pertaining to specific job assignments and particular hours of work will be communicated by the employee’s immediate supervisor.

11. Certain company policies, procedures, bidding strategies, and operational contracts are seen as proprietary information and are not to be shared or disseminated outside of the company or upon termination of employment.

12. All employees are expected to communicate with customers and vendors in a professional, respectful, courteous, and responsive manner.

13. Any incidents involving harassment in the workplace or other personnel matters are to be reported to the employee’s immediate supervisor as an initial response. If the incident involves an employee’s immediate supervisor, the next person in the chain-of –command is to be notified.

14. The first ninety (90) days of employment are considered as an “Introductory” or “Probationary” period and will be reviewed in person with the employee’s immediate supervisor.

15. Upon completion of the 90-day period, performance reviews are scheduled on an annual basis with an employee’s designated supervisor who will discuss, among other things, attendance, initiative and effort, attitude and willingness, the quality and quantity of the work performed, strengths and weaknesses, and future goals.


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16. Time cards are utilized to track and communicate hours worked by non-exempt employees. It is the employee’s responsibility to punch-in/punch-out appropriately.

17. Absences for three (3) days due to illness may require communication from the employee’s physician and absences in excess of five (5) days may require written permission from a physician indicating the release to resume normal work duties.

18. Requests to utilize paid vacation time must be submitted to the employee’s supervisor at least thirty (30) days in advance.

19. In the event of assigned jury duty, the employee must furnish all pertinent information needed to the Human Resources Department, including a summons, a request for Jury Duty Leave, a written excuse form the Clerk of the Court stating days/hours in attendance, and a statement reflecting the jury fee.

20. In the event of family/medical or disability leave of absences (including pregnancy), a statement of explanation needs to be provided, from an accompanying physician, to the Human Resources Department by the employee.

21. Bulletin boards are strategically placed in the corporate office as a means to inform employees of new policies, announcements, changes in procedures, special events, etc.

22. Memoranda, discussion meetings, and departmental/staff meetings are also utilized as means of communication within the organization.

23. In the event of resignation, employees are required to give their supervisor a minimum of a two-week notice.

24. Exit interviews are utilized as opportunities for both the employee and the organization to share/discuss concerns, impressions, and suggestions for possible improvements.

B. Nature of Data and Types of Data-Analysis Techniques Used

In looking at the data from the Corporate Communication Questionnaire, archival records, and the free-response interviews, the audit resulted in 100% participation and respondents were generally very cooperative throughout the interview process and regarding stated timeframes for the questionnaire. It is felt that the interviews generated honest and thoughtful responses and not only corroborated the hard data from the questionnaire but further clarified some of the emerging issues within the organization. Everyone interviewed was found to be helpful, informative, forthright and credible in his or her feedback and recommendations. No one refused to be interviewed or to answer questions. Confidentiality was stressed throughout the process. Each interview was approximately one hour in length and there appeared to be a genuine appreciation for each person’s job responsibilities and overall interest in the stability and future of the company. The


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questionnaire yielded more quantitative data, where conclusions from facts are amenable to statistical tabulation and analysis and the interviews were qualitative, where conclusions are generalizable and insights are contextual. The following describes the advantages and disadvantages of both a self-administered questionnaire and free-response interviews, as well as data-analysis techniques:

Self- Administered Questionnaires Advantages: easy to quantify and summarize results; quickest and

least expensive way to gather data rigorously; having repeated measures because all respondents answer the same questions; comparisons between units or norms can be statistically evaluated; good for studying attitudes and perceptions

Disadvantages: harder to obtain data on organizational structure and behavior; too little information on contexts that shape behavior; not well suited for subtle or sensitive issues; can be too impersonal; includes the risks of non-response or biased/invalid answers

Free-Response Interviews Advantages: readily covers many topics and issues; can be modified

before or during the interview; can convey empathy and build trust; provides a source of understanding regarding respondents’ viewpoints and interpretations

Disadvantages: more costly to administer; can have both respondent and interviewer bias that can skew results; produces non-comparable responses; harder to analyze and interpret responses to open-ended questions

More specifically, the responses given on items were analyzed by looking at different categories of subsystems within the organization and comparing results. One such category grouped participants by three general subsystems. These include executive/senior management (a total of 5 participants), supervisors overseeing two or more other employees (a total of 14 participants), and non-supervisory personnel (a total of 27 participants). A second category grouped participants by various departments. These included accounting (a total of 6 participants), human resources (a total of 4 participants), executive (a total of 3 employees), and operations (a total of 33 participants). Complex organizations, or systems, consist of a network of relationships that are interdependent but still make up the whole, resulting in a hierarchy of subsystems.


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C. Problems Encountered During the Diagnostic Evaluation

1. Since there was some level of tension and conflict within the organization, several people who were interviewed voiced concerns regarding the complete confidentiality of the process.

2. Several managers saw the interview as a way of potentially gaining some level of entrée with the CEO to increase their power and influence within the organization.

3. Several of those interviewed expressed hesitancy due to the fact that some of xxxxxxx family members worked for the organization.

D. Communication Attitudes

Question #1 (see Appendix D - Table 1) addresses overall job satisfaction and yielded the following (percentages are based on all responses of “Very Satisfied” or “Satisfied”:

Overall satisfaction rating with one’s job = 72%

Among upper management = 100% Among supervisors = 79% Among non-supervisors = 67%

Among executive subsystem = 100% Among human resources subsystem = 100% Among field operations subsystem = 70% Among accounting/business office subsystem = 67%

Question #39 (see Appendix D - Table 6) addresses overall job productivity and yielded the following (percentages are based on all responses of “Very High” or “High”:

Overall job productivity rating in one’s job = 85%

Among upper management = 100% Among supervisors = 100% Among non-supervisors = 74%

Among executive subsystem = 100% Among human resources subsystem = 100% Among field operations subsystem = 79% Among accounting/business office subsystem = 100% Questions #42-46 (see Appendix D - Table 7) address the extent to which management/supervisors believed subordinates are responsive to them, maintaining consistently appropriate communication, and yielded the


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following (percentages are based on all responses of “Very Satisfied” or “Satisfied”:

Overall satisfaction with communication to/from subordinates = 92%

Questions #19, 23-25, 29, 32, 34, 36, and 38 (see Tables 3 & 4) address the extent of overall satisfaction with organizational communication and yielded the following:

Overall satisfaction with organizational communication = 90% Among upper management subsystem = 96% Among supervisors subsystem = 88% Among non-supervisors subsystem = 72% Among operations subsystem = 76% Among accounting subsystem = 80% Among human resources subsystem = 91% Among executive subsystem = 100% The highest rated items pertaining to attitudes/satisfaction were: #25 Extent to which my supervisor trusts me #29 Extent to which my supervisor is open to ideas The lowest rated items pertaining to attitudes/satisfaction were: #19 Extent to which company communication motivates and stimulates an enthusiasm for meeting its goals #23 Extent to which the company’s communication makes me identify with it or feel a vital part of it #24 Extent to which company’s publications are interesting and helpful #29 Extent to which my supervisor is open to ideas (greatest variance, was high & low) #38 Extent to which the amount of communication in the company is about right

E. Communication Practices

Questions #47-49 (see Appendix D - Table 8) address the extent to which management/supervisors are aware of the organizational grapevine, how active it is, whether or not they utilize it, and yielded the following:

Awareness and use of the organizational grapevine = 81%

Questions #50-51 (see Appendix D - Table 9) address actual and preferred sources of communication among participants and yielded the following:


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Overall Results Regarding Sources of Communication Actual Practices (in rank order with accompanying score)

1. Supervisors = 1.58 2. Grapevine = 2.26 3. Upper Management = 3.06 4. Corporate Publications = 3.89 5. Bulletin Boards = 4.21

Preferred Practices (in rank order with accompanying score) 1. Supervisors = 1.48 2. Bulletin Boards = 2.89 3. Upper Management = 2.96 4. Corporate Publications = 3.35 5. Grapevine = 4.32

Itemized Results Regarding Sources of Communication Actual Practices of Managers and Supervisors (in rank order with accompanying score)

1. Supervisors = 1.79 2. Grapevine = 2.11 3. Upper Management = 2.26 4. Bulletin Boards = 4.11 5. Corporate Publications = 4.73

Preferred Practices of Managers and Supervisors (in rank order with accompanying score)

1. Supervisors = 1.21 2. Upper Management = 2.05 3. Grapevine = 3.32 4. Bulletin Boards = 3.53 5. Corporate Publications = 4.89

Questions #4-18, 20-22, 26-28, 30-31, 33, 35, and 37 (see Tables 1, 2, 3, & 4) address communication practices within the organization and yielded the following:

Overall satisfaction with the amount and quality of information received = 70%

Among upper management subsystem = 100% Among supervisors subsystem = 85% Among non-supervisors subsystem = 58% Among operations subsystem = 61% Among accounting subsystem = 87% Among human resources subsystem = 98% Among executive subsystem = 100%


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The highest rated items pertaining to actual practices were:

#10 Information about departmental policies and goals #11 Information about the requirements of the job #13 Information about relations with unions #15 Information about employee benefits and pay #20 Extent to which my supervisor listens and pays attention #28 Extent to which the grapevine is active in our organization

The lowest rated items pertaining to actual practices were:

#5 Personnel news #7 Information about how my job compares with others #8 Information about how I am being judged #9 Recognition of my efforts #12 Information about government action affecting my company #16 Information about company budget and financial standing #18 Extent to which my superiors know/understand the problems

faced by subordinates #26 Extent to which I receive on time the information needed to do

my job #27 Extent to which conflicts are handled appropriately through

proper channels #35 Extent to which written directives and reports are clear and

concise

F. Effectiveness of Organizational Communication

Specific findings from the organizational audit (primarily through the structured/free-response interviews) looked at the overall effectiveness of organizational communication from three different vantage points and revealed the following:

1. xxxxxxx Physical Structure as it Relates to Communication a. The two major divisions experiencing conflict are physically separated

at different ends of the corporate headquarters and the field operations personnel for North Carolina (which represents approximately 50% of the organization’s contract work) are in another state altogether and primarily communicate with business/accounting staff via phone, fax, and email.

b. The CFO’s office is located next to Human Resources and away from the rest of the business/accounting staff.

c. The location of the CEO’s executive suite creates the illusion that she may be more accessible to business/accounting staff, partially


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because she must walk through their space in order to get to her office.

2. xxxxxxx Corporate Structure as it Relates to Communication

a. Several departments emphasized the need for cross training of job responsibilities to assist with the complexity and turbulence of the market place and ease of communication in problem solving.

b. There is a lack of awareness in what the long range goals and plans are for the organization as well as some concern and anxiety regarding what will happen after the 8(a) Program comes to a conclusion.

c. People in different departments lack sufficient awareness and understanding of other departmental roles and functions. This has lead to an overall lack of communication, increased miscommunication, and growing frustration between the two divisions.

d. Lines of authority and communication are not always respected or followed. There was a perception that it depends in part on who “gets to” the CEO first.

e. Some employees feel that there are too many “chiefs” and unnecessary layers of informal management who try to step in to put out fires.

f. Some employees with supervisory authority attempt to communicate decisions and problem solve in departments other than their own.

g. There is no systematic process in place to monitor/track or manage quality control issues for the purpose of communication, evaluation and improvement.

h. There is no consistent plan to recognize outstanding employees, to develop standards of excellence, or determine how merit raises are determined. This leaves individuals to seek power and influence in their own ways.

i. There are no “regularly” scheduled senior management meetings consisting of the CEO, COO, CFO, VP of Human Resources, and Executive VP. The weekly Project Manager’s meeting, while more regular, only addresses some of the issues facing the organization.

j. Greater communication is needed regarding preparations for the time when most of the contracts will come from “hard bids” vs. 8(a) bids.

k. People in supervisory positions are not always included in the decision making process or granted sufficient authority to decide and act when necessary.

l. Points of connection with operations in North Carolina are deficient and they complain of feeling like the “stepchild” at times and out of the communication loop.


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m. There is a lack of departmental staff meetings for the purpose of information flow and team problem solving.

n. There is no central location for the storage or easy retrieval of a single file containing all the needed information and paperwork on a specific project. Different departments each have only a portion of the overall information or file and do not spontaneously share information.

o. Departments lack budgets for the purpose of information flow or accountability and only have cost centers assigned to them.

p. “Paper trail” items needed by business/accounting regarding communication for proper invoicing and tracking of receivables are not consistently followed up on by field operations personnel who want to focus more on the “bottom line” of completing the project and not “pushing lots of paper”.

3. xxxxxxx Corporate Culture as it Relates to Communication a. There is no general consensus of the company’s mission and ultimate

purpose. Feedback on the issue was diverse and at times people just said, “I don’t know”. There is no company slogan or motto.

b. There is some reluctance between the two major divisions to assist one another, which may indicate a general lack of having a sense of ownership within the organization.

c. There is a void regarding team concept between departments with some “us” vs. “them” responses.

d. Confidential communications are not always kept confidential. e. Some employees feel that there is too much favoritism

communicated on the part of some senior management. f. The CEO struggles from time to time in maintaining appropriate

boundaries within various departmental structures and between personal and corporate business.

g. The CEO is seen as not always being visible enough with clients and employees.

h. All field operations personnel are men and some insist that certain things simply “are the way they are” in the construction/contracting world. All the business/accounting staff are women, many who expressed concerns for proper order and procedure and desire higher quality and more consistent communication.

V. Summary, Conclusions and Recommendations/Interventions

A. Summary of Entire Analysis

xxxxxxx customers primarily consist of senior government and military personnel overseeing general contracting needs at various facilities. Conflict and communication disruptions can lead to missed project deadlines, subpar work performances, and disregard for larger organizational goals and


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objectives. xxxxxxx had recently received some feedback from a customer source that was coordinating the renovation of officer’s housing on base and mentioned that an xxxxxxx project manager was complaining to him about problems in the business office. The general contracting world, especially within the military environment, is a relatively small circle of people. Customer dissatisfaction is quickly disseminated throughout established grapevines, which in turn impacts retention and future bidding opportunities. From the bidding process to work orders, materials acquisition, subcontracting, needed change orders, invoicing, and managing receivables; each component represents a possible interface with interpersonal and interdepartmental communications, quality control and quality improvement functions. The increase in tension and conflict between divisions was beginning to have a negative impact on quality output, timeliness of project completion, and the kind of innovative strategic planning that helped xxxxxxx establish itself in the field. Consequently, xxxxxxx expressed interest in completing a comprehensive analysis to evaluate company structure and communications systems/flow so as to report findings and make any appropriate recommendations to her and to senior management. The entire project was completed over a twelve-week period of time.

B. Conclusions Warranted by Findings

The following are some general broad-based conclusions supported by the data and specific findings to arise from the analysis:

1. Channels of communication are not always clearly outlined or followed and while this problem has not reached a crisis point that could incapacitate organizational information flow, the concern and irritation among a number of employees appears to be steadily growing.

2. Rapid growth has necessitated the equally rapid implementation of organizational structures, which is increasing tension during these transitional stages as role functions and corporate objectives are being determined.

3. The greatest emerging tension points and potential deterioration of communication exists between field operations staff and the accounting department. Nevertheless, overall job satisfaction and good will among employees remains fairly high and leads to consistent productivity.

4. Satisfaction, productivity, and information access/flow are more highly concentrated specifically among senior management and in a more general sense, within the corporate office. This would be especially true for the Human Resources and Accounting Departments because they have control and access to a significant share of organizational information. The further out into the company structure the information flows, the more sporadic and inconsistent the


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communication becomes. This trend is evident when moving toward non-supervisory and/or field operations staff where 28-33% are less than satisfied with the level of organizational communication compared to their expectations. This is dynamic also holds for the employees working in North Carolina.

5. Departmental and supervisor/subordinate relationships appear to maintain healthy levels of trust and camaraderie overall, while interdepartmental relationships show some strain.

6. Formal means of communication (i.e. corporate publications, bulletin boards) currently seem somewhat less effective and are not held in very high regard and yet, there is a clear desire to have accurate and consistent information from these channels.

7. Most employees throughout the organization prefer to receive information when it is primarily and directly communicated by their supervisor(s) and not through indirect means. While the grapevine is active, as in many organizations, again, the preference would be for more information to be shared in an open format. Forty-two percent of non-supervisors and 39% of field operations staff are less than satisfied with the amount and quality of communication.

C. Recommendations/Interventions for Improving Communication

There was a need within xxxxxxx to address the operational-environmental incongruences that exist. Furthermore, the complexity and turbulence of the construction industry intensifies the criticality and scarcity of resources. In order to remain competitive, the organization should be flexible enough to function organically when and where it is necessary. To help facilitate an effective process, communication and collaboration strategies must be developed, implemented and monitored. The specific recommendations and interventions that were given are as follows:

1. Reorganize space utilization in such a way so as to consolidate departments into closer proximity, with better access to one another, promoting more effective communication.

2. Create a new senior management position called “Executive Vice-President” and utilize this role to manage all divisions in order to free up the CEO so she can concentrate on marketing and development functions.

3. Restructure xxxxxxx organizational chart to maximize management systems and communication flow.

4. Relocate the Chief Operating Officer and the Chief Financial Officer in the current unused space between the two divisions in order to symbolically and practically facilitate greater overlap, cooperation and communication.


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5. Consider moving the CEO’s suite to a more detached and private location to minimize unnecessary employee traffic, disruptions, and “power plays” by those seeking influence outside of established channels and chains-of-command.

6. Institute a weekly senior management meeting for discussing problems and strategic planning as it relates to overall company operations and resource dependency issues.

7. Create greater ownership in the organization and more consistent communication of important information by utilizing such things as an employee suggestion box, a monthly newsletter, and forms of employee recognition.

8. Create a corporate electronic bulletin board where current and pertinent information can be posted for easier access by company personnel.

9. Develop some internal Total Quality Management tools to evaluate the effectiveness and profitability of the organization (such as trending estimates/bids with expected profit margins).

10. Consider adjusting bonus incentives by evaluating the management of contracted jobs in terms of built-in profitability targets, the percentage of budget variance from start to completion, the number of change orders required, completion occurring within set time frames, and customer satisfaction.

11. Develop a Mission Statement and an organizational slogan/standard. Communicate them to all employees and post them in a prominent place.

12. Develop a Vision Statement regarding the future of the organization for the remainder of the 8(a) Program and beyond and communicate this to all employees.

13. Consider utilizing a designated intermediary from the business/accounting department to help facilitate day-to-day and routine communications between themselves and field operations. All needed or delinquent “paper trail” requests can flow through this person.

14. Have the superintendent and project managers from North Carolina come to the corporate office in Yorktown on a quarterly basis for operational and planning meetings.

15. Have the CFO and the Accounting Manager participate in site visits to North Carolina at least twice each year.

16. Create a centralized “master” file room where different departments can access needed information regarding a specific project to help streamline the process and facilitate a better response regarding critical data.


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17. Complete some group orientation exercises between field operations personnel and business/accounting staff regarding job roles and functions.

18. Allow departments to develop monthly staff meetings to improve communication flow within organizational subsystems.

19. Reinforce stated chains-of-command, authority, communication, and decision-making as proscribed by the company’s organizational chart.

20. Consider inservice training regarding more effective communication/collaboration skills and conflict resolution strategies.

VI. Results of Recommendations/Interventions

Approximately sixty (60) days after most of the above-listed recommendations and interventions were implemented, the same thirty (30) employees were re-interviewed to assess any progress made regarding organizational communication and decision-making processes. Archival records were also reviewed as a means of further support and evidence of positive growth and change. The following are specific results that were documented:

1. The corporate office structure was physically rearranged so that those employees working in a particular division had easier access to one another. This included aligning the COO and the CFO offices next to each other. The move had the intended result of employees feeling that there was now a sense of greater cooperation between the two divisions (73% of those interviewed).

2. The CEO hired a new Executive Vice-President from outside the company who was in a similar position with one of xxxxxxx major competitors. Although, there have been normal adjustments to a new corporate structure and new executive position, managers are cooperating with designated lines of communication and following a set decision-making tree laterally and vertically according to the organizational chart (see Appendix D for details). The Executive VP has assumed responsibilities that has allowed the CEO to allocate additional marketing and development time with existing/new customers (up 27% in the past six weeks).

3. The addition of the Executive VP and the relocation of the CEO’s office into another suite has effectively reduced the number of inappropriate “side-stepping” incidents regarding chains-of command decisions and seeking “power-play” opportunities from middle managers toward the CEO. Although this has been a desired outcome, it is further recommended that the CEO periodically practice appropriate management-by walking-around so as not to appear too isolated or disinterested.


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4. Weekly senior management meetings were instituted with very positive results. Thus far, seven such meetings have been held on Monday mornings to review current and pending projects, communicate planning decisions, prioritize project goals, and to identify/discuss problem areas. The senior staff meeting consists of the CEO, Executive VP, COO, CFO, VP of Human Resources, and the two Virginia-Based Superintendents. It is further recommended that the North Carolina-based Superintendent participate in the weekly meetings via conference call (and onsite once per quarter) rather than having the Executive VP relay information/decisions to him. All eight senior team members believed that this was the single most effective change to be incorporated. Additionally, each department now holds a biweekly staff meeting to share information, problem solve, and make decisions. The response here has likewise been overwhelmingly positive.

5. The VP of Human Resources has begun distributing a monthly corporate newsletter to all employees along with their paychecks on the first of the month. One newsletter has been published and a second one is currently being formatted. Ninety-one percent of those interviewed felt that the newsletter was informative, relevant to their jobs, and allowed them to stay abreast of things going on in the company. It is further recommended that Human Resources also survey all field employees regarding how effective and worthwhile the newsletter is. There is no employee suggestion box as of yet but the VP of Human Resources is looking to implement this feature in a future online, web-based newsletter. The CEO plans to contract with a webmaster to design the company’s site within the next three months.

6. One Total Quality Management element was implemented through the safety department since OSHA already requires some documentation of critical incident reviews, risk management, and orientation and training of employees. More complete audits are currently being completed by Human Resources. However, TQM tracking has resulted in identifying eighteen (18) employees requiring complete/partial safety training. Additionally, there is a goal (within the next month) to add quality control project tracking (from bidding to completion) to the TQM process. This would include budget variances between bidding estimates and project completion, the number of change orders needed per project, level of customer satisfaction, and completion timelines compared to initial estimates.

7. The CEO is currently reformulating an annual bonus system with the new Executive VP. Although this new system has not yet been put into effect, the CEO does want to develop a bonus structure based on a combination of job quality and profitability for assigned projects. Of the


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sixteen (16) senior and middle managers who would be eligible for annual bonuses, 81% felt positive regarding the general format being discussed.

8. The CEO has yet to develop a mission or vision statement but has suggested that a half-day retreat should be scheduled in the next ninety (90) days with senior and middle managers to formulate these statements and work on some team building. Eric Scalise with Beacon Counseling & Consulting was asked to facilitate the retreat. He has suggested that the retreat also include sessions on improving conflict resolution and stress management skills.

9. The North Carolina-based superintendent has come to the corporate office in Virginia for one management meeting and the Executive VP has been to his operations office on three occasions. The COO, CFO, and accounting manager are all scheduled for onsite visits in the next forty-five (45) days. According to the superintendent, the increased visibility has resulted in many positive comments and a reduction of the “step-child” phenomenon.

10. A centralized “master” file room where different departments can access needed information regarding a specific project has been implemented. This has clearly helped streamline the information process and facilitate a better response time regarding critical data. One employee is now designated to manage the “project room” and ensure that a master copy of all the pieces of information needed on any particular project are available, in order, and in one location.

VII. Executive Summary

xxxxxxx has experienced fairly rapid organizational and financial growth in the past eight years, while attempting to keep pace by implementing needed structure and effective communications systems. This dynamic can challenge resource management and potentially increase the risk for miscommunication, conflict between personnel or departments, and the circumvention of normal channels of communication in order to complete objectives. Organizations, such as xxxxxxx, undergo normal transitions between stages of growth. Six such stages include: the new venture (creating a market presence); expansion (rapid growth in demand for products or services); professionalization (formalizing the process by building in more structure); consolidation (maintaining consistent growth while cultivating organizational culture); early bureaucratization (a clear shift from substance to form); and late bureaucratization (focusing on survival). xxxxxxx views her company as being somewhere between the professionalization and consolidation stages. Since general construction is a highly competitive arena and the 8(a) program is time-limited for minority


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owners, her desire is to position xxxxxxx for continued profitability, growth, stability, and surviving in the reality of hard-bid contracting.

xxxxxxx entrepreneurial vision and strong leadership have suitably placed xxxxxxx in a position of respect, already earning a measure of recognized excellence and success. Corporate structure has evolved into clear departmental divisions, although they are not of equal size or responsibility. Job roles and functions have been defined and standards of conduct and communication are available to all employees. It was the expressed desire of xxxxxxx to evaluate company structure and communications systems/flow so as to report findings and make appropriate recommendations. Clear and consistent communication is essential in order to maximize corporate profits and xxxxxxx has sustained somewhat reduced profit margins over the past two quarters. Most of the interventions recommended through the analysis and consulting process were implemented shortly after the audit process was completed. Initial results indicate an overall improvement in organizational communication, employee morale, and system functioning. A one-year follow up audit is suggested to help verify ongoing organizational stability.


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MLCEO 106:

Resilient Leaders and Organizations

MG (Ret.) Bob Dees


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Abstract All humans experience tribulation, challenges, “body slams” during their journey on earth. Leaders need RESILLIENCE to deal with this individual reality in their own lives, as well as the ability to help those they lead navigate these inevitable trials of life. What does this resilience look like? How do we increase our “bounce factor” before crisis? How do we “weather the storm” during trauma? How do we bounce all the way back after tough times, eventually helping others? How do leaders develop the same qualities of resilience in the teams they lead? This lesson will equip leaders in every marketplace, as well as coaches of leaders, with critical tools for developing and maintaining resilience which sustains them and others in the crucibles of life and leadership. Learning Objectives

1. Participants will be able to develop an understanding of the necessity for

resilience, amidst the reality of trauma.

2. Participants will be able to discuss how to enhance personal and leader resilience before, during, and after trauma occurs.

3. Participants will be able to describe the concepts for resilient leadership that

will help them and others stay the course.


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I. Introduction

A. Trial and trauma are part of the human condition.

1. “In the world you will have tribulation…” John 16:33

B. Resilience is a critical quality for all individuals and a prime success factor in the lives of corporate executives who must lead others.

C. Resilience: The ability to recover quickly from illness, change, or misfortune.

D. The property of a material that enables it to resume its original shape or position after being bent, stretched, or compressed; elasticity.

II. The Reality of Trauma

A. Definition:

B. We are all “at war”:

C. Some words on Suffering:

1. “There is spiritual purpose in all pain. It is part of God’s plan to

develop us.” –C.S. Lewis 2. Scriptural references for suffering:


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D. Victory through Suffering: 1. James 1:1-4 – from obstacles to opportunities

III. The Necessity for Resilience

A. Resilience: Bouncing, not breaking (Tennis Ball vs. Egg)

1. 2 Corinthians 4:8

B. Problem with tennis balls!

C. Post Traumatic Growth Model

D. Roots of Resilience: FAITH, Spiritual Fitness

E. Resilience Role Models

F. Resilience Life Cycle

IV. Building Bounce (Before)

A. Know your calling

B. Put on the Armor of God


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C. Know your enemy

D. Deploy in the Right Formation

E. Keep a “Battle Book”

F. Know the Source of your strength

G. Fight with a team

H. Comfort others

I. Disciplines of Replenishment

J. Know when and how to refuel

K. Refilling the Well of Courage:

1. What depletes your well? 2. What refills your well? 3. How long does it take?


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L. Tips for Resilient Leaders

1. Stay on Middle C 2. Remember your CALL 3. Don’t miss “burning bushes” 4. Well of Courage (yours and others)

“HALT” – Caution when hungry, angry, lonely, or tired 5. Beware of Success

M. Setting the conditions for Resilient Organizations

1. VISION 2. TEAM 3. REALITY 4. GROWTH

V. Weathering the Storm (During Crisis and Trauma)

A. “Keep Breathing” (do what you know to do)

B. Call “911”


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C. Find “Safe Harbor”

D. Start “Intravenous Feeding” (IV)

E. Guard your Primary Relationships

F. Counter fear with love

G. In Extremis Leadership

1. Crisis defines the character of the commander 2. Focus on positive outcomes 3. Don’t make it worse 4. Honor the Lost, Lead the Living

5. The Buck Stops Here

VI. Bouncing Back (After Trauma)

A. Choose gratitude

B. Choose forgiveness


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C. Practice your declinations

D. Invest in “life-giving” relationships

E. Re-establish healthy patterns of life balance

F. Comfort others

G. Regarding friends

H. Regarding friends

I. READ with new eyes and ears 1. Scripture 2. Other: see Bibliography/References

VII. Conclusion Thoughts

A. Why RESILIENCE? Restate the thesis.

B. TO CLOSE…

1. Trauma is a reality… RESILIENCE is a necessity


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2. Invest now in yourself and others

Before, During, After 3. Not merely about human strength or grit

4. About resilience in and through the Lord!

5. JESUS was the Ultimate Warrior

And HE grants us that same resilience… in HIM

“And my God will supply all of your needs [including resilience], according to His riches in glory in Christ Jesus” Philippians 1:19

VIII. Concluding Thoughts


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Bibliography/Reading List

Ambrose, S. E (1996). Undaunted Courage. New York, NY: Simon & Schuster. Barna, G. (2009). Master Leaders. Brentwood, TV: Tyndale House Publishers. Barton, R. H. (2008). Strengthening the Soul of Your Leadership. Downers Grove, IL:

InterVarsity Press. Batterson, M. (2006). In a Pit with a Lion on a Snowy Day. Colorado Springs, CO:

Multnomah Books. Clinton, T. Hart, A., Ohlschlager, G. (2005). Caring for People God’s Way. Nashville,

TN: Thomas Nelson, Inc. Demoss, N. L. (2009). Choosing Gratitude. Chicago, IL: Moody Publishers. Demoss, N. L. (2008). Choosing Forgiveness. Chicago, IL: Moody Publishers. Forbes, J. R. (2010). Run to the Roar. Garden City, NY: Morgan James Publishing, LLC. Hill, H., Bagge, R., & Miersma, P. (2005). Healing the Wounds of Trauma. Nairobi,

Kenya: Paulines Publications Africa. Hillenbrand, L. (2010). Unbroken. New York, NY: Random House. Kolditz, T. A. (2007). In Extremis Leadership. San Francisco, CA: Jossey-Bass. Lewis, C.S. (1962). Problem of Pain. New York, NY: Macmillan Publishing Company. Manion, J. (2010). The Land Between. Grand Rapids, MI: Zondervan. Schaeffer, E. (1978). Affliction. Grand Rapids, MI: Baker Book House. Shive, D. (2001). Night Shift. Lincoln, NE: Back to the Bible Publishing. Stanly, C. (1989). How to Handle Adversity. Nashville, TN: Thomas Nelson Publishers. Townsend, J. (2009). Leadership Beyond Reason. Nashville, TN: Thomas Nelson, Inc. White, J. (2009). The Joseph Road. Colorado Springs, CO: NavPress.



MLCEO 107:

Women in Leadership: Coaching to Female Strengths

Jennifer Cisney, M.A.



Abstract Recent studies and surveys in US and International business reflect that an overwhelming majority of people prefer a male supervisor to a female supervisor. These statistics are disturbing to many women and important information for anyone coaching female executives or leaders. How can coaches understand the unique challenges facing today's female leaders and executives and coach them toward more effective leadership? This presentation looks at core issues and possible solutions. Learning Objectives

1. Participants will be able to explore possible reasons and opinions on why

people prefer male leadership to female leadership.

2. Participants will be able to discuss the challenges faced by female leaders.

3. Participants will be able to be equipped with tools for coaching women to more effective leadership.



I. Introduction

This is a pivotal time in history for the advancement of women in leadership. Women leaders face many challenges, but only some of those come from society and external forces. In some ways, we are our worst enemies. Coaches can come alongside female leaders and executives to help them become more skilled, effective and competent in the ability to lead.

II. The Problem – How are women doing in leadership?

A. Studies

1. Forbes.com article - April 23, 2010 - majority of people (both male and female) prefer a male boss over a female boss.

2. Huffington Post – Ella L.J. Edmondson Bell – surveyed her students in

her MBA program at Dartmouth University to see whether they would prefer a male or female manager. 90% of those surveyed said they would prefer a male.

3. 2008 study from University of Toronto showed women working

under a sole female supervisor reported more distress and physical stress symptoms than women working under a lone male supervisor. The same stress levels were reported for a male/female supervising team – hinting that the very presence of a woman in a position of power is a stress trigger for female employees.

B. The preference for male over female bosses is common knowledge in the study of workplace dynamics.



III. Why? The Challenges Women Face in Leadership

A. Women are still at a disadvantage and face discrimination. 1. Percentage of women in the US labor force – 46.3% 2. Percentage of women in management, professional and related

occupations – 50.6% 3. Percentage of female Fortune 500 corporate officers – 15.4% 4. Percentage of female Fortune 500 board seats – 14.8% 5. Percentage of female Fortune 500 top earners – 6.7% 6. Percentage of female Fortune 500 CEO’s – 2.4% 7. Median annual wages for full-time female earners in 2009 - $36,278

compared with full-time male earners at $47, 127



B. We have something to prove. 1. Most women feel that they have to prove that they deserve to be in

positions of leadership

C. Insecurities 1. Are women more emotional? 2. Are women more manipulative?

D. We try to be more like men.

1. Traits that can be a strength or weakness

Compassion vs. emotion



Broad view vs. compartmentalization

Honesty vs. too much information

E. Different socialization and life experiences

1. Boys don’t cry; girls do 2. Appearance 3. Team experience

IV. Solutions: Coaching Women as Effective Leaders

A. Women supporting women

B. Get rid of the chips on our shoulders (or at least reduce them)

C. Help women embrace their confidence

D. Utilize our strengths as women

E. Learn how to be a supervisor and not a “mother”

F. Learn how to balance



V. Concluding Thoughts

A. Make difficult decisions about what you value most

B. Be willing to make decisions that align with your values and accept the consequences



MLCEO 108:

Coaching Leaders and Organizations for Effective Conflict Resolution

Sandra Dopf, M.A.



Abstract

Conflict is inevitable – it is a part of our lives for Christians and non-Christians alike. People (which are the owners of a business or run an organization) differ in the way in which they approach difficult situations and conflict. The approach and course that disputes take will effect whether they develop cooperative or competitive relations with one another. Knowing that conflict will happen in your professional relations, it is vital to possess effective conflict resolution skills.

Learning Objectives

1. Participants will be able to discuss different approaches to resolving conflict

outside of an adversarial legal system.

2. Participants will be able to discuss necessity of integrating a conflict resolution plan for when you are met with a conflict or you are in a conflict regarding your coaching practice.

3. Participants will be able to construct a plan for how you will implement

conflict resolution into your coaching practice.



I. Introduction

Many Christians regard being in conflict as being in sin. It is not seen as a normal part of the Christian life. Yet, Jesus has taught us, at some length, how to manage conflict and Proverbs has whole sections on it. Since we all know that conflict is inevitable as long as we live on this side of heaven it is wise to have a plan for resolution when it arises.

II. Why Conflict is Inevitable

A. Our knowledge is incomplete and imperfect so even sinless people

in a perfect world will see the situation differently through their own knowledge and perspectives.

B. Satan engineers conflict whenever and wherever possible especially amongst Christians. Satan sets us in conflict with ourselves, God and one another.

C. Conflict is here to stay and we must learn to manage it in a Christian way until Christ return s to take us home to heaven.

III. Conflict is Born in Fear:

A. I have something and someone wants to take it from me.

B. Someone has something and someone does not think they will give it to them.

C. Money



D. Possessions

E. Power

IV. Why do people not just approach the other person (business) and sit down and reach a mutual agreement, finalized with a handshake?

A. Lack of conflict resolution skills

B. Lack of being comfortable with conflict

C. Lack of confidence

D. Lack of trust

E. Lack of the understanding of the legal process V. Gaining an Understanding of the Legal System for Conflict Resolution

A. Emotional impact

B. Cost

C. Time frame



D. The winner and the loser VI. What options are available to resolve a conflict if you do not choose to go to

court?

A. ADR – Alternative Dispute Resolution

1. ADR contracts include a clause incorporated in the agreement entered between the parties specifying a method for resolving disputes that may arise under that agreement between the parties. Such a clause shall refer to one or more ADR techniques (meditation and/or arbitration)

B. CDR – Conflict Dispute Resolution

C. Person-to-person/Business-to-business

D. Mediation – A non-binding process in which a neutral mediator tries to help the parties reach a mutually agreeable solution

E. Arbitration – A form of dispute resolution in which the parties agree to submit their dispute to a neutral arbitrator rather than a court

VII. How to Handle Conflict in a Christian Way

A. Go before God until you get His perspective on the conflict. Do not speak out immediately if angered.



B. Remember God is bigger than the problem.

C. Act in the spirit of a Christian.

D. Learn the skills of confronting in a biblical approach and that the Lord shall be glorified by you.

VIII. Principles for Resolving Conflict

A. Learn to embrace and resolve conflict.

B. Address your anger appropriately.

C. Seek understanding, not victory (not being a right fighter).

D. Assume the best.

E. Try to see the dispute from the other party’s position.

F. Learn to share your feelings appropriately.

G. Separate the problem from the person.

H. Seek and grant forgiveness.



IX. An example of a meditation/arbitration clause and typical agreements one would find in these clauses:

A. ADR Clause Example

1. Any dispute arising out of or in connection with this contract shall, at

first instance, be referred to a mediator for resolution. The parties shall attempt to agree upon the appointment of a mediator, upon receipt, by either of them, of a written notice to concur in such appointment. Should the parties fail to agree within fourteen days, either party, upon giving written notice, may apply to the _____________ or the _____________, for the time being, or the _____________, for an appointed mediator.

2. Should the mediation fail, in whole or in part, either party may, upon

giving written notice, and within eight days thereof, apply to the ____________ of Arbitrators, for the appointment of an Arbitrator.

B. General example of a Christian ADR clause

1. The parties in the connection with this contract are Christians and believe that the Bible commands them to make every effort to live at peace with one another and resolve disputes among one another in private or as instructed through the scriptures.

2. 1 Corinthians 6:1-8; Matthew 5:22-34; and Matthew 18:15-20. 3. Therefore, the parties agree that any claim or dispute arising out of, or

related to, this agreement or any aspect of the employment relations, shall be settled through biblically-based mediation.

4. If a resolution of the dispute and reconciliation do not get resolved in

mediation, the matter shall be submitted to a biblically-based arbitration.

C. The best way to ensure that ADR is used to resolve disputes is to include an ADR clause in your contracts.



D. ADR clauses are not limited to only sales agreements. They may be included in all contracts, partnerships, LLC agreements, and agreements with your vendors, etc.

E. If a lawsuit has already been filed, then most courts mandate mediation between the parties prior to proceeding to trial.

F. Overall, and ADR clause in enforceable and effective in resolving disputes, provided you include it in your contracts.

X. How Mediation Works

A. Mediation is a voluntary approach to resolve a dispute with parties.

B. A mediator is a neutral third party, with no authority to dictate terms, to make rulings or otherwise decide in any judicial sense that one party is right and the other wrong.

C. A mediator listens to each side, both together as a group and privately, to define the problem, to identify common ground and to create win/win scenarios to resolve the conflict.

D. The parties remain in control of the process and are free to explore a broader array of settlement options than arbitration or traditional litigation would otherwise offer.

E. Even when mediation does not work for whatever reason, it nonetheless leaves both sides with a better understanding of the issues and the people involved.



F. Mediation allows the opportunity for parties to address opposing side face-to-face.

G. Most mediation clauses provide that the parties will split the costs of the mediation.

H. One potential disadvantage of mediation is that it may not lead to a resolution of the dispute because the mediator has no power to require either party to agree to a resolution.

1. For this reason, it is beneficial for any ADR clause to include a

provision directing a step in the process which addresses this, such as having arbitration automatically start in the event that no mutually acceptable mediated settlement is reached.

XI. How Arbitration Works

A. In arbitration parties typically hire a judge, ex-judge, and in some case attorneys to hear evidence in an informal hearing and renders a decision, which, depending on the ADR clause of the contract, may or may not be binding.

B. If the arbitration is binding, the arbitrator’s award is final, except in limited circumstances.

C. In non-binding arbitration, the decision of the arbitrator is used by the parties to better evaluate the merits of their respective positions.

1. Otherwise has no precedential value; if the dispute is still not resolved, traditional litigation is the next step.



D. Overall, arbitration, especially binding arbitration, is more efficient, less time consuming and, less expensive than traditional litigation.

E. Most arbitration clauses give the arbitrator authority to order who pays the costs of arbitration.

XII. Litigation

A. Litigation, is the process that begins with the filing of a lawsuit. Litigation is expensive, but it may be necessary in some cases.

XIII. Concluding Thoughts

A. Jesus’ greatest mission was reconciliation 1. To reconcile us sinner to our sinless and perfect God because we are

so valuable to Him. However, Jesus understands that in a fallen world there is conflict.

B. Our approach 1. We as Christ ambassadors, should pursue peace (Romans 12) but

when we must take conflict resolution outside of being resolved privately then we should be wise with our next step.

2. Trying to resolve the conflict with hopes of a reconciled relationship

is our goal. He does not ask us to be quiet and passive, but He does hold us responsible for how we act and approach conflict resolution.

C. Glory is brought to God by how we live our lives.



Bibliography/Reading List Fisher, R., Ury, W. (1991). Getting to Yes – negotiating agreement without giving in.

New York, NY: Penguin Group. Sumii, G. M. (1998). The Christian’s handbook to conflict resolution. Franklin, TV:

Providence House Publisher. Banks, R., & Stevens, P. R. (1997). The complete book of conflict resolution. Dawners

Grove, IL: InterVarsity Press.



MLCEO 109:

Core Processes for Executive Leaders and Organizations: Managing Strategy

Lea Carawan, M.A.



Abstract Organizations are driven by three processes: Strategy, people, and operations. This session focuses on strategy, or where the organization wants to go and how this relates to cultural alignment within the organization. Also, through a practical examples, this session will point out how to coach leaders of an organization in the area of strategic planning. Learning Objectives

1. Participants will be able to develop an awareness of the three core processes

of an organization.

2. Participants will be able to describe how strategy impacts organizational success.

3. Participants will be able to construct a coaching approach for an executive

level strategic planning process.



I. Introduction

Depending on the needs of the organization and the coach’s competency, Executive and Organizational Coaching can include simple coaching, coaching with domain expertise, or consulting. Most often it becomes a combination of all three.

II. Training and Education

A. There are countless domain expertise that are helpful to leaders and organizations, such as financial planning, stress management, and crisis response.

B. Expertise may be experienced in a type of organization, such as a family owned business, the military, or a church.

C. Additional Factors: 1. Business coaching is oriented toward specific results and outcomes. 2. Outcomes may be established by someone other than the coach. 3. The coaching may or may not be voluntary. 4. You may be asked to coach teams and leaders who are resistant or

hostile to you services as a coach. As a coach you must learn ways of:

Building trust

Overcoming fear of change

Connecting with the stakeholders (those who have some stake in what you are doing)



III. Fundamental Coaching Principles

A. Take time to listen for what is going on below the surface.

B. Pay attention to what is not being said.

C. Ask open questions and follow your curiosity.

D. Spend time observing to get a sense of what you are dealing with.

IV. Organizations are driven by three primary processes

A. Strategy—Where does the organization want to go?

B. People—Who is going to get it there?

C. Operations—What is the path for how they are going to get it done?

D. Creating a Sustainable Strategic Plan 1. Hammer out not only the goals, but also the how of executing the

strategy. 2. A good strategic plan must be an action plan that business leaders can

rely on to reach their business objectives.



V. Strategic Planning Process

A. Discover and Define

1. Take the time to discover and identify desired organizational improvements.

2. Listen and drill down the goals. 3. Define the target, scope, parameters, and timelines.

B. Assess and Evaluate

1. You may need to do some form of individual, team, or organizational assessment.

2. The results of this assessment will help you best determine an

approach that will optimize success. 3. While a variety services may be employed, the goal is to simplify the

process. 4. Design a strategy that will not overwhelm the team.

C. Design and Implement

1. If you can customize a solution for an organization based on the first two steps you will get better results for your coaching efforts.

2. Factor in:

Value alignment.



Readiness of the leader to change old behaviors.

Degree of resistance throughout the organization.

The culture of the organization.

D. Sustain and Follow Up.

1. The effort to improve organizational and individual performance is

not a one-time event, but rather a process.

2. Accountability and measurement are used throughout and after each initiative to ensure continued return of investment.

VI. Why Strategic Plans Fail

A. They are based on faulty assumptions or because the key elements

needed for success are not in place.

1. Coaching Questions:

How good are the assumptions on which the plan hinges?

What do you need to do in the near and medium terms to make the plan work in the long run?

B. They are not linked to the operational process.


Do you have the organizational capability to execute the plan?



Can you switch to an alternative plan if the first plan is faulty or inadequate?

Do you have the ability to execute the plan well enough or fast enough to compete soon enough?

C. They are not linked to the people process. 1. Coaching Questions:

Do you have the right people in place to execute the strategy?

If not, how are you going to get them?

Do your people have the capacity or the training the execute the plan?

D. Most common reasons for failure.

1. The leader is not prepared to take the people through the transition process that comes with change

2. People are passively or aggressively resistant to the plan

VII. Cultural Alignment

A. Framework for cultural alignment

1. A vision for your future. 2. Values that shape your actions.



3. Strategies that zero in on your key success approaches. 4. Goals and action plans to guide your daily, weekly, and monthly

actions.

Companies whose employees understand the mission and goals enjoy a 29 percent greater return than other firms (Watson Wyatt Work Study).

US workers want their work to make a difference, but 75 percent do not think their company’s mission statement has become the way they do business (Workplace 2000 Employee Insight Survey).

B. Values-Driven Culture Philosophy: the organization has identified

the mission, vision, and values by which everyone in the company will be held accountable.

C. Consider the values of the organization when considering working alongside an executive. 1. “Companies that succeed in the long term stick passionately to a set of

values and create systems that get employees to act in accordance with those values.” –Jim Collins

VIII. Operating Philosophy

A. Buy-in is crucial: Include all people from major departments.

1. Who will be included

B. Set the ground rules ahead of time.

1. How will you do brainstorming?



2. How will you ensure effective meetings?

C. Describe expectations.

D. Manage expectations every step of the way.

1. How long will it take to create? 2. How long will it take to implement?

3. How will it be rolled out company-wide? By whom?

IX. Example

A. I was asked to coach a small company of about 100 employees

through the cultural alignment process.

B. A team of 12 was identified with representatives from every department.

C. First meeting

1. Welcome and opening information 2. Jumpstart the process

3. Get the team excited



4. Lead an exercise—The “Ideal” Exercise

Take a few moments to write down words or phrases that describe the ideal organization (i.e. Ask, “What would it take to make this a company where people are eager to work?”)

Write ideas down

Discuss how, over the next eight meetings, a strategy would be created to incorporate the discussed strategies into their company

D. For the following weeks, drill down each of the five elements cultural alignment: Vision, Mission, Strategies, and Goals

1. Vision

A statement about what your organization want to become (i.e. Ask, “If we do these things and do them well where will it take us?”)

Should stretch the organization’s capabilities and image of itself (i.e. Ask, “What will be the outcome?”)

Disney: “The happiest place on earth”

2. Mission

A precise description of what an organization does (i.e. Ask, “What is the purpose of this organization?”)

Wal-Mart: “To give ordinary folk the chance to buy the same thing as rich people”

A definition of why the organization currently exists (i.e. Ask, “What are the reasons everyone comes to work each day?”)



3. Values

Represent an individual’s highest priorities and deeply held driving forces (i.e. Ask, “What values are important to us?”)

Organization’s code of behavior (i.e. Ask, “What will we never compromise?”)

4. Strategies

Highly specific to the type of organization you are working with

Most often the executive leader will supply these

5. Goals

Foundational for personal and business success

Enables you to achieve your dreams and resolutions

Provides a framework for success

E. The result of the coaching process should be a roadmap for success.

X. Concluding Thoughts

A. The strategy is only as good as the people who are implementing it

and the systems put in place to ensure its completion.

B. If the strategy does not take into consideration the People process and the Operational Process and create a link between them, it will not succeed.



MLCEO 110:

Core Processes for Executive Leaders and Organizations: Managing

Operations

Lea Carawan, M.A.



Abstract Organizations are driven by three core processes: Strategy, Operations, and People. This session focuses on the Operations aspect of organizational coaching. The systems which impact organizational effectiveness are discussed, as well as the selecting, recruiting, and hiring processes. Finally, the GROWTH model will be discussed. Learning Objectives

1. Participants will be able to develop an awareness of the three core processes of and organization.

2. Participants will be able to understand how the operational process impacts organizational success.

3. Participants will be able to identify systems to increase effectiveness in areas of selecting, recruiting and hiring, leading effective meetings, and conducting effective performance reviews.



I. Coaching Executives and Organizations

A. Organizations are driven by three primary processes: 1. Strategy – the purpose, what the organization is intended to

accomplish.

2. People – who is going to accomplish it.

3. Operations – systems, methods, procedures; how they are going to get it done.

II. Coaching vs. Consulting

A. Expectations of a business consultant, event executive coach with a domain expertise in business operations 1. The inner working of the organization. 2. How to drive bottom line results based on financial goals.

B. Objectives 1. Earnings 2. Sales 3. Margins 4. Cash flow



C. Other tasks helping executives may be 1. Pipelines and work flow 2. Marketing plans

3. Sales plans

4. Product launches

5. Manufacturing plans

6. Productivity plans that improve efficiency

III. Organizational Effectiveness

A. Operation systems that impact organizational effectiveness

1. Selecting, recruiting and hiring process 2. Job description development and employee handbooks 3. Training and development 4. Running effective meetings 5. Performance review process

6. Handling and releasing poor performers

7. Reward and recognition programs



B. Focused Operation Systems 1. Selecting, recruiting and hiring process 2. Performance review process 3. Running effective meetings

IV. Selecting, Recruiting and Hiring Process

A. This is one of the most important operational systems of an organization and yet is often the most neglected 1. Getting the right people on the bus. 2. Getting the wrong people off the bus. 3. Putting the right people in the right place on the bus.”

B. It is the job of the organization to make sure that they 1. Hire 2. Train 3. Develop 4. Promote the right people who will get the job done



V. The Selecting, Recruiting and Hiring Process

A. Understanding the culture of the organization 1. The Operating Philosophy we helped create through the coaching

process in the “Executive and Organizational Coaching – Strategy” session is a great guide for this and most operational processes.

2. People hire for skill and fire for character – you may need to remind

executives of this fact.

3. If you defined a values based culture, your list of values will factor

highly in the hiring process.

B. Writing a good job description 1. This step is crucial and you will often find that executives have not

taken the time to create clear job descriptions before they hire.

C. Creating an effective interview process

1. Do not rely on gut feelings. 2. Put in place strategic, systematic process. 3. Past behavior is the best predictor of future behavior. 4. Ask open-ended questions.

D. Developing a comprehensive on-boarding program 1. The first 100 days are crucial for a new employee, especially in newly

hired leaders.




What steps are taken to ensure a new hire’s values are congruous with the corporate values?

How are new employees introduced to the corporate culture?

What does the interview process entail? What is good about your current process? What needs to be changed?

VI. Performance Review

A. A great performance review process is designed to give new and

current employees the best possible opportunity to succeed and grow.

B. You can infuse coaching concepts throughout the performance reviews.

C. One of the biggest shortcomings of most traditional performance review processes is that it is focused on evaluating the jobs people are doing today, but pays little attention to whether individuals can handle the jobs of tomorrow.

D. A great performance review process will accomplish three things 1. Evaluate individuals accurately 2. Identify and develop the leadership talent 3. Fill the leadership pipeline which is the basis of a strong succession

plan



E. The best practices and statistics indicate that a great performance review process is done bi-annually and includes four elements: 1. Goal setting 2. Employee self-review 3. Supervisor’s review: Work behaviors and skills 4. Recommended development plan

VII. GROWTH Model

A. Step 1: Goal

1. Work with the employee to set a S.M.A.R.T. goal to improve performance in an area.

Make sure that you work together to set this goal – explain the

S.M.A.R.T. acronym (Specific, Measurable, Attainable, Relevant, Time bound)

2. Questions:

Can you be more specific about what you need to improve in?

What would make this goal a S.M.A.R.T. goal? Can you measure it? How will you know if you have achieved it?

Is this goal attainable given your situation? What would make it more realistic?

Is this goal important to you?

By when will you have accomplished this goal?



B. Step 2: Reality Check

1. The reality check defines the starting point: Where things are now. 2. Your questions should probe for concrete facts. 3. Ask, “How many times are you late each week?” instead of, “What

causes you to be late?” or, “How does it make you feel to be late?” 4. The purpose of the reality check is to be as objective as possible about

the current situation. 5. Questions:

What do you struggle with most?

Ask for facts pertaining directly to their goal.

What has led you to make this goal?

Tell me how this is happening?

What have you tried so far? What were the results of that course of action?

C. Step 3: Options

1. Once you have established a starting point, begin to help the employee explore possible solutions. Ask, “What have you thought of? What else could you try?”

2. Often the employee will be thinking within a box: Can you identify the box and stimulate the person to look at the problem from new angles,



especially helping them to see how this affects the workplace and co-workers, schedules, morale, etc.

3. At this point, do not try to sort out what would and would not work. Just try to get multiple alternatives on the table.

4. Questions:

If you were going to get radical, what would you try?

What have you seem others do that has worked?

Can you give me five possible ways you might address this?

What would you do if you knew you could not fail?

Who could you ask that could help you come up with a great solution?

What else might be possible?

D. Step 4: Will

1. Use this step to help the employee examine the options that were generated and decide on a course of action.

2. Spend a little time anticipating what might come up and talking about what kind of support structure needs to be in place to facilitate the change.



3. By the end of the conversation, the employee should be able to answer the following questions:

Which option do you want to pursue?

What action step will you take to move toward this goal? When will you take it?

Will this step actually move you toward your original goal?

On a scale of 1 to 10, how certain are you that you will take this step to improve your performance in this area?

What obstacles might get in the way?

E. Step 5: Thorough Follow-Up

1. Reasons for follow-up:

If people are doing what they are supposed to do, the manager must recognize those achievements.

If people are not doing what they are supposed to do, the manager proceeds with further action.

2. The timelines of your recognition is of critical importance to

sustaining improvement. 3. The sooner recognition occurs after the actual performance

achievement, the greater the influence.



4. Questions:

Give me an update on your progress since our last meeting.

Are there any further obstacles that I can help you work through?

I have seen you make some improvements. Do you have a plan to reach the goal we agreed upon?

I have not seen any improvements yet. Do you remember the action steps that you set during our meeting?

I want to praise you for the major improvement I see. Can I help you in any way to complete your action steps and development plan?

F. Step 5: Hold Meetings Accountable

1. Running effective meetings

Managers are paid to get things done through others

Meetings can be an effective tool to accomplish a goal if they have a vision for what they can do

How can they be used to drive the culture forward and shape expected behaviors?

2. Hold meetings accountable

Expect advancement from each meeting

Results-oriented



Infuse meetings with power

Make sure you are doing things together that cannot be done better in another way – simple data transfer can be done

Begin and end on time – be on time

3. Set clear objectives

Clear purpose for each meeting

More effective, inspired, equipped, energized, knowledgeable

Know what the relevant issues are

Use pre-questioning surveys, ask other department managers and front line workers

Discover current issues/challenges – respond to what is going on now

Respect the conversation they are already in

Enter their world

4. Be prepared

What do you wean them to think, feel, know and be able to do?

Plan/Agenda – include topic, leader, timeline



Send information out ahead of the meeting so people can come prepared.

If teaching a process, bring props, create role play, write out a case study (real life situation).

Presentations with visual aids are 43% more effective.

In every meeting, consider including these elements: Inspiration/Fun, Learning, Feedback/Follow-up, and Action

5. Get everyone involved Reward participation

Set ground rules

Expect some conflict – set some ground rules – attack the issue not the person. Believe the best. State issues succinctly.

Empower people to help be a part of the solution.

Praise in public and criticize in private.

One of the most difficult facilitation tasks is time management – time seems to run out before tasks are completed.

1) Provide a scribe for topics that come up and are not on the

agenda by need to be remembered.

2) You might ask attendees to help you keep track of the time.

3) If the planned time on the agenda is getting out of hand, present it to the group and ask for their inputs as to a resolution.



6. If problem solving,

Take time to discover the “root issue”, do not just fix the symptoms.

For best solutions, allow brain dump without comments, then discuss, decide, follow-up.

7. If training,

Provide everything they need to walk out and do it next time.

Provide ways to learn on their own time if needed.

8. Provide continuity

Action items at the end of the meeting

Next steps/Implementation

Reporting at next meeting

Minutes/Scribe notes to participants and managers as needed VIII. Concluding Thoughts



MLCEO 111:

Core Processes for Executive Leaders and Organizations: Managing People

Rolfe Carawan, M.Ed.;

Lea Carawan, M.A.



Abstract

Organizations are driven by three primary processes: People, operations, and strategy. This session focuses on people. The people process is the most important process because the people are the key to any successful organization. How a coach can create unity is discussed, as well as the Five Levels of Agreement for a Team.

Learning Objectives

1. Participants will be able to describe the People Process of an organization.

2. Participants will be able to discuss how to best create unity in organizations.

3. Participants will be able to apply the E.A.S.E. Model in their coaching sessions.



I. Introduction

A. Organizations are driven by three primary processes: 1. Strategy – The purpose, what the organization is intended to

accomplish 2. People – Who is going to accomplish it

3. Operations – Systems, methods, procedures, how they are going to

get it done.

B. The People Process is the most important process to get right because the people are the key to the success of any organization.

C. As a coach to executives and organizations three things are most commonly desired: 1. Leaders want to learn more effective ways (or want their managers to

learn) of dealing with people. Effective with processes and efficiency with people.

2. They want their people to be more productive, effective, and efficient.

3. Leaders want unified people whose performance is consistent with

the vision and mission.

II. Creating Unity

A. As challenging as unity may be to attain, it is not complex.

B. Unity is a product of agreement and action.



C. Unity can facilitate the release of individual potential for the purpose of achieving a desired outcome in a manner that reduces conflict, boosts morale, and increases fulfillment.

D. “The greater the reward, the greater the risk; and thus greater unity needed.”

E. 5 Levels of Agreement for a Team

1. Level one: Community

Basic community; the lowest common denominator on a continuum of relationships.

Characterized by interaction based upon country, society, family, culture, race, etc. that people are sovereignty born into.

Associations: Determined vs. Chosen

The building blocks for experiencing unity at this level are quite low: Civility, kindness, agreement to the rules and respect for the culture.

Allows for people’s basic needs to be met – air, food, water, shelter, belonging, and safety.

2. Level two: Groups of Choice

Happens when we offer our time, talents, gifts, and abilities to a select group or organization for the purpose of achieving an outcome.

Community of contribution – contribute for the sake of some reward: tangible, intangible, or both.



The building blocks for unity are trust, valuing individuals, and purpose.

The need for belonging is more fully met.

3. Level three: Team

Characterized by interdependence

At this level the team cannot reach their intended goal or their greatest potential unless everyone engages and gives their best effort.

Positive relationships and excellent communication become more important due to increased need to interact.

Unity at this level results in increased innovation, individual engagement, increased creativity, high energy, and increased focus.

4. Level Four: Partnership

Characterized by building, where people commit to shared

authority and mutual accountability.

Building unity at this level requires a high level of commitment.

The essential factors that impact the ability to achieve and maintain partnering unity are humility, mutual submission, and a willingness to sacrifice.

People desiring to build unity at this level must reach agreement on methods, strategies, core values, and even personal convictions.



5. Level Five: Covenant Partnership

Characterized by people who have chosen to tie their fates together for the sake of something bigger than themselves, for posterity.

Often they are willing to commit at this level to leave a legacy, create a movement, or shape a larger community.

This feeds a need in humans for transcendence.

This level requires a high level of humility, mutual submission, and forgiveness.

III. Vertical Relationships

A. As a coach to executives and organizations two things are most

commonly needed: 1. The leaders want to learn more effective ways (or want their

managers to learn) with dealing with people. 2. They want their people to be more productive, effective, efficient, or

unified.

B. When you are asked to coach within an organization it is helpful to identify the common areas where productivity and effectiveness are impacted.



IV. Leading with E.A.S.E. ™ MODEL:

A. Expectancy = Expectations + Agreement 1. If a leader’s typical communication pattern is to set expectations

without getting agreement, the result is usually a high degree of frustration (both in the leader and his/her reports) because workers do not do what the leader told them to do, expected them to do.

2. We set expectations for people – Here is what you need to do… 3. We set expectations on people – Here is what I think you should do… 4. We have expectations about people – Here is what I want you to be or

do… 5. Coaching Questions:

Is there clarity?

Do they know what their responsibility is AND what they are supposed to do?

Do they know why they are doing it?

Do you have agreement?

Will they know when they have succeeded?

If an employee was doing it well, what would that look like?



B. Accountability = Follow up + Feedback + Coaching 1. Many employees like ambiguity because it is difficult to be held

accountable when a successful outcome is not clearly defined. 2. Coaching Questions:

Will you know when they have succeeded?

Is their goal SMART: Specific, Measurable, Attainable, Relevant, Time bound?

3. If they aren’t performing is it because they can’t or simply won’t?

C. Support = Training + Resources + Empowerment 1. If an employee is clean on what they have agreed to do, know they will

be judged on their results, it is all dismantled if the worker is not properly equipped to succeed.


3. Can they realistically accomplish what they have agreed to do?

4. Have you helped them overcome their barriers to success?

5. Do they have obstacles beyond their control?

D. Encouragement = Reward + Recognition

1. It is difficult to overestimate the power of recognition and reward -

People are designed to function best when they have a constant stream of encouragement which is found in many forms – internal, external verbal, written, financial, etc.




3. Are they adequately and frequently rewarded for executing the behaviors that you want them to do?

4. Are there appropriate negative consequences for doing what they are not supposed to do?

V. Concluding Thoughts

A. Learning how to attract, develop, and release the potential in people

is the key to the success of every organization. It is the people that make great organizations.

B. The strategy is only as good as the people who are implementing it and the systems put in place to ensure its completion.



Bibliography/Reading List Fournies, F. F. (2000). Coaching for improved work performance. NY: McGraw Hill. Hendricks, W., Bartlett, S., Gilliam, J., Grant, K., MacKey, J., Norton, B., Siress,

J…Wright, R. (1999) Coaching, mentoring, and managing. Pompton, Plains, NJ: Career Press.

Loehr, A., & Emerson, B. (2008). A manager’s guide to coaching. NY: American

Management Association.

Umidi, J. (2005). Transformational coaching. Longwood, FL: Xulon Press.

Whitmore, J. (2009) Coaching for Performance: GROWing Human Potential and Purpose - The Principles and Practice of Coaching and Leadership. Boston, MA. Nicholas Brealey.



MLCEO 112:

Coaching Executive Leaders and Organizations through Change and

Transition

Rolfe Carawan, M.Ed.



Abstract

There are many ethical dilemmas that can become present in a coaching environment. This panel will discuss some of these dilemmas and provide the participant with helpful information.

Learning Objectives

1. Participants will be able to describe the dynamics of change and transition.

2. Participants will be able to discuss how to coach through and prepare people for change.

3. Participants will be able to identify how people go through transitions and

not just change.



I. Change

A. How People Go Through Change 1. Everyone looks at change differently. 2. One must understand behavioral theory to understand how people

view change. 3. DISC

Dominance – relating to control, power, and assertiveness

Influence – relating to social situations and communication

Steadiness – relating to patience, persistence, and thoughtfulness

Conscientiousness – relating to structure and organization

B. Preparing People to Go Through Change

1. Define the present reality clearly. 2. Be specific and get as much ‘buy-in’ as possible.

3. Articulate the harm that could be done if the change is not

implemented. 4. Let people know why you cannot wait for everyone to “feel

comfortable” with the change. 5. Explain the benefits and the desired outcomes of the change.



C. Process of Going Through Transition 1. Death 2. Metamorphosis

3. New Life

II. Case Study: Health Care Organization III. Concluding Thoughts



Appendices



Life Coaching Agreement

DWIGHT BAIN, CERTIFIED LIFE COACH, NCC, CFLM www.dwightbain.com (407) 647-3900 Fax: (407) 647-8874

Client Name: Date of Agreement:

CONTACT & GENERAL INFORMATION: Address: City: State: Zip: Home # Work# x: Cell# Date of Birth: Email: Age: Married: Single: Divorced: # of children:________________________ Webpage: www. Company name: Title: Referred by:



CLIENT INFORMATION: Background Information you would like the coach to know: Personal Accomplishments: Calendar of Available Time for coaching: (Days/weeks/hours)



Projected time frame that you would like to accomplish your goals: Primary Known Objectives that you would like to address: What would you like your Coach’s specific role to be?



COACHING AGREEMENT

COOPERATION It is assumed that both parties will be in full cooperation with each other in regards to the agreed upon coaching objectives. Neither party will withhold important information, which would benefit the coaching process, nor will either party act in any manner which would interfere with facilitation of the coaching goals in a timely manner.

Fees Coaching fees are based on the services provided. We will meet and have follow-up sessions until you feel that you have accomplished your personal and professional goals. The fee schedule is $________per hour, with no retainer or long-term contract. (Emails are always available between visits.) 24-hour notice is requested for cancellation of a coaching session. “No-shows” will be billed at the scheduled hourly rate. We will talk as often as needed in accomplishing your goals, typically on the telephone. If possible and necessary to enhance your performance, we will schedule to meet in person. Helping you achieve greater success is always our primary objective.

CONFIDENTIALITY

Confidentiality and protection of intellectual property is mutually agreed to be protected by this contract of agreement. Both parties agree that all data, information and work completed during the course of life coaching will remain confidential. No information or materials will be shared with outside sources or other people regarding the work of either party, except with express written permission of both parties.



MODIFICATIONS AND EVALUATIONS

Either party may modify this contract at any time it becomes apparent that modification is needed. The coach agrees to advise and influence ideas and action however the client is always the final decision maker in the coaching process. Both parties agree to re-evaluate this contract every _________ days/weeks/months, (circle one). Client Signature Date Coach Signature Date

©2008, www.DwightBain.com permission granted to personalize this coaching tool for your own coaching practice and then reproduce it providing this

disclaimer is not removed.

http://www.dwightbain.com/



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