GOLDSMITH CASE STUDY 2
Goldsmith Case Study
Goldsmith (2015) addresses six key areas where leaders should analyze their behaviors
and adjust as necessary: delusion, rewards, recognition, influence, delegation, and
progressiveness. The approach is focused on organizational alignment, evolved leadership, and
staying coachable even after reaching the senior executive level. According to Boysen-Rotelli
(2021), executive coaches can help these leaders grow within their profession and develop the
self-awareness needed to lead effectively. The Scripture aligns with this message as it reminds
leaders of their Biblical responsibility to grow into follower-worthy leaders as found in 1 Peter
5:2 “Shepherd the flock of God that is among you, exercising oversight, not under compulsion,
but willingly, as God would have you; not for shameful gain, but eagerly” (English Standard
Version Bible, 2001).
Delusion
Senior leaders tend to overestimate their skills and abilities in comparison to their peers,
chronically overcommit themselves and their organizations, can have trouble changing direction
when they are personally invested in a project or strategy and tend to take credit when things are
going well while placing blame when a failure occurs (Goldsmith, 2015). Sutton and Crobach
(2022) connect these delusional leadership attitudes and behaviors to low self-awareness,
stemming from personal insecurities, fear, and an inflated sense of self. Senior executive leaders
can overcome these pitfalls by improving their self-awareness by seeking constructive feedback
from peers, direct reports, and coaches and committing to continuous professional development
and personal growth (Sutton & Crobach, 2022).
An executive coach could help senior leaders recognize delusion by utilizing the OSKAR
Model, which focuses on clients rating themselves based on their skills, emotions, failures, and
GOLDSMITH CASE STUDY 3
successes (Boysen-Rotelli, 2021). This coaching model assists clients in forming introspective
habits to evaluate their personal behaviors, attitudes, and values on a cadence and encourages
continuous growth. For example, new clients who rate themselves as “the best of everything”
could be encouraged to seek feedback from peers and direct reports to gain constructive feedback
and a more realistic view of their strengths and weaknesses. According to Sutton and Crobach
(2022), coaches should also develop an individualistic-centered approach to build the client's
self-esteem and helps them to be more receptive in seeking and responding positively to
constructive feedback. Certified executive coaches can help their clients further by providing
organizational group coaching focused on engagement, active listening, and creating
psychologically safe spaces where employees can openly voice their opinions and air grievances.
Recognition and Rewards
According to the Scripture, leaders should “not withhold good from those to whom it is
due when it is in their power to do it” (English Standard Version Bible, 2001, Proverbs 3:27).
Goldsmith (2015) also relayed the need for leaders to recognize and reward their personnel more
frequently and committing to provide individualized 360-degree feedback that is timely,
meaningful, and multidimensional. However, leaders must also avoid giving out superficial
rewards and unearned recognition and forgo the tendency to recognize and reward all employees
equally, as not all are always worthy of leadership praise (Alzyoud, 2018). An executive coach
can help their client improve their recognition and rewards capabilities by utilizing the
Appreciative Inquiry (AI) Coaching model focused on positive organizational culture,
appreciation, and elevating one’s potential as the method is meant to inspire (Boysen-Rotelli,
2021). This coaching approach also helps clients improve job performance, energizes team
GOLDSMITH CASE STUDY 4
members, and helps strengthen the leader-follower relationship, increasing organizational-wide
and individual recognition and rewards.
Delegation
Goldsmith (2015) warns leaders that delegation can be harmful when employees do not
understand how to complete a task or are simply unmotivated and suggests an alternative
strategy focused on improving the leader-follower relationship. This includes agreeing on
responsibilities, gaining feedback on helpful leadership behaviors, and assessing negative
perceptions such as micromanaging or not working at the appropriate leadership level. Leaders
should also determine employee competence and aptitude for task autonomy before delegating
new roles and responsibilities (Richardson et al., 2021). Additionally, senior managers should
focus on the empowerment side of delegation to develop and enrich direct reports for future
organizational leadership roles. An executive coach can help clients delegate more effectively
by utilizing a GROW Model of Coaching centered on personnel development by assessing the
current situation, goals and mapping the steps needed to get from one stage to the next (Boysen-
Rotelli, 2021). For instance, the coach and client could create a career roadmap template
outlining a direct report’s goals, current state, and empowerment opportunities needed to reach
higher levels of professional development.
Influence
Goldsmith (2015) reiterates the need to adjust workplace behaviors based on decision-
making authority and recommends treating people with positional power as valued customers
and aligning with the leader's goals instead of peddling self-interested strategies. Conversely,
leaders with decision-making power should seek employee feedback, listen even if they disagree,
release the need to be “right,” and commit to a positive attitude even when things go awry.
GOLDSMITH CASE STUDY 5
According to Koveshnikov and Ehrnrooth (2018), positive leadership influences and motivates
employees to internalize the mission and vision, enhancing their commitment to propel
organizational goals and team member alliances. Executive coaches may also help clients
recognize and understand the impact of idealized influence by choosing the Neuro Linguistic
Programming process focused on changing behaviors, conditioning, and enhanced
communication strategies (Boysen-Rotelli, 2021). For example, a coach can assist clients with
unpopular directive leadership approaches to adopt new skillsets focused on employee
engagement and interpersonal relationship skillsets which create influence and improve
workplace performance and enhance organizational morale (Kauppila et al., 2022; Koveshnikov
& Ehrnrooth, 2018).
Progressiveness
Future leaders must demonstrate global thinking, appreciate differing worldviews and
cross-cultural diversity, understand evolving technology, build and strengthen partnerships, and
have the courage to abandon antiquated and hierarchal management styles (Goldsmith, 2015).
According to Jiang et al. (2019), moving from a traditional to a future-oriented organizational
climate promoting diversity, innovation, and positive organizational citizenship behaviors
requires empowering leadership. Executive coaches can help clients strengthen necessary future-
focused leadership skill sets by utilizing a Co-Active approach centered on client creativity, trust,
and intimacy and pushing clients toward growth mindsets and transformational change (Boysen-
Rotelli, 2021). For example, a coach could help a client who has problems with organizational
diversity and inclusivity problems by asking the senior leader open-ended questions designed to
identify roadblocks, upend the status quo, and ultimately leads to client-driven innovation and
creative problem-solving. The leader also avoids command and control leadership, challenges
GOLDSMITH CASE STUDY 6
employees to contribute to problem-solving, and empowers personnel to implement solutions at
all levels of the organization.
Conclusion
According to the Scripture, leaders must reject the notion that they are all-knowing and
seek counsel to gain wisdom, “The way of the fool is right in his own eyes, but a wise man
listens to advice” (English Standard Version Bible, 2001, Proverbs 12:15). Executive coaches
can provide advice and counsel to senior executive clients by utilizing a variety of strategies
focused on expanding horizons, self-improvement, problem-solving and developing future-
focused capabilities needed to propel long-term organizational success (Boysen-Rotelli, 2021).
Successful coaching outcomes are relationship-dependent and must factor in coaching style,
models, client capabilities, and a willingness to learn and evolve. The executive coach focuses on
choosing the most appropriate and beneficial coaching model for the senior executive,
organization, and current situation and guiding clients toward their intended goal (Goldsmith,
2015).
GOLDSMITH CASE STUDY 7
References
Alzyoud, A. A. Y. (2018). The influence of human resource management practices on employee
work engagement. Foundations of Management, 10(1), 251-256.
https://doi.org/10.2478/fman-2018-0019
Boysen-Rotelli, S. (2021). An introduction to professional and executive coaching (2nd ed.).
Information Age Publishing, Inc.
https://mbsdirect.vitalsource.com/reader/books/9781648022524
English Standard Version Bible. (2001). ESV Online. https://esv.literalword.com/
Goldsmith, M. (2015, January 27). Coaching for Leaders. [Video]. YouTube.
https://www.youtube.com/playlist?list=PL68j6QKmutRno4uGGfoFNw3qQ5hyqh0TL
Jiang, M., Wang, H., & Li, M. (2019). Linking empowering leadership and organizational
citizenship behavior toward the environment: The role of psychological ownership and
future time perspective. Frontiers in Psychology, 10, 2612-2612.
https://doi.org/10.3389/fpsyg.2019.02612
Kauppila, O., Ehrnrooth, M., Mäkelä, K., Smale, A., Sumelius, J., & Vuorenmaa, H. (2022).
Serving to help and helping to serve: Using servant leadership to influence beyond
supervisory relationships. Journal of Management, 48(3), 764-790.
https://doi.org/10.1177/0149206321994173
Koveshnikov, A., & Ehrnrooth, M. (2018). The cross-cultural variation of the effects of
transformational leadership behaviors on followers’ organizational identification: The
case of idealized influence and individualized consideration in Finland and Russia.
Management and Organization Review, 14(4), 747-779.
https://doi.org/10.1017/mor.2018.27
GOLDSMITH CASE STUDY 8
Richardson, H. A., Kluemper, D. H., & Taylor, S. G. (2021). Too little and too much authority
sharing: Differential relationships with psychological empowerment and in‐role and
extra‐role performance. Journal of Organizational Behavior, 42(8), 1099-1119.
https://doi.org/10.1002/job.2548
Sutton, A., & Crobach, C. (2022). Improving self-awareness and engagement through group
coaching. International Journal of Evidence-Based Coaching and Mentoring, 20(1), 35-
49. https://doi.org/10.24384/dqtf-9x16
Powered by TCPDF (www.tcpdf.org)
