What discoveries have you made in your research and how does this information inform
your ability to evaluate effective coaching and its impact on organizations?
Consider these guiding questions:
What core concepts have you internalized about coaching? How will these
concepts facilitate your approach in a developmental/coaching relationship?
What values have you identified in the profession of organizational and executive
coaching that you can use as the basis for integration of your faith?
How can effective coaching impact the strategic outcomes of an organization’s
leadership and therefore the organization itself?
What key concepts can you articulate in managing the coaching relationship(s)
that appear necessary in an effective coaching encounter?
Your thread must be 600–750 words. Cite sources, including the course texts and
scholarly sources, and include a reference list in current APA format.
BUSI 755
Page 1 of 1
DISCUSSION BOARD FORUM GRADING RUBRIC
Criteria
Levels of Achievement
Content
Advanced
Proficient
Developing
Not Present
Points
Earned
Key
Components
& Major
Point Support
99 to 105 points
All key components of
the Discussion Board
Forum prompt are
answered in the thread.
All questions are are
answered in a well
thought-out manner.
Responds to the
Instructor and other peer
learners in a substantive
manner. Encourages and
facilitates interaction
among peers.
91 to 98 points
Most key components of
the Discussion Board
Forum prompt are
answered in the thread.
Most questions are
answered in a well
thought-out manner.
Responds to other
seminar members and
encourages some
interaction among peers.
1 to 90 points
Less than half of the key
components of the
Discussion Board Forum
prompt are answered in
the thread.
Questions are not
answered in a well
thought-out manner.
Responds to other
seminar members but
responses do not facitliate
interatction.
0 points
No key components of
the Discussion Board
Forum prompt are
answered in the thread.
Questions are not
answered.
Does not respond to other
seminar members and
does not facitliate
interatction.
Advanced
Proficient
Developing
Not Present
Points
Earned
Grammar,
Spelling, &
Word Count
42 to 45 points
Professional vocabulary
and writing style are used
consistently throughout
the discussion.
Thread meets 600–750
word count. Two replies
meet 300–450 word
count.
39 to 41 points
Professional vocabulary
and writing style are used
consistently throughout
most of the discussion.
Thread or replies do not
meet word count
requirements.
1 to 38 points
Professional vocabulary
and writing style are used
consistently throughout
some of the discussion.
Thread or replies do not
meet word count
requirements.
0 points
Professional vocabulary
and writing style are not
used.
Thread or replies do not
meet word count
requirements.
BUSI 755 Course Syllabus
Page 1 of 6
COURSE SYLLABUS
BUSI 755
ORGANIZATIONAL AND EXECUTIVE COACHING
COURSE DESCRIPTION
Comprehensive overview of business coaching theory, methodology and techniques, including
organizational coaching theories and frameworks, coaching skills and techniques and executive
coaching, resulting in an experiential and individualized leader development process that builds a
leader’s capability to achieve short- and long-term organizational goals.
RATIONALE
Organizational and executive coaching form the foundation of the student’s ability to critically
evaluate aspects of organizational culture. This is accomplished through the practical application
of the methodologies, techniques, and assessments conducted within the executive coaching
framework. The specific application of the coaching strategies directly supports the
organization’s leadership in designing and implementing programs to improve current practices.
MISSION/VISION/PHILOSOPHY
The mission of the DBA program is to provide an opportunity for qualified students to attain
academic, professional, and practical competence—within the Christian worldview—which
prepares students for opportunities, and corresponding additional responsibilities, beyond the
master’s degree level. The DBA program emphasizes practical and real-world applications in
both the course work and the major applied doctoral research project requirements.
The vision of the DBA program is to produce graduates with intellectual and professional
competencies in the following areas:
the ability to present and defend arguments based on theories, concepts, and empirical
evidence in matters relating to research methodology and research design, as well as
those relating to the business disciplinary domain in which the research is located;
the ability to demonstrate the capacity for reflective and analytical business thinking;
the ability to draw together relevant concepts and theories from different business
disciplines in order to gain a better understanding of the organizational context in
which particular problems or opportunities arise;
the ability to analyze problems and issues arising in business and management
contexts, utilizing relevant theories, concepts, and empirical findings;
the ability to identify and analyze questions and issues in business; and
the ability to design, implement, and successfully conclude empirical research
projects.
Each of the above will be considered in light of biblical principles, and be integrated within the
Christian worldview.
BUSI 755 Course Syllabus
Page 2 of 6
The DBA program philosophy supports both the program mission and vision, and is as follows.
PhD programs in business focus intensively on preparing candidates for academic careers and to
conduct highly specialized academic research, i.e., the development of new theory in business
and other related business fields. Doctor of Business Administration (DBA) programs focus on
the application of theory rather than on the development of new theory. While also intended to
prepare graduates for academic careers, the DBA, by virtue of its focus on application of theory,
has more practical application in managerial settings than the PhD.
I. PREREQUISITE
(BUSI 700 and 710) or DIGI 700
As stated in the Liberty University Graduate Catalog, it is the student’s responsibility to
make up any prerequisite deficiencies that would prevent the successful completion of this
course.
II. REQUIRED RESOURCE PURCHASES
Hunt, J.M. & Weintraub, J.R. (2017). The coaching manager: Developing top talent in
business. Thousand Oaks, CA: Sage. ISBN: 9781483391656.
Keller, T., & Alsdorf, K. L. (2012). Every good endeavor: Connecting your work to
God’s work. New York, NY: Dutton. ISBN: 9780525952701.
Underhill, B. O., McAnally, K., & Koriath, J. J. (2007). Executive coaching for results:
The definitive guide to developing organizational leaders. San Francisco, CA:
Berrett-Koehler Publishers. ISBN: 9781576754481.
Disclaimer: The above resources provide information consistent with the latest research
regarding the subject area. Liberty University does not necessarily endorse specific
personal, religious, philosophical, or political positions found in these resources.
III. RECOMMENDED RESOURCE
American Psychological Association. Publication manual of the American Psychological
Association (Current ed.). Washington, DC: Author.
IV. ADDITIONAL MATERIALS FOR LEARNING
A. Computer with basic audio/video output equipment
B. Internet access (broadband recommended)
C. Blackboard recommended browsers
D. Microsoft Word
(Microsoft Office is available at a special discount to Liberty University students.)
BUSI 755 Course Syllabus
Page 3 of 6
V. MEASURABLE LEARNING OUTCOMES
Upon successful completion of this course, the student will be able to:
A. Compare and contrast the needs of the organizational culture with available
executive coaching strategies while explaining why a specific strategy was
selected (Synthesis, DBA PLOs 1 & 3).
B. Evaluate the effectiveness of selected coaching strategies on organizational
objectives, processes, and practices (Analysis, DBA PLO 2).
C. Formulate relevant summary data from applications of coaching skills using
his/her own reflective skills and individual ability (Evaluation, DBA PLOs 1 &
3).
D. Integrate a biblical worldview and the course material within the context of
executive organizational coaching (Synthesis, DBA PLO 4).
VI. COURSE REQUIREMENTS AND ASSIGNMENTS
A. Textbook readings and presentations
B. Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will
complete the related checklist found in Module/Week 1.
C. Discussion Board Forums (3)
Discussion boards are collaborative learning experiences. Therefore, this course
requires 3 distinct discussion forums. The specific requirements, point weightings,
grading rubrics, and due dates are listed in the Course Content section of
Blackboard.
D. Thematic Integration of Faith and Learning Paper
This course requires 1 distinct paper that integrates concepts of organizational and
executive coaching with a biblical worldview. The specific requirements, point
weightings, grading rubrics, and due dates are listed in the Course Content section
of Blackboard.
E. ADRP Prospectus
This course requires 1 distinct research prospectus related to the student’s
literature review on organizational and executive coaching. The specific
requirements, point weightings, grading rubrics, and due dates are listed in the
Course Content section of Blackboard.
F. Literature Review
This course requires 1 distinct literature review on concepts of organizational and
executive coaching. The specific requirements, point weightings, grading rubrics,
and due dates are listed in the Course Content section of Blackboard.
BUSI 755 Course Syllabus
Page 4 of 6
VII. COURSE GRADING AND POLICIES
A. Points
Course Requirements Checklist
10
Discussion Board Forums (3 at 150 pts ea)
450
Thematic Integration of Faith and Learning Paper
140
ADRP Prospectus
Literature Review
200
200
Total
1000
B. Scale
A = 960.0–1000.0 A- = 940.0–959.99 B+ = 920.0–939.99 B = 900.0–919.99
B- = 880.0–899.99 F = 0.00–879.99
C. Late Assignment Policy
Course Assignments, including discussion boards, exams, and other graded
assignments, should be submitted on time.
If the student is unable to complete an assignment on time, then he or she must
contact the instructor immediately by email.
Assignments that are submitted after the due date without prior approval from the
instructor will receive the following deductions:
1. Late assignments submitted within one week after the due date will
receive a 10% deduction.
2. Assignments submitted more than one week and less than 2 weeks
late will receive a 20% deduction.
3. Assignments submitted two weeks late or after the final date of the
course will not be accepted.
4. Group projects, including group discussion board threads and/or
replies, and assignments will not be accepted after the due date.
Special circumstances (e.g. death in the family, personal health issues) will be
reviewed by the instructor on a case-by-case basis.Quizzes/Tests/Exams
For timed quizzes/tests/exams, the student is required to complete the
quiz/test/exam within the assigned time. For the student who exceeds this time
limit, a penalty of 1 point will be deducted for each minute, or part thereof, he/she
exceeds the assigned time limit.
C. Disability Assistance
Students with a documented disability may contact Liberty University Online’s
Office of Disability Accommodation Support (ODAS) at
LUOODAS@liberty.edu to make arrangements for academic accommodations.
Further information can be found at www.liberty.edu/disabilitysupport.
If you have a complaint related to disability discrimination or an accommodation
that was not provided, you may contact ODAS or the Office of Equity and
BUSI 755 Course Syllabus
Page 6 of 6
VIII. COURSE CALENDAR
Textbooks: Hunt, J.M. & Weintraub, J.R: The Coaching Manager (2017).
Underhill et al.: Executive Coaching for Results (2007).
Module/Week
Reading & Study
Assignments
Syllabus
Outcome
Points
1
Hunt & Weintraub: chs. 1–2
Underhill et al.: chs. 1–2
1 presentation
Course Requirements Checklist
Class Introductions
DB Forum 1
A & B
0
2
Hunt & Weintraub: chs. 1–2
Underhill et al.: ch. 1– 2
1 presentation
DB Forum 1 (Continued)
D
150
0
3
Hunt & Weintraub: chs. 3–5
Underhill et al.: ch. 3
1 presentation
DB Forum 2
Literature Review Topic
Submission
4
Hunt & Weintraub: chs. 3–5
Underhill et al.: ch. 3
1 presentation
DB Forum 2 (Continued)
D
150
0
5
Hunt & Weintraub: chs. 6–7
Underhill et al.: chs. 5–6
1 presentation
DB Forum 3
Thematic Integration of Faith
and Learning Paper Preparation
6
Hunt & Weintraub: chs. 6–7
Underhill et al.: chs. 5–6
1 presentation
DB Forum 3 (Continued)
Thematic Integration of Faith
and Learning Paper Submission
B
C
150
140
7
Hunt & Weintraub: chs. 8–10
Underhill et al.: chs. 7–8
1 presentation
ADRP Prospectus Preparation
Literature Review Preparation
8
Hunt & Weintraub: chs. 8–10
Underhill et al.: chs. 7–8
1 presentation
ADRP Prospectus Submission
Literature Review Submission
B
D
200
200
TOTAL
1000
DB = Discussion Board
NOTE: Each course module/week begins on Monday morning at 12:00 a.m. (ET) and ends on Sunday
night at 11:59 p.m. (ET). The final module/week ends at 11:59 p.m. (ET) on Friday.
BUSI 755
DISCUSSION BOARD FORUM 3 INSTRUCTIONS
Thread
What discoveries have you made in your research and how does this information inform your
ability to evaluate effective coaching and its impact on organizations?
Consider these guiding questions:
What core concepts have you internalized about coaching? How will these concepts
facilitate your approach in a developmental/coaching relationship?
What values have you identified in the profession of organizational and executive
coaching that you can use as the basis for integration of your faith?
How can effective coaching impact the strategic outcomes of an organization’s leadership
and therefore the organization itself?
What key concepts can you articulate in managing the coaching relationship(s) that
appear necessary in an effective coaching encounter?
Your thread must be 600–750 words. Cite sources, including the course texts and scholarly
sources, and include a reference list in current APA format.
Submit your thread by 11:59 p.m. (ET) on Saturday of Module 5/Week 5.
Replies
Engage in a substantive discussion regarding the impact that your classmates’ ongoing research
is having on their understanding of organizational and executive coaching. Your discussion must
meet grading rubric specifications. Submit replies of 300–450 words each to at least 2 other
students. Make sure that you are adding new and relevant information, including scholarly
sources, with each reply.
Submit your replies by 11:59 p.m. (ET) on Saturday of Module 6/Week 6.
Running head: EXECUTIVE COACHING 1
Executive Coaching
Institution
Date
EXECUTIVE COACHING 2
Throughout this course, I have internalized several concepts which will help me in my
future life as a coach. One of these concepts is developmental coaching, whereby a coach uses
his experience to change employees’ attitudes, beliefs, and how employees perform their duties.
Developmental coaching seeks to impart employees with skills, needed to achieve personal as
well as an organizational goals (Hunt, & Weintraub, 2017). This will help them to become better
persons in the process of improving their performance. Another key concept is that executive
coaches should strive to build and maintain relationships with those around them. According to
Hunt & Weintraub (2017), relationships are pivotal in coaching, as they help build trust, and
confidence between a coach, and leaders in an organization. Once a coach establishes a
relationship with other people, it will be easy for them to relate at a personal level. Another
major concept is assessment, which requires coaches to develop a method to assess employees’
needs or to measure the impact of coaching on performance.
Just like any other profession, organizational coaching requires diligence, honesty, and
dedication. A coach should not be driven by greed or personal desires when executing his duties.
Rather, he should use his position to serve other people, and in the process, serve God. The
above values relate closely to my Christian faith and can be used as the basis of integration of my
Christian faith. Keller, & Alsdorf, (2012), argued that it is possible for us to serve God, in our
every day’s life. Rather than quitting our jobs to go and pursue missionary work, we can serve
God in our positions, by diligently, and honestly serving those who need our services (Keller, &
Alsdorf, 2012). Humility and Commitment are other values that can be used as the basis of
integration of my faith. Executive coaches should not undertake their duties with pride and ego.
Rather, they should be humble and willing to listen to those they serve. Humility is a key-value,
not just in executive coaching, but in all other professions.
EXECUTIVE COACHING 3
The benefits of effective coaching on any organization cannot be ignored. According to
Hunt, & Weintraub, (2017), effective coaching empowers leaders to perform their duties
diligently, which in turn improves organizational performance. Effective coaching is not just
about achieving results or having tasks completed. Rather, it also includes building long-lasting
relationships between a coach, executives, and all employees within an organization. Once
respect and trust are established between leaders and employees, there is a high chance that they
will work together to achieve organizational goals and objectives. Also, coaching helps to
sharpen, and improve leadership skills among organizational leaders, whether they occupy
leadership positions (Underhill et al., 2007). Once employees are motivated and equipped with
the right skills, they can perform their duties confidently and using minimal resources. On top of
this, effective coaching helps to foster innovation, and flexibility needed to implement changes
within an organization. This helps employees and leaders to realize their personal goals, while at
the same time, working hard to ensure that organizational goals and objectives are achieved.
Effective coaching requires a coach to establish and maintain relationships with all
stakeholders in an organization. However, maintaining such relationships is often a challenging
task (Underhill et al, 2007). It is thus crucial that coaching relationships are founded on
friendship, trust, and respect. A coach should always strive to be honest and respectful, as this
will build trust between him and other individuals within an organization. On top of this, a
coach should exhibit cultural competencies and strong intercultural skills, which will allow them
to relate with people from all backgrounds. A coach should always be open to suggestions,
committed, and possess great communication skills. Such skills will allow them to communicate
will all stakeholders, and to get feedback from all people around them.
EXECUTIVE COACHING 4
References
Hunt, J.M. & Weintraub, J.R. (2017). The coaching manager: Developing top talent in business.
Thousand Oaks, CA: Sage. ISBN: 9781483391656.
Keller, T., & Alsdorf, K. L. (2012). Every good endeavor: Connecting your work to God’s work.
New York, NY: Dutton. ISBN: 9780525952701.
Underhill, B. O., McAnally, K., & Koriath, J. J. (2007). Executive coaching for results: The
definitive guide to developing organizational leaders. San Francisco, CA: Berrett-
Koehler Publishers. ISBN: 9781576754481.
Executive Coaching
Institution
Date
Core concepts from the Course
Core Values that relate to my Faith
Ways in which effective coaching impacts an organization.
Key concepts in managing the coach relationship
