Coaching is inherently goal-focused. For instance, consider the following questions a coach might ask a client during the coaching process: “What is the problem and how might you fix it? Where are you now and where do you want to be in a year?” These questions have an end result or goal in mind.

In this Discussion, you will explore the goal-focused psychological approach to coaching and related core constructs. Then you will explain how such core constructs might be applied to specific phases in the coaching process and ultimately influence coaching outcomes.

To prepare for this Discussion:

• Review the article “What Are the Experiences of External Executive Coaches Working With Coachees’ Assigned Goals?”
• Review Chapter 6 and Chapter 10 in the course text Evidence Based Coaching Handbook. Pay particular attention to the core constructs related to goal-directed self-regulation and how each coincides with specific phases in the coaching process.
• Select two core constructs related to the goal-focused psychological approach to coaching and consider how each one impacts the coaching process. Also, reflect on how each might influence the outcomes of the coaching process.

With these thoughts in mind:

Part 1

Post a brief description of two core constructs related to the goal-focused psychological approach to coaching. Then explain how each construct might be applied to at least two specific phases in the coaching process. Finally, explain how each construct might influence the outcomes of the coaching process. Be specific.

Note: Identify the core constructs you discussed in the first line of your post. You will be asked to respond to a colleague who discussed a construct that you did not.

Be sure to support your postings and responses with specific references to the Learning Resources.

Read a selection of your colleagues’ postings.

Learning Resources

Required Readings

Grant, A. M. (2006). An integrative goal-focused approach to executive coaching. In D. R. Stober & A. M. Grant (Eds.). Evidence based coaching handbook (pp. 153–192). Hoboken, NJ: John Wiley & Sons.

Kemp, T. (2006). An adventure based framework for coaching. In D. R. Stober & A. M. Grant (Eds.). Evidence based coaching handbook (pp. 277–312). Hoboken, NJ: John Wiley & Sons.

Rogers, J. (2016). Coaching skills: The definitive guide to being a coach (4th ed.). New York, NY: McGraw-Hill Open University Press.

• Chapter 12, “Bringing Pace and Interest to the Session” (pp. 242–263)

Grant, A. M. (2014). The efficacy of executive coaching in times of organisational change. Journal of Change Management, 14(2), 258–280. Retrieved from http://www.stanford-coaching.com/wp-content/upload…

Cowan, K. (2013). What are the experiences of external executive coaches working with coachees’ assigned goals? International Journal of Evidence Based Coaching and Mentoring, 12(SI 7), 14–25. Retrieved from http://ijebcm.brookes.ac.uk/documents/special07-pa…

Websites

Center for Credentialing & Education. (n.d.). BCC: Board Certified Coach. Retrieved June 19, 2021, from http://www.cce-global.org/BCC