Evidence based theories and models

Essay on evidence-based coaching theories and models
Due: Week 12, Monday 7 September 5pm
Length: 2000 words
Weighting: 30%
Submission: via Turnitin
Describe and critically examine the effectiveness of executive, team and/or individual coaching as a tool to enhance HR practice in the workplace (choose from one of the following areas: learning and development; employee engagement; employee performance; and change management).
In your arguments of coaching as a tool, ensure that you draw from at least three of the following:
? The Learning organisation (topic 1)
? Coaching models: The humanistic model of coaching and Vroom’s Expectancy Theory (1964) (topic 3);
? The integrative or theoretical models (topic 4);
? Adult learning and goal setting theory (topic 5);
? Coaching as an intervention (topic 8);
? Ethics (topic 9); and/or
? Measuring outcomes of coaching (topic 10)
This assessment refers to the overarching objectives of this unit.
Marking criteria
Criterion Weighting
Comprehension: • defines and adequately describes a minimum of three coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes • identifies and describes key ways in which the selected research evidence provides support both for and/or against executive, team and/or individual coaching as a tool in the workplace • adequately identifies and describes the selected HR processes • identifies and describes strengths and weaknesses associated with the selected research evidence • demonstrates breadth and depth of research using, at least 10, refereed journal articles* (You will be taught how to find refereed journal articles in one of the Online lectures, if you don’t know how to find them, please make sure you ask).
15%
Analysis: • demonstrates knowledge of the selected coaching models; integrative or theoretical models; learning or goal setting theory, ethics and measuring outcomes and the ability to apply these to coaching • adequately identifies and describes the selected HR processes • clearly identifies, defines and applies pertinent coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes to the use of coaching as a tool for individuals, teams and executives in the workplace
10%
Presentation: • clear essay structure: introduction, body, conclusion – introduction contains purpose, scope, background, definition of terms, outline of essay – body accurately reproduces introduction outline and is logical sequencing – conclusion restates essay purpose, summarises main points and provides clear arguments • clear, coherent writing style with detailed attention to spelling, punctuation and grammar • correct formatting of citations using Harvard Style in-text and in reference list • minimum 1.5 cm line spacing and uniform 2.5 cm margins • less than 10% of essay is direct quotations • within 10% of the word limit • title provided for essay.

Essay on evidence-based coaching theories and models
Due: Week 12, Monday 7 September 5pm
Length: 2000 words
Weighting: 30%
Submission: via Turnitin
Describe and critically examine the effectiveness of executive, team and/or individual coaching as a tool to enhance HR practice in the workplace (choose from one of the following areas: learning and development; employee engagement; employee performance; and change management).
In your arguments of coaching as a tool, ensure that you draw from at least three of the following:
? The Learning organisation (topic 1)
? Coaching models: The humanistic model of coaching and Vroom’s Expectancy Theory (1964) (topic 3);
? The integrative or theoretical models (topic 4);
? Adult learning and goal setting theory (topic 5);
? Coaching as an intervention (topic 8);
? Ethics (topic 9); and/or
? Measuring outcomes of coaching (topic 10)
This assessment refers to the overarching objectives of this unit.
Marking criteria
Criterion Weighting
Comprehension: • defines and adequately describes a minimum of three coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes • identifies and describes key ways in which the selected research evidence provides support both for and/or against executive, team and/or individual coaching as a tool in the workplace • adequately identifies and describes the selected HR processes • identifies and describes strengths and weaknesses associated with the selected research evidence • demonstrates breadth and depth of research using, at least 10, refereed journal articles* (You will be taught how to find refereed journal articles in one of the Online lectures, if you don’t know how to find them, please make sure you ask).
15%
Analysis: • demonstrates knowledge of the selected coaching models; integrative or theoretical models; learning or goal setting theory, ethics and measuring outcomes and the ability to apply these to coaching • adequately identifies and describes the selected HR processes • clearly identifies, defines and applies pertinent coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes to the use of coaching as a tool for individuals, teams and executives in the workplace
10%
Presentation: • clear essay structure: introduction, body, conclusion – introduction contains purpose, scope, background, definition of terms, outline of essay – body accurately reproduces introduction outline and is logical sequencing – conclusion restates essay purpose, summarises main points and provides clear arguments • clear, coherent writing style with detailed attention to spelling, punctuation and grammar • correct formatting of citations using Harvard Style in-text and in reference list • minimum 1.5 cm line spacing and uniform 2.5 cm margins • less than 10% of essay is direct quotations • within 10% of the word limit • title provided for essay.

 
Evidence based theories and models

Essay on evidence-based coaching theories and models
Due: Week 12, Monday 7 September 5pm
Length: 2000 words
Weighting: 30%
Submission: via Turnitin
Describe and critically examine the effectiveness of executive, team and/or individual coaching as a tool to enhance HR practice in the workplace (choose from one of the following areas: learning and development; employee engagement; employee performance; and change management).
In your arguments of coaching as a tool, ensure that you draw from at least three of the following:
? The Learning organisation (topic 1)
? Coaching models: The humanistic model of coaching and Vroom’s Expectancy Theory (1964) (topic 3);
? The integrative or theoretical models (topic 4);
? Adult learning and goal setting theory (topic 5);
? Coaching as an intervention (topic 8);
? Ethics (topic 9); and/or
? Measuring outcomes of coaching (topic 10)
This assessment refers to the overarching objectives of this unit.
Marking criteria
Criterion Weighting
Comprehension: • defines and adequately describes a minimum of three coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes • identifies and describes key ways in which the selected research evidence provides support both for and/or against executive, team and/or individual coaching as a tool in the workplace • adequately identifies and describes the selected HR processes • identifies and describes strengths and weaknesses associated with the selected research evidence • demonstrates breadth and depth of research using, at least 10, refereed journal articles* (You will be taught how to find refereed journal articles in one of the Online lectures, if you don’t know how to find them, please make sure you ask).
15%
Analysis: • demonstrates knowledge of the selected coaching models; integrative or theoretical models; learning or goal setting theory, ethics and measuring outcomes and the ability to apply these to coaching • adequately identifies and describes the selected HR processes • clearly identifies, defines and applies pertinent coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes to the use of coaching as a tool for individuals, teams and executives in the workplace
10%
Presentation: • clear essay structure: introduction, body, conclusion – introduction contains purpose, scope, background, definition of terms, outline of essay – body accurately reproduces introduction outline and is logical sequencing – conclusion restates essay purpose, summarises main points and provides clear arguments • clear, coherent writing style with detailed attention to spelling, punctuation and grammar • correct formatting of citations using Harvard Style in-text and in reference list • minimum 1.5 cm line spacing and uniform 2.5 cm margins • less than 10% of essay is direct quotations • within 10% of the word limit • title provided for essay.

Essay on evidence-based coaching theories and models
Due: Week 12, Monday 7 September 5pm
Length: 2000 words
Weighting: 30%
Submission: via Turnitin
Describe and critically examine the effectiveness of executive, team and/or individual coaching as a tool to enhance HR practice in the workplace (choose from one of the following areas: learning and development; employee engagement; employee performance; and change management).
In your arguments of coaching as a tool, ensure that you draw from at least three of the following:
? The Learning organisation (topic 1)
? Coaching models: The humanistic model of coaching and Vroom’s Expectancy Theory (1964) (topic 3);
? The integrative or theoretical models (topic 4);
? Adult learning and goal setting theory (topic 5);
? Coaching as an intervention (topic 8);
? Ethics (topic 9); and/or
? Measuring outcomes of coaching (topic 10)
This assessment refers to the overarching objectives of this unit.
Marking criteria
Criterion Weighting
Comprehension: • defines and adequately describes a minimum of three coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes • identifies and describes key ways in which the selected research evidence provides support both for and/or against executive, team and/or individual coaching as a tool in the workplace • adequately identifies and describes the selected HR processes • identifies and describes strengths and weaknesses associated with the selected research evidence • demonstrates breadth and depth of research using, at least 10, refereed journal articles* (You will be taught how to find refereed journal articles in one of the Online lectures, if you don’t know how to find them, please make sure you ask).
15%
Analysis: • demonstrates knowledge of the selected coaching models; integrative or theoretical models; learning or goal setting theory, ethics and measuring outcomes and the ability to apply these to coaching • adequately identifies and describes the selected HR processes • clearly identifies, defines and applies pertinent coaching models; integrative or theoretical models; learning or goal setting theory; ethics and measuring outcomes to the use of coaching as a tool for individuals, teams and executives in the workplace
10%
Presentation: • clear essay structure: introduction, body, conclusion – introduction contains purpose, scope, background, definition of terms, outline of essay – body accurately reproduces introduction outline and is logical sequencing – conclusion restates essay purpose, summarises main points and provides clear arguments • clear, coherent writing style with detailed attention to spelling, punctuation and grammar • correct formatting of citations using Harvard Style in-text and in reference list • minimum 1.5 cm line spacing and uniform 2.5 cm margins • less than 10% of essay is direct quotations • within 10% of the word limit • title provided for essay.