Description
Please paraphrase the following work..the references should remain and not change only paraphrase content to avoid ai. the format should also remain the same. Do not use ai or paraphrasing tool I will know. they are two separate works. Thanks
Unformatted Attachment Preview
Formative Assessment 1: Annotated Bibliography
Student’s Name
Course
Institution
Date
Formative Assessment 1: Annotated Bibliography
1. Singh, H. K., Kennedy, G. A., & Stupans, I. (2022). Competencies and training of
health professionals engaged in health coaching: A systematic review. Chronic illness,
18(1), 58-85.
In this comprehensive systematic review, Singh et al. (2022) delve into the intricacies of health
coaching by examining the competencies and training programs tailored for health professionals.
By systematically reviewing existing literature, the authors provide an in-depth exploration of the
challenges and unique skill sets required in health coaching, particularly within the context of
chronic illness. The review’s holistic approach encompasses a range of perspectives, contributing
significantly to the understanding of how coaching functions in the complex landscape of
healthcare. Healthcare practitioners, educators, and researchers will find this resource valuable for
gaining nuanced insights into the competencies essential for effective health coaching, making it
an invaluable asset for those seeking to enhance coaching practices in the healthcare domain.
2. Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional
development to increase teachers’ digital learning competencies. Teaching and
Teacher Education, 109, 103544.
Within the realm of educational coaching, Zimmer and Matthews (2022) present an innovative
virtual coaching model designed to augment teachers’ digital learning competencies. The article
stands as a beacon for educators navigating the evolving landscape of digital education. Not only
does it introduce a contemporary coaching model tailored for the digital age, but it also provides
tangible insights into its application, offering practical implications for educators striving to
seamlessly integrate digital learning into their teaching practices. The study’s relevance extends
beyond the theoretical, making it an indispensable resource for educators, instructional designers,
and education administrators seeking to align teaching strategies with the demands of a
technologically driven educational environment.
3. Van Zyl, L. E., Roll, L. C., Stander, M. W., & Richter, S. (2020). Positive psychological
coaching definitions and models: a systematic literature review. Frontiers in
Psychology, 793.
Offering a foundational exploration into the realm of positive psychology within coaching, Van
Zyl et al. (2020) present a systematic literature review that elucidates positive psychological
coaching definitions and models. This resource contributes to the broader understanding of
coaching by emphasizing the principles of positive psychology and their application in coaching
contexts. The systematic approach taken by the authors in reviewing existing literature ensures a
comprehensive and detailed overview, providing a solid theoretical foundation for coaches
interested in incorporating positive psychology into their coaching practices. As such, this
literature review is an invaluable asset for coaches and psychologists aiming to infuse positivity
and well-being into their coaching methodologies.
4. Kao, S. F., Tsai, C. Y., & Schinke, R. (2021). Investigation of the interaction between
coach transformational leadership and coaching competency change over time.
International Journal of Sports Science & Coaching, 16(1), 44-53.
In the dynamic landscape of sports coaching, Kao et al. (2021) embark on an investigation into the
interplay between coach transformational leadership and the evolution of coaching competencies
over time. This study provides nuanced insights into the long-term impact of leadership on
coaching effectiveness. By examining the changing nature of coaching competencies within the
sports domain, the research offers valuable perspectives for coaches, sports psychologists, and
sports leadership development professionals. The findings contribute not only to the understanding
of sustainable competency development but also shed light on the intricate relationship between
leadership styles and coaching effectiveness, making it an essential resource for those aiming to
enhance coaching practices in sports contexts.
5. Richter, S., Van Zyl, L. E., Roll, L. C., & Stander, M. W. (2021). Positive psychological
coaching tools and techniques: A systematic review and classification. Frontiers in
psychiatry, 12, 667200.
Building upon the positive psychology paradigm in coaching, Richter et al. (2021) present a
systematic review that not only explores but classifies positive psychological coaching tools and
techniques. The systematic nature of this review ensures a structured overview of practical
applications, offering a valuable resource for coaches seeking to integrate positive psychology
principles into their coaching sessions. By categorizing the tools and techniques, the authors
provide a comprehensive guide for coaches, psychologists, and mental health professionals
interested in fostering positive psychological well-being through coaching interventions. The
resource, with its practical classification, stands as a foundational reference for those looking to
enrich their coaching toolbox with evidence-based positive psychological interventions.
6. Sawatsky, A. P., Huffman, B. M., & Hafferty, F. W. (2020). Coaching versus
competency to facilitate professional identity formation. Academic Medicine, 95(10),
1511-1514.
In the realm of academic medicine, Sawatsky et al. (2020) conduct a critical examination
comparing coaching and competency-based approaches in facilitating professional identity
formation. This article holds significant relevance as it contributes to the understanding of how
coaching influences the nuanced process of shaping professional identities in the complex field of
academic medicine. By juxtaposing coaching and competency-based models, the authors offer
insights into the varied impact these approaches have on the formation of professional identities
among medical practitioners. This resource is indispensable for medical educators, clinicians, and
researchers aiming to comprehend the intricate dynamics of coaching in the context of professional
identity development within the field of academic medicine.
7. Digirolamo, J. A., & Tkach, J. T. (2019). An exploration of managers and leaders
using coaching skills. Consulting Psychology Journal: Practice and Research, 71(3),
195.
Embarking on an exploration of coaching skills in managerial and leadership contexts, Digirolamo
and Tkach (2019) provide valuable insights into the application of coaching within organizational
leadership. This exploration delves into the nuances of how managers and leaders leverage
coaching skills, shedding light on the intersection of leadership and coaching competencies. The
article stands as a beacon for professionals seeking to enhance their leadership effectiveness
through the strategic incorporation of coaching skills. Managers, human resource professionals,
and organizational development specialists will find this resource invaluable as it unravels the
layers of coaching’s impact within the dynamic realm of leadership and managerial practices.
8. Van Oosten, E. B., McBride-Walker, S. M., & Taylor, S. N. (2019). Investing in what
matters: The impact of emotional and social competency development and executive
coaching on leader outcomes. Consulting Psychology Journal: Practice and Research,
71(4), 249.
Focusing on emotional and social competency development, Van Oosten et al. (2019) delve into
the impact of executive coaching on leader outcomes. The article unfolds as a comprehensive
exploration of how executive coaching can contribute to the development of emotional intelligence
and social competencies in leaders. By investigating the broader implications of coaching on leader
outcomes, the authors offer valuable insights for professionals in organizational development and
executive coaching. This resource serves as a guide for those seeking to design coaching
interventions that target emotional and social competency development in leaders, contributing
significantly to the understanding of coaching’s transformative potential within executive
leadership contexts.
Formative Assessment 2: Case Study Analysis
Student’s Name
Course
Institution
Date
2
Formative Assessment 2: Case Study Analysis
Introduction
The International Business Student Case Study presents a unique coaching opportunity
where the Career Coach plays a pivotal role in guiding a student towards achieving ambitious
career aspirations in the international business arena. The student, immersed in the intricate web
of academic knowledge and practical career expectations, requires strategic guidance to navigate
this complex landscape (Van et al 2022). As the Career Coach, the responsibility extends beyond
merely addressing immediate challenges; it involves sculpting a transformative journey that not
only aligns the coachee’s academic prowess with real-world applications but also nurtures a
profound understanding of cultural dynamics essential for success in international work. This
introduction sets the stage for a comprehensive case study analysis, emphasizing the multifaceted
nature of the coaching process required to propel the student towards a successful international
business career.
Findings/Challenges
The coachee’s expectations and goals unearth a myriad of challenges that necessitate
tailored coaching interventions (Richter et al., 2021). The first challenge revolves around the need
to bridge the gap between academic knowledge and practical skills. The student may find
themselves adept in theoretical constructs but lacking the experiential proficiency demanded by
the dynamic job market. Consequently, the coaching process must strategically address skill
development, ensuring a seamless transition from academia to the professional realm.
Additionally, navigating cultural differences emerges as a critical concern, especially in
the context of aspiring to work internationally. The coachee may require nuanced guidance in
3
developing cultural competencies, fostering adaptability, and understanding the intricacies of
global business practices. This aspect of the coaching journey goes beyond traditional career
counseling, delving into the realm of cross-cultural competence development, a vital skill in
today’s interconnected business world.
Furthermore, the challenge of clarifying career goals within the expansive landscape of
international business adds a layer of complexity. The coaching process must facilitate
introspection, helping the student articulate specific and achievable career objectives. This
involves not only aligning goals with personal values but also considering the diverse opportunities
and challenges presented by the global job market.
Critical Analysis
Critical analysis within the context of the International Business Student Case Study
involves a nuanced exploration of the challenges and opportunities that the coachee faces. As the
Career Coach delves into the intricacies of bridging academic knowledge with practical skills, it
becomes essential to conduct a thorough examination of the specific competencies required in the
chosen field. This entails identifying industry-specific skill gaps, evaluating the coachee’s existing
skill set, and strategizing targeted interventions for skill development. Beyond a mere surfacelevel analysis, the coach engages in a deep dive, considering the dynamic nature of the job market
and anticipating future skill demands (Sawatsky et al., 2020). The critical analysis also extends to
a holistic evaluation of the coachee’s cultural competencies. It involves not only acknowledging
surface-level cultural awareness but understanding the deeper layers of cross-cultural
communication, adaptability, and global business etiquette. This requires the coach to navigate the
intricacies of cultural intelligence, ensuring that the coachee is well-prepared to thrive in diverse
international work environments.
4
In managing the student’s expectations, the critical analysis takes into account the broader
societal and economic factors influencing career trajectories. The coach conducts an examination
of industry trends, potential challenges, and emerging opportunities. By contextualizing the
coachee’s expectations within the current employment landscape, the coach provides a realistic
framework for goal-setting. The critical analysis goes beyond conventional coaching
methodologies, incorporating scenario planning and foresight techniques. This involves assessing
the impact of global events, technological advancements, and industry disruptions on the coachee’s
chosen career path. Through this forward-looking approach, the Career Coach equips the student
with a strategic mindset, fostering adaptability and resilience in the face of unforeseen challenges.
Addressing the student’s fears about international work requires a careful examination of
the specific concerns and apprehensions. The critical analysis involves unpacking the
psychological and emotional aspects associated with international careers. This entails exploring
the coachee’s fears regarding cultural assimilation, work-life balance, and professional recognition
in a foreign context (Kao, Tsai, & Schinke, 2021). The coach conducts a detailed assessment of
the coachee’s risk tolerance and comfort level with ambiguity. Through targeted questioning and
empathetic listening, the coach gains insights into the root causes of the coachee’s fears. The
critical analysis then extends to the development of personalized coping strategies, tapping into
the coachee’s strengths and resilience factors. By addressing these fears head-on, the Career Coach
ensures a comprehensive and tailored approach that goes beyond generic advice, fostering a sense
of empowerment and confidence in the coachee.
The critical analysis also encompasses an ongoing evaluation of the coaching process’s
effectiveness. This involves a continuous feedback loop, where the coach monitors the coachee’s
progress, gathers qualitative feedback, and adapts coaching strategies accordingly. The coach
5
employs reflective practices, encouraging the coachee to actively participate in self-assessment
and goal-setting. Additionally, the critical analysis considers the contextual relevance of coaching
interventions, taking into account the ever-evolving nature of the international business landscape
(Zimmer, & Matthews, 2022). The coach remains vigilant to emerging trends and shifts in the
industry, ensuring that the coaching process remains dynamic and responsive to the coachee’s
evolving needs. This ongoing critical analysis serves as a cornerstone for the iterative nature of the
coaching journey, allowing for continuous improvement and optimization of coaching strategies.
Recommendations/Conclusion
1. Strategic Skill Development Plan
The coach recommends the creation of a targeted skill development plan tailored to the coachee’s
academic background and the demands of the international job market (Singh et al., 2022). This
involves a phased approach, integrating both hard and soft skills essential for success in the chosen
field. The plan incorporates industry-specific certifications, experiential learning opportunities,
and networking strategies to enhance the coachee’s practical competencies.
2. Cultural Intelligence Workshops and Experiences
Recognizing the significance of cultural competencies, the coach recommends participation in
cultural intelligence workshops and immersive experiences. This hands-on approach ensures that
the coachee not only gains theoretical knowledge but also develops practical skills in navigating
diverse cultural environments. Engaging in international internships, collaborative projects, or
language courses can further enhance cultural adaptability.
3. Continuous Goal Refinement Sessions
6
To address the challenge of clarifying career goals, the coach recommends regular goal refinement
sessions. These sessions involve a collaborative exploration of the coachee’s evolving aspirations,
aligning them with emerging industry trends and personal values. The coach introduces reflective
exercises and goal-setting frameworks to foster clarity and resilience in the face of evolving career
landscapes.
4. Mentorship Connections
Acknowledging the value of real-world insights, the coach recommends establishing mentorship
connections with professionals who have successfully navigated international careers. These
mentors can provide guidance, share experiences, and offer practical advice, creating a support
network that complements the coaching process. The coach facilitates these connections, ensuring
a mutually beneficial mentorship dynamic.
Conclusion
In conclusion, the International Business Student Case Study presents a transformative
coaching journey that intricately addresses the coachee’s multifaceted challenges. The
recommendations encapsulate a holistic approach, emphasizing skill development, cultural
intelligence, goal refinement, and mentorship connections. Through the synthesis of critical
analyses and strategic insights, the Career Coach not only guides the coachee toward immediate
success but also instills a mindset of adaptability and resilience essential for a sustained and
thriving international business career.
This coaching process extends beyond a mere transactional engagement; it represents a
collaborative partnership where the coachee emerges not only with enhanced competencies but
also with a profound understanding of their unique value proposition in the global job market. The
7
recommendations serve as a roadmap, guiding the coachee through the complexities of academicto-professional transitions and cultural adaptation, ensuring that they emerge as a well-rounded
and globally competent professional. As the coaching relationship concludes, the coachee is not
only equipped for success in the international business arena but is poised to be a proactive
contributor to the ever-evolving landscape of global commerce.
8
References
Singh, H. K., Kennedy, G. A., & Stupans, I. (2022). Competencies and training of health
professionals engaged in health coaching: A systematic review. Chronic illness, 18(1), 58-85.
Zimmer, W. K., & Matthews, S. D. (2022). A virtual coaching model of professional development
to increase teachers’ digital learning competencies. Teaching and Teacher Education, 109, 103544.
Van Zyl, L. E., Roll, L. C., Stander, M. W., & Richter, S. (2020). Positive psychological coaching
definitions and models: a systematic literature review. Frontiers in Psychology, 793.
Kao, S. F., Tsai, C. Y., & Schinke, R. (2021). Investigation of the interaction between coach
transformational leadership and coaching competency change over time. International Journal of
Sports Science & Coaching, 16(1), 44-53.
Richter, S., Van Zyl, L. E., Roll, L. C., & Stander, M. W. (2021). Positive psychological coaching
tools and techniques: A systematic review and classification. Frontiers in psychiatry, 12, 667200.
Sawatsky, A. P., Huffman, B. M., & Hafferty, F. W. (2020). Coaching versus competency to
facilitate professional identity formation. Academic Medicine, 95(10), 1511-1514.
Purchase answer to see full
attachment
