Running head: CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
1
Chad,
Overall, this is a very good study. You have identified an important and researchable
question, shown depth of understanding in the field of leadership coaching, developed and
implemented a practical research strategy, made sound conclusions based on the data, and made
workable strategic recommendations. Overall, this meets the aims of the capstone project.
I have noted several areas of concern that could be addressed in order to refine this paper.
Primarily, these come from some confusion over your research method and relationship between
the coaching instruments / assessments you refer to, and your stated qualitative method and in
vivo coding approach. Also, there are several other areas mentioned in my review that should be
addressed.
However, overall, this meets the outcomes for the capstone project and demonstrates
graduate level comprehension and research. You and your advisor(s) are to be commended for
your work here. Congratulations on your accomplishment. You are an asset to the Kingdom of
God, to Foursquare, and to the Gateway District.
Many blessings to you as you press on in His service.
Frank Markow, Ph.D.
Associate Dean, Adult and Graduate Studies
Life Pacific College
Grading Rubric
Element
Format
Literature Review
Research
Results
Plan
/
Action
Criteria
The paper is well organized and well written. Information is
presented in a clear and professional manner. The
document adheres to the APA Style Guide and meets length
requirements.
The information presented was gathered using multiple,
recent, research-based sources. The student was able to
make succinct and precise conclusions in connection to the
research problem based on the articles reviewed.
Purpose of study is clear and is stated as a declarative
sentence. Setting of study is described. A well-written
description of an appropriate research strategy used is
present. A description of instruments and procedures to
collect data is presented. Data collected is adequate and
appropriate.
The plan is clearly tied to the research study. Measurable
objectives and the means of measurement are stated. A
timeline for implementation and responsible parties is
included (as applicable).
% of Grade
20%
Fulfilled
20%
Fulfilled
30%
Fulfilled
30%
Fulfilled
(note:
specificity
would
help
these
be
more
actionable)
Capstone Project: A Qualitative Study in Coaching for Strategic Leadership Development
Chad Carroll
Life Pacific College
May 23, 2014
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
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Abstract
The purpose of this qualitative study is to explore the effects of participation in a
transformational leadership development coaching relationship for senior pastors in the Gateway
district of Foursquare churches. Nearly 80% of pastors indicate that they feel isolated, lonely,
discouraged and ill prepared for the daily leadership challenges they face (Blackmon, 2007).
This study centers on current senior pastors who have participated in a leadership coaching
relationship for a minimum of six monthly sessions. The stakeholders involved are a
representative group of senior pastors in Colorado, Kansas, and Missouri. This research
identifies improved levels of personal satisfaction and confidence, increased participation in
organizational leadership development initiatives, enhanced feelings of support and sponsoring
behaviors by the district, and greater commitment toward achievement of ongoing leadership
growth goals in the research participants, based out of analysis of 272 individual observations.
This research contributes toward the development of a foundational level comprehensive
coaching strategy designed to improve the self-perceived levels of leadership acumen and
personal satisfaction among senior pastors.
Keywords: leadership coaching, lifeforming, strategic, holistic, developmental
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A Qualitative Study in Coaching for Strategic Leadership Development
Introduction
It is now possible to find coaching approaches for personal development in just about
every field. “The discipline of personal-development coaching has grown tremendously since
Gershman’s first doctoral study in 1967” (Hauser, 2012, p. 2) A Google Scholar search for
leadership coaching returns over 150,000 sources, while the same search at www.google.com
returns 1.7 million results. As the coaching field has grown, a great amount of variance in
approach, style, practice and definition is the result in this specialized leadership and
organizational development field (Brock, 2008).
Given the rapid advancement of the coaching practice, it leads one to believe that
coaching may be a useful model for the development of strategic leadership in senior pastors.
Finkelstein, Hambrick, and Cannella (2009) describe the act of strategic leadership as the
strategic leaders responsibilities for an organization, how they affect organizational outcomes in
their management of the overall enterprise through the exercise of substantive decision-making.
These types of leadership choices involve a complex set of interpersonal, informational, and
decisional roles outlined in Mitzenberg’s foundational book The Nature of Managerial Work and
are representative of the “human element in strategic choice and organizational performance”
(Finkelstein, et. al., 2009, p. 5).
The premise of this paper lies is the inquiry of what extent the application of leadership
developmental coaching could potentially have toward strengthening positive self regard in
research participants for the development of critical strategic leadership competencies in the area
of core self evaluation (CSE), which is the overlap of self-esteem, emotional stability, selfefficacy, and locus of control (Judge, 2003).
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Literature Review
What Coaching Is
Hamlin, Ellinger, and Beattie, (2009) identified 36 distinct definitions of coaching.
Schein (2006) describes coaching as “a set of behaviors on the part of the coach that helps the
client to develop a new way of seeing, feeling about and behaving in situations that are defined
by the client as problematic” (p. 19). McCleland (2005) highlighted the manager’s role in
creating a culture that empowers and improves a leader’s results how related to coaching?.
Evered and Selman’s (1989) foundational work adds an emphasis on the coach’s role to discover
future oriented abilities in others by guiding them to grow in competence, confidence and
commitment. Hudson (1999) and Brown and Grant (2010) additionally note this competence,
confidence and commitment occurs through participation in a systematic process that happens
most naturally when fostered by a trained professional coach. The purpose of coaching is for
supporting one’s positive growth and change toward increased effectiveness and performance
(Grant, 2006; Hackman & Wageman, 2005; Hamlin et al., 2009; McDermott, Levenson &
Newton, 2007). Perhaps the most comprehensive definition of coaching comes from Grant
(2006) who highlighted the coach’s role in facilitating a collaborative, solutions-based, resultsdriven, systematic process aimed at performance improvement, personal growth and self-directed
learning.
A synthesis of these process oriented observations suggests that personal and professional
coaching is growing in the leadership development world and is being used to bridge the gap
between mentoring and counseling disciplines. Coaching appears to lend itself to developing
individuals, while providing mutually beneficial outcomes to the organization. Coaching
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attempts to leverage a person’s natural motivation and direct those energies toward increasing
capabilities.
Beyond the empirical observation, Ogne and Roehl (2008) offer multiple examples of
anecdotal evidence for coaching effectiveness illustrated through multiple works within
education, business, not-for-profit organizations and sports (pp. 70-79). According to Ogne and
Roehl (2008), the benefits of a coaching relationship include: the coach being positioned to see
what the client can’t or won’t see, providing a safe environment to work through problems,
improved performance, offering perspective, aiding in problem solving, and empowering leaders
to work a coaching plan at their chosen pace. The International Coaching Federation, reports
that the coach inspires personal and professional development to maximize their potential in a
solution focused, self-directed relationship (Nature and Scope of Coaching, 2010). This internal
sense of transformation and awakening to personal potential are what successful coaching
relationships are designed to deliver.
What Coaching Is Not
With all of coaching’s strengths there are things it is not. Coaching is not mentoring,
consulting, or counseling although as a self-developmental framework coaching might include
exploratory conversation of any of these disciplines (Crane, 2012; Ogne &Roehl 2008; Umidi,
2005). Quite commonly managers and leaders use each of these terms somewhat interchangeably
assuming that they are all used for similar purposes in developing people, the organization, and
the people in the organization. However, each has it own specialized strengths and requires
knowledge of the individual being developed to know which should be accessed.
Coaching is not mentoring, as mentoring is a process in which the mentor identifies
leadership potential in a still-to-be developed leader and attempts to invest in their progress by
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pouring in their expertise. The mentor generally uses the direct approach of sharing with or
telling the mentoree how to succeed, in an effort to promote the developing leader toward
realization of his or her own leadership potential (Clinton, 2012, p. 256). Coaching is also not
counseling, which attempts to help a leader address past wounds and begins by presuming a need
for internal healing: The primary focus of coaching is on the development of the leader from a
forward looking position.
Types of Coaching
Given all the understanding of what coaching is and is not, one observes professional
developmental coaching in many models such as Executive, Co-active and Transformational.
Executive Coaching. Niemes (2002) points out the developmental nature of this
powerful business transformation tool to develop candidates into high performing executives. A
few important performance benefits of this approach include consideration for the unique role of
an individual leader in leading change within an ever-changing and developing organizational
environment. Niemes (2002) also indicates that training offered on the clock in business realtime at the workplace is viewed as a tangible performance benefit unique to executive coaching.
Caplan (2003) stresses that executive coaching brings out the best in people through the
application of a personalized learning process after considering multiple factors including their
personal history and learning style. Executive coaching is offered to help raise the client’s selfawareness, and uncover personal blind spots in order to unleash exemplary results that otherwise
might not have otherwise been attained. Dingman (2006) indicates that the attempt to pair up
individual and organizationally related outcomes is mutually beneficial to the executive and the
organization.
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Co-active Coaching. The co-active coaching model explicated by Kimsey-House,
Sandahl, and Whitworth (2011) appears to take a more inter-personal approach to coaching, and
concentrates focus on the individual rather than on the assignment or role of the individual. The
primary concern of this model is to shift from problem solving to developing the whole person:
heart mind, body and spirit. Whereas executive coaching has a strong performance orientation,
Witherspoon and White (1996) point out that co-active coaching pays considerable attention to
the coaching environment, specifically: confidentiality, trust, truth speaking, and openness.
Transformational Coaching. Umidi, (2005) offers several core-training values that
help differentiate transformational coaching from other forms. By not initially starting with goals
to accomplish, it allows the professional coach to make natural character and competence
observations. The author contends this process helps to ensure that when change happens it has a
better chance of being sustained. Second, by employing adult learning methodologies, a built-in
training and practice partnership allows for greater retention of information through practice.
And finally, Umidi (2005) asserts that transformational learning happens best within authentic
and accountable relationships.
Coaching Concerns
Professional coaching is not always observed in positive light. Some of the criticism
levied against executive coaching of these and other styles includes the concern that management
may manipulate employees for greater profits by steering the coaching process towards a profit
driven bias (Kimsey-House, Kimsey-House, Sandahl, & Whitworth, 2011). Also, because of the
personal and holistic nature of executive coaching, personal growth issues being introduced in a
work setting could be exploited or deemed unrelated to work product (Crane, 2012). Some fear
it may open the door for the employee to focus on extra-curricular activity not directly beneficial
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to the company (Logan & King, 2004). Still others issue additional challenge to this leadership
development approach because of the perception that it is developed from social science and falls
short of delivering training and human capital development (Logan & King, 2004).
Coaching Self-Defined
An evaluation of all these observations reveals that coaching may be understood in its
completeness and complexity as a helping, facilitative relationship, in a systemic process
fostered by a trained professional who supports the client’s positive growth and change for the
intended outcomes of increased self-worth, effectiveness, productivity, assertiveness and
performance (Hamlin et al., 2009; McDermott et al., 2007; Schein, 2006; Sperry, 2008; Stober &
Grant, 2006).
Local and Personal Context
Local Context
The Foursquare Church, officially named the International Church of the Foursquare
Gospel, is a Pentecostal denomination that resulted from the dynamic evangelistic ministry of
Aimee Semple McPherson, who opened the historic Angelus Temple on January 1, 1923
(foursquare.org). The four symbols perhaps most identified with Foursquare today are the cross,
cup, dove and crown which stand for Jesus the Savior, Jesus the Healer, Jesus the Baptizer with
the Holy Spirit, and Jesus the Soon-Coming King, respectively.
The Foursquare movement, as represented in this research paper, is a small region of this
worldwide church denomination. This region is identified as the Gateway district within the
states of Kansas, Colorado, Missouri, South Dakota and Nebraska.
Personal Context
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I currently serve as the Assistant District Supervisor within the Gateway district. I admit
a personal bias toward the positive benefits of coaching, that I am a certified Lifeforming
leadership coach trainer through Transformational Leadership Coaching International (TLCI)
and a Church Health Assessment Tool (CHAT) Coach on behalf of Leadership Transformations,
Inc., which I have found to be extremely helpful while serving as the Missional and Church
Planting leader for the Gateway district. My role in the Foursquare movement includes the
development of a parent church planting/sponsoring partnership network among local churches,
providing church planter training and coaching, and coaching senior pastors..
Gaps in Knowledge
Welyne and Woods’ (2002) definitive study reports that behavioral coaching consistently
produces improved perceptions of leadership effectiveness in 99% of participating individuals.
Yet, there is still very little empirical evidence to substantiate the assertion that coaching
improves the feelings of self-worth and focus in senior pastors. This gap may exist because
coaching is still a fairly new field of study in leadership development and perhaps is yet an
underutilized resource in the study of church leadership. Consideration of these two factors leads
me to believe that the study of coaching outcomes for these research participants is a worthy
endeavor and has the potential for proving beneficial on both accounts. Initial results lead me to
believe that this research is in agreement with Welyne and Woods (2002) results. While
coaching specialization has expanded in the fields of developmental coaching, executive
coaching, business coaching, remedial coaching, transitional coaching, and career coaching yet
there has been very little research conducted, or literature written, that focuses on the benefits of
leadership coaching for senior pastors (Morris, 2000).
Research Question
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
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After a careful review of extant literature and the identification of knowledge gaps, a
number of questions become evident. First, there exists a need to discover what self-described
extent six months of leadership coaching directly affects perceived levels of personal satisfaction
and leadership development goals of senior pastors throughout the Gateway district of
Foursquare churches. Personal satisfaction for this study is observed (defined?) in the areas of
quality of life, relationships, vocational satisfaction, self-worth, and ongoing personal
development of desired life-change outcomes (Umidi, 2005).
Another closely related question that this exploration addresses is evaluating what, if any,
self-perceived effect coaching has on one’s ability to lead his or her organizations. This research
could potentially inform the need for further studies focused on constructing an approach, pace,
and scope of leadership coaching initiatives to be offered in the district over the coming years.
Research Methodology
This study employs a qualitative research design useful for exploring the rich textured
understanding of a social and environmental context in which an individual exists, leverages
collaborative efforts between researcher and research participants, and allows for the flexibility
needed in responding to the participant’s story in the qualitative interview phase of research
(Creswell, 2009; Neuman, 2009). Because qualitative methods of research begin by asking
questions to extract linguistic expressions within data, reflective practice and inductive reasoning
are appropriate approaches for interpreting and applying the research itself. James, Slater, and
Bucknam (2012) suggest that this method is most helpful for discovering a great amount of
detailed information from a small sample size of people, which makes it useful for this research
project.
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Hauser (2012) applied a qualitative research design in her interview of eight individuals,
each having received work-team related coaching from a certified coach. This type of qualitative
design allows for the exploration and understanding of the meaning that individuals ascribe to
their experience within a social and environmental context (Neuman, 2009). Additionally, the
use of a qualitative interviewing format as a data collection method allows the researcher to
observe contextual factors within the participant’s story, due in part to the flexible nature of
open-ended questions, optimal for allowing the researcher to examine commonalities among
research participant’s stories (Hauser, 2012).
McGaha (2000) used the same approach in a semi-structured interview of five baseball
coaches. His findings were further expounded upon with the introduction of a Likert scale for the
purpose of establishing a baseline for gauging the frequency of varying coaching techniques that
each employed, within their teams thereby highlighting the strength that can arise from blending
the two mechanisms.
Neuman’s (2006) definitive work on qualitative research mechanisms states “Qualitative
researchers use a language of cases and contexts, employ bricolage, examine social processes
and cases in their social context and look at interpretations or the creation of meaning in their
specific settings” (Neuman, 1997, p. 157). It is on the basis of these proven mechanisms, and
because of what they supply, that their combination into one qualitative methodology offers such
promise for reflecting the research findings associated with this study.
To extract the most value from the gathered qualitative data, substantial attention is
invested in rigorously codifying each participant’s self-perception of growth, positive change,
effectiveness and skill development using the methods described by Neuman (2006), Saldaña
(2009), and Moustakas (1994). Umidi’s (2005) approach allows for a similar study with the
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potential to add another layer of depth to the coaching findings of McGaha (2000) and Hauser,
(2012).
I have chosen to utilize the Lifeforming Leadership Coaching (LFLC) approach to apply
in this research project, as it provides several core-training values that help differentiate it from
other forms of coaching. Recognized as useful in identifying the pathway toward progress along
the journey of developing leaders through a sustainable change agenda; this coaching approach
applies adult learning methodology within the framework of the coaching relationship (Umidi,
2005). This is observable in a built-in training structure, designed for greater retention of
information through the disciplines of practice, feedback, and debriefing exercises.
Based on the works of Evered and Selman (1989), Ogne and Roehl (2008), Shein (2006),
Stolzfus (2005) and Umidi (2005), there are at least three common core leadership development
practices used in this study. The first is the use of transformational conversation, offered in the
form of transparent relationship, which provides a support system for continuous leadership
development. Second, is the introduction of process-based leadership development allowing for
the development of a co-created journey between coach and client, conducive for ongoing and
long-lasting leadership growth. Finally, from these interactions systematic observations are
formulated in each area of the participants life: quality of life issues, relationships, vocation and
ongoing personal and professional development, in order to evaluate their effect on an increased
or decreased personal sense of leadership progress.
Procedure
The research survey participants are made up of five appointed senior pastors of churches
ranging in size from 100-650 serving within the five-state territory that make up the district. The
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selected research participants offer a representative cross section of senior pastors and include
consideration of varying years of experience (1-20), and age demographic (30-59) of pastors in
the district.
The use of a qualitative, descriptive approach offered in open-ended in depth interviews
of each participant enabled each participant to evaluate their own personalized six-month
coaching experience. This process encompassed the use of four research and data acquisition
mechanisms intended to identify and capture a vivid and robust self-description of ways
coaching inspired these leaders toward the realization of improved self-growth perceptions,
while identifying current challenges and informing personal momentum in their leadership
development.
The data derived from this qualitative study was then analyzed using an inductive
approach to coding and analysis. Braun and Clarke (2006) describe this approach as being data
driven rather than driven by a grounded theory. In extrapolating closely linked themes from the
272 raw interview observations of 5 Sr. Pastors (see Appendix A for question sample), the
process allowed for natural sense making to surface while attempting to identify common
descriptors of meaning within the complexity of situations described by the study participants
(Creswell, 2009; Smith, Flowers & Larkin, 2012). These research participants were chosen from
Colorado and Missouri and represent a wide range of experience levels, church sizes and age
demography.
Each interview was conducted face-to-face. The questions asked and answered were
recorded as audio and video files while taking written notes on significant observations as they
arose in the conversation. The audio recordings were then sent for transcription, reviewed by the
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researcher (myself) for accuracy and finalized prior to being moved into a database for sorting
and coding.
The data was then sorted and coded into main category, keyword, sub-key, and
noteworthy quotes offered by research participants. This series of steps is consistent for coding
qualitative data, as it requires the researcher to “read and reread data notes, reflect on the
information and make comparisons based on logic and judgment” (Neuman, 1997, p. 488). In
The Coding Manual for Qualitative Researchers, Saldaña (2009) describes this approach in
terms of first and second coding objectives, as being appropriate for all qualitative studies. With
the goal of creating textures that allow for the researcher to reflect deeply on the contents and
nuances of the data while remaining open to all possible theoretical directions prior to labeling.
Moustakas (1994) indicates this phase of the process as defining “meaning units” where the data
is “clustered into common categories or themes and meanings are used to develop the textual
descriptions of the experience” (p. 118).
Interpretation of qualitative research, or conducting qualitative analysis involves the
“weaving of data into discussions of their significance… in the form of words, quotes or
descriptions of particular events” (Neuman, 1997, p. 159). According to Neuman (1997), the
researcher then gives data meaning, derived from a first-order interpretation of the people being
studied and continues to gather the data into carefully organized and documented statements,
making a report with data samples and created recommendations for next steps (Neuman, 1997,
pp. 546-547).
Ethical Assurances
To ensure confidentiality and the cultivation of vulnerability necessary for participants to
answer questions honestly, the data collected was coded using anonymity. The research
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participants were then informed about the study, the interview process, asked for their voluntary
participation in this research project and offered assurances that measures were being taken to
protect their identity and any personal information revealed in the interview. After which time
they signed the Informed Consent document (Appendix B).
As an internal research project within our Foursquare district there was an
acknowledgement of some inherent risks for the research subjects, in that the questions being
asked have been constructed to gain honest feedback about the value of the coaching relationship
offered by the conductor of the interview, in addition to serving as their supervisor. The
perception that offering negative feedback could in some way offend or come across as
disingenuous was discussed as a precautionary measure for protecting the participant’s right of
refusal of any question asked in an effort to encourage transparent feedback results. In order to
improve the chances that the participant’s answers might be offered with complete honesty,
assurances were made in the opening statements that all responses would be held in confidence
and that no punitive measures would be levied against the individual.
Discovery
Once all groundwork is laid, the discovery phase of research exists to understand what is
currently known about the problem presented in the project (James, Slater, & Bucknam, 2012).
For the purpose of discovery in this study, four different mechanisms were utilized, each of
which agrees with the methodologies explained by Hauser (2009), Newman (2012), Grant
(2006), and McGaha (2000). The mechanisms are the proprietary interview questions (Appendix
C), Wheel of Life tool (Appendix D), self-described client preparation forms (Appendix E) and
coaching progress evaluations Appendix (F) used in six monthly, hour-long coaching sessions.
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The Wheel of Life (Appendix D) is a coaching standardized tool for identifying and
assessing potential value adding leadership growth areas to explore in the coaching relationship.
The person being coached, or “client” as referred to in contracted and remunerated professional
leadership coaching, is required to complete this Likert scale self-assessment in an effort to
identify areas to be developed within the coaching dialogue as indicated by the interest and
motivation of the client. The areas being evaluated included: career, ministry, family and
children, finances, married/single life, financial stewardship, pace of life, living environment,
social stewardship, hobbies and recreation, personal development and spiritual life each of which
represent a facet of a holistic leadership development model (Umidi, 2005).
From these coaching conversations growth barriers are identified, evaluated and
addressed in an effort to measure the effect of coaching toward stated growth goals at the end of
the coaching contract. The dynamic examination of these focal points furthers leadership
learning opportunities that ultimately affects the strategic leadership capacity of the individual,
the management of their overall enterprise, and the substantive decision-making responsibilities
while exhibiting interpersonal and relational growth (Finkelstein, Hambrick & Cannella, Jr.,
2009, p. 4). Observations derived from each of these mechanisms informed the qualitative
interview questions, and helped create a coaching experience framework for research data
collection.
Because the aim of this research is to gauge the value and effectiveness of leadership
coaching and how it increases a strategic leader’s sense of accomplishment, it seemed plausible
to include feedback questions as part of the discovery phase because they would seem justified in
integrating this coaching methodology into a holistic expression of leadership training producing
an iterative learning experience. These types of questions are represented in the standardized
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coaching evaluation document (Appendix F), the nine exit interview questions (Appendix C)
and in the Client Prep Form (Appendix E).
This research project was guided by the examination of these key standardized question
forms designed to invite participant feedback about desired outcomes while structuring for, and
following the leadership transformation process in the ongoing monthly coaching conversations.
Findings
The findings of this study emerged from, and appear best organized under three main
sections: satisfaction and development findings, coaching and leading findings, and discipleship
and dreaming findings. The three findings discussed below, in the satisfaction and development
finding section include self-reported increase of feeling supported and sponsored, the
clarification of personal and organizational values and vision, along with increases of courage to
initiate leadership development both personal and professional.
Section two, coaching and leading findings also offers three findings. These findings
included a perceived positive connection between coaching participation and the leaders ability
to evaluate systems, roles and procedures, assess organizational strengths and weaknesses, and
informed organizational development leadership decisions. The final section, discipleship and
dreaming findings suggest that this style of coaching reinforced discipleship behaviors, offered a
model for developing leaders and led to emboldened dreaming and greater activity in developing
subordinates in the organizations represented.
Section 1: Satisfaction and Development Findings
This research project sought to identify the self-described extent of how six-months of
leadership coaching, directly affects the perceived level of personal satisfaction and leadership
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
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development progress of senior pastors in the Gateway district of Foursquare churches. Analysis
of the data revealed three core themes.
First, all of the research participants reported an increase in feelings of support,
sponsorship, partnership and permission to dream in their role from their direct leadership, as
expressed through and found within the coaching relationship. Second, all research participants
indicated varying levels of breakthrough in personal values clarification and vision identification.
And lastly, the data appears to indicate that these factors contributed to the increased confidence
of the leader, improved levels of courage to initiate personal and professional change, and a
sense of spiritual and emotional health development.
Finding 1: Increased feelings of support and sponsorship. Each research participant
described an increased sense of support and sponsorship offered by the district as a result of the
coaching relationship. The interviewees expressed varying levels of feeling a part of an
organization that really cares for them, and that is actively developing them as leaders. Other
descriptors of support offered throughout the interviewing process included being connected,
resourced and invested in. This sense of sponsorship influenced these leaders to express an
awareness of greater affinity toward district personnel, and a strengthened commitment to
participate in shared values and initiatives. The majority went on to indicate that the process of
coaching had modeled for them a transferrable and replicable discipleship model for developing
the people in their church. Across the board, research participants indicated enhanced levels of
personal affinity toward the district leadership, and greater receptivity of coaching involvement
in their roles as senior pastors.
Leaders irrespective of their years of service consistently noted greater trust of the
district, removal of feeling’s of isolation, reduced stress levels, and enhanced perceptions of
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organizational support. One previously isolated leader mentioned that the coaching relationship
helped restore feeling connected and cared for where earlier leaders at this church described
having limited and infrequent interaction with district leadership. This sense of isolation and
loneliness “like being on an island” was a common response offered by the group for describing
their experience in leadership prior to engaging in a coaching relationship.
Finding 2: Values clarification and vision breakthrough. The leaders interviewed
described common challenges in prioritizing the demands on their lives. Sharing stories about
being pushed and pulled in ministry leaving them feeling stuck, stressed and less than successful
in ministry. The majority reported a restoration of hope and energy derived from coaching
exercises designed to reflect upon and talk through their core values and to clarify what they
wanted to accomplish. This recursive process was stated to be helpful to all of the research
participants in identifying and enacting upon these values and dreams.
These same leaders stated a sense of empowerment by the identification of core values,
emboldening them to clear away extraneous leadership roles and responsibilities that were not
aligned to one of those values. They offered that this outcome was essentially clearing away the
clutter that was sapping energy and vision from them. One respondent characteristically noted,
“By finding disconnects between values and current behaviors, then making changes in what I
am doing I found the strength to make significant changes in church to align who I am with what
we are doing.” This type of comment was a prevalent celebration point during the interviews.
Additionally these pastors indicated they had identified the internal and external permissions to
make significant adjustments to roles and schedules they deemed necessary.
All research participants reported they had allowed the demands of leadership to overrun
their personal renewal habits, rest, personal development and exercise goals. Coaching allowed
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them to revisit these critical quality of life areas, and upon examining these as life values, several
felt inspired to set and protect goals related to these categories. Expressions focused on regaining
“God-given life” were verbalized consistently among the group, noting that the convergence of
life purpose and personal development goals allowed for grander dreams to surface.
Finding 3: Improved courage to initiate personal and professional development. An
increase in confidence being reported in those being coached was commonplace; described as
empowerment, emboldened attitude and conviction to overcome internal barriers as well as
external challenges. Some common challenges shared included: a willingness to engage conflict,
more readily face facility limitations, confront physical health issues, destroying strongholds of
fear, and intimidation in addition to setting lofty goals, and “leading from a place of confidence
that I didn’t have before”.
Each leader attributed the increase in confidence to some aspect of the coaching journey
and offered detailed narrative of how this has led to interrogating their time management habits,
exploring strategies for church growth and multiplication regional goals, and to own up to areas
of responsibility as a senior pastor that they had previously been unwilling to engage. Common
results of progress were defined by participants as “awakening to dormant God dreams”, “losing
31 pounds in 10 weeks”, and “embracing accountability through evaluation” leading to the
“euphoria” of realized organizational growth.
Section 2: Coaching and Leading Findings
In addition to the expressed sense of personal and professional growth, along with
feelings of improved support from section one, the research participant’s also communicated
natural coaching application points within the churches they were leading. It appears that the
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22
courageous holistic (whole life) examination of the research participants led to discussion of the
same practice in their organizational structures, teams, systems, and personal desires. The
following section will outline what affect participation in the six-month coaching relationship
had on the leaders interaction with their appointment as senior pastors.
Finding 1: Coaching informed organizational development decisions. Coaching
conversations that were co-created by coach and client moved from assessment of life
satisfaction issues into more complex organizational development discussions rather quickly.
Through the introduction of several church and leadership diagnostic tools, the participants were
able to identify six primary areas to focus leadership attention on areas that helped align their
time and energy, create a scheduled approach for celebrating progress while evaluating
outcomes. These leaders identified coaching as helpful in prioritizing tasks, repurposing
organizational culture, motivating volunteer and paid members, and expanding their vision.
Finding 2: Coaching supported the evaluation of key systems, roles, and procedures.
Over the course of the six-month coaching engagement the leaders reported taking the time to
consider desired outcomes, form strategic plans and remove obstacles for achieving
organizational goals. Among the reported progress was a staff restructuring initiative, changes to
improve multiple programs, having researched and implemented a more robust funding model,
and creating a project management system for addressing expansion needs of main campus to
include additional sites. Interesting and quite noteworthy is that all leaders interviewed
volunteered these desired organizational outcomes only after feeling satisfied that the district
intent was to support their holistic health.
Finding 3: Coaching helped assess organizational strengths and weaknesses. In all
interviewed coaching relationships, the increased trust levels experienced led to greater
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
23
vulnerability in interactions leading to a willingness to look deeply into each organization. Gaps
in performance were recognized and addressed. Research participants indicated that coaching
provided “a pathway toward and framework for change of direction in the form of a tangible
action plan”. Comments from these leaders indicated that they were more aware of shortsighted
leadership behaviors and have made adjustments to embrace a broader leadership perspective.
Section 3: Discipleship and Dreaming Findings
As a direct result of the coaching experience these senior pastors indicated a willingness
to identify and explore previously latent leadership dreams with their coach, and design steps
toward pursuing those dreams, while developing the leaders serving in their local church context.
All research participants described in vivid detail how the coach’s ability to listen and ask
forwarding questions assisted in this process.
Finding 1: Coaching applicable to discipleship model for developing leaders.
Research participants identified the coaching values of believing in people, experiential
transformative learning through stewarding of life experience, and development of the unique
design of each leader as being especially useful in their growth (Umidi, 2005). The majority of
senior pastors represented in this research recognized the natural ease of transferability to others
as appealing in the coaching for leadership development model.
Feedback included statements of coaching experience providing modeling toward
effective discipleship of leadership in their contexts. Areas of application noted included:
developing core team, staff relationships, structuring church leadership meetings, and training
small group leaders. Still others identified coaching conversations as useful in elevating the
quality of relationship at home.
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Finding 2: New dreams emerged through active listening. Upon further analysis, the
majority of those interviewed expressed an amazement with how quickly they were able to
identity a coaching plan in an area of growth that then freed them to move forward in other
germane action steps. Multiple participants indicated that as the coaching relationship
developed, so did their ability to dream and recognize a pathway for pursuing new goals and
initiatives. In the majority of these cases, there were interrelated personal and professional
advances that became visible as they moved forward in accountable and conversational manner
with the coach. Another collective sentiment expressed was that coaching had resulted in a
convergence of multiple tangential leadership themes that allowed for a “new dream to be
identified and developed in turbo speed.”
Finding 3: Participation in coaching led to further investment in subordinates. As
the coaching sessions progress for these research participants a recognizable increase of
involvement in with subordinates became common. Many indicated that this was the result of
coming to terms with what their passions and strengths were leading to communication of these
to their team members, coworkers, and subordinates. From those conversations a type of
synergistic energy arose for others to identify their dreams, goals, and gifting’s. This experience
was facilitated through research participant’s investment in coaching for subordinates in some
cases, and in others, simply offering some basic coaching exercises were helpful as a discipleship
model in the churches they oversee. This resulted in reported increases of volunteer
participation, more engaged managers and leaders, and in an overall realignment of priorities for
those involved to maximize their contribution to their organizations.
Findings Summary
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
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Research data conclusively suggests that coaching helped to support increased levels of
personal satisfaction in senior pastors while challenging the leaders commitment toward
development of ongoing strategic leadership habits. The coaching relationship appears to
introduce improved signs of affinity toward, and connectedness with their overseeing office. This
was observed in their collective commitment to participate in this holistic model of leadership
development. By raising awareness of important areas of the leaders life, the research indicated
that there were improved levels of willingness on the part of the senior pastor, to engage the
lifeforming coaching process and enthusiastically explore new goals, vision and values inherent
in the pursuit of personal and professional development progress. In addition, coaching was
identified as essential for providing a framework necessary for assessing organizational systems
and strengths, distinguishing areas in need of improvement and engaging people throughout the
organization to contribute toward meeting new goals and objectives.
Interestingly enough, the engagement of a coaching relationship was viewed by these
research participant’s as a sponsoring behavior, resulting in improved levels of trust, cooperation
with, and exhibiting a deeper engagement with the district leadership development process. This
secondary relational gain, was then applied by these pastors in their approach to developing
subordinates toward an expeditious discovery process within a changing organizational culture.
This led to greater levels of satisfaction, the development of vision and values, and maximized
productivity being reported by subordinates being exposed to coaching behaviors.
Strategic Implications
This research was conducted during a time in which I had recently completed
professional coaching for leadership training and was engaged in multiple internal management
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
26
conversations throughout the district in a supervisory role. I chose to engage in this research
project for the purposes of identifying more effective leadership development and support
structures for the senior pastors in this region. I wanted to know what practical value this form
of training and support would have on participants. As a result, this study provides a foundation
to observe how coaching effects someone serving in the role of a senior pastor. The application
to pastoring was a glaring omission in the coaching literature, and my hope is that the study
findings and conclusions would reveal the need for additional longitudinal research studies to be
completed. The following sections explore the potential theoretical and practical implications
provided by this study.
The theoretical implications of this research are numerous and identify that continued
research within the context on pastoral coaching would further the literary work and the
practitioner knowledge base in the fields of non-profit management, coaching and coaching
psychology. Furthermore, this study could possibly offer the theoretical base for expanding the
research focus to include a larger sample base of the senior pastors in Foursquare and potentially
contribute to a key element to the in-service training of these leaders. The findings within this
study suggest consistent growth in the areas of personal satisfaction and leadership development
for those involved in a leadership coaching relationship.
By introducing the divisional overseers and district staff to coaching principles and
methodology, the opportunity may exist to influence the overall culture of the district to be more
supportive, engaging and developmental in nature. This can help by leveraging the credibility of
leaders who exhibit both the expertise and character to offer strategic influence toward greater
organizational goals. According to Hughes and Beatty, (2005) building organizational and
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
27
industry knowledge and building trust in your character and integrity are necessary for
influencing people strategically.
The practical implications of this research include a strong possibility that more exposure
to coaching methods within the organization would assist in the development of senior pastors to
provide strategic leadership in their appointments to the church. Coaching appears to provide a
readily accessible delivery system for increased strategic leadership outcomes which Hughes and
Beatty (2005) identify as “thinking, acting, and influencing in ways that promote the sustainable
competitive advantage of the organization” (p.9).
In addition to providing training and additional research, the opportunity for improving
the quality of care in the leadership development systems of the district office exists (leadership
development, pastoral care and church planting). The data suggests that by employing a
systematic coaching structure throughout the organization, palpable improvements will be
realized in the level of satisfaction and commitment experienced by these leaders. Furthermore,
there appears to be a connection between these areas and a leader’s willingness to engage
necessary risks associated with practicing strategic leadership habits.
Over the course of the six-month coaching experience, each leader reported experiencing
improved support toward positive growth and change including increased effectiveness and
performance, identified by many other observers (Grant, 2006; Hackman & Wageman, 2005;
Hamlin et al., 2009; McDermott, Levenson & Newton, 2007). Because of these indicators, a
systematic approach of coaching could be employed using some of the same timeframes,
interaction points and exercises that resulted in the examples of growth in the research
participants lives. This would include a need for training additional coaches through an online
accelerated coaching module and offered to those having previously experienced coaching. With
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
28
an investment in this initiative it would potentially position our district to have certified
leadership development coaches available in each state, providing support throughout the
leadership structure.
Limitations of this study
Limitations include researcher bias, though steps were taken to limit this factor. This
consisted of adding a coaching evaluation form (Appendix D) and attempting to remain impartial
in the coaching appointments to allow for the data interpretation to speak for itself in the study
outcomes. These steps were invoked to protect the trustworthiness of the data by minimizing the
personal interjection of practitioner experience and opinion. The stories and observations
represented in this study are unfiltered examples of the participants. Another noteworthy caution
was taken during the data-coding phase. By identifying themes that emerged from the data
instead of fitting them into pre-existing categories it allowed for making of meaning to take place
directly from the complexity of situations describe by these leaders (Creswell, 2009).
An additional limitation is that the researcher is an internal coach, which Grant (2006)
defines as a person employed by the organization often serving in a managerial capacity who
exhibits some level of authority over the participants in the organization. Within the interview
process there were attempts to minimize this dynamic by reviewing the release from harm
section found in the informed consent form (Appendix B). However, it is difficult to assess what
impact the supervisory role had on the responses offered in the exit interview process.
Another possible limitation (inherent in any qualitative study) is that, because of the
smaller, regionally isolated sample, it may not be generalizable to a larger population. Further
studies would benefit from including a more diverse research sample including both male and
female, and multiple ethnicities.
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
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What is still missing?
What I was not able to observe in this research project was the impact the findings had on
the long-term leadership outcomes of these senior pastors. There appears to be sufficient
evidence to conclude that there are some immediate results in offering coaching for these leaders
though, it would be helpful to have someone research how these changes impacted the
organization over the course of several years. Another area of study elicited by the interview
data that would be of interest is, determining what collaborative outcomes occurred as a result of
strengthening the relational trust and collaboration connection between these leaders, their
followers and their supervising office.
Additionally no direct correlation was observed between the growth of the leader and any
specific positive outcomes as related to the organization. However, it is interesting to observe
consistency between this research what Goldsmith (2004) identified as benefits of coaching: the
leader is more likely to improve, others will recognize when the leader changes, the entire
culture is affected by the process, the value of learning, personal improvement, and cooperation
are enhanced. This leads me to believe that with additional time and intentional coaching
throughout the organization, research data results would support measurable improvement being
realized.
Contributions
This research served to offer key insights about the coaching experience as encountered
by the senior pastoral participants in this study. These research findings indicate positive results
in satisfaction and reported growth in their leadership, which suggests that the investment in
developing coaches who serve to help pastors grow and change is a worthwhile model. By doing
so an underlying need is met in the individuals serving as strategic leaders. Additionally,
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
30
justification for further research, exploration of ways to introduce coaching throughout the
organization, and signify a possible approach to model leadership learning as a sustainable,
reproducible organizational change theory.
Conclusion
Umidi (2005) indicated that when content and context are fused together in a tailor-made
personal development plan, the result is that transformation is more likely to occur. The
meaning here is that simple instruction does not transform leaders, obtaining great information
doesn’t necessarily change someone; however, transformational results can and do occur when
instruction, relationships, life experiences, and God-encounters converge together. This study
has allowed for the observation of how the introduction of leadership coaching affects the senior
pastor in their desire to be developed as leaders and participate with district leadership.
With strong evidence that coaching allows for gaining timely, insightful experiential
feedback from these leaders in areas they are most motivated to grow and change, it appears that
when combined with action steps, and followed by a coaching plan, sustainable change can be
realized along with the development of more self-confident senior pastor leaders observe-able by
characteristics of authenticity, accountability, purposefulness, and maintainable learning.
All of this culminates into a sustainable leadership development strategy that empowers
the senior pastor to engage a learning plan through a deliberate process resulting in a more
satisfying leadership conclusion. According to the survey participants this process leads to more
fulfilled, skillful, empowered and confident leaders and results in their willingness to take greater
risks, embrace ongoing strategic leadership growth goals, and to be more engaged in developing
the subordinates in their organization. This layering effect of leadership outcomes could
potentially provide the necessary catalyst for realizing new and solid growth along with stronger,
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
more successful church plants purely as a result of adding coaching to the learning model
currently being used.
31
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
32
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APPENDIX A
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37
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
38
APPENDIX B
Informed Consent Form
As a participant in the Lifeforming Leadership Coaching Capstone Project
through Life Pacific College, you are being asked to partake in an audio recorded,
1 hour long interview designed to confirm, amend, or deny the effect of LLC as a
leadership development philosophy that stimulates learning, improves areas of
personal leadership development and offers personal support to Sr. Pastors in the
Gateway district of Foursquare churches. Data collected in the form of audio,
video, and facilitator notes will be used for the purposes of addressing the
following questions (listed below).
Participants
You are being asked to participate in the study because you have received between
3-6 months of monthly coaching support appointments and serve as a Sr. Pastor
role within the Gateway district.
Procedures
Your voluntary participation in this study will entail a 9-question interview
intended to learn about your experience in the coaching relationship.
Risks of Participation
There are risks involved in all research studies. This study may include only
minimal risks (i.e., you may become embarrassed when answering some of the
questions).
Contact Information
If you have any questions or concerns about the study, you may contact Jim J.
Adams, Ed. D., or Frank Markow, Ph.D., and you should know that you can easily
withdraw your participation at any time by calling the number 909 706-3003.
Voluntary Participation
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
39
Your participation in this study is voluntary. You may refuse to participate in this
study or in any part of this study with no harm to you or our relationship. You may
withdraw at any time without prejudice to any relationships you may have. You are
encouraged to ask questions about this study at the beginning or anytime during the
research study.
Confidentiality
All information gathered is this study will be kept completely confidential. No
reference will be made in written or oral materials that could link you to this study.
All records will be stored in a locked facility at least 3 years after completion of
the study. After the storage time, the information gathered will be archived in the
district office database. Data will be aggregated, and all identifying remarks will be
removed prior to publication unless I contact you to ask permission to quote you.
Participant Consent
I have read the above information and agree to participate in the study. I am at least
18 years of age. A copy of this form has been given to me. "I understand by my
signature attached to this document that all data gathered about me from the
initiation of my coaching experience may be used anonymously for research
purposes."
Signature of Participant ________________________________ Date __________
Participant Name (Please Print) ________________________________________
Investigator’s Verification of Explanation
I certify that I have carefully explained the purpose and nature of this research to
___________________________________ in an age-appropriate language. He/
She has had the opportunity to discuss it with me in detail. I have answered all his/
her questions and he/she provided the affirmative agreement ( i.e. assent) to
participate in this research.
Investigator’s Signature: _________________________________ Date ________
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
40
Appendix C
Leadership Coaching Interview Questions
1. Please describe the most significant thing that has happened in your coaching
relationship? What contributing factors would you identify that lead to these
results?
2. Have the discussions and exercises that you have been engaging in been relevant
to your leadership context? In what ways would you indicate that personal
leadership development has occurred? In what areas of life?
3. What would make your coaching relationship more effective?
4. As a direct result of this coaching relationship, how would you characterize the
level of personal support experienced?
5. As a direct result of your coaching relationship have you identified, described or
developed a leadership dream that was dormant? Would you please describe this
experience?
6. As a direct result of your coaching experience, have you established clear
coaching goals, and concrete action steps to move forward with in the Wheel of
Life categories?
7. As a direct result of your coaching experience, how would you portray your
confidence level as a leader? Improved, diminished or static? Can you illustrate
with an example of a breakthrough behavior or conversation?
8. Have you established and met organizational goals as discussed in coaching
dialogues? What role did those conversations play in making decisions and acting
upon those goals?
9. Would you recommend coaching as a leadership development approach to other
leaders (PT)? Why? If offered the opportunity to be trained as a coach would you
be interested? What interests you in this form of training?
Category
Specific areas of concentrated coaching
Quality of Life
Spiritual life; Single/ Marriage life
Relationships
Family and Children; Social Stewardship
Vocation
Work and Church
Ongoing Personal
Development
Personal Development, Recreation and Hobbies, SelfWorth
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
APPENDIX D
Wheel of Life
41
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
APPENDIX E
Lifeforming Client Prep Form
Assembling the whole story
Client Name_____________________ For session date______________
To be completed and emailed before a coaching session
What I have accomplished since our last meeting:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What I seem to be challenged by:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What I want us to focus on during our meeting:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
My goals to accomplish by the next meeting are:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
42
CAPSTONE PROJECT: A QUALITATIVE STUDY IN COACHING
43
APPENDIX F
G12 - Coaching Evaluation
how to:
This evaluation should be filled out for your coach, then sent directly to your coach’s supervisor. Make
sure to send it to the supervisor, not your coach—your coach will get you the proper e-mail address or a
stamped, addressed envelope to mail it in.
Your feedback is a valuable part of the coach-training process! Please take approximately 20 minutes to honestly
answer the questions below. It is most helpful if you provide a balance of encouraging, positive feedback and some
suggestions for improvement. Try to write at least several sentences for each of the first three questions.
evaluation questions:
1) What has been the most significant or transforming thing that has happened in your coaching
relationship? Why?
2) Have the discussions and exercises you’ve been engaging in been relevant to you and helped you
grow? How? (You may want to cite an example or two.)
3) What would make this coaching relationship more effective?
For each sentence below, rank your honest impressions of your coaching relationship:
(Circle 1 for ‘not at all’, 3 for ‘somewhat’; 5 for ‘definitely.’)
1 2 3 4 5
I feel like I can really trust my coach—this is a safe environment for me.
1 2 3 4 5
The atmosphere is open and authentic, about both the good times and tough times
in life.
1 2 3 4 5
We work on clear coaching goals together and I always come out of our
appointments with a helpful, concrete set of action steps.
1 2 3 4 5
The coach pushes me to think, develop my own solutions and take responsibility
for my life. My coach doesn’t just tell me what to do.
1 2 3 4 5
We consistently focus on what is most important to me.
1 2 3 4 5
This relationship has accelerated my growth and helped me make important
changes in my life.
1 2 3 4 5
This relationship has broadened my ability to go to God and others for help – I
don’t feel like my growth depends just on my coach.
1 2 3 4 5
I’ve consistently felt affirmed, challenged, inspired and stretched instead of nagged,
abandoned or micro managed.
1 2 3 4 5
Things are brought to my attention when I need it, or I’m challenged in a helpful
and appropriate way.
1 2 3 4 5
The coach is open to feedback. When the coach does or says something wrong, he
or she apologizes or deals with it appropriately.