Pub Date : 2021-12-02DOI: 10.1080/17521882.2021.2007968
Rachel Y. Kim, Madelyn Johnson, M. Mulcahey
ABSTRACT The purpose of this study was to explore Coaching in Context as experienced by caregivers of children with a spinal cord injury (SCI). Thematic analysis of follow-up interviews completed with caregivers of children with SCI (N = 7). During the initial coding phase, two reviewers deductively coded the data using the interview guide used to complete the interviews and subsequently inductively coded the data to identify emerging themes. The codes were analyzed and organised into themes. The reviewers examined each other’s themes to compare their interpretation, assessed themes in relation to coded quotes, and developed consensus on themes. Three common themes emerged that reflect the parent perspectives towards coaching with 2–3 subthemes – (1) new learning with subthemes of goal-oriented approach, goal setting, and organisation strategies, (2) client-coach relationship with subthemes of accountability, convenience, and support, and (3) gaining insight with subthemes of self-efficacy and confidence. Findings indicate perceived benefits of coaching in context from caregivers of children with SCI. Coaching in Context may be an effective approach for fostering skill development and increased self-efficacy for caregivers of children with SCI. It can be used by clinicians to enhance existing skills, such as therapeutic use of self and goal setting, to encourage client participation.
{"title":"Coaching in context: parent perspectives","authors":"Rachel Y. Kim, Madelyn Johnson, M. Mulcahey","doi":"10.1080/17521882.2021.2007968","DOIUrl":"https://doi.org/10.1080/17521882.2021.2007968","url":null,"abstract":"ABSTRACT The purpose of this study was to explore Coaching in Context as experienced by caregivers of children with a spinal cord injury (SCI). Thematic analysis of follow-up interviews completed with caregivers of children with SCI (N = 7). During the initial coding phase, two reviewers deductively coded the data using the interview guide used to complete the interviews and subsequently inductively coded the data to identify emerging themes. The codes were analyzed and organised into themes. The reviewers examined each other’s themes to compare their interpretation, assessed themes in relation to coded quotes, and developed consensus on themes. Three common themes emerged that reflect the parent perspectives towards coaching with 2–3 subthemes – (1) new learning with subthemes of goal-oriented approach, goal setting, and organisation strategies, (2) client-coach relationship with subthemes of accountability, convenience, and support, and (3) gaining insight with subthemes of self-efficacy and confidence. Findings indicate perceived benefits of coaching in context from caregivers of children with SCI. Coaching in Context may be an effective approach for fostering skill development and increased self-efficacy for caregivers of children with SCI. It can be used by clinicians to enhance existing skills, such as therapeutic use of self and goal setting, to encourage client participation.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87499452","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.1080/17521882.2021.2011345
M. Briggs
approach in order to communicate effectively with his new team. Indeed, the nuances of the learning requirements of a Western manager from a global MNC and those of a newly appointed Chinese manager are very useful. The book comprehensively addresses many aspects of coaching delivery, training and application. It also covers the issue of how to set up a coaching business in China, having stated that the appetite for coaching is healthy and has moved from the remedial stance to a more progressive and positively focussed stance. Both individual and team coaching are addressed. There is one chapter on ‘Immunity to Change’ which addresses the issue of resistance to being coachable which can be a factor in Chinese organisations which are entrenched in traditional philosophies of business and reluctant to adopt Western originated change tools. Overall, I found this book to be a really interesting read. At the simplest end, it is a very good guide to many facets of the market for coaching in China and the various cultural issues that need to be taken into consideration in order for it to be successful. Beyond this, however, it is a really good guide for anyone who has aspirations to coach in the Chinese context, or to coach Chinese people who might be gaining leadership positions in Western organisations. A slight caution would be that there seems to be quite a bit of anecdotal reporting of the different scenarios. However, the breadth of subjects and the clear experience of the authors means that every chapter covers its topic authoritatively, accompanied by highly practical insights and ideas. Quirkily, a couple of the early chapters, whilst drawing on other works in support, do not give their references at the end. For anyone interested in stepping outside the Western application of coaching and/ or is interested in Chinese business leadership development, I recommend this book.
{"title":"Coaching researched: a coaching psychology reader for practitioners and researchers","authors":"M. Briggs","doi":"10.1080/17521882.2021.2011345","DOIUrl":"https://doi.org/10.1080/17521882.2021.2011345","url":null,"abstract":"approach in order to communicate effectively with his new team. Indeed, the nuances of the learning requirements of a Western manager from a global MNC and those of a newly appointed Chinese manager are very useful. The book comprehensively addresses many aspects of coaching delivery, training and application. It also covers the issue of how to set up a coaching business in China, having stated that the appetite for coaching is healthy and has moved from the remedial stance to a more progressive and positively focussed stance. Both individual and team coaching are addressed. There is one chapter on ‘Immunity to Change’ which addresses the issue of resistance to being coachable which can be a factor in Chinese organisations which are entrenched in traditional philosophies of business and reluctant to adopt Western originated change tools. Overall, I found this book to be a really interesting read. At the simplest end, it is a very good guide to many facets of the market for coaching in China and the various cultural issues that need to be taken into consideration in order for it to be successful. Beyond this, however, it is a really good guide for anyone who has aspirations to coach in the Chinese context, or to coach Chinese people who might be gaining leadership positions in Western organisations. A slight caution would be that there seems to be quite a bit of anecdotal reporting of the different scenarios. However, the breadth of subjects and the clear experience of the authors means that every chapter covers its topic authoritatively, accompanied by highly practical insights and ideas. Quirkily, a couple of the early chapters, whilst drawing on other works in support, do not give their references at the end. For anyone interested in stepping outside the Western application of coaching and/ or is interested in Chinese business leadership development, I recommend this book.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82326179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-22DOI: 10.1080/17521882.2021.1979612
Janette S. Williams
ABSTRACT An important issue in coaching research is determining the role of the coach-coachee relationship in influencing outcomes. Although some studies have found that the relationship is a predictor of outcomes, others have reported contrary findings. Using random assignment and a switching-replication design, this study had two aims: first, to examine the alignment (i.e., perception, evaluation) of the relationship during the coaching; and second, to determine if the alignment of the relationship influences coaching outcomes. The relationship measures included the working alliance and goal-focused coaching, as rated by the coach and the coachee. The coachee’s direct supervisor rated the coaching outcome measured by a leadership-behaviour assessment. The research studied fifty-six coaching dyads who engaged in four face-to-face, 1-hr coaching sessions over a 4- to 6-week period. The results showed that the coaches’ and coachees’ evaluation of the coaching relationship became less, rather than more, aligned across time. Further examination showed the alignment of the relationship (goal-focused or relationship satisfaction) did not influence the coaching outcome, as rated by the supervisors. Implications of the results for coaching theory, research, and practice are discussed.
{"title":"An empirical investigation of coaching ingredients: the role of the coach-coachee relationship in influencing coaching outcomes","authors":"Janette S. Williams","doi":"10.1080/17521882.2021.1979612","DOIUrl":"https://doi.org/10.1080/17521882.2021.1979612","url":null,"abstract":"ABSTRACT An important issue in coaching research is determining the role of the coach-coachee relationship in influencing outcomes. Although some studies have found that the relationship is a predictor of outcomes, others have reported contrary findings. Using random assignment and a switching-replication design, this study had two aims: first, to examine the alignment (i.e., perception, evaluation) of the relationship during the coaching; and second, to determine if the alignment of the relationship influences coaching outcomes. The relationship measures included the working alliance and goal-focused coaching, as rated by the coach and the coachee. The coachee’s direct supervisor rated the coaching outcome measured by a leadership-behaviour assessment. The research studied fifty-six coaching dyads who engaged in four face-to-face, 1-hr coaching sessions over a 4- to 6-week period. The results showed that the coaches’ and coachees’ evaluation of the coaching relationship became less, rather than more, aligned across time. Further examination showed the alignment of the relationship (goal-focused or relationship satisfaction) did not influence the coaching outcome, as rated by the supervisors. Implications of the results for coaching theory, research, and practice are discussed.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74463330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-11DOI: 10.1080/17521882.2021.1965636
W. Percy, K. Dow
ABSTRACT Through exploring the implementation of a manager-coach training programme, built on a foundation of Chinese culture, in a Chinese education environment, this paper explores a predominantly non-directive coaching model and its positive impact on knowledge exchange and innovation. Whilst acknowledging the continued call from some quarters for the use of a directive approach to coaching in mainland China, this paper explores the positive relationship between the non-directive approach and the socialisation of knowledge amongst teachers. The article also sheds light on how the ‘Coaching Dance’ can facilitate movement towards a more non-directive approach to enhance knowledge exchange allowing Chinese managers to elicit a promotion-focus and positive career behaviours from coachees. The paper offers some evidence that a predominantly non-directive approach can positively impact knowledge exchange and socialisation when a multitiered approach to coaching is deployed in a Confucian environment.
{"title":"The coaching dance applied: training Chinese managers to coach","authors":"W. Percy, K. Dow","doi":"10.1080/17521882.2021.1965636","DOIUrl":"https://doi.org/10.1080/17521882.2021.1965636","url":null,"abstract":"ABSTRACT Through exploring the implementation of a manager-coach training programme, built on a foundation of Chinese culture, in a Chinese education environment, this paper explores a predominantly non-directive coaching model and its positive impact on knowledge exchange and innovation. Whilst acknowledging the continued call from some quarters for the use of a directive approach to coaching in mainland China, this paper explores the positive relationship between the non-directive approach and the socialisation of knowledge amongst teachers. The article also sheds light on how the ‘Coaching Dance’ can facilitate movement towards a more non-directive approach to enhance knowledge exchange allowing Chinese managers to elicit a promotion-focus and positive career behaviours from coachees. The paper offers some evidence that a predominantly non-directive approach can positively impact knowledge exchange and socialisation when a multitiered approach to coaching is deployed in a Confucian environment.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76396179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.1080/17521882.2021.1958889
Joanna Molyn, E. de Haan, Robert van der Veen, D. Gray
ABSTRACT Previous studies examining coaching outcomes generally rely on cross-sectional data which limits our understanding of the enduring and long-term effects of coaching. To address this issue, this study, based on longitudinal data, explores several popular variables associated with coaching outcomes. The study is underpinned by Lambert’s [(1992). Lambert, M. J. (1992). Psychotherapy outcome research: Implications for integrative and eclectic therapists. In J. C. Norcross, & M. R. Goldfried (Eds.), Handbook of psychotherapy integration (pp. 94–129). Basic Books] four-factor model of common factors and recognises them as variables which are customary to all coaching approaches contributing to coaching outcomes. The study considers stress, wellbeing, resilience, goal attainment and coaching effectiveness as coaching outcomes. Working alliance mediates the impact of self-efficacy, outcome expectations; and perceived social support which are regarded as the predictors of the coaching outcomes. The results indicate that social support predicts working alliance, and working alliance in turn predicts wellbeing and coaching effectiveness over time. The findings suggest that it is vital for coaches to monitor changes in the coachees’ social networks and their working alliance since these have a significant bearing on the effectiveness of the sessions and the coachees’ wellbeing.
以往对教练效果的研究通常依赖于横截面数据，这限制了我们对教练持久和长期影响的理解。为了解决这一问题，本研究基于纵向数据，探讨了与教练结果相关的几个流行变量。这项研究得到了兰伯特[1992]的支持。兰伯特，m.j.(1992)。心理治疗结果研究:对综合治疗师和折衷治疗师的启示。见J. C. Norcross， & M. R. Goldfried(主编)，《心理治疗整合手册》(第94-129页)。基本书籍]共同因素的四因素模型，并将它们视为所有有助于指导结果的指导方法的习惯变量。该研究将压力、幸福感、适应力、目标实现和教练有效性视为教练成果。工作联盟中介自我效能感、结果期望的影响;感知社会支持被认为是指导结果的预测因子。结果表明，随着时间的推移，社会支持预测工作联盟，工作联盟反过来预测幸福感和教练有效性。研究结果表明，教练监控教练的社交网络和工作联盟的变化是至关重要的，因为这些对课程的有效性和教练的健康有重要影响。
{"title":"The impact of common factors on coaching outcomes","authors":"Joanna Molyn, E. de Haan, Robert van der Veen, D. Gray","doi":"10.1080/17521882.2021.1958889","DOIUrl":"https://doi.org/10.1080/17521882.2021.1958889","url":null,"abstract":"ABSTRACT Previous studies examining coaching outcomes generally rely on cross-sectional data which limits our understanding of the enduring and long-term effects of coaching. To address this issue, this study, based on longitudinal data, explores several popular variables associated with coaching outcomes. The study is underpinned by Lambert’s [(1992). Lambert, M. J. (1992). Psychotherapy outcome research: Implications for integrative and eclectic therapists. In J. C. Norcross, & M. R. Goldfried (Eds.), Handbook of psychotherapy integration (pp. 94–129). Basic Books] four-factor model of common factors and recognises them as variables which are customary to all coaching approaches contributing to coaching outcomes. The study considers stress, wellbeing, resilience, goal attainment and coaching effectiveness as coaching outcomes. Working alliance mediates the impact of self-efficacy, outcome expectations; and perceived social support which are regarded as the predictors of the coaching outcomes. The results indicate that social support predicts working alliance, and working alliance in turn predicts wellbeing and coaching effectiveness over time. The findings suggest that it is vital for coaches to monitor changes in the coachees’ social networks and their working alliance since these have a significant bearing on the effectiveness of the sessions and the coachees’ wellbeing.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83343928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-18DOI: 10.1080/17521882.2021.1941160
Emily M Johnson, Kyle Possemato, B. Martens, Brittany Hampton, Michael J Wade, M. Chinman, S. Maisto
ABSTRACT The objective was to estimate the efficacy of peer-delivered Whole Health Coaching with individual veterans with PTSD in primary care. This study examined changes in goal attainment before, during, and after peer-delivered Whole Health Coaching using a concurrent multiple-baseline design across participants with replication across cohorts. Ten primary care veterans with symptoms of PTSD were included. The primary outcome, goal attainment, was analysed using multilevel modelling, non-overlap of all pairs (NAP) effect size, and visual inspection. Across all three analyses, peer-delivered Whole Health Coaching was associated with increased and sustained goal attainment in some Veterans with PTSD. Multilevel modelling demonstrated that at the sample level, goal attainment was significantly higher during peer-delivered Whole Health Coaching, t = 2.49, p < .05. Multilevel modelling revealed significant improvement for 4 of 10 participants; NAP and visual inspection demonstrated moderate to large effects for 6 of 10 participants. Peer-delivered Whole Health Coaching may help veterans with PTSD make progress on individualised goals. Future research should replicate these findings and evaluate which participants may be most likely to benefit.
目的是评估同伴全程健康辅导对创伤后应激障碍退伍军人个体初级保健的效果。本研究采用并行多基线设计，在参与者之间进行跨队列复制，研究了同伴提供的整体健康指导之前、期间和之后目标实现的变化。包括10名有PTSD症状的初级保健退伍军人。主要结局，目标实现，使用多层模型，非重叠的所有对(NAP)效应大小和目视检查进行分析。在所有三个分析中，同伴提供的整体健康指导与一些患有创伤后应激障碍的退伍军人增加和持续的目标实现有关。多层模型表明，在样本水平上，同伴全程健康指导期间的目标达成程度显著更高，t = 2.49, p < 0.05。多层次模型显示，10名参与者中有4名显著改善;NAP和目视检查对10名参与者中的6人显示出中等到较大的影响。同伴传递的整体健康指导可以帮助患有创伤后应激障碍的退伍军人在个性化目标上取得进展。未来的研究应该重复这些发现，并评估哪些参与者最有可能受益。
{"title":"Goal attainment among veterans with PTSD enrolled in peer-delivered whole health coaching: a multiple baseline design trial","authors":"Emily M Johnson, Kyle Possemato, B. Martens, Brittany Hampton, Michael J Wade, M. Chinman, S. Maisto","doi":"10.1080/17521882.2021.1941160","DOIUrl":"https://doi.org/10.1080/17521882.2021.1941160","url":null,"abstract":"ABSTRACT The objective was to estimate the efficacy of peer-delivered Whole Health Coaching with individual veterans with PTSD in primary care. This study examined changes in goal attainment before, during, and after peer-delivered Whole Health Coaching using a concurrent multiple-baseline design across participants with replication across cohorts. Ten primary care veterans with symptoms of PTSD were included. The primary outcome, goal attainment, was analysed using multilevel modelling, non-overlap of all pairs (NAP) effect size, and visual inspection. Across all three analyses, peer-delivered Whole Health Coaching was associated with increased and sustained goal attainment in some Veterans with PTSD. Multilevel modelling demonstrated that at the sample level, goal attainment was significantly higher during peer-delivered Whole Health Coaching, t = 2.49, p < .05. Multilevel modelling revealed significant improvement for 4 of 10 participants; NAP and visual inspection demonstrated moderate to large effects for 6 of 10 participants. Peer-delivered Whole Health Coaching may help veterans with PTSD make progress on individualised goals. Future research should replicate these findings and evaluate which participants may be most likely to benefit.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/17521882.2021.1941160","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72468223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-18DOI: 10.1080/17521882.2021.1936585
Panagiota Trom, J. Burke
ABSTRACT Combining positive psychology with coaching is a complex matter. While most positive psychology coaching research promotes the use of positive psychology interventions in a coaching practice, the current study attempted to turn it on its head, and use coaching to amplify the effect of positive psychology interventions. In one-week-long randomised controlled trial with 45 participants, 24 (wait/control group) of them completed a gratitude-only intervention, whilst the remaining 21 (experimental group) engaged in a gratitude-and-coaching intervention. Three measures were used to identify the wellbeing differences of wait/control and experimental groups pre-intervention and immediately after the intervention. Paired-sample t-test results showed that participants in the gratitude-only intervention enhanced aspects of their subjective wellbeing, whereas those in the gratitude-and-coaching intervention increased an aspect of their eudaimonic wellbeing and dispositional gratitude. The study provided preliminary evidence that coaching can be used to amplify the effect of positive psychology interventions. The implications of the study are discussed along with the recommendations for future research.
{"title":"Positive psychology intervention (PPI) coaching: an experimental application of coaching to improve the effectiveness of a gratitude intervention","authors":"Panagiota Trom, J. Burke","doi":"10.1080/17521882.2021.1936585","DOIUrl":"https://doi.org/10.1080/17521882.2021.1936585","url":null,"abstract":"ABSTRACT Combining positive psychology with coaching is a complex matter. While most positive psychology coaching research promotes the use of positive psychology interventions in a coaching practice, the current study attempted to turn it on its head, and use coaching to amplify the effect of positive psychology interventions. In one-week-long randomised controlled trial with 45 participants, 24 (wait/control group) of them completed a gratitude-only intervention, whilst the remaining 21 (experimental group) engaged in a gratitude-and-coaching intervention. Three measures were used to identify the wellbeing differences of wait/control and experimental groups pre-intervention and immediately after the intervention. Paired-sample t-test results showed that participants in the gratitude-only intervention enhanced aspects of their subjective wellbeing, whereas those in the gratitude-and-coaching intervention increased an aspect of their eudaimonic wellbeing and dispositional gratitude. The study provided preliminary evidence that coaching can be used to amplify the effect of positive psychology interventions. The implications of the study are discussed along with the recommendations for future research.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85251140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-14DOI: 10.1080/17521882.2021.1938621
Sally Bonneywell, Judie Gannon
ABSTRACT Female leadership development has become a key issue in organisations' strategy to ensure equal representation of male and female leaders throughout organisations, including top management. This article investigates the deployment of a combined programme of executive and group coaching to support female leader development in a multinational. Drawing on the experiences of key stakeholders: clients, coaches and the programme team using a case study approach, it offers a rich depiction of this novel use of dual forms of coaching. The findings and discussion identify the personal value of individual executive coaching, the collective value of group coaching and the synergies achieved from the interplay of the simultaneous use of both forms of coaching within the organisation, and beyond. These findings have theoretical and practical implications for our understanding of coaching as a social process, the effect of combining coaching approaches, and female leader development, emphasising the need for further research on coaching as a social process as part of leadership development.
{"title":"Maximising female leader development through simultaneous individual and group coaching","authors":"Sally Bonneywell, Judie Gannon","doi":"10.1080/17521882.2021.1938621","DOIUrl":"https://doi.org/10.1080/17521882.2021.1938621","url":null,"abstract":"ABSTRACT Female leadership development has become a key issue in organisations' strategy to ensure equal representation of male and female leaders throughout organisations, including top management. This article investigates the deployment of a combined programme of executive and group coaching to support female leader development in a multinational. Drawing on the experiences of key stakeholders: clients, coaches and the programme team using a case study approach, it offers a rich depiction of this novel use of dual forms of coaching. The findings and discussion identify the personal value of individual executive coaching, the collective value of group coaching and the synergies achieved from the interplay of the simultaneous use of both forms of coaching within the organisation, and beyond. These findings have theoretical and practical implications for our understanding of coaching as a social process, the effect of combining coaching approaches, and female leader development, emphasising the need for further research on coaching as a social process as part of leadership development.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83817990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-17DOI: 10.1080/17521882.2021.1929362
Jhon Alexander Baquero Barato, María Rodríguez Moneo
ABSTRACT The ability to self-regulate is considered an essential skill for negotiating twenty-first-century challenges. However, despite the progress made in understanding self-regulation, its application in certain areas remains scarce. To remedy this situation, this paper intends to examine the relationship between coaching and self-regulation. Semi-structured interviews were conducted with 15 coaches in order to gather information regarding the phases of coaching, the critical elements concerning its implementation, and the changes that are perceived in clients. The findings indicated that coaching and self-regulation share elements, such as certain constituent phases, a focus on goal-achievement, and an interest in personal development and, consequently, in people’s well-being. This study concludes that both processes could benefit from each other through sharing their theoretical bases and the structure of their respective practical interventions.
{"title":"Can coaching contribute to the development of self-regulation? Similarities and differences between these two processes","authors":"Jhon Alexander Baquero Barato, María Rodríguez Moneo","doi":"10.1080/17521882.2021.1929362","DOIUrl":"https://doi.org/10.1080/17521882.2021.1929362","url":null,"abstract":"ABSTRACT The ability to self-regulate is considered an essential skill for negotiating twenty-first-century challenges. However, despite the progress made in understanding self-regulation, its application in certain areas remains scarce. To remedy this situation, this paper intends to examine the relationship between coaching and self-regulation. Semi-structured interviews were conducted with 15 coaches in order to gather information regarding the phases of coaching, the critical elements concerning its implementation, and the changes that are perceived in clients. The findings indicated that coaching and self-regulation share elements, such as certain constituent phases, a focus on goal-achievement, and an interest in personal development and, consequently, in people’s well-being. This study concludes that both processes could benefit from each other through sharing their theoretical bases and the structure of their respective practical interventions.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87701296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-05-13DOI: 10.1080/17521882.2021.1926523
S. Corrie, Louise C. Kovacs
ABSTRACT If coaches are to deliver their best work, it is important that they are emotionally and psychologically well-resourced. In a rapidly changing and increasingly complex world, the ability of coaches to monitor, manage and enable their own well-being is an important component of effective and ethical practice. However, little is known about the self-care needs and practices of coaches, with few resources available to guide practitioners in the development of personalised self-care plans. In this context, it is argued that the use of formulation has the potential to make a significant contribution. Formulation is well-established in applied psychology as a means of better understanding and responding to the needs of individual clients. This article extends the use of formulation to the domain of coach self-care. Following a review of literature relevant to self-care and to formulation, the article presents a case study which illustrates how formulation was applied by a coach to enhance self-awareness, self-monitoring and decision-making in relation to her self-care needs. Particular attention is paid to the way in which the process guided the coach's thinking and decision-making to illustrate how formulation can enable reflective practice in relation to self-care. Implications for training and practice are considered.
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