Pub Date : 2020-05-04DOI: 10.1080/17521882.2020.1758178
Morgan Sherrer, Davar Rezania
ABSTRACT The objectives of this review were to better understand the types of research available on leadership coaching in succession planning, identify gaps in the literature and outline future research areas. We used a scoping review protocol to determine to what extent these concepts have been studied together. The Joanna Briggs Institute Scoping Review Protocol was used. We found 22 articles that studied these concepts together. Results indicated that the literature has focused on the use of coaching, not its effectiveness in relation to succession planning and has been mainly qualitative and descriptive in nature. Most measured outcomes related to leadership coaching and succession is focused only on the perceptions of participants, not tangible outcomes. Succession planning and leadership coaching have been studied in the literature independently, however, there is little research to ascertain the impact of leadership coaching on succession planning. This study examines the literature and provided directions for future research.
{"title":"A scoping review on the use and effectiveness of leadership coaching in succession planning","authors":"Morgan Sherrer, Davar Rezania","doi":"10.1080/17521882.2020.1758178","DOIUrl":"https://doi.org/10.1080/17521882.2020.1758178","url":null,"abstract":"ABSTRACT The objectives of this review were to better understand the types of research available on leadership coaching in succession planning, identify gaps in the literature and outline future research areas. We used a scoping review protocol to determine to what extent these concepts have been studied together. The Joanna Briggs Institute Scoping Review Protocol was used. We found 22 articles that studied these concepts together. Results indicated that the literature has focused on the use of coaching, not its effectiveness in relation to succession planning and has been mainly qualitative and descriptive in nature. Most measured outcomes related to leadership coaching and succession is focused only on the perceptions of participants, not tangible outcomes. Succession planning and leadership coaching have been studied in the literature independently, however, there is little research to ascertain the impact of leadership coaching on succession planning. This study examines the literature and provided directions for future research.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"75 1","pages":"209 - 219"},"PeriodicalIF":1.3,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86195003","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 : 2020-04-30DOI: 10.1080/17521882.2020.1756364
G. Jansen, N. Terblanche
ABSTRACT Working women who fulfil multiple roles face demands which test their resilience. The purpose of this research paper is to report on how postgraduate studies in executive coaching at a South African Business School, had a spill-over effect that assisted women with their resilience in their triple roles of business leaders, mothers at home and postgraduate students at university. Eight women in these triple roles were chosen from a class of postgraduate students studying towards a master’s degree in executive coaching. This qualitative study employed Interpretive Phenomenological Analysis to analyse their lived experiences using a combination of individual semi-structured interviews and excerpts from their reflective journals. Studying coaching gave participants valuable external resources (techniques, tools and new competency skills), which in turn built their internal resources (self-esteem, confidence and new perspectives) that led to increased resilience. In addition, the positive spillover effects from their postgraduate coaching studies strengthened their resilience in their other roles, while negative spillover effects had the opposite effect.
{"title":"The spill-over effects of postgraduate coaching studies in the resilience of women in triple roles","authors":"G. Jansen, N. Terblanche","doi":"10.1080/17521882.2020.1756364","DOIUrl":"https://doi.org/10.1080/17521882.2020.1756364","url":null,"abstract":"ABSTRACT Working women who fulfil multiple roles face demands which test their resilience. The purpose of this research paper is to report on how postgraduate studies in executive coaching at a South African Business School, had a spill-over effect that assisted women with their resilience in their triple roles of business leaders, mothers at home and postgraduate students at university. Eight women in these triple roles were chosen from a class of postgraduate students studying towards a master’s degree in executive coaching. This qualitative study employed Interpretive Phenomenological Analysis to analyse their lived experiences using a combination of individual semi-structured interviews and excerpts from their reflective journals. Studying coaching gave participants valuable external resources (techniques, tools and new competency skills), which in turn built their internal resources (self-esteem, confidence and new perspectives) that led to increased resilience. In addition, the positive spillover effects from their postgraduate coaching studies strengthened their resilience in their other roles, while negative spillover effects had the opposite effect.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"16 1","pages":"78 - 91"},"PeriodicalIF":1.3,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86377501","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 : 2020-04-22DOI: 10.1080/17521882.2020.1753791
Cornelia Lucey, Christian van Nieuwerburgh
ABSTRACT Positive psychology coaching (PPC) is defined as activating positive psychology (PP) in an applied and systematic way through coaching (Passmore, J., & Oades, P. (2014). Positive psychology coaching – A model for coaching practice. The Coaching Psychologist, 10(2), 68–70). Currently studies looking at how PPC is experienced by coachees are limited. While there has been some early success cited in using a PPC approach in professional development in education with adults (Zwart, R. C., Korthagen, F. A. J., & Attema-Noordewier, S. (2014). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579–596. https://doi.org/10.1080/19415257.2014.919341) it is not yet known how teachers experience PPC. The purpose of this paper was to gain an understanding of how PPC is experienced by beginner teachers undergoing challenging circumstances. This initial explorative study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) (Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage). Four superordinate themes emerged: ‘perfectly normal to feel this way’; making sense and ‘joining the dots’; increased positive emotion; and, time to think ‘in an easy-going environment’. Further studies of the application of PPC in educational settings are needed.
积极心理辅导(Positive psychology coaching, PPC)被定义为通过辅导以一种应用的、系统的方式激活积极心理(Positive psychology, PP) (Passmore, J.， & Oades, P.(2014))。积极心理学指导——指导实践的模型。辅导心理学家，10(2)，68-70。目前关于教练如何体验PPC的研究是有限的。虽然在成人教育专业发展中使用PPC方法已经取得了一些早期的成功(Zwart, R. C, Korthagen, F. a . J， & atata - noordewier, S.(2014))。教师专业发展的优势导向方法。教育专业发展，41(3)，579-596。https://doi.org/10.1080/19415257.2014.919341)目前尚不清楚教师如何体验PPC。本文的目的是了解初学教师在挑战性环境下如何体验PPC。这项初步的探索性研究采用了解释性现象学分析(IPA)的定性方法(Smith, J.， Flowers, P.， & Larkin, M.， 2009)。解释现象学分析:理论、方法与研究。Sage)。四个最重要的主题出现了:“有这种感觉很正常”;理清头绪，“串连点”;积极情绪增加;还有，是时候在一个随和的环境中思考了。需要进一步研究PPC在教育环境中的应用。
{"title":"‘More willing to carry on in the face of adversity’: how beginner teachers facing challenging circumstances experience positive psychology coaching. An interpretative phenomenological analysis","authors":"Cornelia Lucey, Christian van Nieuwerburgh","doi":"10.1080/17521882.2020.1753791","DOIUrl":"https://doi.org/10.1080/17521882.2020.1753791","url":null,"abstract":"ABSTRACT Positive psychology coaching (PPC) is defined as activating positive psychology (PP) in an applied and systematic way through coaching (Passmore, J., & Oades, P. (2014). Positive psychology coaching – A model for coaching practice. The Coaching Psychologist, 10(2), 68–70). Currently studies looking at how PPC is experienced by coachees are limited. While there has been some early success cited in using a PPC approach in professional development in education with adults (Zwart, R. C., Korthagen, F. A. J., & Attema-Noordewier, S. (2014). A strength-based approach to teacher professional development. Professional Development in Education, 41(3), 579–596. https://doi.org/10.1080/19415257.2014.919341) it is not yet known how teachers experience PPC. The purpose of this paper was to gain an understanding of how PPC is experienced by beginner teachers undergoing challenging circumstances. This initial explorative study adopted a qualitative approach using Interpretative Phenomenological Analysis (IPA) (Smith, J., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. Sage). Four superordinate themes emerged: ‘perfectly normal to feel this way’; making sense and ‘joining the dots’; increased positive emotion; and, time to think ‘in an easy-going environment’. Further studies of the application of PPC in educational settings are needed.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"7 1","pages":"62 - 77"},"PeriodicalIF":1.3,"publicationDate":"2020-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90481752","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 : 2020-03-05DOI: 10.1080/17521882.2020.1735463
S. McCusker, O. Welply
ABSTRACT The purpose of the current study is to examine stakeholder perceptions of coaching principles and practice within a coach training programme with experienced teachers across 5 countries. Semi-structured interviews were carried out with professionals working with fellow teachers undergoing coach training. The aim of the interviews was to collect perceptions of those who work with coach trainees, in terms of changes in their practice and attitude. In addition, a survey was administered to those teachers undergoing coach training to elicit self-reported ideas of competency and relevance of the competence details within the ICF guidelines. The outcomes of the study imply that coach training can achieve early and rapid improvements to practice, with wider positive effects within schools. The procedural aspects of coaching were more easily achieved and practised by trainees. Those aspects which required higher-order practices or changes in attitude and beliefs were less readily adopted and were often seen as less important to coaching practice. However, there is a reason for optimism in that those attributes that are recognised as important are reported as being achieved at higher levels and there appears to be potential for a pedagogical approach to the development of coaching competencies.
{"title":"C.O.A.C.H: a cross-national study of coach training for teachers across 5 countries","authors":"S. McCusker, O. Welply","doi":"10.1080/17521882.2020.1735463","DOIUrl":"https://doi.org/10.1080/17521882.2020.1735463","url":null,"abstract":"ABSTRACT The purpose of the current study is to examine stakeholder perceptions of coaching principles and practice within a coach training programme with experienced teachers across 5 countries. Semi-structured interviews were carried out with professionals working with fellow teachers undergoing coach training. The aim of the interviews was to collect perceptions of those who work with coach trainees, in terms of changes in their practice and attitude. In addition, a survey was administered to those teachers undergoing coach training to elicit self-reported ideas of competency and relevance of the competence details within the ICF guidelines. The outcomes of the study imply that coach training can achieve early and rapid improvements to practice, with wider positive effects within schools. The procedural aspects of coaching were more easily achieved and practised by trainees. Those aspects which required higher-order practices or changes in attitude and beliefs were less readily adopted and were often seen as less important to coaching practice. However, there is a reason for optimism in that those attributes that are recognised as important are reported as being achieved at higher levels and there appears to be potential for a pedagogical approach to the development of coaching competencies.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"13 1","pages":"39 - 61"},"PeriodicalIF":1.3,"publicationDate":"2020-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84965182","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 : 2020-01-03DOI: 10.1080/17521882.2019.1707247
Katharina Ebner
ABSTRACT This study explores how career coaching contributes to clients’ career optimism and career security from a career resource perspective. Drawing from the Career Resources Model (Hirschi [2012]. The career resources model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, 40(4), 369–383), we propose that career identity resources (self-clarity and career-goal clarity) are essential prerequisites to develop career optimism and career security which are needed to successfully plan and manage careers. Data drawn from a single career coaching intervention for university students served as basis to develop and test a framework linking career identity resources with the psychological career variables career optimism and career security and revealed that working on clients’ self-clarity positively contributes to the development of career-goal clarity, career optimism and career security. The findings additionally outline that the positive effects of career coaching on clients’ career optimism and career security are explained by an increase in career-goal clarity. These results suggest a process model for career coaching interventions.
{"title":"Promoting career optimism and career security during career coaching: development and test of a model","authors":"Katharina Ebner","doi":"10.1080/17521882.2019.1707247","DOIUrl":"https://doi.org/10.1080/17521882.2019.1707247","url":null,"abstract":"ABSTRACT This study explores how career coaching contributes to clients’ career optimism and career security from a career resource perspective. Drawing from the Career Resources Model (Hirschi [2012]. The career resources model: An integrative framework for career counsellors. British Journal of Guidance & Counselling, 40(4), 369–383), we propose that career identity resources (self-clarity and career-goal clarity) are essential prerequisites to develop career optimism and career security which are needed to successfully plan and manage careers. Data drawn from a single career coaching intervention for university students served as basis to develop and test a framework linking career identity resources with the psychological career variables career optimism and career security and revealed that working on clients’ self-clarity positively contributes to the development of career-goal clarity, career optimism and career security. The findings additionally outline that the positive effects of career coaching on clients’ career optimism and career security are explained by an increase in career-goal clarity. These results suggest a process model for career coaching interventions.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"66 1","pages":"20 - 38"},"PeriodicalIF":1.3,"publicationDate":"2020-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80911031","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 : 2020-01-02DOI: 10.1080/17521882.2020.1716476
J. Yates, I. Iordanou
{"title":"Walls and bridges","authors":"J. Yates, I. Iordanou","doi":"10.1080/17521882.2020.1716476","DOIUrl":"https://doi.org/10.1080/17521882.2020.1716476","url":null,"abstract":"","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"309 1","pages":"1 - 2"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86991278","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 : 2020-01-02DOI: 10.1080/17521882.2019.1619795
Alexander Zuñiga-Collazos, M. Castillo-Palacio, Emerson Montaña-Narváez, Guillermo Castillo-Arévalo
ABSTRACT Nowadays, companies are absorbed in changing, competitive and globalised markets, which necessitates further investigation about processes and tools that prepare executives to take on those challenges. In the organisational field where it is required to enhance skills and attitudes for achieving certain objectives, coaching becomes relevant as companies are becoming more conscientious about the best way to sustain their employees over time. This is achieved through the investment in processes and accompanying programmes that include training and knowledge transfer. The objective is to achieve better results that would influence the financial and non-financial performance of the organisation. Considering that managerial coaching lacks empirical evidence for the results in executives and therefore in organisations, the present research analyses the influence of this concept on performance and its effectiveness, proving how coaching processes are fundamental tools not only for managers in human resources, but for all professionals working in leadership roles and meeting goals within organisations.
{"title":"Influence of managerial coaching on organisational performance","authors":"Alexander Zuñiga-Collazos, M. Castillo-Palacio, Emerson Montaña-Narváez, Guillermo Castillo-Arévalo","doi":"10.1080/17521882.2019.1619795","DOIUrl":"https://doi.org/10.1080/17521882.2019.1619795","url":null,"abstract":"ABSTRACT Nowadays, companies are absorbed in changing, competitive and globalised markets, which necessitates further investigation about processes and tools that prepare executives to take on those challenges. In the organisational field where it is required to enhance skills and attitudes for achieving certain objectives, coaching becomes relevant as companies are becoming more conscientious about the best way to sustain their employees over time. This is achieved through the investment in processes and accompanying programmes that include training and knowledge transfer. The objective is to achieve better results that would influence the financial and non-financial performance of the organisation. Considering that managerial coaching lacks empirical evidence for the results in executives and therefore in organisations, the present research analyses the influence of this concept on performance and its effectiveness, proving how coaching processes are fundamental tools not only for managers in human resources, but for all professionals working in leadership roles and meeting goals within organisations.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"18 1","pages":"30 - 44"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84479006","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 : 2020-01-02DOI: 10.1080/17521882.2019.1656658
C. Schultz, C. Stuckey, K. Lawson
ABSTRACT This case report features an integrative group health coaching (IGHC) experience that incorporates mind-body-skills exercises, goal setting and facilitated discussions to help group participants move forward in their sense of personal well-being. Four participants from a diverse, underserved population, completed the four weekly sessions at a student-led free health clinic. The facilitators applied their skills and knowledge in health and wellness coaching, and in psychology to lead this group. The pre- and post-group drawings assessment demonstrated that participants generally improved important aspects of their personal well-being. The participants broadened their perspectives, experienced self-efficacy, and generally improved their sense of well-being. This report outlines the process of conducting an IGHC programme for practitioners and may serve as a feasibility study for future research.
{"title":"Group health coaching for the underserved: a case report*","authors":"C. Schultz, C. Stuckey, K. Lawson","doi":"10.1080/17521882.2019.1656658","DOIUrl":"https://doi.org/10.1080/17521882.2019.1656658","url":null,"abstract":"ABSTRACT This case report features an integrative group health coaching (IGHC) experience that incorporates mind-body-skills exercises, goal setting and facilitated discussions to help group participants move forward in their sense of personal well-being. Four participants from a diverse, underserved population, completed the four weekly sessions at a student-led free health clinic. The facilitators applied their skills and knowledge in health and wellness coaching, and in psychology to lead this group. The pre- and post-group drawings assessment demonstrated that participants generally improved important aspects of their personal well-being. The participants broadened their perspectives, experienced self-efficacy, and generally improved their sense of well-being. This report outlines the process of conducting an IGHC programme for practitioners and may serve as a feasibility study for future research.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"57 1","pages":"3 - 7"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75786468","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 : 2020-01-02DOI: 10.1080/17521882.2019.1599030
A. Grant, Benjamin Gerrard
ABSTRACT Little is known about impact of different types of questions used in coaching. This study compares the relative impact of 1) SF with 2) PF coaching questions and with 3) a combined problem-focused and solution-focused (PF + SF) coaching questions condition. Despite much discussion about the impact of mental health issues in coaching, there has been little research on how coachees’ dysfunctional attitudes effect coaching outcomes. 80 participants were randomly assigned to PF, SF or PF + SF coaching conditions. It should be noted that a whole coaching session was not conducted – in an experimental self-coaching exercise participants responded to different types of coaching question: SF questions were more effective than PF questions on all measures. SF questions were also more effective at increasing self-efficacy and decreasing negative affect compared to a combined PF + SF approach. Dysfunctional attitudes were found to have a detrimental impact on negative affect following both PF and PF/SF questions but not SF. Further analysis revealed that PF questions were significantly less effective on decreasing negative affect for participants ‘high’ in dysfunctional attitudes, but not for those ‘low’ in dysfunctional attitudes. For those ‘low’ in dysfunctional attitudes all three coaching styles were equally effective in reducing negative affect. No other significant relationships were observed between dysfunctional attitudes on goal attainment measures. This research suggests that SF approaches are more effective than PF or combined PF + SF. Recommendations for future research and potential implications for coaching practice are discussed.
{"title":"Comparing problem-focused, solution-focused and combined problem-focused/solution-focused coaching approach: solution-focused coaching questions mitigate the negative impact of dysfunctional attitudes","authors":"A. Grant, Benjamin Gerrard","doi":"10.1080/17521882.2019.1599030","DOIUrl":"https://doi.org/10.1080/17521882.2019.1599030","url":null,"abstract":"ABSTRACT Little is known about impact of different types of questions used in coaching. This study compares the relative impact of 1) SF with 2) PF coaching questions and with 3) a combined problem-focused and solution-focused (PF + SF) coaching questions condition. Despite much discussion about the impact of mental health issues in coaching, there has been little research on how coachees’ dysfunctional attitudes effect coaching outcomes. 80 participants were randomly assigned to PF, SF or PF + SF coaching conditions. It should be noted that a whole coaching session was not conducted – in an experimental self-coaching exercise participants responded to different types of coaching question: SF questions were more effective than PF questions on all measures. SF questions were also more effective at increasing self-efficacy and decreasing negative affect compared to a combined PF + SF approach. Dysfunctional attitudes were found to have a detrimental impact on negative affect following both PF and PF/SF questions but not SF. Further analysis revealed that PF questions were significantly less effective on decreasing negative affect for participants ‘high’ in dysfunctional attitudes, but not for those ‘low’ in dysfunctional attitudes. For those ‘low’ in dysfunctional attitudes all three coaching styles were equally effective in reducing negative affect. No other significant relationships were observed between dysfunctional attitudes on goal attainment measures. This research suggests that SF approaches are more effective than PF or combined PF + SF. Recommendations for future research and potential implications for coaching practice are discussed.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"23 1","pages":"61 - 77"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75895240","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 : 2020-01-02DOI: 10.1080/17521882.2019.1574847
Alicia Sepulveda, M. Birnbaum, J. Finley, S. Frye
ABSTRACT Coaching programmes have become increasingly popular among institutions seeking to increase retention rates. The purpose of this experimental study is to examine the effects of a brief coaching intervention. Participants included first-year students thinking about leaving the institution within the first four to six weeks of school. When comparing the control (n = 45) and treatment groups (n = 46), findings showed the treatment group did not significantly improve retention or GPA. Although low participation may be a factor, discussions and implications are shared to improve coaching models and programmes for students who have expressed an interest in leaving their institution.
{"title":"Coaching college students who have expressed an interest in leaving: A pilot study","authors":"Alicia Sepulveda, M. Birnbaum, J. Finley, S. Frye","doi":"10.1080/17521882.2019.1574847","DOIUrl":"https://doi.org/10.1080/17521882.2019.1574847","url":null,"abstract":"ABSTRACT Coaching programmes have become increasingly popular among institutions seeking to increase retention rates. The purpose of this experimental study is to examine the effects of a brief coaching intervention. Participants included first-year students thinking about leaving the institution within the first four to six weeks of school. When comparing the control (n = 45) and treatment groups (n = 46), findings showed the treatment group did not significantly improve retention or GPA. Although low participation may be a factor, discussions and implications are shared to improve coaching models and programmes for students who have expressed an interest in leaving their institution.","PeriodicalId":41588,"journal":{"name":"Coaching-An International Journal of Theory Research and Practice","volume":"9 1","pages":"15 - 8"},"PeriodicalIF":1.3,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81498746","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}
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