There have been numerous studies which demonstrate the importance of the coaching relationship and its relevance in ensuring the successful outcome of the coaching process. However, there has been little exploration of the coach’s perspective; how do they make sense of their ability to foster coaching relationships in practice? Q-methodology was used to elicit possible meaning schemes that underpin this capability. Four distinct viewpoints were identified which provided the foundation for a ‘relationship styles framework’ that reflected the range of ways coaches work with complexity, ambiguity and holistic understanding in the management of coach client relations.
{"title":"A Q Methodology Study: How Do Coaches Foster the Coaching Relationship?","authors":"Elizabeth Crosse","doi":"10.24384/JJAG-M372","DOIUrl":"https://doi.org/10.24384/JJAG-M372","url":null,"abstract":"There have been numerous studies which demonstrate the importance of the coaching relationship and its relevance in ensuring the successful outcome of the coaching process. However, there has been little exploration of the coach’s perspective; how do they make sense of their ability to foster coaching relationships in practice? Q-methodology was used to elicit possible meaning schemes that underpin this capability. Four distinct viewpoints were identified which provided the foundation for a ‘relationship styles framework’ that reflected the range of ways coaches work with complexity, ambiguity and holistic understanding in the management of coach client relations.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"76-93"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44343772","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}
{"title":"How shadow coaching helps leaders to improve their performance on the job in real-time","authors":"Bernardus Roelofs","doi":"10.24384/1SAJ-7N35","DOIUrl":"https://doi.org/10.24384/1SAJ-7N35","url":null,"abstract":"","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"49-62"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43380517","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}
Peer mentoring is commonly used for didactical and learning purposes. In this study we examine peer group mentoring in the university context. The aim is to promote understanding of peer group mentoring based on a meta-analysis of two primary studies: teacher students and teacher group tutors. As a result, three core categories were found: 1) Individual’s participation in the group, 2) Professional development with others and 3) Community enabling sharing and development. These were hierarchically organized and there are critical aspects placed in-between the core categories. Professional and personal experiences intertwine to enhance participants’ self-understanding and professional development.
{"title":"The meaning of peer group mentoring in the university context","authors":"Terhi Skaniakos, Arja Piirainen","doi":"10.24384/EKNZ-S730","DOIUrl":"https://doi.org/10.24384/EKNZ-S730","url":null,"abstract":"Peer mentoring is commonly used for didactical and learning purposes. In this study we examine peer group mentoring in the university context. The aim is to promote understanding of peer group mentoring based on a meta-analysis of two primary studies: teacher students and teacher group tutors. As a result, three core categories were found: 1) Individual’s participation in the group, 2) Professional development with others and 3) Community enabling sharing and development. These were hierarchically organized and there are critical aspects placed in-between the core categories. Professional and personal experiences intertwine to enhance participants’ self-understanding and professional development.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"19-33"},"PeriodicalIF":0.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44602140","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}
Motivational Interviewing (MI) is a communication strategy to facilitate behaviour change yet MI research in sport is scant. This study investigated awareness and use of MI by coaches in Canadian university sport using a non-experimental design. Less than one-third of the male (30.2%) and one-quarter of the female (20.0%) coaches reported awareness of MI with a similar pattern noted for male (32.0%) and female (25.8%) coaches’ reported use of MI. No sex-based differences in MI awareness and use were evident (p's > .05). Overall, low awareness and use of MI reported by coaches have implications for designing coach education programs.
{"title":"Awareness and use of motivational interviewing reported by Canadian university sport coaches","authors":"Colin M. Wierts, P. Wilson, D. Mack","doi":"10.24384/8X9F-JJ69","DOIUrl":"https://doi.org/10.24384/8X9F-JJ69","url":null,"abstract":"Motivational Interviewing (MI) is a communication strategy to facilitate behaviour change yet MI research in sport is scant. This study investigated awareness and use of MI by coaches in Canadian university sport using a non-experimental design. Less than one-third of the male (30.2%) and one-quarter of the female (20.0%) coaches reported awareness of MI with a similar pattern noted for male (32.0%) and female (25.8%) coaches’ reported use of MI. No sex-based differences in MI awareness and use were evident (p's > .05). Overall, low awareness and use of MI reported by coaches have implications for designing coach education programs.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"63-71"},"PeriodicalIF":0.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44806637","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}
{"title":"From \"blind elation\" to \"oh my goodness, what have I gotten into\"… Exploring the experience of executive coaching during leadership transitions into C-suite roles","authors":"Pamela J. McGill, Philip B. Clarke, D. Sheffield","doi":"10.24384/ATMB-DW81","DOIUrl":"https://doi.org/10.24384/ATMB-DW81","url":null,"abstract":"","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"3-18"},"PeriodicalIF":0.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43614019","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}
While the criticality of a strong coach-client relationship has received significant attention, this study represents one of the few investigations of coach behaviours that impact the relationship. Using qualitative and quantitative methods, we explore "contracting", defined as the collaborative determination of logistics, parameters and framework of the coaching engagement, as an important foundation for an effective relationship. We create a preliminary measure, the Contracting Inventory Scale, and investigate contracting’s connection to the coach-client relationship. Additionally, we explore executives’ perspectives on contracting as "infrastructure", a behavior that is necessary, but itself not leading to great outcomes, and discuss implications, noting that this study provides a platform for future empirical work and useful information for coaching practice.
{"title":"Assessing contracting and the coaching relationship: Necessary infrastructure?","authors":"Hilary J. Gettman, S. Edinger, Karen Wouters","doi":"10.24384/0NFX-0779","DOIUrl":"https://doi.org/10.24384/0NFX-0779","url":null,"abstract":"While the criticality of a strong coach-client relationship has received significant attention, this study represents one of the few investigations of coach behaviours that impact the relationship. Using qualitative and quantitative methods, we explore \"contracting\", defined as the collaborative determination of logistics, parameters and framework of the coaching engagement, as an important foundation for an effective relationship. We create a preliminary measure, the Contracting Inventory Scale, and investigate contracting’s connection to the coach-client relationship. Additionally, we explore executives’ perspectives on contracting as \"infrastructure\", a behavior that is necessary, but itself not leading to great outcomes, and discuss implications, noting that this study provides a platform for future empirical work and useful information for coaching practice.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"46-62"},"PeriodicalIF":0.7,"publicationDate":"2019-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49072109","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}
Most of us will be living and working longer, but what if we want to do something very different during the later years of our working life? Research suggests that workers face unique issues in their late career, yet there is little formal research into career coaching experiences and implications for practice. Using grounded theory methodology, data was analysed from fourteen participants, (seven individuals who had reinvented their late career and seven coaches with extensive experience). Three main features emerged and form the basis of a practitioner model presented here. Potential implications for coaches have also been identified.
{"title":"Coaching during late career reinvention: The Discovering Model","authors":"Laura Walker","doi":"10.24384/8s09-x110","DOIUrl":"https://doi.org/10.24384/8s09-x110","url":null,"abstract":"Most of us will be living and working longer, but what if we want to do something very different during the later years of our working life? Research suggests that workers face unique issues in their late career, yet there is little formal research into career coaching experiences and implications for practice. Using grounded theory methodology, data was analysed from fourteen participants, (seven individuals who had reinvented their late career and seven coaches with extensive experience). Three main features emerged and form the basis of a practitioner model presented here. Potential implications for coaches have also been identified.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"63-75"},"PeriodicalIF":0.7,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68934768","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}
The purpose of the study was to examine the relationship between mentoring and career satisfaction among emerging nurse scholars currently pursuing, or who have acquired a doctorate in nursing within the last 10 years. This study used a descriptive correlational research design to determine the relationship among career development mentoring, psychosocial role mentoring, mentoring satisfaction, and career satisfaction among emerging nurse scholars. The findings were that mentors who provide career development and psychosocial role functions in the mentoring relationship, can assist their mentee to develop professionally, have a satisfying relationship with their mentor, and have an increase in career satisfaction.
{"title":"Mentoring and Career Satisfaction Among Emerging Nurse Scholars","authors":"Terrelle Foster, J. J. Hill","doi":"10.24384/43ej-fq85","DOIUrl":"https://doi.org/10.24384/43ej-fq85","url":null,"abstract":"The purpose of the study was to examine the relationship between mentoring and career satisfaction among emerging nurse scholars currently pursuing, or who have acquired a doctorate in nursing within the last 10 years. This study used a descriptive correlational research design to determine the relationship among career development mentoring, psychosocial role mentoring, mentoring satisfaction, and career satisfaction among emerging nurse scholars. The findings were that mentors who provide career development and psychosocial role functions in the mentoring relationship, can assist their mentee to develop professionally, have a satisfying relationship with their mentor, and have an increase in career satisfaction.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"57 1","pages":"20-35"},"PeriodicalIF":0.7,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68934643","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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