Coaching and mentoring are fast developing concepts not only to improve individual achievement but also in terms of business performance (Passmore et al, 2016). It is considered among the most used and most effective talent management activities (CIPD, 2015). At the same time coaching seems less institutionalised as a practice and as a profession, and hence still lay in a grey zone. The discipline is still relatively new and there is limited understanding what coaching is (Pelham, 2016). How do we know who is a good/bad coach, what are the key responsibilities of a coach? What aspects of personal, professional or business activities are outside coaching relationship? More importantly coaching philosophy enters the educational setting as well which evokes new discussion around expectations and support in relation to student’s fees and how this can be placed in the standardized curriculum. It is important for coaches to pay attention to ethics, awareness of ethical issues, ethical resilience and maturity to be able to practice coaching and to help developing those qualities in their clients. The book by Ioanna Iordanou, Rachel Hawley and Christiana Iordanou „Values and Ethics in Coaching” allows us to explore those issues.
{"title":"Values and Ethics in Coaching by Ioanna Iordanou, Rachel Hawley and Christiana Iordanou (2017) London: Sage","authors":"M. Ciesielska","doi":"10.24384/GQ8H-AB54","DOIUrl":"https://doi.org/10.24384/GQ8H-AB54","url":null,"abstract":"Coaching and mentoring are fast developing concepts not only to improve individual achievement but also in terms of business performance (Passmore et al, 2016). It is considered among the most used and most effective talent management activities (CIPD, 2015). At the same time coaching seems less institutionalised as a practice and as a profession, and hence still lay in a grey zone. The discipline is still relatively new and there is limited understanding what coaching is (Pelham, 2016). How do we know who is a good/bad coach, what are the key responsibilities of a coach? What aspects of personal, professional or business activities are outside coaching relationship? More importantly coaching philosophy enters the educational setting as well which evokes new discussion around expectations and support in relation to student’s fees and how this can be placed in the standardized curriculum. It is important for coaches to pay attention to ethics, awareness of ethical issues, ethical resilience and maturity to be able to practice coaching and to help developing those qualities in their clients. The book by Ioanna Iordanou, Rachel Hawley and Christiana Iordanou „Values and Ethics in Coaching” allows us to explore those issues.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"189-190"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41910649","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}
This is an exciting book and a wonderful addition to the coaching literature. Following a valuable introduction to the use of literature as a mechanism for dialogue in the coaching context, there are five main chapters in which Eastman provides detailed accounts of how literary texts, mainly short stories, have been introduced and discussed with student coaches as a way of helping them think about and approach their practice. The author provides useful examples and does not shirk from the problems she has faced teaching her student coaches to think using literature.
{"title":"Coaching for professional development: Using literature to support success by Christine A Eastman (2019), London: Routledge","authors":"Elaine G. Cox","doi":"10.24384/TN81-QC36","DOIUrl":"https://doi.org/10.24384/TN81-QC36","url":null,"abstract":"This is an exciting book and a wonderful addition to the coaching literature. Following a valuable introduction to the use of literature as a mechanism for dialogue in the coaching context, there are five main chapters in which Eastman provides detailed accounts of how literary texts, mainly short stories, have been introduced and discussed with student coaches as a way of helping them think about and approach their practice. The author provides useful examples and does not shirk from the problems she has faced teaching her student coaches to think using literature.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"191-192"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68935410","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}
This mixed methods, 8-month pilot study investigated graduate students’ (n = 11) experiences in Breaking Grad, a peer coaching program derived from mentorship, motivational interviewing, and Co-Active Life Coaching. Offered to address stress and anxiety, while enhancing resilience, participants’ psychosocial experiences of the program were assessed via individual semi-structured interviews and validated questionnaires at pre-, mid-, and immediate post-intervention. Qualitatively, participants viewed the intervention as positively impacting their ability to cope with stress and anxiety and enhancing resilience. Quantitatively, one-way, repeated-measures ANOVAs indicated no statistical significance. The qualitative findings are encouraging. This intervention should be assessed with a larger sample.
{"title":"Breaking Grad: Building Resilience Among a Sample of Graduate Students Struggling with Stress and Anxiety via a Peer Coaching Model – An 8-Month Pilot Study","authors":"Rebecca R. Fried, Melanie-Anne P Atkins, J. Irwin","doi":"10.24384/SA09-AV91","DOIUrl":"https://doi.org/10.24384/SA09-AV91","url":null,"abstract":"This mixed methods, 8-month pilot study investigated graduate students’ (n = 11) experiences in Breaking Grad, a peer coaching program derived from mentorship, motivational interviewing, and Co-Active Life Coaching. Offered to address stress and anxiety, while enhancing resilience, participants’ psychosocial experiences of the program were assessed via individual semi-structured interviews and validated questionnaires at pre-, mid-, and immediate post-intervention. Qualitatively, participants viewed the intervention as positively impacting their ability to cope with stress and anxiety and enhancing resilience. Quantitatively, one-way, repeated-measures ANOVAs indicated no statistical significance. The qualitative findings are encouraging. This intervention should be assessed with a larger sample.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"3-19"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49051308","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}
Coaching for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD), an emerging coaching subspecialty, has demonstrated efficacy both as a stand alone behavioral support and as part of multimodal interventions. Little research to date has examined processes involved in ADHD coaching. This mixed-methods study: (1) reviewed extant literature on ADHD coaching outcomes for coaching communication modalities used; and (2) surveyed ADHD coaches to explore (a) frequency of use and perceived efficacy of varied modalities and (b) coaches' views of benefits and drawbacks of each. Results provide a preliminary suggestion of the effectiveness of varied communication approaches and suggest directions for future research.
{"title":"Communication Modalities and their Perceived Effectiveness in Coaching for Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD)","authors":"E. Ahmann, Micah Saviet","doi":"10.24384/W8RM-C324","DOIUrl":"https://doi.org/10.24384/W8RM-C324","url":null,"abstract":"Coaching for individuals with Attention-Deficit/Hyperactivity Disorder (ADHD), an emerging coaching subspecialty, has demonstrated efficacy both as a stand alone behavioral support and as part of multimodal interventions. Little research to date has examined processes involved in ADHD coaching. This mixed-methods study: (1) reviewed extant literature on ADHD coaching outcomes for coaching communication modalities used; and (2) surveyed ADHD coaches to explore (a) frequency of use and perceived efficacy of varied modalities and (b) coaches' views of benefits and drawbacks of each. Results provide a preliminary suggestion of the effectiveness of varied communication approaches and suggest directions for future research.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"93-107"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44770506","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}
This paper aims to provide insight into the methods being used by external team coaches in the workplace, the need for which is highlighted by the sparsity of team coaching research in Executive Coaching literature. It is important that we better understand team coaching practice, in order to provide much needed validation and clarity. Thematic Analysis was used to identify methods used by six experienced external team coaches, practising in UK, USA and Australia. Results suggest that three philosophies determine the methods used, and methods are utilised for three main purposes. Significant support was found for previous research.
{"title":"Team coaching: A thematic analysis of methods used by external coaches in a work domain","authors":"R. Hastings, W. Pennington","doi":"10.24384/AKRA-6R08","DOIUrl":"https://doi.org/10.24384/AKRA-6R08","url":null,"abstract":"This paper aims to provide insight into the methods being used by external team coaches in the workplace, the need for which is highlighted by the sparsity of team coaching research in Executive Coaching literature. It is important that we better understand team coaching practice, in order to provide much needed validation and clarity. Thematic Analysis was used to identify methods used by six experienced external team coaches, practising in UK, USA and Australia. Results suggest that three philosophies determine the methods used, and methods are utilised for three main purposes. Significant support was found for previous research.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"17 1","pages":"174-188"},"PeriodicalIF":0.7,"publicationDate":"2019-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45281658","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}
My instinct as practitioner, a project manager and a coach, originated the idea of using coaching practice to develop project managers’ soft skills: an empirical, pragmatic suggestion where soft skills needs and ideal development methods lack clear definition. The academic aim was to understand the benefits of coaching to the coach, using project manager participants and an action research methodology. Interpretivist data analysis was originally planned, but the findings eventually emerged using pragmatism and abduction: focusing upon perceived personal growth of the project managers acting as coaches, learned and applied soft skills and aspirations to be more supportive or collaborative with colleagues.
{"title":"The power of pragmatism: how project managers benefit from coaching practice through developing soft skills and self-confidence","authors":"S. Thompson","doi":"10.24384/86EE-PS25","DOIUrl":"https://doi.org/10.24384/86EE-PS25","url":null,"abstract":"My instinct as practitioner, a project manager and a coach, originated the idea of using coaching practice to develop project managers’ soft skills: an empirical, pragmatic suggestion where soft skills needs and ideal development methods lack clear definition. The academic aim was to understand the benefits of coaching to the coach, using project manager participants and an action research methodology. Interpretivist data analysis was originally planned, but the findings eventually emerged using pragmatism and abduction: focusing upon perceived personal growth of the project managers acting as coaches, learned and applied soft skills and aspirations to be more supportive or collaborative with colleagues.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"4-15"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44410499","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}
There is little research available that describes or gives a picture of what happens in a coaching session. This paper provides a view of the events containing insight within coaching sessions. Using the lived experiences of six coach/client dyads, themes emerged as to the structure of the significant moment and wider events, before, during and after insight manifestation. Approached from a critical realist underpinning synergised with a relativist empirical methodology, this research suggests that there is a coming together of both coach and client in a shared, mirrored and physiological moment.
{"title":"Insight events in coaching sessions","authors":"I. Lightfoot","doi":"10.24384/952T-7W52","DOIUrl":"https://doi.org/10.24384/952T-7W52","url":null,"abstract":"There is little research available that describes or gives a picture of what happens in a coaching session. This paper provides a view of the events containing insight within coaching sessions. Using the lived experiences of six coach/client dyads, themes emerged as to the structure of the significant moment and wider events, before, during and after insight manifestation. Approached from a critical realist underpinning synergised with a relativist empirical methodology, this research suggests that there is a coming together of both coach and client in a shared, mirrored and physiological moment.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"94-101"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45872754","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}
Formative feedback is likely to improve performance, which has encouraged executive coaches to seek accreditation and supervision. However, many coaches do not consider their clients as suitable providers of formative feedback, due, in part, to a lack of shared knowledge about effective behaviours. The study addressed the issue by developing a client behavioural feedback instrument for the executive coach. The article summarises the key findings of the mixed-methods approach which informed the instrument, highlighting differences and similarities with scales developed by accrediting bodies and experts.
{"title":"The client as a provider of developmental feedback for the executive coach","authors":"H. Seiler","doi":"10.24384/RZMC-PZ10","DOIUrl":"https://doi.org/10.24384/RZMC-PZ10","url":null,"abstract":"Formative feedback is likely to improve performance, which has encouraged executive coaches to seek accreditation and supervision. However, many coaches do not consider their clients as suitable providers of formative feedback, due, in part, to a lack of shared knowledge about effective behaviours. The study addressed the issue by developing a client behavioural feedback instrument for the executive coach. The article summarises the key findings of the mixed-methods approach which informed the instrument, highlighting differences and similarities with scales developed by accrediting bodies and experts.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"114-125"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48258196","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}
This qualitative study explored managerial coaching to facilitate employee development within the Information Technology Department of a large UK Higher Education Institution. Its implications, however, are relevant to a variety of industries and organisations. A grounded theory approach explored employee lived experience. The findings both confirm and build on extant research, including desired managerial behaviours and characteristics. A coaching taxonomy is suggested that offers a way to provide adaptable, individualised support. Potential new insights into practical, collaborative, systematic promotion of workplace learning are offered through the creation of the Higher Education Development of Information Technology Staff (HEDITS) Framework, which proposes the centrality of a ‘living’ coaching ethos to underpin employee development.
{"title":"The Manager as Coach and Facilitator of Development for Employees in Information Technology (IT)","authors":"Tanja Dawber","doi":"10.24384/PKEH-XP84","DOIUrl":"https://doi.org/10.24384/PKEH-XP84","url":null,"abstract":"This qualitative study explored managerial coaching to facilitate employee development within the Information Technology Department of a large UK Higher Education Institution. Its implications, however, are relevant to a variety of industries and organisations. A grounded theory approach explored employee lived experience. The findings both confirm and build on extant research, including desired managerial behaviours and characteristics. A coaching taxonomy is suggested that offers a way to provide adaptable, individualised support. Potential new insights into practical, collaborative, systematic promotion of workplace learning are offered through the creation of the Higher Education Development of Information Technology Staff (HEDITS) Framework, which proposes the centrality of a ‘living’ coaching ethos to underpin employee development.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"32-48"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48733208","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}
Relationship conflict at work is common and can have substantial negative effects for individual wellbeing and organisational productivity. A literature review identified a lack of empirically-evidenced conflict coaching models. This Action Research study developed a 3step coaching model and evaluated its usefulness to three private sector executives. The model helped executives develop self-awareness, other-awareness, conflict communication skills and emotional management skills, which were found to be necessary to manage conflict effectively. Organisational restructuring and email communication were identified as conflict triggers. These findings have value for executives, organisations, executive coaches and their supervisors.
{"title":"How could a 3-step coaching model help executives handle workplace conflict?","authors":"Sarah A Hughes","doi":"10.24384/JZDX-J617","DOIUrl":"https://doi.org/10.24384/JZDX-J617","url":null,"abstract":"Relationship conflict at work is common and can have substantial negative effects for individual wellbeing and organisational productivity. A literature review identified a lack of empirically-evidenced conflict coaching models. This Action Research study developed a 3step coaching model and evaluated its usefulness to three private sector executives. The model helped executives develop self-awareness, other-awareness, conflict communication skills and emotional management skills, which were found to be necessary to manage conflict effectively. Organisational restructuring and email communication were identified as conflict triggers. These findings have value for executives, organisations, executive coaches and their supervisors.","PeriodicalId":44889,"journal":{"name":"International Journal of Evidence Based Coaching & Mentoring","volume":"1 1","pages":"16-31"},"PeriodicalIF":0.7,"publicationDate":"2019-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42850032","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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