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Dorsch, Travis E., and Nicole D. Bolter. "Institute for Sport Coaching." International Sport Coaching Journal 3, no. 2 (May 2016): 213–14. http://dx.doi.org/10.1123/iscj.2016-0030.
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Thompson, Stephen L., Rachelle Curcio, Amber Adgerson, Kristin E. Harbour, Leigh Kale D’Amico, Hall S. West, George J. Roy, Melissa A. Baker, Jessie Guest, and Catherine Compton-Lilly. "Virtual Summer Institutes as a Method of Rural Science Teacher Development." Theory & Practice in Rural Education 12, no. 2 (November 4, 2022): 153–78. http://dx.doi.org/10.3776/tpre.2022.v12n2p153-178.
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Key Policy documents call for science teacher preparation programs to provide teacher candidates with approximations to authentic teaching experiences that occur in realistic contexts. Providing such opportunities for teacher candidates located in communities that are rural and geographically far from university settings is especially difficult. Stakeholders also point to the importance of positive coaching and mentoring relationships as key factors impacting the growth of teacher candidates. In this paper we discuss the positive potential of virtual science-related summer institutes as a vehicle to (a) provide authentic science teaching experiences for teacher candidates, and (b) promote the development of positive coaching and mentoring relationships. We also share features of a summer science institute developed as a launch to our teacher residency preparation program that incorporated teacher candidates, school-based teacher educators, and university-based supervisors to maximize the potential positive impacts. Data included quantitative and qualitative post-institute survey data from teacher candidates, school-based teacher educators, and university-based supervisors. Findings revealed that residents’ perception of their content knowledge development, pedagogical knowledge development, and overall effectiveness of the summer institute were high; additionally, school-based teacher educators and university-based supervisors indicated positive perceptions of the institute, noting their knowledge of coaching increased, helpful resources were provided, and institute structures promoted the development of positive coaching relationships. These results provide tentative evidence to support the continued use of virtual science summer institutes as a viable option for supporting both preservice and in-service teacher development.
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Cheesebrough, Kevin R., Jessica Bronzert, and Elizabeth Frazier-De La Torre. "Leadership, academia, and the role of career coaching." Translational Behavioral Medicine 10, no. 4 (July 15, 2020): 870–72. http://dx.doi.org/10.1093/tbm/ibaa057.
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Abstract In academia, the competencies necessary to be an effective leader, including focused training in leadership skills are often overlooked. Incorporating a coaching component in leadership training programs has shown to have a beneficial impact. The purpose of this commentary is to present the rationale, description, and process of the executive coaching component of the Society of Behavioral Medicine (SBM) Mid-Career Leadership Institute. Institute Fellows are provided with a list of executive career coaches that includes their biography and coaching philosophy. Fellows are asked to rank their preferences from 1 to 3. Usually, Fellows are paired with their first choice. Rigorous evaluations of the benefit of career coaching within a comprehensive leadership program, such as the SBM Leadership Institute has not been conducted However, our evaluations to date show that the coaching component is highly rated by the Fellows and over 90% report using their allotted three sessions. Career coaching, conducted as part of a comprehensive leadership program, has the potential to positively influence career trajectories. A more rigorous evaluation of the SBM coaching program is needed to assess the true benefits.
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Harisman, Teguh, Arifuddin Siraj, and Wahyuddin Naro. "IMPLEMENTATION OF ISLAMIC EDUCATION IN THE ESTABLISHMENT OF NOBLE CHARACTER OF CHILD PRISONERS IN SPECIAL CHILD DEVELOPMENT INSTITUTION (LPKA) CLASS II MAROS." Jurnal Diskursus Islam 9, no. 3 (December 23, 2021): 426. http://dx.doi.org/10.24252/jdi.v9i3.25631.
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This research focuses attention on the implementation of the program of fostering the noble character of child prisoners by implementing the concept of Islamic education. This research is classified as a type of descriptive qualitative research with research locations at the Special Development Institute for Children (LPKA) located in the maros district. The results of this study showed that LPKA Class II Maros has carried out coaching with the concept of Islamic education through programs including: 1) Personality coaching, 2) Physical coaching, 3) Coaching intellectual abilities, 4) law awareness coaching, 5) Coaching skills.
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Stanković, Tanja, and Tijana Radojević. "Employees motivation and managerial coaching during the pandemic COVID-19 at the research institute." European Journal of Applied Economics 19, no. 1 (2022): 16–29. http://dx.doi.org/10.5937/ejae19-35560.
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Company survival depends on its ability to adapt to the changes that have their own dynamics and development pace; it is the transition from the present to the future, desired endpoint. The activities of the organization's management could lose the meaning if there is lack of motivation. In situation like this, implementation cannot be successful. Motivation factors for advancement, work and organizational changes are numerous, but the communication between employees and management is the most important. As this communication is closely related to management coaching, manager's coaching skills become crucial for the ultimate success and motivation of the organization. This research aims to show the importance of motivating employees to improve and learn new skills during work and identify the best individuals who will transfer their knowledge to employees and who can become internal trainers. The article provides an overview of the coaching and motivation for learning, and it offers insight into how the observed example will develop in the future.
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Punjabi, Shalini. "Is Shadow Education Becoming the ‘New’ Formal? Effects of Pedagogical Approaches of IIT-JEE Coaching on School Education in the City of Delhi." Contemporary Education Dialogue 17, no. 1 (December 12, 2019): 14–44. http://dx.doi.org/10.1177/0973184919885485.
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Formal education has always been the principal model through which societies educate their young. Today, however, schools are seen as non-analytical and are being replaced by logic-based approach of competitive examinations. In India, the growth of shadow education, which is preponderant at the level of secondary education, is providing informal avenues through which the youth garner knowledge and skills. One such avenue is the private coaching for the Joint Entrance Exam to enter into the premier Indian Institute of Technology(s). The article draws on an exploratory study carried out in the city of Delhi and examines the credentialing strategies of IIT aspirants through Joint Entrance Exam coaching and how the pedagogical practices of coaching institutes influence the perceptions and proclivities of aspirants and their families towards school education. I also discuss the policy implications of such practices for formal schooling.
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Liston-Smith, Jennifer. "Ethics, ‘Leadershift’ and ‘More than Coaching’: Insights for coaching psychologists from the CIPD and AC Conferences." Coaching Psychologist 6, no. 1 (June 2010): 72–75. http://dx.doi.org/10.53841/bpstcp.2010.6.1.72.
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A report on elements of the Chartered Institute of Personnel and Development Annual Conference and Exhibition, 9–11 November 2009 in Manchester, and Going Global: The Association for Coaching International Conference, 11–12 March 2010, in London.
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Junaidi, Ahmad. "Intensifikasi Program Pembinaan Sebagai Upaya Peningkatan Mutu Guru di Lembaga Kursus Al-Qur’an Masjid Al-Falah Surabaya." Nidhomul Haq : Jurnal Manajemen Pendidikan Islam 4, no. 2 (November 29, 2019): 227–46. http://dx.doi.org/10.31538/ndh.v3i2.460.
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In the process of formal, non-formal and informal education, a teacher is a determining factor for his students success. Therefore, sufficient competence, skills in a variety of representative fields as well as quality-scientific specialization are essential capital that must be continuously improved in order to realize quality- education services for all students. So, all Educational Institutions including the Al-quran Course of Al-falah Mosque Institute are responsible for facilitating teachers developing to achieve their best quality by conducting intensive coaching as mandated by Government Regulation No. 19 of 2005. This research was conducted by using a descriptive qualitative approach, that the aim is knowing generally the quality of teachers, the variety and the realization of intensive coaching programmed twice every month with the conclusion that teachers coaching at the Alquran -Course Institute of Al-falah Mosque (LKF) is carried out continuously with high intensity and significant results.
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Helmi, Ahmad. "Efektifitas Metode Coaching Dalam Pendidikan Dan Pelatihan Kepemimpinan Tingkat IV Angkatan II Dan III Di Pusat Pengembangan Sumber Daya Manusia Aparatur." JURNAL APARATUR 3, no. 1 (February 24, 2021): 1–12. http://dx.doi.org/10.52596/ja.v3i1.31.
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Regulation of the Head of National Institute of Public Administration (Lembaga Administrasi Negara: LAN) Number 13 year 2013 as amended by Regulation of the Head of National Institute of Public Administration Number 20 year 2015 on the Guidelines for the Implementation of Education and Training Program on Grade-IV Leadership Management mandates to apply other learning methods in addition to classical method, as: adviser (Coaching and mentoring) and counseling. One of the problems in implementing this education and training program is applying coaching method. Ineffective Coaching method can cause participants to be less motivated and the training output is not optimal. There are many methods of coaching, but what methods are most effective and efficient to apply in this Grade-IV leadership management education and training program? Study on the impact of Coaching methods for effective learning on participants in Education and Training Program on Grade-IV Leadership Management batch II and III year 2018 at the Human Resource Development Center for Apparatus, Ministry of Energy and Mineral Resources (MEMR), was conducted by using a qualitative approach. The discussion in this study is focused on what the effect of several Coaching methods for participants of Education and Training Program on grade-IV Leadership Management. Results show that Coaching is done through stimulation, powerful questions, and creative dialogue so that participants get the best achievement as expected. ABSTRAKPeraturan Kepala Lembaga Administrasi Negara (LAN) Nomor 13 Tahun 2013 yang telah diubah dengan Peraturan Kepala LAN Nomor 20 Tahun 2015 tentang Pedoman Penyelenggaraan Pendidikan dan Pelatihan (diklat) Kepemimpinan Tingkat IV mengamanatkan pelaksanaan metode pembelajaran selain dari pengajaran mata diklat dalam kelas, berupa: pembimbingan (coaching dan mentoring) dan konseling. Salah satu permasalahan dalam penyelenggaraan Diklat Kepemimpinan Tingkat IV adalah sejauh mana penerapan metode Coaching itu sendiri. Metode Coaching yang kurang efektif dapat menyebabkan peserta didik menjadi kurang termotivasi sehingga output diklat tidak optimal. Ada banyak sekali metode coaching, namun metode seperti apakah yang paling efektif dan efisien untuk digunakan dalam Diklatpim Tingkat IV ini? Penelitian tentang pengaruh metode coaching terhadap Peserta Diklat Kepemimpinan Tingkat IV Angkatan II dan III di Pusat Pengembangan Sumber Daya Manusia Aparatur, Kementerian Energi dan Sumber Daya Mineral (KESDM), dilaksanakan dengan menggunakan pendekatan kuantitatif deskriptif (campuran). Penelitian ini difokuskan pada pengaruh penerapan beberapa metode coaching terhadap peserta Diklat Kepemimpinan Tingkat IV. Hasil pene- litian menunjukkan bahwa metode coaching yang dilakukan melalui stimulasi, pertanyaan powerful, dan dialog kreatif mengarahkan peserta didik memperoleh prestasi terbaik seperti yang diharapkan.
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Telles Langdon, David Michael. "A Female Perspective on Canada’s National Coaching Institute Mentorship Experience." International Journal of Sport and Society 9, no. 1 (2018): 1–10. http://dx.doi.org/10.18848/2152-7857/cgp/v09i01/1-10.
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Anderson, Jan Marie. "Exploring the Application of the Caritas Coach Role in Nursing Practice." International Journal for Human Caring 27, no. 2 (June 1, 2023): 81–91. http://dx.doi.org/10.20467/ijhc-2021-0011.
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This hermeneutic phenomenological study explored the lived experience of the Watson Caring Science Institute Caritas Coach Education Program graduates. Caritas coaches were interviewed to explore: how caring science influenced the development and implementation of the role, how graduates were affected as they lived out this role, and how caritas coaching affected the quality of nursing care. Three themes were identified: finding voice, living life with purpose and meaning, and the need for change in healthcare. Participant experience supported the importance of caritas coaching and its potential to change how nursing is practiced. It also offered an expanded view of nurse coaching.
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Jannah, Miftahul. "MEREFLEKSIKAN PEMBINAAN BAGI ANAK DI LEMBAGA PEMBINAAN KHUSUS ANAK KELAS II MAROS." JURNAL ILMIAH LIVING LAW 14, no. 1 (January 31, 2022): 75–86. http://dx.doi.org/10.30997/jill.v14i1.4944.
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Protection of children is carried out as an effort to present the next generations of the nation and realize the ideals of the nation in the future, efforts are made as part of the form of coaching in realizing the goals of the diatan. The development program for correctional students at the Maros Class II Special Child Development Institute has not been effective because there are still shortcomings, namely the absence of a legal awareness program and the provision of formal education which affects the non-fulfillment of the rights of correctional students, moreover there are still adult prisoners who should be separated from children. Then the classification is also not applied so that it affects the effectiveness of the coaching program for correctional students at the Maros Class II Children's Special Guidance Institute. The role of the officers of the Child Special Guidance Institution should have been confirmed in the laws and regulations and the officers should have carried it out. The actual role of the Children's Special Guidance Institute officers based on research is still not optimal due to the lack of quality and human resources. Then regarding the completeness of facilities and infrastructure, there are still many that have not been fulfilled, thus hampering the realization of an effective coaching program.
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Yasa, I. Made Ardika, and Ida Bagus Alit Arta Wiguna. "Implementasi Merdeka Belajar Dalam Pembelajaran Anak Usia Dini Berlandaskan Tri Kaya Parisudha." Dharma Sevanam : Jurnal Pengabdian Masyarakat 1, no. 01 (June 15, 2022): 13–22. http://dx.doi.org/10.53977/sjpkm.v1i01.556.
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Community service is one part of the tri dharma of higher education that must be carried out by a lecturer, community service this time has the theme of Development of Independent Learning as a Media for Realizing Early Childhood Learning Based on Tri Kaya Parisudha which is carried out by the Study Program Community Service Team S1 PG-PAUD at Teratai PAUD, Prince Sangupati Foundation, Leneng Village, Praya District, Central Lombok Regency with an implementation time of 5 (five) days from 18, 19, 20, 21 and 22 September 2021, through sradha bhakti coaching activities with Dharmagita, coaching Traditional Balinese dances, coaching learning strategies, coaching yoga, coaching spiritual songs with Hindu nuances, coaching memorizing mantra verse, coaching creative/modern dances, coaching health protocols and a clean and healthy lifestyle. All of the activities carried out involve the community, especially early childhood students, parents, adn young Hindus who live in the Leneng village area so later it can be expected that a synergistic relationship will occur between the community and the Gde Pudja Mataram State Hindu Institute for the realization of the Vision and Mission of the institution in general.
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Inderasari, Oryza Pneumatica, Nuning Juniarsih, Solikatun Solikatun, and Nila Kusuma. "Phenomenological Studies of Children Facing The Law at the Mataram Children's Special Development Institute." RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual 4, no. 1 (July 10, 2022): 40–64. http://dx.doi.org/10.29303/resiprokal.v4i1.120.
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This study raised the issue of child problems, with the focus of the study of Children Facing the Law. Departing from the research title "Phenomenological Studies of Children Facing The Law at the Mataram Children's Special Development Institute". The results showed that the vulnerability of children facing the law (read: Anak Berhadapan dengan Hukum or ABH) is caused by dysfunction of family foster care patterns and the dominant influence of the social environment. The status as ABH has made them feel ashamed/disappointed/and sorry for the deviant behavior that has been done. ABH believes that the family can receive their presence again after undergoing coaching at LPKA, but they realize that the community will give a negative stigma to its status as ABH. The process of socialization of ABH is carried out by LPKA Mataram through personality coaching, self-reliance coaching, and education. The socialization process has made ABH learn from its current experience, ABH in the future has hopes in the form of: the desire to continue education, work and become a better person. oryza.sociologist@unram.ac.id
Keywords: Contemplation, Motive, ABH, Future ABH
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Ballesteros-Sánchez, Luis, Isabel Ortiz-Marcos, and Rocío Rodríguez-Rivero. "The Impact of Executive Coaching on Project Managers’ Personal Competencies." Project Management Journal 50, no. 3 (March 22, 2019): 306–21. http://dx.doi.org/10.1177/8756972819832191.
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Personal competencies have been shown to be increasingly reliable predictors of successful project managers. This research studies whether executive coaching is effective in strengthening personal competencies in the project management field. An experiment with 30 project managers and 30 observers has been conducted to determine, by means of a quantitative and qualitative approach, the impact of coaching on different competencies based on the Project Manager Competency Development Framework – Third Edition (Project Management Institute, 2017a). The conclusions reveal interesting insights, such as the finding that executive coaching has the greatest impact on behaviors related to leading, managing, and finding strategies for coping with challenging situations.
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Hicks, Robert. "The Importance of YOU in Coaching." Physician Leadership Journal 9, no. 1 (January 8, 2022): 64–65. http://dx.doi.org/10.55834/plj.8130448069.
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You — not your expertise — are the most powerful tool in the coaching process. A study by the National Institute for Career Education and Counseling asked people in both the public and private sectors to share information about a helpful conversation they had (a coaching conversation) and what happened in that conversation that made it helpful.(2) Analysis of the data gathered from 250 various types of helping conversations indicated that the predominant factor in predicting the outcome of a successful helping conversation was the behavioral characteristics of the person doing the helping — not their expertise. This conclusion is contrary to what many professionals in the medical field are taught. Much of the emphasis on knowledge, skills, and professional experience in medicine is often detrimental to understanding how interpersonal factors affect the success equation.
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Wang, Kunqiang, Li Li, Jun (Justin) Li, Huazheng Chen, Biao He, and Long Li. "An Exploration of Students’ Attitudes Toward Employment Services in Private Schools: The Case of the Sanya Institute of Technology." SAGE Open 12, no. 3 (July 2022): 215824402211095. http://dx.doi.org/10.1177/21582440221109590.
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Providing long-term career coaching or counseling has become an increasingly important part of university life as the coronavirus pandemic rapidly sweeps across the world. Career coaching has become one of the most important drivers of revenue and enrollment growth in nongovernmental schools. However, little research has been carried out to evaluate the effectiveness of these long-term career coaching or counseling services. Accordingly, this study aims to use a mixed method approach to track and measure students’ satisfaction from private higher vocational colleges to identify opportunities for improving employment services. Students were asked how satisfied they were with employment services provided by this private vocational school. The results obtained lead us to suggest that private higher vocational colleges could strengthen the employability of graduates by providing a wide variety of enrichment activities and establishing a regular monitoring mechanism to evaluate perceptions of their engagement and educational experiences in the current coronavirus crisis.
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Chunda, Remus, Peter Mossey, Ruth Freeman, and Siyang Yuan. "Health Coaching-Based Interventions for Oral Health Promotion: A Scoping Review." Dentistry Journal 11, no. 3 (March 6, 2023): 73. http://dx.doi.org/10.3390/dj11030073.
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Background: Health coaching-based interventions can support behaviour change to improve oral health. This scoping review aims to identify key characteristics of health coaching-based interventions for oral health promotion. Methods: The Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews checklist and the Joanna Briggs Institute manual for evidence synthesis were used in this review. A search strategy using medical subject heading terms and keywords was developed and applied to search the following databases: CINAHL, Ovid, PubMed, Cochrane Library and Scopus. Thematic analysis was used to synthesise the data. Results: Twenty-three studies met the inclusion criteria and were included in this review. These studies were predominantly based on health coaching and motivational interviewing interventions applied to oral health promotion. The following are the characteristics of health coaching-based interventions extracted from themes of the included studies: (a) Health professionals should be trained on the usage of motivational interviewing/health coaching interventions; (b) oral health professionals should acquire motivational techniques in their practice to engage patients and avoid criticisms during the behaviour change process; (c) routine brief motivational interviewing/health coaching intervention sessions should be introduced in dental clinics; (d) traditional oral health education methods should be supplemented with individually tailored communication; and (e) for cost-effectiveness purposes, motivational interviewing/health coaching strategies should be considered. Conclusions: This scoping review reveals that health coaching-based techniques of health coaching and motivational interviewing can significantly impact oral health outcomes and behaviour change and can improve oral health professional–patient communication. This calls for the use of health coaching-based techniques by dental teams in community and clinical settings. This review highlights gaps in the literature, suggesting the need for more research on health coaching-based intervention strategies for oral health promotion.
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Rahmadi, Muhamad Harry, Sukisno Slamet Riyadi, Sri Mintarti, Sugeng Hariyadi, Rahcmad Budi Suharto, and Made Setini. "Effect of E-Coaching and Learning Styles on the Performance Training Participants." Webology 18, SI05 (October 30, 2021): 1002–14. http://dx.doi.org/10.14704/web/v18si05/web18277.
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The increasing intensity of the use of technology through distance learning in the Covid-19 era occurred at the training site for the best achievements of participants. Combination research from The Unified Theory of Acceptance and Use of Technology (UTAUT) and Felder-Silverman Learning Style Model (FSLSM) as a goal to determine the effect of the performance of supervisory leadership training participants at the National Institute of Public Administration (NIPA) in Samarinda. This quantitative study collected 197 data from the survey and then processed the data using warp PLS 6, with the aim of researching participant behavior in e-coaching and learning styles on performance. Results show variables of performance expectancy, effort expectancy has a significant positive effect on behavioral intentions in coaching, and the relationship between behavioral intentions in coaching is significantly positive on performance, while the social influence on behavioral intentions in coaching has an insignificant negative effect, learning style on behavioral intentions in coaching has a positive and insignificant effect and learning style on performance has a significant negative effect so that indications of increased behavioral intentions in coaching will reduce the social influence and there is not always a change in learning style, but when there is an increase in performance there will be a change in the learning style of the participants.
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Goudreau, Shara B., and Melissa Knight. "Executive Function Coaching: Assisting With Transitioning From Secondary to Postsecondary Education." Journal of Attention Disorders 22, no. 4 (April 27, 2015): 379–87. http://dx.doi.org/10.1177/1087054715583355.
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Objective: ADHD is defined as impairment to self-regulatory behavior and executive functioning (EF). Many students with other learning disabilities (LD) also experience EF impairments. With the rising number of students with ADHD and LD enrolling in higher education, it is important to recognize the challenges these students face and to provide effective support when transitioning from secondary to postsecondary school. This article examines the challenges of the transition from secondary to postsecondary environments, specifically with the student diagnosed with ADHD and/or other LD. Method: Scholarly articles relating to the efficacy of EF coaching as well as students with ADHD and/or other LD transitioning from secondary to postsecondary school were examined and then considered for best practices in EF coaching. Results: Although the literature supports that EF coaching can improve EF skills, there is a paucity of empirical studies that examines the efficacy of EF coaching (Franklin & Franklin, 2012). The literature also supports the use of EF coaching for students with ADHD and/or LD when transitioning from highschool to college, however limited research has been published to date. Conclusion: With the finite research available in the field of coaching, recommendations for future consideration and research is included to support the need for evidence-based programs. An EF coaching model at Lynn University’s Institute for Achievement and Learning (IAL) is discussed and addresses how students are supported during their first year at the University.
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Ramadhan, Syahru. "AL-JAMI CAMPUS INSTITUTIONAL STRATEGY IN FORMING THE UNDERSTANDING OF RELIGION IN STUDENTS." JICSA (Journal of Islamic Civilization in Southeast Asia) 9, no. 1 (June 30, 2020): 49. http://dx.doi.org/10.24252/jicsa.v9i1.14810.
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This paper discusses the al-Jami Campus Da'wah Institute strategy in shaping religious understanding among students, al-Jami Campus Da'wah Institute is the first intra-campus institution in the UIN Alauddin Makassar environment, as the central preaching in the campus environment until now, as for the objectives the establishment of this institution as a means to instill understanding of Islam in the form of the values of faith, worship and morals among students, over time the Campus Preaching Institutions that exist on campus have emerged, so that the existence of LDK al-Jami sometimes does not have an existence as a missionary institution on campus in preaching because of the many preaching institutions that have sprung up, both in the name of intra and extra-campus institutions, the preaching strategy undertaken by the campus missionary institution by using several patterns so that it can attract students to join and conduct ongoing coaching through mentors ing, general studies, and special studies. This paper tries to examine the pattern of coaching conducted by LDK al-Jami in preaching in the UIN Alauddin Makassar environment.
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Yanti, Herma, Maryati Maryati, and Andika Yusriansyah. "Implementasi Pembinaan Kepribadian dan Keterampilan terhadap Narapidana pada Lembaga Pemasyarakatan Kelas II A Jambi." Wajah Hukum 6, no. 1 (May 1, 2022): 156. http://dx.doi.org/10.33087/wjh.v6i1.916.
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Guidance of prisoners in Correctional Institutions is an important process in shaping personality as well as providing skills so that the stated coaching goals can be realized. For this reason, these coaching activities need to be carried out optimally according to the pattern of coaching as stipulated in the Decree of the Minister of Justice Number M.02-PK.04.10 of 1990, which includes personality development and skills development. Considering the large number of prisoners who are accommodated in the Jambi Class IIA Institute, this study aims to discuss how the implementation of personality development and skills development for these prisoners and other factors that also influence its implementation. Therefore, this study uses a socio legal research approach. To obtain field data, it was conducted through interviews with several correctional officers respondents who were considered relevant to the problem being studied. From the results of the study, it is known that the implementation of the guidance has not been optimally carried out. In addition to the main factor, the number of prisoners that far exceeds the capacity of the Correctional Institution so that it affects the availability of coaching facilities, it is also influenced by the staff's resource factor, and no less important is the quality of the resources involved in providing materials for some of the coaching activities carried out.
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Susilawati, Novi, Riska Nur Fatikah, Deni Yanuar, and Wais Alqarni. "Kebijakan LAPAS dalam Pembinaan dan Pembentukan Konsep Diri Petugas LPKA pada ANDIKPAS LPKA Kelas II Banda Aceh." Jurnal Pemerintahan dan Politik 8, no. 2 (June 11, 2023): 129–36. http://dx.doi.org/10.36982/jpg.v8i2.2903.
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LPKA is not really a place to punish children with problems, but a place to educate children to become a better generation. This research will look at the policies of prison officers who take place at Class II LPKA Banda Aceh in fostering and forming self-concept towards Andikpas. The research was conducted at LPKA Class II Banda Aceh which is the only institution for fostering children who are in conflict with the law in Aceh Province. The type of approach used is descriptive qualitative. In-depth interviews were conducted with informants who are officers and andikpas at LPKA Class II Banda Aceh. The results of the study show that the coaching process that occurs has a positive impact on where the children are assisted. Andikpas interprets and assesses himself as a child who is in the process of learning. Coaching officers who are significant others have a greater influence on the formation of mind and self in andikpas so as to foster a positive self-concept in andikpas. Andikpas has a change in self-concept from negative to positive self-concept. They can become more organized and focused in life after conducting training at LPKA Class II Banda Aceh. Andikpas' understanding of the coaching process occurs during the coaching process taking place at LPKA. During his time at the coaching institute, andikpas did not feel like he was in a prison where someone who had punished.
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Wiginton, James G., and Phillip A. Cartwright. "Evidence on the impacts of business coaching." Journal of Management Development 39, no. 2 (February 17, 2020): 163–80. http://dx.doi.org/10.1108/jmd-09-2018-0266.
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PurposeBased upon a survey of 87 companies having used the services of business coaches, this paper considers the extent to which coaching is likely to be beneficial to a leader's business success as well as that of the respective company.Design/methodology/approachThe research methodology is mixed methods and survey-based combining quantitative Likert scaling with open-ended questions.FindingsAt the 99 percent confidence level, surveyed respondents believe that, on average, the coaching process has provided results above the investment required and has led to progress for them and their organizations. Of the six targeted areas, five showed a very positive relationship between the coaching experience and the results from its clients.Research limitations/implicationsAs the research is based on a convenience sample it has shortcomings relative to probability sampling. However, it is widely recognized that such samples can be attained more easily, more rapidly, and at less cost than probability-based samples. On the other hand, it is understood that inferences to broader populations of interest are limited.Practical implicationsThe results confirm findings from past research such as that reported by the Institute of Coaching (2018), that managers should not undervalue potential contributions to individual and company attributes from coaching.Originality/valueThe motivation for this paper is to bring together both academic and practitioner experience to provide more evidence and understanding related to the coaching definition, its implementation, and effectiveness. While not conclusive in the absolute sense, the original data original collected and analyzed for this research is based on known client contacts in close time proximity to the coaching engagement and delivers added insight to current research.
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Affuso, Olivia. "SBM Mid-Career Leadership Institute." Translational Behavioral Medicine 10, no. 4 (August 2020): 884–85. http://dx.doi.org/10.1093/tbm/ibaa066.
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Abstract My purpose for participating in the 2017 Society for Behavior Medicine (SBM) Leadership Institute was to redefine my career goals in an effort to do more work that mattered. I felt overwhelmed by the numerous tasks as a mid-level researcher, including leadership roles outside of my university to fill a desire to pursue activities that were purposeful but not valued by the academy. For example, I served on the Board of Girls on the Run (GOTR) where I was chair, leading a team of about 12 board members to provide a running-based life skills program for girls in Grades 3–5. After stepping down from the Board, I chose to develop a partnership between GOTR and the University of Alabama at Birmingham’s Center for Exercise Medicine (UCEM) that would provide an opportunity for me to lead an outreach effort extending the GOTR program into Birmingham City Schools. The goal was not only to reach more girls from disadvantaged backgrounds but also to also reach their family members. We used survey results to assess parent/family preferences for receiving physical activity training resources to be able to support their girls at the end-of-the program 5K celebration. The resources were made available via the UCEM website and a link was sent by GOTR to all families of participants in the program. Overall, the partnership allowed us to reach more girls and their families and I know that the SBM Leadership program contributed to my delegation and organizational skills coupled with coaching to reveal my strengths and blind spots.
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GREENMAN, CAROLINE. "Coaching Academic English through voice and text production models." ReCALL 16, no. 1 (May 2004): 51–70. http://dx.doi.org/10.1017/s0958344004000515.
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We report on how technological developments have enabled us to change our concepts and practices regarding voice and text coaching and how this in turn has raised the level of literary competence among non-native doctoral students seeking publication in English in scientific journals. We describe models for marking, peer reviewing and coaching spoken delivery and written text. Our models spring from our dedicated physical CALL environment and take into account learner expectations and further develop tangible learner strategies. As our models are applied in an open learning platform they are accessible, interactive and facilitate both differentiated progressive feedback and student profiling. The four skills are revisited through very traditional means in a methodological paradigm requiring some ‘new literacy’. Between 1997 and 2000 we were devoted to developing and testing our dedicated physical CALL classroom model; in the period 2000–2003 we have focused on both sustaining this and improving our procedures. Refining the coaching and interactive feedback procedures for both text and voice development within the virtual classroom model (established at the Institute for Living Languages at KULeuven in 1997) informs the focus of our research. During the latter period, the resulting models have been rigorously tested by about three hundred KULeuven students, half of whom are post graduates and half of whom are undergraduates. The specific need for refined coaching and feedback for doctoral students is first defined, then the concept, procedure and results of three models are outlined and illustrated. The models include a text marking and coaching model, a speech marking and coaching model and a model to contextualise and manage the interactive cycle of learner, peer and coach writing and speaking processes. Key to our findings is the fact that our models help us to help learners differentiate between passive and active retrieval, plus transfer issues versus knowledge gap issues. The discussion centres on further model development integration.
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Winter, Sandra J. "SBM Mid-Career Leadership Institute: replacing “fake it till you make it” with authentic leadership." Translational Behavioral Medicine 10, no. 4 (August 2020): 909–11. http://dx.doi.org/10.1093/tbm/ibaa046.
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Abstract Increasingly the organizational environments in which we work can be characterized as Volatile, Uncertain, Complex, and Ambiguous (VUCA). Equipping leaders to thrive in VUCA environments requires more than merely imparting a list of competencies that can be observed, described, and measured. Indeed, competency-based leadership training runs the risk of being insufficient, incongruous, idealized, fragmented, and unconsciously coercive. Rather than helping leaders develop the more elusive and subtle leadership qualities and attributes necessary to thrive in VUCA environments, competency-based training can leave them feeling inadequate, as if they do not ever quite measure up, and can fuel “imposter syndrome”. The Society of Behavioral Medicine (SBM) Mid-Career Leadership Institute provided training that was far more than competency based. It was broad enough to be relevant to fellows working in a variety of contexts and provided a framework directly applicable across settings. The training was multipronged and included: a 2 day in-person workshop designed to maximize active participation; intensive mentoring by both peers and senior members of SBM; three individual one-on-one executive coaching sessions with a professional career coach; and a leadership project in which we applied the knowledge gained during our training in our diverse organizational settings. The SBM Mid-Career Leadership Institute training increased my self-awareness about important leadership concepts, the executive coaching sessions helped me become more productive, and the relationships I built have helped me develop my professional network and deepen my connection with fellow scientists and practitioners. “Fake it till you make it” and feelings of insecurity and self-doubt have been replaced by authentic leadership.
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Cole, Martin G., Jane McCusker, Mark Yaffe, Erin Strumpf, Maida Sewitch, Tamara Sussman, Antonio Ciampi, and Eric Belzile. "Supported depression self-care may prevent major depression in community-dwelling older adults with chronic physical conditions and co-morbid depressive symptoms." International Psychogeriatrics 27, no. 6 (February 20, 2015): 1049–50. http://dx.doi.org/10.1017/s1041610215000204.
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Self-care programs for depression use educational and cognitive-behavioral techniques (e.g. written information, audiotapes, videotapes, computerized, or group courses) to assist patients in the management of depressive symptoms (Morgan and Jorm, 2008). In the UK, these interventions are recommended as step 1 in a stepped care program for treating depression in primary care (National Institute for Health and Clinical Excellence, 2007). One meta-analysis suggests that supported self-care (self-care with coaching) is more effective than unsupported self-care (Gellatly et al., 2007).
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Langhammer, Birgitta, Louise Ada, Mari Gunnes, Hege Ihle-Hansen, Bent Indredavik, and Torunn Askim. "A physical activity program is no more effective than standard care at maintaining upper limb activity in community-dwelling people with stroke: secondary outcomes from a randomized trial." Clinical Rehabilitation 33, no. 10 (June 14, 2019): 1607–13. http://dx.doi.org/10.1177/0269215519856048.
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Objective: To evaluate whether an 18-month, physical activity coaching program is more effective than standard care in terms of upper-limb activity. Design: A prospective, randomized controlled trial. Setting: Three municipalities in Norway. Population: A total of 380 persons with stroke. Intervention: The intervention group received follow-up visits and coaching on physical activity and exercise each month for 18 months after inclusion, by a physiotherapist. The control group received standard care. Main measures: The primary outcome, in this secondary analysis, was Motor Assessment Scale items 6, 7, and 8. Secondary outcomes were National Institute of Health Stroke Scale item 5, the Stroke Impact Scale domain 7, and the Modified Ashworth Scale in flexion/extension of the elbow. Results: In total, 380 persons with stroke were recruited, with mean (SD) age 72 (11) years, and baseline scores total National Institute of Health Stroke Scale was 1.4 (2.2)/1.6 (2.4) and Motor Assessment Scale items 6, 7 and 8 in the intervention/control group was 5.5 (1.2)/5.5 (1.2), 5.4 (1.4)/5.4 (1.3), and 3.6 (2)/3.5 (2), respectively. There was no significant difference between groups in terms of upper limb function in any of the Motor Assessment Scale items. In this population with minor stroke, upper-limb activity was good at three months post-stroke (74% of the maximum) and remained good 18 months later (77% of maximum). Conclusion: After intervention, there was no difference between the groups in terms of upper-limb activity.
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Kim, Ji Yeon. "The Effects of the Private Educator’s Coaching Leadership on Private Educational Institute Student’ Positive Psychological Asset." Journal of Korean Coaching Research 11, no. 4 (December 31, 2018): 31–51. http://dx.doi.org/10.20325/kca.2018.11.4.31.
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Lazan, Michael. "Changing mindset to improve results." Industrial and Commercial Training 48, no. 5 (June 6, 2016): 231–33. http://dx.doi.org/10.1108/ict-11-2015-0078.
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Purpose – The purpose of this paper is to demonstrate how it is possible to change a leadership team’s mindset from “inward” to “outward” and how that can lead to dramatically better organizational results. Design/methodology/approach – The leadership team of Spandex received training, coaching and support from The Arbinger Institute. Findings – As a result of this work, the Spandex leadership team transformed from a dysfunctional group to a collaborative, high-performing team that produced remarkable business results. Originality/value – This case study is valuable to any organization seeking to improve its results.
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Padela, Aasim I. "Designing academic career trajectories: identifying internal assets and evaluating external challenges." Translational Behavioral Medicine 10, no. 4 (August 2020): 890–95. http://dx.doi.org/10.1093/tbm/ibaa062.
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Abstract When I joined the Society of Behavioral Medicine’s Mid-Career Leadership Institute in 2016, I was at an academic crossroads where my motivation to pursue a research career was waning. Specifically, I was challenged in obtaining funding for my unique research focus, and by the loss of institutional mentors and sponsors. In this commentary, I describe how I utilized components of the SBM Leadership Institute, specifically executive coaching and peer mentorship, as well as introspection to identify career trajectories that align with my internal motivations, as well as acknowledge dynamics in my scholarship area and at my institution. By specifying several concrete possibilities for career advancement that are both personally meaningful and institutionally practical, I have been better able to focus my scholarly pursuits and seek out leadership positions. In general terms, the leadership institute helped me to evaluate my own internal assets (e.g., skills and passions), to critically examine trends in my area of scholarship, and to delineate alternative career pathways. In my view such periodic introspection and evaluation is critically important for maintaining a fulfilling academic career.
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Hamzah, Nur, Ratna Pangastuti, Bayu Suratman, and Rahnang Rahnang. "Character Building: Internalization of Religious Values in Institutions Children's Special Coaching." At-Turats 16, no. 2 (December 30, 2022): 127–38. http://dx.doi.org/10.24260/at-turats.v16i2.2336.
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This article is based on the results of research conducted at a special child development institution in Pontianak. The focus of this paper is the internalization of religious values carried out on students at the Pontianak Special Child Development Institute. The purpose of this study is to find the cultivation of religious values in a special child development institution in Pontianak. The results of this study show that the internalization of religious values is carried out in several religious activities such as: congregational dzuhur prayers, Friday prayers, dhuha prayers, Saturday recitations, joint recitations, recitations in the month of Ramadan, and Islamic holidays. The activity aims to generate individual and social piety of students. Piety that students have as capital to gain re-admission in the community for criminal acts that have been committed. Individual and social piety is a religious habitus instilled in students through cognitive, affective, and psychomotor aspects to rationally make students aware of the social capital that will be received by society when they leave the special child development institution in Pontianak. This writing is a qualitative descriptive research where data is obtained based on the results of interviews, observations, and documentation at the research site.
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Fitzgibbon, Marian L., Lila J. Rutten, Amy Yaroch, and Caryn Peterson. "Lessons learned from the initial 4 years of the SBM Mid-Career Leadership Institute." Translational Behavioral Medicine 10, no. 4 (August 2020): 915–17. http://dx.doi.org/10.1093/tbm/ibaa081.
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Abstract In 2015, the Society of Behavioral Medicine (SBM) created the Mid-Career Leadership Institute. The initial model that motivated the creation of the institute came from my participation in the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM) program, specifically designed to enhance the leadership skills of senior female faculty in the health sciences. My participation in ELAM was transformative. It led me to run for president of SBM in 2014, to consider how behavioral scientists could similarly benefit from mid-career leadership training, and ultimately to work with the SBM Executive Director, the SBM Leadership Institute Steering Committee, and leadership training professionals to launch the Leadership Institute in 2016. The overarching goal of the SBM Leadership Institute is to train mid-career behavioral scientists engaged in academic and health care settings to develop essential skills needed to navigate the unique challenges of mid-career. Central to this goal is a focus on integrating diversity, equity, and inclusion into their emerging leadership roles through participation in training exercises, lectures, and dynamic group discussions. To optimize the Leadership Institute experience, opportunities were developed, including mentoring from SBM seasoned members, peer mentoring through the creation of “learning communities,” career coaching, and additional networking opportunities. The purpose of this brief commentary is to summarize lessons learned by highlighting program evaluation, describing key changes over the initial 4 years, and sharing future plans for leadership training.
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Pekmezi, Dori, Lisa Cadmus-Bertram, and Beth Lewis. "Perspectives on the benefits of leadership training for career growth among three mid-career behavioral scientists." Translational Behavioral Medicine 10, no. 4 (August 2020): 896–901. http://dx.doi.org/10.1093/tbm/ibaa061.
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Abstract Participation in the Society of Behavioral Medicine (SBM) Mid-Career Leadership Institute was invaluable in navigating challenges and opportunities experienced by behavioral scientists at key mid-career transitions. Professionals are expected to take on more responsibilities at mid-career, often with minimal guidance and/or relevant training in the requisite leadership skills. The SBM Leadership Institute provided concrete practical strategies for managing time, work email, planning/goal setting, and conflict resolution. The purpose of this commentary is to review the impact of the SBM Leadership Institute on new leadership roles obtained by three SBM Leadership Fellows. Practices adopted as a result of the Leadership Institute will be discussed (e.g., right sizing the workload, “inbox zero,” starting with priority work, and single tasking). The use of these strategies resulted in increased productivity and reduced work stress. Furthermore, one-on-one executive career coaching and participation in our learning community cultivated the direct, effective communication skills needed to take on new leadership roles/projects (e.g., transitioning to department chair, running for SBM board, launching ACSM Exercise is Medicine On Campus program). The leadership projects helped to push Fellows out of their comfort zones and provided excellent opportunities for networking and increased involvement in organizations and professional societies. In sum, the SBM Leadership Institute helped instill the confidence and focus needed to surmount midcareer obstacles and accelerate into the next career phase.
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Daudelin, Denise H., Laura E. Peterson, Lisa C. Welch, Redonna Chandler, Mridu Pandey, Farzad Noubary, Philip L. Lee, and Harry P. Selker. "Implementing Common Metrics across the NIH Clinical and Translational Science Awards (CTSA) consortium." Journal of Clinical and Translational Science 4, no. 1 (November 26, 2019): 16–21. http://dx.doi.org/10.1017/cts.2019.425.
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AbstractThe Clinical and Translational Science Award (CTSA) Consortium and the National Center for Advancing Translational Science (NCATS) undertook a Common Metrics Initiative to improve research processes across the national CTSA Consortium. This was implemented by Tufts Clinical and Translational Science Institute at the 64 CTSA academic medical centers. Three metrics were collaboratively developed by NCATS staff, CTSA Consortium teams, and outside consultants for Institutional Review Board Review Duration, Careers in Clinical and Translational Research, and Pilot Award Publications and Subsequent Funding. The implementation program included training on the metric operational guidelines, data collection, data reporting system, and performance improvement framework. The implementation team provided small-group coaching and technical assistance. Collaborative learning sessions, driver diagrams, and change packages were used to disseminate best and promising practices. After 14 weeks, 84% of hubs had produced a value for one metric and about half had produced an initial improvement plan. Overall, hubs reported that the implementation activities facilitated their Common Metrics performance improvement process. Experiences implementing the first three metrics can inform future directions of the Common Metrics Initiative and other research groups implementing standardized metrics and performance improvement processes, potentially including other National Institutes of Health institutes and centers.
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Nugent, Gwen, Gina Kunz, James Houston, ChaoRong Wu, Irina Patwardhan, SoonChun Lee, Sue Ellen DeChenne-Peters, and LinLin Luo. "The Effectiveness of a Summer Institute and Remotely Delivered Science Instructional Coaching in Middle and High School." Journal of Science Teacher Education 29, no. 8 (September 28, 2018): 760–84. http://dx.doi.org/10.1080/1046560x.2018.1514193.
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Oyan D. Taufiq K. and Hairuddin Cikka. "PENERAPAN PENDIDIKAN DASAR MILITER (DIKSARMIL) DALAM MEMBENTUK KEPRIBADIAN RESIMEN MAHASISWA INSTITUT AGAMA ISLAM NEGERI (IAIN) PALU." Moderasi: Jurnal Studi Ilmu Pengetahuan Sosial 1, no. 1 (March 15, 2020): 111–39. http://dx.doi.org/10.24239/moderasi.vol1.iss1.13.
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The application of basic education in shaping the mentality and personality of the student regiment at IAIN Palu so that it can shape the mental and personality of the menwa members at IAIN Palu. The inhibiting factors in the process of applying basic education in boosting the mental and personality of the menwa in IAIN Palu are the equipment for training activities, the quantity of menwa in IAIN Palu, and the members of the menwa having difficulty spending time. Supporting factors are the support of the institute, the Central Sulawesi Menwa Commander, and the support of the Menwa alumni.
The implementation of basic education in shaping mental and personality is the manifestation of the character of Cinta Tanah Air in the Student Regiment of the State Islamic Institute of Palu (IAIN) Palu which is carried out through education, coaching, and activities, in the implementation of basic education in shaping mental and personality in the Student Regiment of the Institute of Religion Islamic State (IAIN) Palu for Guides and Senior Student Regiments should be more active, and need to be regulated in a specific regulation, to be more clear and detailed.
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Plummer, Laura, Lesley Smith, Elizabeth Cornforth, and Shweta Gore. "Teaching Psychomotor Skills in a Virtual Environment: An Educational Case Study." Education Sciences 11, no. 9 (September 14, 2021): 537. http://dx.doi.org/10.3390/educsci11090537.
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In March 2020, most physical therapy schools across the globe transitioned to online learning in response to the COVID-19 pandemic. This change posed unique challenges not only because it required adapting to new technology in a short period but, more importantly, it involved developing ways to teach hands-on psychomotor and clinical skills virtually while maintaining the quality of instruction. In response to the rapid transition, the physical therapy program at MGH Institute of Health Professions (IHP)designed and implemented a novel and effective coaching model to address the challenges. The model was developed based on experiential learning theory, constructivism, a coaching framework, and andragogical principles of feedback and reflection. Not only did the model meet its objectives of effectively teaching basic psychomotor skills in the virtual environment, but it may also have andragogical benefits that can be applied to traditional face-to-face methods. This case study describes the theoretical underpinning of the model, its development and implementation, the perceived effectiveness for learning psychomotor skills in a virtual environment, and the potential for broader relevance to future models of physical therapy education.
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Sentosa, Arip, Raihan Raihan, and Attabik Lutfi. "Integrated Model of Drugs Addictive Client Spirituality Development." Ilomata International Journal of Social Science 4, no. 1 (February 5, 2023): 55–64. http://dx.doi.org/10.52728/ijss.v4i1.622.
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This research is motivated by the rise of drug trafficking from the elite to the grassroots, so that many people are trapped and fall into drug addicts. They need recovery and support to rise to normal human beings. So, how is the design of coaching that can touch the physical and mental recovery and spiritual recovery of addicts in recovery. To answer this question, researchers conducted a comparative study at the National Narcotics Rehabilitation Center, Lido with the Suryalaya Islamic Boarding School, Tasikmalaya, West Java. This study uses a qualitative phenomenological approach, namely the Interactive Analysis and Comparative Analysis models. Extracting the data of this research seeks to reveal and see the development of addicts through the two sides of the Institute by way of interviews, observation and documentation, which are then analyzed, as well as reducing the data to be interpreted and described. The results of the research and writing of this dissertation are expected to give birth to a design model in handling drug addict client development that can touch physical, psychological, mental and spiritual recovery. A design model that integrates medical treatment of medicine and religious therapy which are integrated into a coaching system.
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Fatmawati, Fatmawati, Rosmita Rosmita, and Fadillah Fadillah. "Influence of Religious Guidance on Adolescent Emotional Control at the Pekanbaru Class II Children's Special Development Institute." Jurnal Bimbingan dan Konseling Islam 12, no. 2 (December 31, 2022): 144–54. http://dx.doi.org/10.29080/jbki.2022.12.2.144-154.
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The study discussed the effect that religious guidance can have on the emotional control of a teenager at the new ape-class ii coaching institute. As for the purpose of this study, it is to know if there is any influence relegious guidance on the emotional control of a teenager at the new apresidency institute for the development of a new class ii student. As for research using quantitative descriptive methods.The total population is 30 while the sample of this study uses the Total Sampling technique, which is as many as 30 respondents. Data collection techniques in this study using questionnaires, observation and documentation. Data were analyzed using SPSS (Statistical Product and Service Solution) 18 program with simple linear regression analysis. With this the results of the study indicate that religious guidance has an effect on adolescent emotional control in the Special Class II Children's Guidance Institute Pekanbaru. Based on the results of Simple Linear Regression analysis, the probability level of sig.(2-tailed) is 0.00, and the probability value is 0.05. So it can be concluded that the probability value is 0.05> 0.00 then Ho is rejected and Ha is accepted, meaning that it is significant. which shows that there is a significant influence between Religious Guidance on Adolescent Emotion Control at the Special Class II Child Development Institute Pekanbaru. with a percentage of 77.4.%
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Rostini, Deti. "MANAJEMEN PIMPINAN LEMBAGA KURSUS DALAM PEMBINAAN KUALITAS PENDIDIK TATA RIAS PENGANTIN." Gunahumas 2, no. 1 (January 26, 2020): 264–70. http://dx.doi.org/10.17509/ghm.v2i1.23047.
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Abstrak Permasalahan di dunia pendidikan non formal dan pengajaran pada umumnya sering terjadi pada pendidik tata rias pengantin antara lain 1) lemahnya peran serta pendidik tata rias pengantin dalam melaksanakan tugasnya masih menganggap hal yang rutinitas tanpa perubahan, baik dalam strategi, metode, teknik, media, dan lain-lain, serta 2) permasalahan tentang peran pimpinan lembaga kursus sebagai motivator dan manajer dalam pengelolaan sumber daya manusia yang tidak berjalan sebagai mana mestinya. Jalan keluar untuk mengatasi hal ini antara lain dapat dilakukan oleh pimpinan lembaga kursus sebagai pemimpin tertinggi menerapkan sistem pembinaan terhadap pendidik tata rias pengantin agar berkualitas dan dapat ditingkatkan. Manajemen pembinaan pendidik tata rias pengantin merupakan langkah yang tepat dalam mengatasi permasalahan diatas. Langkah-langkah yang dapat dilakukan adalah pimpinan lembaga kursus dan jajarannya membuat perencanaan pembinaan, pengorganisasian, pelaksanaan pembinaan, dan evaluasi hasil dari pembinaan. Dengan langkah ini akan diketahui hasil dan kemajuan dari kinerja pendidik tata rias pengantin dan tujuan dari pendidikan tata rias pengantin itu sendiri. Teori yang dipakai dalam menunjang penelitian dan pembinaan profesionalitas pemimpin kursus antara lain adalah teori tentang manajemen pendidikan, manajemen pimpinan lembaga kursus, serta teori tentang pembinaan. Teknik penelitian menggunakan studi dokumentasi, wawancara dan observasi, dengan metode dan pendekatan kualitatif deskriptif. Subjek dalam penelitian adalah pimpinan dan pendidik tata rias pengantin di lembaga kursus. Berdasarkan hasil temuan penelitian dapat disimpulkan bahwa di lembaga kursus selalu secara rutin melaksanakan 1) perencanaan pembinaan pada setiap tahunnya; 2) pengorganisasian sesuai dengan tugas pokok dan fungsi; 3) pelaksanaan pembinaan secara rutin; dan 4) melakukan evaluasi terhadap hasil dari pembinaan. Kata kunci : Manajemen Pimpinan Kursus; Pembinaan; Pendidik Perias Pengantin Abstract Problems in the world of non-formal education and teaching in general often occur in bride cosmetology educators, among others 1) the weak participation of bride cosmetology educators in carrying out their duties still considers routines without change, both in strategy, methods, techniques, media, and etc., and 2) issues regarding the role of the course leader as a motivator and manager in the management of human resources that are not working properly. The way out to overcome this can be done among others by the leadership of the course institution as the supreme leader to implement a system of guidance for bride cosmetology educators to be quality and can be improved. The management of bride cosmetology educators is the right step in overcoming the above problems. The steps that can be taken are the leadership of the course institutions and their staff to make coaching plans, organizing, implementing coaching, and evaluating the results of coaching. With this step we will know the results and progress of the bride cosmetology educator's performance and the goals of the bride cosmetology education itself. Theories used in supporting research and coaching professionalism of course leaders include theories about management education, management of course leaders, and theories about coaching. The research technique uses documentation studies, interviews and observations, with descriptive qualitative methods and approaches. The subjects in the study were the leaders and educators of bridal make-up in the course institutions. Based on the findings of the research it can be concluded that in the institute the course always routinely carries out 1) coaching planning every year; 2) organizing according to the main tasks and functions; 3) regular coaching implementation; and 4) evaluating the results of the coaching. Keywords : Management of Course Leaders; Bride Makeup Artist Coaching; Educators
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Wegener, Robert. "Bericht zum „International Coaching in Leadership Forum ICLF“ (11./12. Oktober 2017) und der „Annual Conference – Coaching in Leadership and Healthcare“ (13./14. Oktober 2017) des Institute of Coaching, McLean Hospital, Harvard Medical School Affiliate (Boston, MA, USA)." Coaching | Theorie & Praxis 3, no. 1 (November 14, 2017): 65–68. http://dx.doi.org/10.1365/s40896-017-0018-4.
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Nekrasova, Victoria, Veneta Baeva, and Natatalya Kovalenko. "PECULIARITIES OF APPLYING COACHING AS A TOOL FOR RAISING PERFORMANCE OF EDUCATION IN SOUTHERN-RUSSIAN INSTITUTE OF MANAGEMENT." CBU International Conference Proceedings 6 (September 27, 2018): 673–77. http://dx.doi.org/10.12955/cbup.v6.1231.
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The practice of using the educational potential of undergraduates, in contemporary scholastic institutions, reflects the insufficient effectiveness of using knowledge as a necessary component of forming graduates’ professional human capital. On the one hand, students’ abilities are realized at a lower level than possible. On the other hand, the available educational potential is limited to performing certain training tasks in a framework with competencies that lead to a falling quality of education and consequently, to the decreasing competitiveness of a high school.
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Singh, R., Alok Kumar Sinha, and A. Sharma. "To blow one's trumpet or not? A case study of a coaching institute in the educational services industry." Marketing Review 11, no. 1 (March 31, 2011): 83–100. http://dx.doi.org/10.1362/146934711x565314.
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Nurieva, L. M., and S. G. Kiselev. "LET’S HEAR IT ONCE MORE FOR THE UNSUNG COACH: ON THE EFFICIENCY OF COACHING FOR THE UNIFIED STATE EXAM." Education and science journal 20, no. 8 (November 2, 2018): 148–63. http://dx.doi.org/10.17853/1994-5639-2018-8-148-163.
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Introduction. With the introduction of a new attestation procedure of school graduates in the form of the Unified State Examination (USE), coaching has gained widespread acceptance in Russia. By some estimates, between a quarter and a half of school graduates have recourse to one-to-one coaching when preparing for the USE. However, the question of the efficiency of such lessons remains open. Recently, various publications in professional periodicals and the media have begun to appear, which cast doubt on the benefits of coaching. The authors of these publications are specialists of the Higher School of Economics (HSE). According to their studies, additional lessons in preparing for the USE, including those with coaches, have a very little effect. Theaimof the research was to discuss the validity of the HSE specialists’ arguments concerning the low efficiency of coaching activities.Methodology and research methods. In the course of studying the problem, a comprehensive research methodology was applied, including approaches for comparative and statistical analysis of data and materials published by the HSE, Federal Institute of Pedagogical Measurements (FIPI) and Federal Testing Centre.Results and scientific novelty. An analysis of scientific works published by the HSE specialists showed that their conclusions with regard to the claimed low efficiency of additional lessons in preparation for the USE are unsubstantiated due to the presence of gross methodological errors in the calculations. Firstly, the students’ initial level of knowledge prior to lessons with a coach was miscalculated, with the final school grades in Russian language and mathematics being taken as the initial level instead of the average score of the certificate. Secondly, the specialists ignored the fact that the final grade “two” does not exist in the school attestation system. In this regard, the models used by the HSE specialists’ did not allow the progress in training from the school grade “three” to the USE “three” evaluation to be adequately recognised. Thirdly, the determination of the efficiency of coaching was made without taking the specific character of different teaching disciplines into account. Thus, the reliance on formal mathematical procedures to the detriment of content problem analysis led the specialists of the HSE to snap judgements that do not reflect the true situation.Practical significance.The authors believe that the observations provided in this paper will help education specialists to adjust approaches when determining the efficiency of additional lessons during USE preparation.
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Aksu, Nihat. "Albanian Teachers’ Approaches to Classroom Management." European Journal of Social Sciences Education and Research 4, no. 1 (August 30, 2015): 186. http://dx.doi.org/10.26417/ejser.v4i1.p186-194.
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One of the key elements in having an effective teaching and learning atmosphere goes through classroom management. On the other hand, different needs brought different approaches and strategies to solve the broad area of classroom management. The 21st century classroom managements require quite complex approaches. In this article it is aimed to present strategies used by teachers in classroom management. The researcher anonymously surveyed 45 teachers who were teaching in private institute in Tirana were asked to complete the Incredible Years Teacher Strategies Questionnaire (TSQ) section A and section B only to measure classroom management behavior and the frequency of use of five teacher strategies: praise and effectiveness, proactive strategies, limit-setting, total positive approaches, and inappropriate strategies. The variables such as gender, years of experience, and age that may influence teachers’ classroom management strategies and confidence are discussed. After analyzing the data, it was revealed that male and female teachers differ in terms of coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies they employ. The results indicated that there was no relationship between years of experience and coaching, praise and incentives strategies and proactive strategies. Only there was a relationship between years of experience and social - emotional teaching strategies. However, they differed in terms of age, teachers in age group of 45-54 are better at coaching, praise and incentives, proactive strategies, and social - emotional teaching strategies. By analyzing the data, the results indicated that a solid half of the study’s participants were not using positive classroom strategies and lack of these classroom management strategies were also causing use of inappropriate classroom management techniques.
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Kaudjhis K.R., Assi, Kouassi K. F, Kouassi E. S., Blao N. R., Ake Tano O., Tiahou G., and Anin Atchibri L. "Evaluation de la Qualite de Vie des Enfants et Adolescents Inclus dans un Programme de Prise en Charge Tridimensionnelle de l’Exces Ponderal a Abidjan (Côte d’Ivoire)." European Scientific Journal, ESJ 19, no. 6 (February 28, 2023): 350. http://dx.doi.org/10.19044/esj.2023.v19n6p350.
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Contexte et objectif : L’obésité affecte la qualité de vie des sujets concernés, et de façon particulière les plus jeunes qui font l’objet de moquerie. Ainsi, un programme de coaching tripartite : un aspect nutritionnel, un volet promotion de la pratique d’activité physique, et un volet accompagnement psychologique. La présente étude a donc été initiée avec pour objectif de mesurer l’impact de ce programme de coaching mis en place sur la qualité de vie des enfants et adolescents obèses qui en étaient les bénéficiaires. Matériel et méthodes : Il s’est agi d’une étude de cohorte à deux mesures avant et après la mise en place du coaching. Celle-ci s’est déroulée avec un échantillon de 136 enfants et adolescents de 6 à 17 ans, soit sur une période de 18 mois, au Service de Nutrition de l’Institut National de Santé Publique d’Abidjan. La qualité de vie a été évaluée à l’aide du questionnaire PedsQL (the Pediatric Quality of Life Inventory) dans sa version 4 adapté pour les besoins de l’étude. Il était composé de la dimension physique et la santé psychosociale. Résultats : Les enquêtés étaient des deux sexes avec une prédominance féminine (58,8%) et étaient tous scolarisés. A la fin du programme de coaching en santé on note une amélioration de la dimension physique qui devient acceptable chez 71,8% des enfants et adolescents et une meilleure évolution de la dimension psychosociale et la qualité de vie d’acceptable à bonne. Un lien significatif (p < 0,05) a été plus observé entre la santé psychosociale, le poids moyen et l’indice de masse corporelle des adolescents de 12 à 19 ans à l’issu de ce programme que chez les enfants. Conclusion : Cette étude situe sur l’intérêt du programme de coaching en santé dans l’amélioration de la qualité de vie des personnes lors de la prise en charge de l’obésité infantile. En effet, elle confirme que la prise en charge psychologique est un élément important dans la prise en charge de la malnutrition.
Context and objective: Obesity affects the quality of life of the subjects concerned, and in particular the youngest who are made fun of. Thus, a tripartite coaching program: a nutritional aspect, a component promoting the practice of physical activity, and a psychological support component. The present study was therefore initiated with the aim of measuring the impact of this coaching program set up on the quality of life of obese children and adolescents who were the beneficiaries. Material and methods: This were a two-measure cohort study before and after the implementation of coaching. This took place with a sample of 136 children and adolescents aged 6 to 17, over a period of 18 months, at the Nutrition Service of the National Institute of Public Health in Abidjan. Quality of life was assessed using the PedsQL questionnaire (the Pediatric Quality of Life Inventory) in its version 4 adapted for the needs of the study. It was composed of the physical dimension and the psychosocial health. Results: The respondents were of both sexes with a female predominance (58.8%) and were all educated. At the end of the health coaching program, there is an improvement in the physical dimension which becomes acceptable in 71.8% of children and adolescents and a better evolution of the psychosocial dimension and the quality of life from acceptable to good. A significant link (p < 0.05) was observed between psychosocial health, average weight and body mass index in adolescents aged 12 to 19 at the end of this program than in children. Conclusion: This study situates the interest of the health coaching program in improving the quality of life of people during the management of childhood obesity. Indeed, it confirms that psychological care is an important element in the management of malnutrition.
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Hasibun Asikin, Heni, and Yakin A. Asikin. "Management Development of Lecturers to Increase Research Quality at Stikom Uyelindo Kupang." East Asian Journal of Multidisciplinary Research 1, no. 3 (April 26, 2022): 389–400. http://dx.doi.org/10.55927/eajmr.v1i3.98.
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This research is motivated by the low quality and research culture of STIKOM Uyelindo Kupang lecturers. The purpose of this study is to determine the management of lecturer development by research institutions, to find out the goals and development programs, and to know the implementation and results of the coaching. The method used in this study is a qualitative descriptive method. The results of this research are: 1) private higher education and training institutions in East Nusa Tenggara have not maximally implemented lecturer development in an effort to improve research quality; 2) the implementation of the training has not been fully implemented by the research institute on the tertiary institution conducting research
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O’Neill, Michael R., and Shane Glasson. "Revitalising professional learning for experienced principals: Energy versus ennui." Educational Management Administration & Leadership 47, no. 6 (May 10, 2018): 887–908. http://dx.doi.org/10.1177/1741143218764175.
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This article contributes to the limited body of literature pertaining to attempts by educational systems to satisfy the professional learning needs of experienced principals, defined as those with more than 10 years of experience in at least two schools. Specifically, this article illustrates the Catholic Education Office of Western Australia’s endeavour to create an innovative, integrated, cross-sectoral program to enhance the leadership capabilities and health and wellbeing outcomes of experienced principals from Catholic, Government and Independent schools in that state. The program comprised four integrated pillars: a 360-degree review of participant leadership capabilities followed by executive coaching to effect improvement; an executive health assessment and coaching with an exercise physiologist to enhance participant health and wellbeing outcomes; a theoretical program based on a nationally accepted standard for principals, developed by the Australian Institute for Teaching and School Leadership; and a group project transacted in a non-educational setting. The article begins with a synopsis of existing literature related to the professional learning needs of experienced principals and the few reported evaluations of programs designed to cater for the unique needs of this cohort. Participant feedback collected at the commencement of the program, its midpoint and conclusion are presented. The article concludes with recommended changes that could be implemented to enhance the efficacy of future program iterations.