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Journal articles on the topic 'Coaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Stewart, Lorna J., Siobhain O’Riordan, and Stephen Palmer. "Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation." Coaching Psychologist 4, no. 3 (December 2008): 127–33. http://dx.doi.org/10.53841/bpstcp.2008.4.3.127.

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Coaching has become accepted as a valid and effective development strategy. This acceptance has been accompanied by an emphasis on professionalising coaching, has raised the profile of coaching psychology, and has resulted in a demand for evidence-based coaching. This article suggests that a theoretically-grounded means of evidencing coaching’s effectiveness and value is central to the evolution of coaching psychology as a discipline. It proposes that an holistic evidence-based coaching framework would provide a sound foundation for coaching evaluation.

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2

van den Boomen, Fer, Marcel Hoonhout, and Rinus Merkies. "Over coaching en leren coachen." Supervisie en Coaching 18, no. 1 (March 2001): 115–24. http://dx.doi.org/10.1007/bf03079617.

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3

Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (June 14, 2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>

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Halliwell, Peter R., Rebecca J. Mitchell, and Brendan Boyle. "Leadership effectiveness through coaching: Authentic and change-oriented leadership." PLOS ONE 18, no. 12 (December 6, 2023): e0294953. http://dx.doi.org/10.1371/journal.pone.0294953.

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There has been an increasing shift towards individually owned leader development programs within organizations. Whilst leadership coaching is one of these and is gaining in popularity, the mechanisms of its effect remain poorly understood. We develop and investigate a model in which leadership coaching enhances leader effectiveness through coaching’s positive effect on authentic and change-oriented leadership behaviours as well as self-efficacy. To assess the model, multi-source data were collected for organizational leaders (N = 70) pre- and post-coaching. To investigate mechanisms of coaching’s effect, relations between latent change scores were assessed in structural equation modelling using partial least squares indicating that after accounting for base-line scores, coaching-related increases in authentic leadership behaviour has the largest total effect on leadership effectiveness.

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Passmore, Jonathan, Marie Stopforth, and Yi-Ling Lai. "Defining coaching psychology: Debating coaching and coaching psychology definitions." Coaching Psychologist 14, no. 2 (December 2018): 120–23. http://dx.doi.org/10.53841/bpstcp.2018.14.2.120.

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As part of the current strategy, the SGCP has been reviewing its standards. Considered as fundamental to this journey, we have also taken the opportunity to revisit the nature of coaching psychology. What is ‘coaching’? How does it differ from ‘coaching psychology’? In this paper we aim to provide a short review of definitions and offer thoughts on a new definition for coaching psychology.

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Schermuly, Carsten Christoph, Marie-Luise Schermuly-Haupt, Franziska Schölmerich, and Hannah Rauterberg. "Zu Risiken und Nebenwirkungen lesen Sie …–Negative Effekte von Coaching." Zeitschrift für Arbeits- und Organisationspsychologie A&O 58, no. 1 (January 2014): 17–33. http://dx.doi.org/10.1026/0932-4089/a000129.

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Coaching hat sich in der Personalentwicklung etabliert. Der wissenschaftliche Blick auf die Wirksamkeit und Wirkfaktoren von Coaching ist aber bisher eingeschränkt. Während in verschiedenen anderen Bereichen (z. B. in der Psychotherapie- oder Mentoringforschung) auch negative Effekte untersucht werden, findet dies in der Coachingforschung kaum statt. In der vorliegenden Studie wurden negative Effekte von Coaching erstmals systematisch untersucht. In einer qualitativen Vorstudie wurden potentielle negative Effekte von Coaching ermittelt und anschließend die Häufigkeit, Intensität und Dauer explorativ erforscht. Dazu wurden per Onlinefragebogen 123 Coachings aus der Perspektive der Coaches evaluiert. Die Ergebnisse zeigen, dass pro Coaching durchschnittlich zwei negative Effekte auftreten, die jedoch eine niedrige Intensität besitzen. Weiterhin wurden Faktoren erfasst, welche die Coaches als ursächlich für die negativen Effekte wahrnehmen. Dies sind insbesondere Klientenvariablen, aber auch der Umgang des Coaches mit psychischer Erkrankung des Klienten sowie Zeitknappheit. Darüber hinaus besteht ein positiver Zusammenhang zwischen der Anzahl behandelter Themen und der Häufigkeit negativer Effekte.

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7

Sparrow, John. "Life coaching in the workplace." International Coaching Psychology Review 2, no. 3 (November 2007): 277–97. http://dx.doi.org/10.53841/bpsicpr.2007.2.3.277.

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Objectives:There is increasing recognition of coaching’s situated nature. Different emphases in coaching are being utilised in different contexts with differing performance expectations. Life coaching has witnessed rapid growth within the last five years, primarily outside but increasingly within the workplace. The objective of this research is to establish the understanding, utilisation, and outcomes associated with life coaching in the workplace. Procurement practices within organisations are also explored.Design:A cross-sectional survey of organisations is undertaken. Practices and reported outcomes are explored within small- and medium-sized organisations together with large organisations. Private, public and community and voluntary sector organisations aresampled.Methodology:A postal questionnaire assessing 39 potential organisational outcomes, 93 potential individual outcomes and 21 potential procurement criteria for bothperformance and life coaching was developed. Responses from 51 organisations were obtained.Results:Life coaching is found to be less well understood than performance coaching. Significant differences between organisational sizes and sectors in practices and perceived outcomes are identified. Coaching has significantly less impact upon entrepreneurship and social purpose outcomes than more general organisational outcomes. The outcomes more typically associated with life coaching are not secured to the same extent as outcomes typically associated with performance coaching. Both coaching in general and life coaching secure rectification outcomes to a greater extent than positive well-being outcomes. There are significant differences in procurement criteria for performance and life coaching.Conclusions:A potential role for a life dimension in workplace coaching may be evolving. The contribution of the current study and other prospective research towards the development of theory and practice are discussed.

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Angulo, Pedro, Jonathan Passmore, and Hazel Brown. "Distinctions in coaching practice between the island of Ireland and the rest of Europe." Coaching Psychologist 15, no. 1 (June 2019): 36–46. http://dx.doi.org/10.53841/bpstcp.2019.15.1.36.

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This research article sought to identify distinctions in the coaching practice between coaches in the island of Ireland (Republic of Ireland and Northern Ireland) and those in the rest of Europe by reviewing and analysing the Irish coaching data provided by The State of Play in European Coaching & Mentoring (2017) and The State of Play in Irish Coaching (2018) research reports. The article also draws a number of useful conclusions and recommendations for coaching psychology practitioners and coaches in general to improve their coaching practice and for accreditation bodies to further promote the professional development of coaching.A survey design was adopted, with a snowball sampling strategy generating 133 respondents. Eight surveyed aspects of coaching practice produced distinctive responses from coaches within Ireland compared with respondents from other European nations: They are more likely to be members of a professional coaching body; spend a higher amount of their working time engaged in coaching; tend to command higher hourly fee rates from corporate coaching assignments; are more likely to use formal supervision with a qualified coach; make greater use of the cognitive behavioural and psychodynamic methods; are slightly more thorough in the range of topicsthey cover when contracting; are less likely to share their code of ethics with their coachees; and believe that the coach’s experience and his/her professional qualifications, as opposed to price or membership of a professional body, are the most important factors when people commission coaching support.Recommendations are made for future analytical research to identify causal factors for these distinctions.Keywords:Coaching; Ireland; Europe; national distinctions.

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de Haan, Erik, and Christiane Nieß. "Differences between critical moments for clients, coaches, and sponsors of coaching." International Coaching Psychology Review 10, no. 1 (March 2015): 38–61. http://dx.doi.org/10.53841/bpsicpr.2015.10.1.38.

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Objectives:Previous studies on the effectiveness of coaching have focused on positive outcomes that clients, coaches and organisational colleagues attribute to engaging in coaching overall. In this study descriptions ofcritical moments of coachingas experienced by executive coaching clients, their coaches and their sponsors are analysed and compared, to find out more about how coaching conversations are experienced. In this sense the objective of this research was to understand more about ‘sub-outcomes’ of coaching: mini-outcomes as they arise within the process and as a result of the coaching process.Design:We extend previous studies in two ways. First, we take a process-oriented, qualitative approach by investigating which events are regarded as critical by clients and coacheswithintheir coaching contracts to date. Second, we consider the perspective ofsponsorsof coaching who refer to the same coaching assignments as clients and coaches have done.Methods:One-hundred-and-seventy-seven critical-moment descriptions were collected (49 from clients, 49 from coaches and 79 from sponsors of coaching), of which 147 could be matched between coach, client and sponsor working on the same assignment. They are coded with an existing and a new coding scheme and analysed with reference to a larger dataset comprising 555 critical moment descriptions from executive coaching assignments.Results:Our results suggest that clients and coaches are considerably more aligned in what they regard as critical in their coaching assignments when compared to their alignment with sponsors’ views. Whilst clients and coaches mainly refer to moments of new insight and attitudinal change as critical, sponsors underline changes in the clients’ behaviour, such as their communication or interpersonal skills.Conclusions:Alongside earlier studies we have found further indications that clients and coaches conducting normal coaching conversations seem to identify critical moments to a large extent with new learning, perspectives and insight, and they pick the same moments well above chance rates. At the same time, organisational sponsors of coaching seem to prioritise more new actions and changes initiated by coaching clients.

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Werk, Lilly Paulin, and Beate Muschalla. "Effects and Side Effects in a Short Work Coaching for Participants with and without Mental Illness." Behavioral Sciences 14, no. 6 (May 30, 2024): 462. http://dx.doi.org/10.3390/bs14060462.

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Employees with mental illness are often the first to be unable to cope with increasingly complex psychosocial work demands. But people without mental illness can also suffer from, for example, high workload. This study compares a short coaching to stabilize work ability for employees with and without mental illness regarding coaching topics, effects on work-related resources, goal attainment, and unwanted events. Individual coaching of three sessions (problem exploration by behavior analysis, practice of new behavior, reflection) was conducted with employees from different professional fields. A medical history was taken to determine whether participants are affected by a mental disorder. All coaching was conducted by the same behavior therapist in training (L.P.W.) under the supervision of an experienced behavior therapist (B.M.). Two hundred and three coachings with three sessions were completed. In total, 103 participants did not have a mental illness (51%), and 100 participants reported a mental disorder (49%). The coaching participants with mental illness had lower initial levels of work-related capacities (more severe impairments) and coping behavior as compared to the participants without mental illness. In the pre–post comparisons, both groups achieved significant improvements in work-related coping after the coaching. There were no differences in goal attainment between both groups. While participants without mental illness reported more unwanted events in parallel to the coaching (30% reported negative developments in life), participants with mental illness reported coaching-related unwanted events (20% felt to be dependent on the coach). Coaching with an individual focus on one topic can improve work-related resources in participants with and without mental disorders. Since participants with and without mental illness experience different unwanted events in coaching, psychotherapeutic expertise is needed in order to set the right focus.

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Mihiotis, Athanassios, and Niki Argirou. "Coaching: from challenge to opportunity." Journal of Management Development 35, no. 4 (May 9, 2016): 448–63. http://dx.doi.org/10.1108/jmd-10-2014-0139.

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Purpose – The purpose of this paper is to present coaching opportunities and applications in the workplace as well as to point out that organizations that want to leverage the benefits of coaching must be mature enough to have certain processes and practices in place. A further purpose of this paper is to gain some insight regarding several critical success factors are not well understood by organizations and to identify possible areas for improvement for them. Design/methodology/approach – The authors first presents the environment in which coaching was developed, from which disciplines was it affected, and how it was shaped into its current form. Then the authors focus on coaching used as a business development tool and critical factors that play an important role in the effectiveness of coaching from the organizations’ side are presented. The paper ends with some qualitative conclusions. Findings – The value that organizations realize form coaching is proportional to the quality of coaching delivered. Organizations that invest in quality coaches, have, themselves, a clear understanding of what coaching really is and actively support coaching initiatives at every aspect of coaching’s procedure, can reap the greatest benefits from it. Originality/value – Several studies have been conducted to determine the organization-dependent factors that affect coaching and the quality of the result. However, do date it has not been highlighted that organizations that want to leverage the benefits of coaching must be mature enough to have certain processes and practices in place. Furthermore, possible areas for improvement for companies are identified regarding several critical success factors that are not well understood by them.

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Gerlach, Birthe. "Coaching." ZWR - Das Deutsche Zahnärzteblatt 130, no. 01/02 (February 2021): 52–53. http://dx.doi.org/10.1055/a-1257-0109.

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13

Kowalski, Karren. "Coaching." Journal of Continuing Education in Nursing 51, no. 1 (January 1, 2020): 12–14. http://dx.doi.org/10.3928/00220124-20191217-04.

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14

REIFF, INGO. "›Coaching‹." Vierteljahrsschrift für wissenschaftliche Pädagogik 91 (November 27, 2015): 168–70. http://dx.doi.org/10.30965/25890581-091-01-90000014.

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REIFF, INGO. "›Coaching‹." Vierteljahrsschrift für wissenschaftliche Pädagogik 91 (November 27, 2015): 168–70. http://dx.doi.org/10.1163/25890581-091-01-90000014.

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16

Hoeppner, Mary, and Sharon Schneller. "Coaching." Nursing Management (Springhouse) 26, no. 1 (January 1995): 53???57. http://dx.doi.org/10.1097/00006247-199501010-00012.

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Stedman, Martha E., and Thomas L. Nolan. "Coaching." Nursing Administration Quarterly 31, no. 1 (January 2007): 43–49. http://dx.doi.org/10.1097/00006216-200701000-00012.

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Binger, Jane L., and Ann J. Huntsman. "Coaching." AORN Journal 47, no. 1 (January 1988): 229–33. http://dx.doi.org/10.1016/s0001-2092(07)70073-x.

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Holm-Hadulla, Rainer M. "Coaching." Psychotherapeut 47, no. 4 (July 2002): 241–48. http://dx.doi.org/10.1007/s00278-002-0236-7.

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Tempelaar, Paul. "Coaching." Onderwijs en gezondheidszorg 30, no. 2 (February 2006): 79–80. http://dx.doi.org/10.1007/bf03071571.

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Haas, Sheila A. "Coaching." JONA: The Journal of Nursing Administration 22, no. 6 (June 1992): 54–58. http://dx.doi.org/10.1097/00005110-199206000-00012.

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22

Peterson, Susan K., and Pamela J. Hudson. "Coaching." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 12, no. 1-2 (January 1989): 56–60. http://dx.doi.org/10.1177/088840648901200110.

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23

R.Birgmeier, Bernd. "Coaching." Soziale Arbeit 55, no. 6 (2006): 208–14. http://dx.doi.org/10.5771/0490-1606-2006-6-208.

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Dąbrowicz, Małgorzata. "Coaching – moda czy konieczność? Możliwości zastosowania coachingu w bibliotece." Biblioteka, no. 21(30) (December 15, 2017): 205. http://dx.doi.org/10.14746/b.2017.21.10.

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25

Czarkowska, Lidia D., and Agnieszka Zawadzka-Jabłonowska. "Coaching jako metoda wspierająca rozwój kapitału psychologicznego liderów i pracowników w turbulentnych czasach świata VUCA." Zarządzanie Zasobami Ludzkimi 141, no. 4 (August 15, 2021): 53–72. http://dx.doi.org/10.5604/01.3001.0015.2760.

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Celem artykułu jest przestawienie coachingu jako metody wspierającej rozwój kapitału psychologicznego liderów i pracowników w radzeniu sobie z wyzwaniami turbulentnego świata VUCA. Artykuł zawiera przegląd literatury i wyników badań dotyczących coachingu jako metody wspierającej rozwój kapitału psychologicznego, a także prezentuje efekty zastosowania procesów coachingowych z perspektywy ich beneficjentów (coachee). W artykule przedstawiono również związek kapitału psychologicznego ze zmiennymi korzystnymi z punktu widzenia efektywnego funkcjonowania pracowników i organizacji, takimi jak np.: kreatywność, innowacyjność, radzenie sobie ze stresem, satysfakcja z pracy, zaangażowanie organizacyjne, które mają szczególne znaczenie w kontekście dynamicznych zmian zachodzących w świecie VUCA. Ponadto omówiono zarówno specyfikę wyzwań stojących przed organizacjami, liderami i pracownikami, jak też różne formy wdrażania coachingowych metod w organizacjach, począwszy od executive-coachingu, poprzez coaching zespołowy, coaching strategiczny na poziomie zarządu, aż po wdrażanie coachingowego stylu zarządzania i tworzenie coachingowej kultury organizacyjnej.

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Tokuyoshi, Yoga. "Coaching Psychology workshop for coaching skills." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): TWS—005—TWS—005. http://dx.doi.org/10.4992/pacjpa.79.0_tws-005.

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27

Martens-Schmid, Karin. "Coaching von Frauen - Coaching von Männern." PiD - Psychotherapie im Dialog 8, no. 03 (September 2007): 252–56. http://dx.doi.org/10.1055/s-2007-970992.

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28

Salomaa, Raija. "Expatriate coaching: factors impacting coaching success." Journal of Global Mobility 3, no. 3 (September 14, 2015): 216–43. http://dx.doi.org/10.1108/jgm-10-2014-0050.

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Purpose – The purpose of this paper is to investigate factors impacting successful coaching of expatriates. Design/methodology/approach – Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data. Findings – Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as individuals perspective, international experience of the coach; from the coaching relationship perspective, coaching language and managerial leadership style; from the behaviors, processes, models and techniques perspective, a clear contract with objectives and evaluation, and challenging behavior of the coach; and from the systems perspective, organizational support. Practical implications – Coaching processes, tools and techniques should be adapted to the needs and situation of the assignee. It would be beneficial if organizations ensured that their coaches are internationally experienced and that their managerial leadership style supports coaching. Coaching should be clearly defined and contracted with goals and evaluation. Coaching tools and techniques suitable for international coaching should be added to coach-training programs. Originality/value – Given the paucity of expatriate coaching research, and the fact that expatriation continues to be a key component of the international management field, this paper contributes to coaching and expatriate research by identifying factors that give expatriate coaching success and by analyzing and presenting them using Wilber’s systemic four-quadrant framework.

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O'Broin, Alanna, and Almuth McDowall. "Coaching – psychological concepts and coaching cultures." Coaching: An International Journal of Theory, Research and Practice 7, no. 2 (July 3, 2014): 87–89. http://dx.doi.org/10.1080/17521882.2014.954324.

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Breckman, Brigid. "Human Relationship Skills: Coaching and Self-Coaching - Fourth EditionHuman Relationship Skills: Coaching and Self-Coaching - Fourth Edition." Nursing Standard 21, no. 14 (December 13, 2006): 30. http://dx.doi.org/10.7748/ns2006.12.21.14.30.b557.

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Do, Mi-Hyang. "Development of CPA Coaching Model for Professional Coaching -ACTIVE Coaching Conversation Model-based C-PLUS Coaching Program." Journal of Korean Coaching Research 12, no. 3 (August 31, 2019): 95–112. http://dx.doi.org/10.20325/kca.2019.12.2.95.

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Do, Mi-Hyang. "Development of CPA Coaching Model for Professional Coaching -ACTIVE Coaching Conversation Model-based C-PLUS Coaching Program." Journal of Korean Coaching Research 12, no. 3 (August 31, 2019): 95–112. http://dx.doi.org/10.20325/kca.2019.12.3.95.

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Seridana, Seridana. "Strategi Coaching Organisasi Perangkat Daerah (OPD) Dalam Pencapaian Visi Misi Gubernur Nusa Tenggara Barat." Jurnal Ilmiah Profesi Pendidikan 9, no. 2 (April 17, 2024): 685–93. http://dx.doi.org/10.29303/jipp.v9i2.2145.

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Penelitian ini bertujuan untuk menjelaskan: (1) pelaksanaan coaching Organisasi Perangkat Daerah dalam pencapaian visi misi Gubernur Nusa Tenggara Barat; (2) peningkatan kinerja Organisasi Perangkat Daerah yang dapat dicapai setelah dilakukan coachig Organisasi Perangkat Daerah di Nusa Tenggara Barat; (3) Permasalahan yang dihadapi dalam pelaksanaan coaching Organisasi Perangkat Daerah di Nusa Tenggara Barat; dan (4) strategi pelaksanaan coaching Organisasi Perangkat Daerah yang efektif dan efisian agar target visi misi Gubernur Nusa Tenggara Barat dapat tercapai. Pendekatan penelitian dalam penelitian ini adalah deskriptif kualitatif . Sumber data penelitian adalah 5 (lima) OPD objek coaching bersama tim coach yaitu dari widyaiswara BPSDMD NTB. Pengumpulan data dilakukan dengan wawancara, observasi, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman. Hasil penelitian menunjukkan bahwa: (1) pelaksanaan coaching OPD dalam pencapaian visi misi Gubernur Nusa Tenggara Barat berlangsung cukup baik sesuai dengan target yang ditetapkan mulai dari tahap perencanaan dan pelaksanaan. Sedangkan tahap evaluasi dilaksanakan bersamaan dengan selesainya setiap tahapan dan bersifat internal evaluation. (2) Peningkatan kinerja yang dicapai OPD setelah dilakukan coaching adalah terwujudnya penambahan persentase capaian target dan sasaran IKU dari perolehan sebelumnya pada masing-masing OPD dengan jumlah peningkatan yang variatif. (a) DP3AP2KB telah mencapai indikator kinerja utama dari 70 % menjadi 100 % sehingga NTB menjadi Provinsi Layak Anak karena seluruh Kabupaten Kota dmenjadi KLA. (b) RSUP telah mencapai IKU bidang pelayanan yang ditunjukkan dengan peningkatan Indeks Kepuasan Masyarakat dalam status akreditasi dari katagori B menjadi A Tahun 2023 (c) Bapenda memiliki peningkatan PAD sebesar 19,10%. (d) Dinas LHK berhasil meningkatkan Pengelolaan sampah sampai bulan Mei 2023 sebesar 55,68 %. Dan (e) Dinas Dikbud masih sesuai dengan capaian target sebelumnya dan masih dalam proses aksi komitmen. (3) Permasalahan yang dihadapi dalam pelaksanaan coaching OPD di NTB adalah pada aspek manusia (coach dan coachee), waktu dan cara pelaksanaannya. Permasalahan pada aspek coach dan coachee yaitu pada miskomunikasi dan mispersepsi konsep coaching yang berpengaruh pada perbedaan cara pandang dan pola perilaku melaksanakan coaching. (4) Strategi pelaksanaan coaching OPD yang efektif dan efisian agar target visi misi Gubernur NTB tercapai melalui redesign alur mekanisme pendampingan. Strategi coaching OPD menjadi 4 (empat) tahapan, yaitu: (a) penetapan 3T (tujuan, target, timing); (b) penggalian kondisi real; (c) rumusan alrternatif,; (d) membangun komitmen pencapaian target; dan (5) monitoring.

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Eberz, Stefan, and Conny Herbert Antoni. "Salutogene Führungskräfte-Coachings auf der Grundlage des Systemisch-Salutogenen Interaktionsmodells (SSIM)." Zeitschrift für Arbeits- und Organisationspsychologie A&O 65, no. 2 (April 2021): 108–20. http://dx.doi.org/10.1026/0932-4089/a000353.

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Zusammenfassung. Die vorliegende Fallstudie beschäftigt sich mit der Frage, ob sich die theoretischen Annahmen des Systemisch-Salutogenen Interaktionsmodells (SSIM) Gewinn bringend in die Praxis übertragen lassen. Im Rahmen eines Coaching-Projektes für Führungskräfte der Polizei wurden erstmals individuelle SSIM-Modelle entwickelt, vor deren Hintergrund die aktuelle Führungssituation gemeinsam mit den Führungskräften reflektiert wurde. Auf dieser Grundlage wurden Coaching-Ziele auf den Kerndimensionen salutogener Führung (Vertrauen, Störungsmanagement und Druck) abgeleitet und umgesetzt. Die Wirksamkeit dieses salutogenen Führungskräfte-Coachings wurde in einer quasiexperimentellen Untersuchung mit einem Drei-Gruppen-Pretest-Posttest-Design mit zwei Interventions- und einer Wartekontrollgruppe analysiert. Es konnten erste Hinweise darauf gefunden werden, dass sich das Kohärenzerleben von Teammitgliedern am Arbeitsplatz (Work-SoC) hinsichtlich der erlebten Bedeutsamkeit der Arbeit positiver entwickelt, wenn sich Führungskräfte mit Hilfe eines individuellen SSIM-Modells salutogene mitarbeiterorientierte Ziele auf den Kerndimensionen salutogener Führung setzen (Interventionsgruppe 1), als wenn sie im Coaching andere Ziele verfolgen (Interventionsgruppe 2) oder kein Coaching erhalten (Wartekontrollgruppe). Damit liefert diese Studie erste Hinweise darauf, dass sich die theoretischen Postulate des SSIM in die Praxis übertragen lassen und Interventionen auf dieser Grundlage salutogene Entwicklungsprozesse fördern.

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Mozyrska, Dorota, Andrzej Chmielewski, Marzena Filipowicz-Chomko, Maciej Kopczyński, Ireneusz Mrozek, and Małgorzata Wyrwas. "E-coaching w nauczaniu przedmiotów ścisłych." Dydaktyka Informatyki 18 (November 15, 2023): 83–91. http://dx.doi.org/10.15584/di.2023.18.6.

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„E-coach: Towards e-coaching – the first step to build trust with a digital coach” to projekt z programu Erasmus+ realizowany w międzynarodowym partnerstwie pomiędzy Politechniką Białostocką w Polsce, Uniwersytetem w Lipsku w Niemczech, Politechniką Kreteńską w Grecji oraz Uniwersytetem Nauk Stosowanych w Tampere w Finlandii. Celem projektu było opracowanie metodologii coachingu online w środowisku uniwersyteckim oraz podręcznika i materiałów szkoleniowych dla nauczycieli akademickich i studentów, aby pomóc im w stosowaniu e-coachingu. W niniejszym artykule przedstawiamy opisy naszych pilotażowych zajęć na odległość ze studentami, skupionych na wybranym materiale z algebry liniowej, analizy matematycznej i programowaniu, omawiamy stosowane metody i narzędzia, opisujemy wrażenia uczniów oraz nauczycieli.

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Cosgrove, Juliette. "Effective Coaching in HealthcareEffective Coaching in Healthcare." Nursing Standard 18, no. 33 (April 28, 2004): 29. http://dx.doi.org/10.7748/ns2004.04.18.33.29.b179.

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Bragazzi, Nicola Luigi, and Giovanni Del Puente. "L’essenza del coaching. [The essence of coaching]." Health Psychology Research 1, no. 1 (March 12, 2013): 1. http://dx.doi.org/10.4081/hpr.2013.br1.

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<p>Both Alessandro Pannitti and Franco Rossi have a solid and reputed experience of several years in the field of Coaching, and in this book they have provided the readers with their expert, authoritative overview on the different coaching techniques...</p>

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Webers, Thomas. "Coaching meets Research – Coaching Essentials 1980–2050." Organisationsberatung, Supervision, Coaching 29, no. 1 (January 10, 2022): 137–39. http://dx.doi.org/10.1007/s11613-021-00752-1.

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Mielke, Danny. "Coaching Experience, Playing Experience and Coaching Tenure." International Journal of Sports Science & Coaching 2, no. 2 (June 2007): 105–8. http://dx.doi.org/10.1260/174795407781394293.

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Eriksen, Matthew, Sarah Collins, Bailey Finocchio, and Julian Oakley. "Developing Students’ Coaching Ability Through Peer Coaching." Journal of Management Education 44, no. 1 (June 28, 2019): 9–38. http://dx.doi.org/10.1177/1052562919858645.

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Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.

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Wise, Donald, and Marc Hammack. "Leadership Coaching: Coaching Competencies and Best Practices." Journal of School Leadership 21, no. 3 (May 2011): 449–77. http://dx.doi.org/10.1177/105268461102100306.

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Schmidbauer, Wolfgang. "Coaching in der Psychotherapie — Psychotherapie im Coaching." Organisationsberatung, Supervision, Coaching 14, no. 1 (March 2007): 7–16. http://dx.doi.org/10.1007/s11613-007-0002-3.

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Guldenschuh, Claudia. "Life-Coaching als Bestandteil von Führungskräfte-Coaching." Organisationsberatung, Supervision, Coaching 20, no. 2 (May 14, 2013): 193–204. http://dx.doi.org/10.1007/s11613-013-0321-5.

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Critchley, Bill. "Relational coaching: taking the coaching high road." Journal of Management Development 29, no. 10 (October 26, 2010): 851–63. http://dx.doi.org/10.1108/02621711011084187.

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Passmore, Jonathan. "Coaching Psychology: Applying Integrative Coaching Within Education." International Journal of Leadership in Public Services 2, no. 3 (September 2006): 27–33. http://dx.doi.org/10.1108/17479886200600031.

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Stewart, Lorna J., and Stephen Palmer. "Capitalizing on coaching investment: enhancing coaching transfer." Development and Learning in Organizations: An International Journal 23, no. 3 (April 24, 2009): 14–17. http://dx.doi.org/10.1108/14777280910951559.

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Chidiac, Marie‐Anne. "Creating a coaching culture: relational field coaching." Development and Learning in Organizations: An International Journal 27, no. 3 (April 19, 2013): 11–13. http://dx.doi.org/10.1108/14777281311315847.

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Price, John. "The coaching/therapy boundary in organizational coaching." Coaching: An International Journal of Theory, Research and Practice 2, no. 2 (September 2009): 135–48. http://dx.doi.org/10.1080/17521880903085164.

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Lowery, Bridgett. "Academic Coaching: Coaching College Students for Success." Journal of College Academic Support Programs 6, no. 2 (May 31, 2024): 52–53. http://dx.doi.org/10.58997/6.2br1.

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In Academic Coaching: Coaching College Students for Success, Marc A. Howlett and Kristen Rademacher explain the history of academic coaching and outline a comprehensive guide to the components of effective academic coaching and their applications. The book is divided into four parts, with each containing chapters that can be revisited independently for the reader’s reference. Each part is rife with examples of conversations with fictitious students, and each chapter ends with various references. As such, this book can serve as a constant touchpoint for student-facing professionals. Howlett and Rademacher achieve their goal of providing “a resource to other higher education professionals who want to expand or incorporate

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Outhwaite, Andrew, and Neela Bettridge. "From the inside out: Coaching’s role in transformation towards a sustainable society." Coaching Psychologist 5, no. 2 (December 2009): 76–89. http://dx.doi.org/10.53841/bpstcp.2009.5.2.76.

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This article explores the motivation, potential and practical means for using coaching to integrate sustainability into organisations. It is intended for two audiences: coaches, and organisations. For coaches, we explore how the challenge of social and ecological sustainability can be a compelling context and driver for their work. For organisations, we investigate coaching’s potential as a means to link personal and sustainable development for better business and societal outcomes. For the benefit of both audiences we introduce some conceptual frameworks and share some of the findings and implications of our recent research. We also use cases and analyses of coaching methods to illustrate what integration of coaching and sustainability looks like in practice. We link what the world (as a global ecological, economic and social system) needs to what individuals (in emotional, psychological, cultural and spiritual terms) need. We conclude with the suggestion that coaching is one of the most powerful means of meeting both these urgent and important needs.

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