Relevant bibliographies by topics / Transformative coaching

Academic literature on the topic 'Transformative coaching'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Transformative coaching"

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Alrø, Helle, and Poul Nørgård Dahl. "Dialogic group coaching – inspiration from transformative mediation." Journal of Workplace Learning 27, no. 7 (September 14, 2015): 501–13. http://dx.doi.org/10.1108/jwl-10-2014-0073.

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Purpose – The purpose of this paper is to present an approach to group coaching in the workplace that can enhance shared learning in groups and teams through dialogue as opposed to group members’ individual positioning through discussion and debate. Design/methodology/approach – An action research project conducted throughout one year in collaboration between the management groups of the Elderly Care in a Danish municipality, two organizational consultants and two researchers from the Department of Communication and Psychology at Aalborg University. The dialogical approach to group coaching is developed in the interaction between dialogue theory and the performance and close analysis of 12 video-taped coaching sessions with four management groups. The development of the dialogic group coaching concept is further supported through common reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews, reflections between researchers and groups in initial meetings as well as during the coaching sessions and final interviews. Findings – The non-directive approach of dialogic group coaching is inspired by Transformative Mediation. This approach includes a focus on empowerment and recognition within the group in terms of promoting common reflection and learning. This also appears to diminish conflict talk and conflict-based relationships. Further, the dialogic approach emphasizes the importance of a coaching contract to create a common basis for reflection and action, which is found to reduce individual positioning. Originality/value – The paper develops a dialogic concept of group coaching in theory and practice, while focusing on the learning processes and development of the participating management groups.
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Fletcher, Katherine A., and Mary Meyer. "Coaching Model + Clinical Playbook = Transformative Learning." Journal of Professional Nursing 32, no. 2 (March 2016): 121–29. http://dx.doi.org/10.1016/j.profnurs.2015.09.001.

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Mbokota, Dr Gloria, Prof Kerrin Myres, and Dr Sunny Stout-Rostron. "Exploring the Process of Transformative Learning in Executive Coaching." Advances in Developing Human Resources 24, no. 2 (March 23, 2022): 117–41. http://dx.doi.org/10.1177/15234223221079026.

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Problem The important role played by executive coaching in the development of leaders is well established in the literature. While some scholars suggest that executive coaching fosters transformative learning (TL), there is insufficient empirical evidence to support this. Solution This study set out to investigate the process of TL in executive coaching from the coachee’s perspective. A longitudinal multiple case study was adopted to examine how three key transformative learning elements—disorienting dilemma, critical reflection, and rational dialogue—occurred in an executive coaching engagement and the learning outcomes that emerged. A key finding was that, in addition to the three accepted elements, there is a fourth element (acceptance) that precedes the rational dialogue. The results of this study informed the development of a transformative learning model, which could guide future research, theory, and practice in the field of human resource development (HRD). Stakeholders The study will benefit scholars and practitioners in the fields of human resource development, executive coaching and leadership development.
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Dozier, Cheryl L. "Literacy Coaching for Transformative Pedagogies: Navigating Intellectual Unrest." Reading & Writing Quarterly 30, no. 3 (May 30, 2014): 233–36. http://dx.doi.org/10.1080/10573569.2014.908684.

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Warren, Erica Adela. "Addressing deficit constructs through critical counter-narratives and transformative coaching." Middle School Journal 54, no. 1 (December 16, 2022): 14–22. http://dx.doi.org/10.1080/00940771.2022.2142006.

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Rodrigue, François, Pierre Trudel, and Jennifer Boyd. "Learning From Practice: The Value of a Personal Learning Coach for High-Performance Coaches." International Sport Coaching Journal 6, no. 3 (September 1, 2019): 285–95. http://dx.doi.org/10.1123/iscj.2018-0078.

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Multiple actors and roles are now recognized and promoted to support the development of coaches. Personal coaching is an emerging industry in many professional fields yet remains insignificant in sport coaching. The purpose of this study was to document and assess the value of a 12-month collaborative action research in which a high-performance rugby coach, with the support of a personal learning coach, aimed to learn from her coaching practice. This research was operationalized using an appreciative inquiry framework. Personal coaching was conducted according to the principles of narrative-collaborative coaching. Data collection included interviews, video observation, audio recordings of coaching conversations, notes from phone calls, and email exchanges. Results showed that this partnership created a safe and challenging learning space where different coaching topics were addressed, such as reflective practice, leadership, and mental preparation. A deductive analysis of the debriefing interview was completed using the value creation framework developed by Wenger and colleagues. This analysis indicated that the high-performance coach’s relationship with the personal learning coach enabled the development of five types of value: immediate, potential, applied, realised, and transformative. Therefore, it is suggested that narrative-collaborative coaching can complement existing formal and non-formal learning activities.
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Gray, David E. "Executive Coaching: Towards a Dynamic Alliance of Psychotherapy and Transformative Learning Processes." Management Learning 37, no. 4 (December 2006): 475–97. http://dx.doi.org/10.1177/1350507606070221.

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King, Gillian, Heidi Schwellnus, Michelle Servais, and Patricia Baldwin. "Solution-Focused Coaching in Pediatric Rehabilitation: Investigating Transformative Experiences and Outcomes for Families." Physical & Occupational Therapy In Pediatrics 39, no. 1 (October 23, 2017): 16–32. http://dx.doi.org/10.1080/01942638.2017.1379457.

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Mills, Joseph, Jim Denison, and Brian Gearity. "Breaking Coaching’s Rules: Transforming the Body, Sport, and Performance." Journal of Sport and Social Issues 44, no. 3 (February 8, 2020): 244–60. http://dx.doi.org/10.1177/0193723520903228.

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“Who knew that doing the wrong things could make everything so right?” There can be little doubt that sports’ dominant bioscientific articulation of the athletic body exerts a strong influence on coaches. Yet, on closer examination, this articulation and the practices it produces are not as straightforward as most coaches and scholars assume. Within the sociocultural study of coaching, scholars have drawn on Michel Foucault’s disciplinary framework to analyze many unseen problems and unintended consequences associated with coaches’ normal or everyday (bioscientific) practices. However, one significant aspect of Foucault’s theoretical framework that has received less attention from coaching scholars is how power and discourse work together to produce several coaching “truths.” To address this gap, in this article, we analyze the first author’s experiences as an international middle-distance runner by showing and telling what problems and constraints are produced when coaches, and by association their athletes, defer to a dominant bioscientific articulation of the athletic body in their training. We conclude by discussing the transformative possibilities when these “truths” are broken.
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Setyo Utomo, Bimo, and Eddy Tjondro. "Model Pembinaan yang Holistik di Asrama bagi Mahasiswa Teologi." Jurnal EFATA: Jurnal Teologi dan Pelayanan 8, no. 2 (June 30, 2022): 71–85. http://dx.doi.org/10.47543/.v8i2.61.

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Dormitories in a theological education institution not only function to be a shelter for students, but also a place for students to learn from each other's respective regional cultures, learn to socialize, learn to train sensitivity or care, learn to obey and submit to the coaches, and become personal who has the character of Christ. In the field, it is undeniable that there are many problems, such as problems due to diverse student backgrounds, student discipline, student social interactions with the outside world, student adaptation patterns in various dormitories, and many other things. The methodology used in this research is descriptive and qualitative. Support from the Bible and several biblical sources are also presented in a systematic description according to the framework of thinking. From the results of the study, it was found that there were six formulations of student development models in theological institutions in dormitories that were holistic and ideal, namely (1) a spiritual-centered coaching model, (2) a transformative coaching model, (3) an integrative and holistic coaching model, (4) structured discipline model, (5) projective and anticipatory coaching model, and (6) teamwork coaching model. AbstrakAsrama dalam sebuah institusi pendidikan teologi tidak hanya berfungsi untuk menjadi tempat penampungan mahasiswa saja, tetapi juga merupakan wadah mahasiswa saling belajar budaya daerah masing-masing, belajar bersosialisasi, belajar untuk melatih kepekaan atau kepedulian, belajar untuk taat dan tunduk pada pembina, serta menjadi pribadi yang memiliki karakter Kristus. Di dalam lapangan tidak dipungkiri terdapat banyak masalah, seperti misalnya permasalahan karena latar belakang mahasiswa yang beragam, kedisiplinan mahasiswa, interaksi sosial mahasiswa dengan dunia luar, pola adaptasi mahasiswa di asrama yang beragam, dan masih banyak hal lainnya. Metodologi yang digunakan dalam penelitian ini adalah kualitatif diskriptif. Dukungan dari Alkitab dan beberapa sumber pustaka juga dipaparkan dalam sebuah uraian sistematis sesuai dengan kerangka berpikir. Dari hasil penelitian, didapatkan enam rumusan model pembinaan mahasiswa di institusi teologi berasrama yang holistik dan ideal, yaitu (1) model pembinaan yang berpusat pada hal rohani, (2) model pembinaan transformatif, (3) model pembinaan integratif dan holistik, (4) model disiplin terstruktur, (5) model pembinaan proyektif dan antisipatif, serta (6) model pembinaan teamwork.
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Dissertations / Theses on the topic "Transformative coaching"

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Taylor, Michael. "The influence of transformative coaching on managerial behaviour, leadership style, individual and team engagement." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/19811.

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Thesis (MPhil) -- Stellenbosch University, 2011.
This research study not only links three important business concepts, namely, leadership development, employee engagement and executive coaching, but is also an important body of research that contributes in a meaningful way to the debate around the role of executive coaching and its impact on leadership effectiveness. It outlines a transformative framework for executive coaching that shows a significant shift in managerial behaviour. This behaviour shift acts as a catalyst for the enhancement of key dimensions of employee engagement. This is an important finding, as the field of professional coaching is undergoing much scrutiny in terms of its return on effectiveness and its ability to accelerate the development of high-potential talent. The reseach findings in this report further serve to reinforce the importance of aligning leadership development, and specifically executive coaching practices, with organisational strategies. The global financial crisis has highlighted the need for organisations to adopt prudent leadership development strategies. The intelligent integration of transformative coaching into talent management practices such as retention, promotion, deployment and development of high-potential leadership, will create the necessary impetus for building sustainble leadership capacity and provide an outstanding return on investment for organisations wherever they might be in their maturity cycle.
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Castellaneta, Teresa M. "Iron Sharpens Iron: A Case Study on Instructional Coaching for Professional Learning and Leadership Development." Bowling Green State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1616605691427758.

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Sullivan, Gregory S. "The effects of a coaching education workshop on the self-regulated motivation of 6th grade male and female basketball players." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116875842.

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Thesis (Ph. D.)--Ohio State University, 2005.
Title from first page of PDF file. Document formatted into pages; contains xi, 292 p.; also includes graphics (some col.) Includes bibliographical references (p. 273-292). Available online via OhioLINK's ETD Center
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Griffiths, Kerryn Eva. "Discovering, applying and integrating self-knowledge : a grounded theory study of learning in life coaching." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/37245/1/Kerryn_Griffiths_Thesis.pdf.

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Professional coaching is a rapidly expanding field with interdisciplinary roots and broad application. However, despite abundant prescriptive literature, research into the process of coaching, and especially life coaching, is minimal. Similarly, although learning is inherently recognised in the process of coaching, and coaching is increasingly being recognised as a means of enhancing teaching and learning, the process of learning in coaching is little understood, and learning theory makes up only a small part of the evidence-based coaching literature. In this grounded theory study of life coaches and their clients, the process of learning in life coaching across a range of coaching models is examined and explained. The findings demonstrate how learning in life coaching emerged as a process of discovering, applying and integrating self-knowledge, which culminated in the development of self. This process occurred through eight key coaching processes shared between coaches and clients and combined a multitude of learning theory.
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Magola, Esnath. "Identifying the challenges faced by novice community pharmacists and developing a peer support intervention to ease their transitions to independent practitioners." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/identifying-the-challenges-faced-by-novice-community-pharmacists-and-developing-a-peer-support-intervention-to-ease-their-transitions-to-independent-practitioners(34f38a4e-4ca9-4740-b55e-1ac2368ca5fd).html.

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Background: The transition from trainee to newly-registered (novice) practitioner is regarded as the most stressful and challenging of time of a healthcare professional's career. Community pharmacists are unusual in that they transition into roles where they commonly work as the sole pharmacist, manage a team of support staff and are accountable from day one of professional registration (without any formal support structure), yet little research exists in this area. This study aimed to identify the transition challenges faced by novice community pharmacists and to develop and feasibility test an evidence-based intervention to ease their transitions to independent practitioners. Methods: Medical Research Council guidance for developing complex interventions was used to frame this programme of work. During development, evidence from existing literature and an exploratory nominal group study identified and prioritised the challenges faced by novice community pharmacists. Findings informed the iterative design process for a peer-coaching intervention with the following components; a social media group, one-to-one coaching, a handbook, group activities and weekly clinical/practice scenarios for group discussion. Twelve novice community pharmacists were recruited purposively to participate in the draft intervention, which was evaluated using semi-structured telephone interviews. Results: Twenty-five participants took part in homogenous group discussions consisting of novice community pharmacists, early career pharmacists, pre-registration tutors and pharmacy colleagues. Similarly to challenges reported by novice doctors and nurses, nominal group discussions identified the following challenges [in order of importance]; relationship management; lack of confidence; decision-making; being in charge and accountable; and adapting to the workplace. Relationship management was attributed to novices' lack of affective skills. There were some differences however in the challenges reported by novice community pharmacists, such as power struggles (with managers or pharmacy colleagues), inverse hierarchy, professional isolation, target culture and full immediate accountability. A number of factors perpetuating these differences were perceived to increase the weight of professional accountability and augment stress; the retail community pharmacy context, the relative lack of support and isolation from peers. Hence, the draft intervention focussed on supporting the novice community pharmacist to develop cognitive and affective skills. All participants viewed the social media forum as the most valuable component because it provided a confidential space for reassurance, feedback, and sharing or discussing practice experiences. Participants also valued one-to-one discussions with the coach, which supported meaningful reflection and developing self-awareness. Outcomes reported by all participants included increased self-efficacy, increased confidence in decision-making/managing others, an increased sense of preparedness and the ability to cope during transition. Through group components, novice community pharmacists developed and reported feeling less isolated in the workplace. Conclusions: This novel programme of work revealed the challenges faced by novice community pharmacists during transition. Findings suggest that a lack of affective and cognitive skills, the demands of the job and professional isolation caused novices to experience psychosocial stress and high job strain. A group peer-coaching intervention designed to ease the transitions of novice community pharmacists was reported to be acceptable, feasible and beneficial. Study findings led to some recommendations for transition support interventions: incorporate psychosocial support with developmental activities; provide a supportive learning space for developmental discourse that is accessible facilitated and structured; and offer coaching and supported reflection from an experienced pharmacist coach.
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Stusinski, Sabrina, and Sidra Qazi. "En explorativ undersökning av individuella och organisatoriska faktorer för det konstruktiva och destruktiva ledarskapet ur chefens perspektiv." Thesis, Umeå universitet, Institutionen för psykologi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-167044.

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Leadership style can have major consequences for the employees’ work environment and well-being. There are several theories that focus on the positive aspects of leadership styles, such as transformative, coaching, and situational leadership, which constitute the theoretical frameworks for the present study. It has also been recognized that destructive leadership behaviors can have a negative impact on the employees and the organization. The purpose of the present study was to investigate what, according to managers, characterizes constructive leadership and destructive leadership, and whether these characteristics originate in individual or organizational factors. Four managers working in private companies in Stockholm with varying backgrounds and industries were found through snowball selection and were interviewed. Data were analyzed using thematic analysis. The result showed that managers characterize constructive leadership as motivation, communication, self-efficacy, coaching approach, situational adjustment, development opportunities, recruitment, and participation. Destructive leadership was characterized as inefficiency, lack of experience, authority-related issues, micro-management lack of time, and organizational culture. These characteristics were further categorized as follows. The individual factors that were identified for constructive leadership were motivation, communication, self-efficacy, coaching approach, situational adjustment and for destructive leadership are inefficiency, lack of experience, authority-related issues and micro-leadership. The organizational factors that were identified for constructive leadership were development opportunities, recruitment, participation, and for destructive leadership the factors were lack of time and organizational culture. The analysis illustrates leadership as a complex process where knowledge about leadership styles gives great possibility to practicing constructive leadership. At the same time, it must be noted that organizational factors have a major impact on the leaders' ability to apply constructive leadership and, in the worst-case scenario, can result in behaviors leading to destructive leadership. The study is very limited in terms of representativeness since the population was very small and the purpose was explorative.
Ledarskapets utformning kan innebära stora konsekvenser för de anställdas arbetsmiljö och välmående. Det finns flera teorier om ledarskapsstilar som fokuserar på de positiva aspekterna av ledarskap, såsom transformativt, coachande och situationsanpassat ledarskapsstil, vilka utgör teoretisk ram för denna uppsats. Det har även uppmärksammats att destruktiva ledarbeteenden kan ha en negativ inverkan på de anställda och organisationen. Syftet med denna studie var att undersöka vad chefer anser orsakar ett konstruktivt respektive destruktivt ledarskap samt vilka av dessa orsaker anser chefer härstammar i individuella respektive organisatoriska faktorer. Första frågeställningen var; vad anser chefer kännetecknar ett konstruktivt respektive destruktivt ledarskap? Den andra frågeställningen var; vilka av dessa kännetecken anser chefer härstammar i individuella respektive organisatoriska faktorer? Fyra stycken chefer inom privata företag i Stockholm med varierande bakgrund och bransch hittades genom snöbollsurval och intervjuades. Data analyserades med tematisk analys. Resultatet visade att chefer anser att konstruktivt ledarskap kännetecknas av motivation, kommunikation, självbestämmelse, coachande förhållningssätt, situationsanpassning, utvecklingsmöjligheter, rekrytering, delaktighet och destruktivt ledarskap kännetecknas av ineffektivitet, erfarenhetsbrist, auktoritetsproblematik, mikroledarskap tidsbrist och bristande organisationskultur. Dessa faktorer delas upp i individuella och organisatoriska faktorer enligt följande. Individuella faktorer som identifierades för konstruktivt ledarskap var motivation, kommunikation, självbestämmelse, coachande förhållningssätt och situationsanpassning. För destruktivt ledarskap identifierades ineffektivitet, erfarenhetsbrist, auktoritetsproblematik och mikroledarskap som individuella faktorer. De organisatoriska faktorer som identifierades för konstruktivt ledarskap var utvecklingsmöjligheter, rekrytering, delaktighet och för destruktivt ledarskap identifierades faktorerna tidsbrist och organisationskultur. Analysen åskådliggör ledarskapet som en komplex process där kunskap kring ledarskapsstilar ger stor fördel för tillämpning av ett konstruktivt ledarskap. Samtidigt måste det uppmärksammas att organisatoriska faktorer har storpåverkan på ledarnas möjlighet till tillämpning av ett konstruktivt ledarskap och kan i värsta fall resultera i beteenden som leder till destruktivt ledarskap. Studien är kraftigt begränsat i termer av representativitet då urvalet var mycket litet och syftet var explorativt.
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Westling, Söderström Mikael, and Tore Lennartsson. "”Laget före jaget, jaget före laget eller jaget för laget” : En studie om ledarskap och coaching inom svensk flick-, ungdoms- och damlandslagsfotboll." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-225281.

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Föreliggande studie undersöker de fem förbundskaptener som verkar i flick- (F16, F17 och F19), ungdoms- (U23) och damlandslaget i fotboll. Syftet med undersökningen är att skaffa sig kunskap om deras uppfattning om coaching och ledarskap samt undersöka hur förbundskaptenerna coachar och leder under landslagssamlingarna.  Metoderna är intervjuer samt observationer vid matcher och träningar hos samtliga aktuella landslag. Undersökningen har tagit del av Svenska fotbollförbundets tre styrdokument för utbildning av flick-, ungdoms-, och damspelare på landslagsnivå, Spelarutbildningsplan från F15 till A-landslag (2010), Arbetssätt och roller, från F15-U20 (2013) samt Spelarutbildningsplan 2013. Förbundskaptenerna anger att de är formade av sina första år inom idrotten. De har samtliga en lång fotbollskarriär som spelare och tränare. Ledarskapet utgår från spelarnas delaktighet och inflytande. Delaktighet, nyfikenhet och aktivitet är nyckelord för spelarna. Förbundskaptenerna arbetar med ett coachande förhållningssätt och ledarskap där strävan är att spelarna motiveras till egna problemlösningar och beslut. Mål sätts av spelare och ledare tillsammans utifrån de resurser som finns. Förbundskaptenernas uppgift är att skapa förutsättningar för att uppnå målen. Förbundskaptenerna ställer frågor och finns med som stöd, utbildare, guider och utvecklare med syfte att ge spelarna förutsättningar att nå uppsatta mål. Arbetssättet skiljer sig mellan träning och match. Vid match använder ledarna ett mer auktoritärt ledarskap och spelarnas möjligheter till egna beslut minskar.
The present study examines the five national coaches operating in girls’ team (F16, F17 and F19), Youth team (U23) and the national team in women's soccer. The purpose of the survey is to obtain knowledge about their perceptions of coaching and leadership and to explore how head coaches were coaching and leading teams during the collections. The methods are interviews and observations during matches and training sessions by all the present national team. The study has noted Swedish Football Association three policy documents for education of girls, youth, and women players at the national team level, Player program from F15 to A-national team (2010), Operation and roles, from F15-U20 (2013) and Player Study 2013.    Coach lights indicate that they are shaped by their first years in the sport. They all have a long soccer career as a player and coach. Leadership starts from the players' participation and influence. Participation, curiosity and activity are key words for the players. Coaches are working with a coaching approach and leadership with the purpose being that the players motivated for their own solutions to problems and decisions. Goals are set by players and officials together on the resources that are available. Coach's task is to create conditions for achieving the objectives. Coaches are asking questions and are there as support, trainers, guides and developers aiming to give players opportunities to reach their goals. The approach differs between training and matches. During the match, the leaders use a more authoritarian leadership and players' ability to reduce their own decisions.
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Carlsson, John. "DET TRANSFORMATIVA LEDARSKAPET I EN UNGDOMSIDROTTSLIG KONTEXT : En kvalitativ studie om tränares uppfattningar angåendeledarskapet inom ungdomsfotboll." Thesis, Umeå universitet, Sociologiska institutionen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-187762.

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Med utgångspunkt i det transformativa ledarskapet (TFL) och Positive Youth Development (PYD) är syftet med studien att undersöka hur tränare för äldre ungdomslag arbetar för en inkluderande verksamhet där ungdomar får göra sin röst hörd. Det finns ett antagande som säger att organiserad idrott utvecklar ungdomar positivt. Tidigare forskning ifrågasätter detta antagande och menar i stället attidrotten har potential att generera en positiv utveckling för ungdomar men det sker inte automatiskt. Tidigare genomförda studier visar att det finns en utmaning för äldre elitsatsande ungdomslag att kombinera viljan att vinna matcher med att skapa en miljö för positiv utveckling för idrottande ungdomar. Tränarens betydelse har visat sig vara avgörande och TFL anses vara en optimal ledarstil för att idrottande ungdomar ska kunna utvecklas på ett personligt plan i kombination med en idrottslig utveckling. Genom att, ur ett socialkonstruktivistiskt perspektiv, studera tränares upplevda transformativa beteenden skapades en större förståelse för ledarskapet i en elitsatsande verksamhet. Semistrukturerade intervjuer genomfördes med sju tränare för sex ungdomslag (tre pojk- och tre flicklag) i fotboll och analyserades med hjälp av meningskoncentrering. Ungdomarnas ålder var 17 år. Resultatet visar att de intervjuade tränarna besitter den intra- och interpersonella kunskap som, tillsammans med en professionell kunskap, definierar en effektiv tränare för ungdomslag. De intervjuade tränarna påvisar önskvärda transformativa beteenden i form av förmågan att vara en förebild för ungdomarna, att kunna inspirera och motivera dem, att ge dem möjlighet att uttrycka sina åsikter samt att uppmärksamma enskilda individer. Dock visar sig dessa beteenden endast i en mer implicit form. För att kunna synliggöra dessa önskvärda beteenden behöver det lyftas fram som explicita kunskaper i både tränar- och ledarskapsutbildningar inom idrotten. Framtida forskning bör inkludera de aktiva ungdomarna som målgrupp
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Enakeyarhe, Omafume Matthew. "Leadership perspectives for Continuous Improvement : A Case study on leaders’ consistency for organizational transformation." Thesis, Mittuniversitetet, Avdelningen för kvalitets- och maskinteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-34818.

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Samhället förändras med nya utmaningar. Detta skapa behovet för att organisationer ökar takten för att möta förändringen. Det innebär att arbetssätt och standardisering, kan bidrag till verksamhetsutveckling. Uppsatsen därmed undersökte and presenterade resultat som kan hjälpa ledare i olika organisationer att förstå ledarskaps betydelse för ständiga förbättringar både internt och med andra organisationer. Studien som genomfördes på LBS Kreativa gymnasiet med intervju, enkät, observation och dokumentanalys som datainsamlingsverktyg, visade att skolan/organisationen, med hjälp av relations-baserat ledarskap, arbetar med transparens och öppenhet. Detta arbetssätt har bidragit till en förändrade arbetskultur och dokumenterade organisationens arbete med ständiga förbättringar. I fortsättningsvis, visade sig att lärarna, vårdnadshavare och leverantör är nöjda. Resultat visade också att samarbetet mellan skolan och sin leverantör inte var en återkommande punkt i skolans systematiska kvalitetsarbeten
The changes experienced in society presents challenges that demands for reciprocal approach on continuous improvement within organizations. This entails fashioning work ways and standards that can adapt to these changes; a task that leaders or prospective leaders should be conversant with. Thus, this study investigates and present results that could assist leaders in understanding the importance of their engagement in continuous improvement as well as the relationship with partners. Investigation through means of interview, survey, observation and documents analysis were conducted at LBS Creative Senior High School (LBS Kreativa Gymnasiet). The research presented description of how the school through its various leaders work consistently with improving the school and its students. The result showed that the school, through relational leadership perspective operates with transparency, openness and the engagement of teaching and non-teaching staffs, which have enabled the transformation of work-culture to one that is consistence with improvement. The result also showed that the transformation has contributed to satisfaction as experienced by teachers, parents/guardians and partners, however partnership with companies was based on an order-deliver relationship and thus was not necessary to be part of the school’s continuous improvement plan.

2018-06-27

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Snowden, Denise Arla. "Leading School Turnaround: The Lived Experience of Being a Transformation Coach." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337896671.

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Books on the topic "Transformative coaching"

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The great ones: A business fable : the transformative power of a mentor. Hoboken, N.J: John Wiley, 2009.

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Maisons, Christian. Le coaching stratégique: Pilotage et transformation des entreprises et des organisations. Paris: Maxima Laurent du Mesnil, 1999.

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Le grand jeu: Pour une pédagogie de la transformation des actions corporelles dans les sports collectifs. Sillery, Québec: Presses de l'Université du Québec, 1985.

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Sailors, Misty, and Logan Manning. Justice-Oriented Literacy Coaching: Toward Transformative Teaching. Taylor & Francis Group, 2019.

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Sailors, Misty, and Logan Manning. Justice-Oriented Literacy Coaching: Toward Transformative Teaching. Taylor & Francis Group, 2019.

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Sailors, Misty, and Logan Manning. Justice-Oriented Literacy Coaching: Toward Transformative Teaching. Taylor & Francis Group, 2019.

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Sailors, Misty, and Logan Manning. Justice-Oriented Literacy Coaching: Toward Transformative Teaching. Taylor & Francis Group, 2019.

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Stelter, Reinhard. Art of Dialogue in Coaching: Towards Transformative Exchange. Taylor & Francis Group, 2018.

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Stelter, Reinhard. Art of Dialogue in Coaching: Towards Transformative Exchange. Taylor & Francis Group, 2018.

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Stelter, Reinhard. Art of Dialogue in Coaching: Towards Transformative Exchange. Taylor & Francis Group, 2018.

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Book chapters on the topic "Transformative coaching"

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Chatterjee, Bobby. "Coaching for Social Workers." In Transformative Learning for Social Work, 122–34. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-54236-6_9.

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Fisher-Yoshida, Beth, and Ria Yoshida. "Transformative Learning and Its Relevance to Coaching." In Handbuch Schlüsselkonzepte im Coaching, 1–10. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-45119-9_74-1.

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Fisher-Yoshida, Beth, and Ria Yoshida. "Transformative Learning and Its Relevance to Coaching." In Handbuch Schlüsselkonzepte im Coaching, 603–12. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-49483-7_74.

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Fisher-Yoshida, Beth, and Ria Yoshida. "Transformative Learning and Its Relevance to Coaching." In International Handbook of Evidence-Based Coaching, 935–48. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81938-5_77.

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Bussman, Mary A., and Karen Seashore Louis. "Peer Equity Coaching: Socially Just, Transformative Adult Learning." In Handbook of Social Justice Interventions in Education, 1–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-29553-0_77-1.

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Bussman, Mary A., and Karen Seashore Louis. "Peer Equity Coaching: Socially Just, Transformative Adult Learning." In Handbook of Social Justice Interventions in Education, 163–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-35858-7_77.

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Klimek, Axel, and Werner Stork. "Transformation Coaching und Generative Coaching." In Coaching im digitalen Wandel, 127–37. Göttingen: Vandenhoeck & Ruprecht, 2020. http://dx.doi.org/10.13109/9783666407420.127.

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Eremit, Britta, and Kai F. Weber. "Target Coaching." In Individuelle Persönlichkeitsentwicklung: Growing by Transformation, 107–12. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09453-9_18.

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Vollmer, Albert, and Ariane Vetter. "Conflict Transformation in Coaching." In International Handbook of Evidence-Based Coaching, 223–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-81938-5_18.

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Eremit, Britta, and Kai F. Weber. "Systemisches Gespräch – systemisches Coaching." In Individuelle Persönlichkeitsentwicklung: Growing by Transformation, 53–57. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-09453-9_9.

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Conference papers on the topic "Transformative coaching"

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Br Nababan, Melfa, Rahma Dewi, and Imran Akhmad. "Recreational Sports Coaching of North Sumatera." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.93.

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Simorangkir, Warif Poltama, Muhammad Irfan, and Budi Valianto. "Management Analysis on Gateball Sport Coaching in Pergatsi North Sumatera." In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.064.

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Priyanti Pujihandayani, Rivolan. "Development Coaching Model of Through School Improve Professionals Teacher In Vocational High School." In 2nd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/aisteel-17.2017.49.

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Ardilla, Rafika, Nurhayati Simatupang, and Albadi Sinulingga. "Management Analysis of Karate Sports Coaching at Kei Shin University Kan Karate-do North Sumatera." In Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aisteel-18.2018.94.

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Klar, Hans. "Developing Leaders Through Transformative Leadership Coaching: Assessing the Impact of a Rural, Multidistrict Research-Practice Partnership." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1433129.

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Musta’in, Moch, Arif Rahman, and Restu. "Application of Academic Supervision of GROW Model Coaching to Improve the Ability to Make Learning Modules Using the Flipbook Maker Application of Motorcycle Engineering Competence Teacher at SMK N 2 Binjai." In The 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201124.040.

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Jian, Chai Zi, Johari Abdullah, and Halikul Lenando. "DL-Shuttle: Badminton Coaching Training Assistance System Using Deep Learning Approach." In 2022 International Conference on Digital Transformation and Intelligence (ICDI). IEEE, 2022. http://dx.doi.org/10.1109/icdi57181.2022.10007137.

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Carlsson, Christer, and Pirkko Walden. "Digital Coaching to Build Sustainable Wellness Routines for Young Elderly." In 30TH Bled eConference: Digital Transformation – From Connecting Things to Transforming Our Lives, June 18 – 21, 2017, Bled, Slovenia. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-043-1.6.

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Simons, Luuk P. A., Hanno Pijl, John Verhoef, Hildo J. Lamb, Ben Van Ommen, Bas Gerritsen, Maurice B. Bizino, Marieke Snel, Ralph Feenstra, and Catholijn M. Jonker. "Diabetes Lifestyle (e)Coaching 50 Weeks Follow Up; Technology Acceptance & e-Relationships." In 30TH Bled eConference: Digital Transformation – From Connecting Things to Transforming Our Lives, June 18 – 21, 2017, Bled, Slovenia. University of Maribor Press, 2017. http://dx.doi.org/10.18690/978-961-286-043-1.38.

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Kettunen, Eeva, and Tuomas Kari. "Can Sport and Wellness Technology be My Personal Trainer? – Teenagers and Digital Coaching." In 31st Bled eConference: Digital Transformation – From Connecting Things to Transforming Our Lives, June 17 – 20, 2018, Bled, Slovenia. Univerzitetna založba Univerze v Mariboru / University of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-170-4.32.

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Reports on the topic "Transformative coaching"

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Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

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