Journal articles: '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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Wang, Qing. "Art-based narrative interviewing as a dual methodological process: A participatory research method and an approach to coaching in secondary education." International Coaching Psychology Review 11, no. 1 (March 2016): 39–56. http://dx.doi.org/10.53841/bpsicpr.2016.11.1.39.

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Objectives:The purpose of this article is to discuss art-based narrative interviewing as a dual methodological process with the focus on coaching.Design:A qualitative study was designed in order to explore how secondary students view their own learning as a journey.Method:Art-based narrative interviewing was employed as an approach to coaching that aimed to develop positive learning dispositions and enhance learners’ identities. Dialogic/performance analysis and cross case analysis were conducted to all the three cases.Results:Three distinctive learning stories were told, together with students’ narratives, drawings, and the interactive dialogues between the students and the author as the interviewer/coach. The analysis highlighted the learners’ growth, the use of metaphors and images, students’ experience of transformative learning and the landscape of time and action.Conclusions:The article covers the features of art-based narrative interviewing as a method of data collection, analysis and presentation, and its potential to be utilised as an effective coaching approach alternative to traditional pedagogical intervention.

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Charteris, Jennifer, and Dianne Smardon. "Dialogic peer coaching as teacher leadership for professional inquiry." International Journal of Mentoring and Coaching in Education 3, no. 2 (June 6, 2014): 108–24. http://dx.doi.org/10.1108/ijmce-03-2013-0022.

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Purpose – Dialogic peer coaching as leadership can enable teachers to influence each other's professional learning. The purpose of this paper is to shift the emphasis from the role associated with the designated title of leader to the purpose and relevance of teacher leadership in the context of dialogic peer coaching. Design/methodology/approach – The research was undertaken as a small qualitative case study embedded in a school-based, teacher professional development project. Nine groups of peer coaches from five unrelated schools engaged in a formal process of collaborative inquiry over two years. Interview data from 13 volunteer teacher participants were analysed using the constant comparison method and themes determined. Findings – The study revealed that there was growth in teacher leadership capabilities as they become dialogic peer coaches to each other. Practical implications – Through their collaborative peer coaching dialogue teachers have the transformative space to articulate their thinking. They can engage in dialogic feedback where they are positioned as experts in their own practice. Social implications – The teachers in this study are positioned within communities of practice as co-constructers of knowledge and co-learners. On the basis of the findings the authors suggest that this can support the development of high capacity leadership in schools. This stance contrasts with a technicist approach to teacher professional learning in which teachers are situated as absorbers or recipients of knowledge constructed elsewhere. Originality/value – The research reported in this paper addresses three key elements of leadership: individual development; collaboration or team development; and organisational development. It outlines a means by which teacher leadership can be strengthened to address these elements in schools.

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Núñez, Gabriela, and Sophia Maldonado Bode. "Transforming Education Through Instructional Coaching in the Mayan Highlands of Guatemala." Journal of Transformative Leadership & Policy Studies 8, no. 2 (January 21, 2020): 57–65. http://dx.doi.org/10.36851/jtlps.v8i2.2261.

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Significant efforts have been made to improve the educational system in the Western Highlands of Guatemala to foster economic growth and social development in the country. However, given the country’s linguistic and cultural diversity, challenges in terms of coverage and quality of education persist. Inadequate teacher preparation training, and the absence of an induction and pedagogical coaching system for new teachers are some of the impeding factors. The U.S. Agency for International Development (USAID) has executed targeted educational projects to support the National Ministry of Education in strengthening the human capital in education. A transformative pedagogical leadership and coaching model was developed that focuses efforts from an oversight system to a mentoring system that strengthens leadership and the capacities of teachers in the application of innovative methodologies that contribute to educational improvement. This model allows for a continuous cycle of improvement to teaching by providing new teachers with feedback on teaching practices in the classroom and opportunities for teachers to self-reflect and be empowered in their own learning process and professional growth. This approach has shown positive effects with respect to teaching practices at the school-level; however, additional measures are required to gain the support of stakeholders to expand its implementation to bilingual and multicultural contexts to maximize the country’s potential to improve the quality of education.

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Goble, Karen L., Sharon M. Knight, Sloane C. Burke, Lena W. Carawan, and Ruth Q. Wolever. "Transformative change to ‘a new me’: a qualitative study of clients’ lived experience with integrative health coaching." Coaching: An International Journal of Theory, Research and Practice 10, no. 1 (January 2, 2017): 18–36. http://dx.doi.org/10.1080/17521882.2016.1266004.

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Irby, Beverly J., Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett, and Yingying Zhao. "Virtual mentoring and coaching for school leaders participating in virtual professional learning communities." International Journal of Mentoring and Coaching in Education 11, no. 3 (August 25, 2022): 274–92. http://dx.doi.org/10.1108/ijmce-06-2021-0072.

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PurposeThis study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.Design/methodology/approachThe authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.FindingsAn in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.Practical implicationsVMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.Originality/valueKey steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.

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Erskine, Samantha E., and Diana Bilimoria. "White Allyship of Afro-Diasporic Women in the Workplace: A Transformative Strategy for Organizational Change." Journal of Leadership & Organizational Studies 26, no. 3 (May 15, 2019): 319–38. http://dx.doi.org/10.1177/1548051819848993.

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Given the underrepresentation of Afro-Diasporic women in senior leadership roles, this conceptual article points to the transformative potential of antiracist, feminist White allyship to serve as a missing piece in organizations that may propel the career development and leadership advancement of Afro-Diasporic women. We define White allyship as a continuous, reflexive practice of proactively interrogating Whiteness from an intersectionality framework, leveraging one’s position of power and privilege and courageously interrupting the status quo by engaging in prosocial behaviors that foster growth-in-connection and have both the intention and impact of creating mutuality, solidarity, and support of Afro-Diasporic women’s career development and leadership advancement. We describe the behaviors, outcomes, motivations, and detractors of White allyship and offer suggestions for future research. White allyship of Afro-Diasporic women holds important opportunities for meaningful relationships to develop in organizations, for which would-be allies need support, coaching, and training to increase their allyship competence and self-efficacy.

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Makruf, Syahdara Anisa. "Revitalisasi Pendidikan Agama Islam dalam Mewujudkan Profil Ulil Albab di Perguruan Tinggi." Intiqad: Jurnal Agama dan Pendidikan Islam 12, no. 2 (December 1, 2020): 278–89. http://dx.doi.org/10.30596/intiqad.v12i2.5321.

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Universitas Islam Indonesia is the first and oldest university in Indonesia. Its existence as a university that represents Islamic values that carry out the mission of Rahmatan Lil Alamin to form students has a profile Ulil Albab through the process of coaching Islamic Religious Education carried out comprehensive This research method uses a qualitative naturalistic approach because the author is directly involved in the development activities of Islamic Religious Education at the Islamic University of Indonesia. The research subjects here are the Directorate of Islamic Religious Education (DPPAI) and lecturers of The Compulsory Uumum Lecture (MKWU) of Islamic Religious Education with research objects of PAI coaching activities. As for data analysts by reducing, presenting the data, and concluding. The results in this study found that the history of the establishment of the Ithe Islamic University of Indonesia is to bring together science and religion. Islamic Education development strategies include the establishment of Islamic personality through the planting of Islamic Basic Values (PNDI) and prophetic leadership through Basic Islamic Leadership Training (LKID) while learning strategies include transformative skills and integrative learning. This strategy needs to be revitalized because the Islamic University of Indonesia has the mind as a scientific center, Islamic center, an innovation center to spread the treatise of Islam Rahmatan Lil Alamin.

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Grzegorczyk, Grzegorz. "Dialogue and language as factors contributing to transformative learning in academic tutoring." Psychology of Language and Communication 22, no. 1 (January 1, 2018): 164–86. http://dx.doi.org/10.2478/plc-2018-0007.

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Abstract Among a number of teaching practices, personalized education is gaining in popularity owing to its enticing appeal of a novel, humanistic attitude with unparalleled pedagogical results unlike those observed in traditional standardized mass education models. As part of the fourth moment in the history of education (according to the timeline in Davis, Sumara and Kapler, 2015), personalized education under the guise of tutoring or educational coaching is boldly re-entering schools and the academic world. Observing the daily practices of tutors and educational coaches on various levels of schooling, we can note a number of features which contribute to the emergence of a model where learning becomes an autonomous, lived experience. In this model communication is understood as a collaborative dialogical practice, which leads us to see learning as a result of interactivity in the learner-tutor dyad afforded by geo-spatial conditions, physio-psychological elements and language. All these contribute to the occurrence of transformative results as evidenced in student post-tutoring narratives. In this paper we present learning in the dialogical tutor-tutee paradigm as a distributed, embodied, and enacted meaning-making process rather than mere ‘sending’ and ‘receiving’ of substantive information (e.g., De Jaegher and DiPaolo, 2007; Neuman and Cowley, 2013). Described as such, the method fits in the paradigm of self-regulated learning. We therefore postulate the claim that personalised education as exemplified by tutoring is co-agential and prompts learning on multiple timescales. Consequently, cognition and learning in tutoring is enactment of knowledge, while coordinating speech rather than knowledge transmission

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Shin, Min－Cheol, and Sang－Jin Oh. "The Effect of Leader’s Coaching Leadership on Creative Behavior: Focused on the Mediation Effect of Transformative Learning Moderated by GRIT." Korean Business Education Review 35, no. 2 (April 30, 2020): 261–85. http://dx.doi.org/10.23839/kabe.2020.35.2.261.

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Owen, Susanne Mary, Toabwa Toaiauea, Tekonnang Timee, Tebetaio Harding, and Taaruru Taoaba. "School leadership capacity-building: developing country successful case studies." International Journal of Educational Management 34, no. 10 (August 1, 2020): 1615–36. http://dx.doi.org/10.1108/ijem-10-2019-0379.

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PurposeSystems educational reform in developing countries through effective principal capacity- building programs is essential for improving student learning, with the purpose of this paper being to use case studies to identify key success factors in the implementation of an instructional leadership program in the developing country of Kiribati.Design/methodology/approachA case study approach involving mixed methods including semi-structured interviews and document analysis was used within three purposively sampled schools to examine implementation success factors relevant to instructional leadership literatureFindingsThe case studies reveal the overall value of the Kiribati instructional leadership program involving school leader workshops and ongoing coaching support, with instructional leadership reflecting directive and collaborative, as well as transformative theoretical aspects. Key implementation success factors within researched schools were leaders undertaking regular observations in classrooms, systematic tracking of student achievement and nurturing a positive culture for learning, as well as establishment of various collaborative processes involving community and teacher peer learning groups.Research limitations/implicationsThe study provides in-depth information through teacher and school leader interviews and examining relevant school documentation artefacts. A limitation is that the study involved only three schools and was undertaken less than a year into program implementation. Future research involving more schools and several years after implementation would be beneficial to investigate sustainability across the school system and longer-term program impacts.Practical implicationsThe data provides practical tips for school leaders regarding effective teacher capacity-building approaches, as well as providing information for policy makers, especially in developing countries, about effective professional development programs for school leaders and teachers. 10; 10;Originality/valueThe study examines a system-wide workshop series and coaching approach to school leader and teacher capacity-building in a developing country from a theoretical and practical perspective relevant to instructional leadership and also transformational leadership, which is an under-researched area. 10; 10; 10;

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Chotimah, Chusnul, and Ahmad Kholil. "PEMBINAAN PESERTA DIDIK DALAM IMPLEMENTASI KEBIJAKAN SISTEM ZONASI DI SMAN 1 SRENGAT." Dinamika Penelitian: Media Komunikasi Penelitian Sosial Keagamaan 21, no. 02 (January 7, 2022): 382–401. http://dx.doi.org/10.21274/dinamika.2021.21.02.382-401.

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New Student Admission, hereinafter abbreviated as PPDB, is stated in the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 51 of 2018, carried out based on the principles of non-discrimination, objective, transparent, accountable and fair. One of them is implemented with the PPDB zoning system policy. The New Student Admission (PPDB) zoning system raises a number of impacts. In practice, SMAN 1 Srengat has encountered several effects that have arisen since the implementation of the PPDB zoning system. Among them are the random input of students and the low enthusiasm for learning in students who are accepted through the zoning route without any selection with qualifications based on the acquisition of learning outcomes at the previous level. This research tries to review overcoming the problems of the teaching and learning process after the implementation of the zoning system PPDB policy at SMAN 1 Srengat. So that it can be seen that, in response to the implementation of the PPDB policy of the zoning system which generates random input and raises problems in the spirit of learning, SMAN 1 Srengat implements innovation and development of transformative and comprehensive student coaching.

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., Nafi'ah, and Diyan Putri Ayu. "Faktor-Faktor Yang Mempengeruhi Kinerja Dosen Tetap Insuri Ponorogo." Al-Adabiya: Jurnal Kebudayaan dan Keagamaan 12, no. 2 (October 16, 2018): 208–27. http://dx.doi.org/10.37680/adabiya.v12i2.15.

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INSURI Ponorogo as a private Islamic higher institution under the auspices of the Nahdlatul Ulama Foundation (YAPERTINUKA) Ponorogo has problems related to the performance of lecturers. The performance of lecturers is closely related to financial factors and mengerial. The type of research used in this study is descriptive qualitative research. In this context, the informants in question are rector, dean and captain of INSURI Ponorogo, where they are also permanent lecturers. To get in-depth data is done by in-depth interview process. In-depth interviews were conducted by asking questions openly, allowing respondents to provide answers broadly. This data is then processed and analyzed by performance theory.The conclusions obtained from this study first, Factors that affect the performance of permanent lecturers INSURI in accordance with the opinion Mangkunegara in his book Human Resource Management Company is the ability factor and motivation factors. Second; Constraints faced in improving the performance of permanent lecturers INSURI is a constraint procedure that must be resolved. Third; Efforts to improve the performance of INSURI's permanent lecturers are participatory and transformative initiatives ranging from training, coaching and mentoring.

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Moreno-Blanco, Solana-Sánchez, Sánchez-González, Oropesa, Cáceres, Cattaneo, Tormos-Muñoz, Bartrés-Faz, Pascual-Leone, and Gómez. "Technologies for Monitoring Lifestyle Habits Related to Brain Health: A Systematic Review." Sensors 19, no. 19 (September 26, 2019): 4183. http://dx.doi.org/10.3390/s19194183.

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Brain health refers to the preservation of brain integrity and function optimized for an individual’s biological age. Several studies have demonstrated that our lifestyles habits impact our brain health and our cognitive and mental wellbeing. Monitoring such lifestyles is thus critical and mobile technologies are essential to enable such a goal. Three databases were selected to carry out the search. Then, a PRISMA and PICOTS based criteria for a more detailed review on the basis of monitoring lifestyle aspects were used to filter the publications. We identified 133 publications after removing duplicates. Fifteen were finally selected from our criteria. Many studies still use questionnaires as the only tool for monitoring and do not apply advanced analytic or AI approaches to fine-tune results. We anticipate a transformative boom in the near future developing and implementing solutions that are able to integrate, in a flexible and adaptable way, data from technologies and devices that users might already use. This will enable continuous monitoring of objective data to guide the personalized definition of lifestyle goals and data-driven coaching to offer the necessary support to ensure adherence and satisfaction.

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Papadopoulou, Melpomeni. "Learning Engineering and Reengineering for Online and Hybrid Environments: A Case Study of a Blended Course." EDEN Conference Proceedings, no. 1 (October 21, 2020): 387–97. http://dx.doi.org/10.38069/edenconf-2020-rw-0042.

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The transformative actions in education, driven by the social changes in our contemporary society, aim to adapt individuals to the new socio-economic environment. As a result, the digitalisation of adult education takes on a significant role, in response to the need for constant and less time-consuming training. How does the use of new technologies in adult education contribute to the reconfiguration of learning engineering? The aim of this article is to examine the current transformations in education, better understand the recent developments induced by blended learning and the effects observed in adults. To do so, we conducted a case study on adult learners during the academic years 2018-2020. The experimentation consisted in transforming a face-to-face course into a blended course. The presentation and analysis of the engineering of the blended learning scenario attempts to answer the following question: How does blended learning transform the practices of accompaniment, support or coaching (Papadopoulou, 2020)? As for the analysis of the three questionnaires proposed to the students, it aims to answer the question: How does the introduction of blended courses effect the adult learners? Thus, cross-analysis of the collected data provides results about the transformations of practices caused by the integration of new technologies in adult education.

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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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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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Plantener, Pernille. "Coachinf for Transformation." Coaching Review 7, no. 1 (December 30, 2015): 124–35. http://dx.doi.org/10.7206/cr.2081-7029.29.

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Agrawal, Arvind N. "Executive Coaching for Cultural Transformation." NHRD Network Journal 9, no. 3 (July 2016): 28–31. http://dx.doi.org/10.1177/0974173920160308.

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Stegeager, Nikolaj Wittrup Møller. "Kvalitet i danske masteruddannelser – Et spørgsmål om kompetenceudvikling eller…?" Dansk Universitetspædagogisk Tidsskrift 11, no. 20 (April 19, 2016): 113–21. http://dx.doi.org/10.7146/dut.v11i20.21978.

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Denne artikel beskæftiger sig med de danske masteruddannelser. Med udgangs-punkt i en undersøgelse fortaget i forbindelse med forfatterens ph.d.- projekt (afsluttet i sommeren 2014) vil artiklen på baggrund af en verserende debat om masteruddannelsernes kvalitet og relevans diskutere kvalitet i dansk akademisk videreuddannelse. Den kvalitative undersøgelse, der ligger til grund for artiklen, anskueliggør, at selvom de studerende oplever, at de gennem deres toårige studie har tilegnet sig en række konkrete og brugbare kompetencer, peger de på andre og mere transformative læringskvaliteter, når man beder dem om at beskrive det vigtigste udkomme af deres uddannelsesforløb. Artiklen argumenterer for, at denne læring, der i højere grad kan siges at knytte sig til personen i form af en etisk-eksistentiel dannelse frem for en specifik kunnen, har nær sammenhæng med det at befinde sig i et akademisk, videnskabeligt miljø. På dette grundlag søger artiklen at problematisere aktuelle forslag om at slække på kravet til masteruddannelsernes videnskabelige fundament for i stedet at fokusere på mere instrumentelle, erhvervsrettede kompetencer og færdigheder. Based on findings from the author’s PhD project, the article discusses quality in Denmark’s continuing education system. The qualitative study underlying the article focuses on a newly established Master’s programme in Organizational Coaching and Learning. The aim of the research was to study what the students attending the Master’s programme learn and how they apply their learning in their daily practice. When evaluating their learning experience the students report that they have acquired a number of practical and useful skills throughout their two-year study. Even so, they point to other, more generic learning qualities as the most important outcome of their education. The article argues that the transformational learning qualities, reported by the students, are closely connected to the current academic and scientific educational setting. On this basis, the article questions a resent proposal to lower the academic foundation of the Masters’ programmes in order to strengthen their focus on vocational competencies and skills.

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Darmi Astuti, I. Gusti Ayu Putu, I. Nengah Aryanatha, and Ni Made Budiasih. "Persepsi Masyarakat Terhadap Keberadaan Penyuluh Agama Hindu Di Kecamatan Denpasar Selatan." Jurnal Penelitian Agama Hindu 2, no. 2 (December 4, 2018): 583. http://dx.doi.org/10.25078/jpah.v2i2.664.

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<p><em>The phenomenon of the existence of Hinduism Extension workers civil servants and non civil and social religious civil servants in modern times is an interesting theme to be studied, the fact that people in South Denpasar Subdistrict cannot avoid modernity is where the role of extension workers in providing guidance and counseling to Hinduism is required. able to improve the quality of religious life. Digging and dissecting the formulation of predetermined problems using three theories are: (1) theory of existence, (2) perception theory, and (3) theory of communication barriers. This study uses research methods which include: research approaches using qualitative methods. The research location is in the District of Selatan Denpasar. Types and sources of data used are types of qualitative data, while data sources used are primary and secondary data. The technique of determining the informants used is purvitative sampling. Data collection techniques include: observation techniques, interviews, literature, and documentation. The results of the analysis obtained from this study are 1) the existence of Hinduism extensionists. In this task, the Hinduism Extension has 5 (five) functions, namely, administrative, educative, facilitative, consultative, and transformative. Potential This fostered area is classified as a densely populated urban area and a high level of religious heterogeneity. The need for worship facilities and infrastructure is sufficient. The number of Hinduism Religious instructors in the City of Selatan Denpasar is as many as 2 Hindu Religion Extension Servants PNS and 16 Non-PNS Hindu Religion Extension. 2) Community perception is categorized into, a). Perceptions of community leaders, b). Stakeholder Perception, c). sekaa perception, d). widyasabha perception. Perception is seen as the most important component in the delivery of information. Through the public perception can be realized, can understand about the condition of the community in 10 villages / villages in Selatan Denpasar. The community can reveal how the performance of the Hindu Religious Extension in each of the target areas 3) internal and external constraints that occur when coaching Hinduism.</em></p>

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Bueno de las Heras, Julio L., Antonio Gutiérrez-Lavín, Manuel María Mahamud-López, Marisol Muñiz-Álvarez, and Patricia Rodríguez-López. "Towards a Unified Model on the Description and Design of Process Operations: Extending the concept of Separation Units to Solid-fluid Sedimentation." Recent Innovations in Chemical Engineering (Formerly Recent Patents on Chemical Engineering) 12, no. 1 (June 25, 2019): 15–53. http://dx.doi.org/10.2174/2405520412666181123094540.

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Background: Bridging the gap between different phenomena, mechanisms and levels of description, different design methods can converge in a unitary way of formulation. This protocol consolidates the analogy and parallelism in the description of any unit operation of separation, as is the particular case of sedimentation. This holistic framework is compatible and complementary with other methodologies handled at length, and tries to contribute to the integration of some imaginative and useful - but marginal, heuristic or rustic- procedures for the design of settlers and thickeners, within well founded and unified methodology. Objective: Classical models for hindered sedimentation allow solid flux in the direction of the gravity field to be formulated by analogy to changes obeying a potential, such as molecular transfer in the direction of the gradient and chemical transformation throughout the reaction coordinate. This article justifies the fundamentals of such a suggestive generalized analogy through the definition of the time of the sedimentation unit (TSU), the effective surface area of a sedimentation unit (ASU) and the number of sedimentation units (NSU), as elements of a sizing equation. Methods: This article also introduces the generalization of the model ab initio: Analogy is a well known and efficient tool, not only in the interpretation of events with academic or coaching purposes, but also in the generalized modelling, prospective, innovation, analysis and synthesis of technological processes. Chemical Engineering protocols for the basic dimensioning of Unit Operations driven by potentials (momentum, heat and mass transfer chemical reaction) are founded in macroscopic balances of mass and energy. Results: These balances, emphatically called “design equations”, result from the integration of mechanistic differential formulations at the microscopic level of description (“equations of variation”). In its turn, these equations include phenomenological terms that may be formulated in corpuscular terms in the field of Chemical Physics. The design equation correlates requirements in equipment (e.g. any practical forms of size and residence or elapsed time for an efficient interaction) to the objectives of the operation (e.g. variations in mass or energy contents of a confined or fluent system). This formulation allows the identification of different contributions: intrinsic terms (related to mechanistic kinetics of the phenomena) and circumstantial terms (related to conditions and variables of operation). Conclusion: In fact, this model suggests that temporal or spatial dimensions of the equipment may be assumed to depend irrespectively on two design contributions: the entity of a representative “unit of operation (or process)” - illustrated by a descriptor of this dimension- and the “number of (these) units” needed to achieve the separating or transformative objectives of the operation.

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Chase, Sabrina M., Benjamin F. Crabtree, Elizabeth E. Stewart, Paul A. Nutting, William L. Miller, Kurt C. Stange, and Carlos R. Jaén. "Coaching strategies for enhancing practice transformation." Family Practice 32, no. 1 (October 4, 2014): 75–81. http://dx.doi.org/10.1093/fampra/cmu062.

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Wetzel, Melissa Mosley, Beth Maloch, and James V. Hoffman. "Design Principles for Coaching Toward Reflection and Transformation in Literacy Preservice Teacher Education." Literacy Research: Theory, Method, and Practice 69, no. 1 (July 16, 2020): 248–65. http://dx.doi.org/10.1177/2381336920938028.

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From 2014 to the present, we have engaged in a series of studies examining the features of coaching that support teachers in reflecting on practice and moving toward transformation in literacy teaching. In this report, we engage in an inductive analysis of the findings across this body of work to identify the evidence-based design features associated with these coaching practices. Our inspection of the body of work reported here traces the development and use of the Coaching with CARE—Critical, Appreciative, Reflective, and Experiential-model. These research studies draw on activity theory as a theoretical framework, design-development research as a method, and reflective coaching as a pedagogical stance. Literacy coaching, like teaching, is complex and nuanced. The design principles we have identified do not yield a formula for effective coaching but rather specify a set of principles that can guide decision making around coaching in complex spaces. In the conclusion, we identify areas for future research that can further inform the work of literacy teacher educators in support of preservice teachers.

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Boas, Sara. "VIA™ coaching; a path of transformation." Self & Society 32, no. 3 (August 2004): 41–50. http://dx.doi.org/10.1080/03060497.2004.11083792.

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Schwarz, Renate. "Supervision und Coaching als Resonanzraum für berührende Transformation." Organisationsberatung, Supervision, Coaching 28, no. 1 (January 28, 2021): 85–96. http://dx.doi.org/10.1007/s11613-021-00691-x.

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ZusammenfassungIm Zusammenhang von Supervision und Coaching wird folgender Dreiklang untersucht: das auf einem phänomenologischen Ansatz basierende Prinzip Resonanz und die damit entstehende Intersubjektivität; das Phänomen der Transformation als möglicher Effekt von Resonanz; die Entstehung eines Resonanzraums, eines Ermöglichungsraums für berührende, das heißt sinnerweiternde Transformation im Rahmen von Beratung.

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Bayad, Mohamed, and Sybil Persson. "Le coaching au service de la transformation managériale." Revue internationale de psychosociologie XI, no. 25 (2005): 63. http://dx.doi.org/10.3917/rips.025.0063.

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Stelter, Reinhard. "Third generation coaching: Reconstructing dialogues through collaborative practice and a focus on values." International Coaching Psychology Review 9, no. 1 (March 2014): 51–66. http://dx.doi.org/10.53841/bpsicpr.2014.9.1.51.

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Third generation coaching unfolds a new universe for coaching and coaching psychology in the framework of current social research, new learning theories and discourses about personal leadership. Third generation coaching views coaching in a societal perspective. Coaching has become important as a form of dialogue because the (hyper)complexity of our society. Today, knowledge has to be shaped and applied in specific contexts and situations, and both in our personal lives and in the public space we have to learn to negotiate. Coaching can help us generate new knowledge and manage social transformation. Coaching thus facilitates new reflections and perspectives, as well as empowerment and support for self-Bildung processes.Third generation coaching focuses on the coach and the coachee in their narrative collaborative partnership. Unlike first generation coaching, where the goal is to help coachee achieve a specific objective, and unlike second generation coaching, where the coach assumes that the coachee implicitly knows the solution to particular challenges; third generation coaching has a less goal-oriented agenda but a more profound and sustainable focus on values and identity work. Coach and coachee create something together: They generate meaning together in the conversation, where both parties are on a journey, and where new stories gradually take shape. Third generation coaching integrates the experiential and subjective-existential dimension with the relational and discursive.It is the author’s ambition to elevate coaching and coaching psychology to a new professional level with a new agenda. The term ‘third generation coaching’ may be understood as a sort of manifesto – not in a normative sense but as an invitation to reconsider the main objective of coaching in late- or post-modern society.

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Rabelt, Vera. "Forschung für die Transformation braucht Reflexionsräume zur Bewältigung von Komplexität und (Ziel-)Konflikten." supervision 40, no. 3 (July 2022): 54–57. http://dx.doi.org/10.30820/1431-7168-2022-3-54.

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Komplexität und (Ziel-)Konflikte sind große Herausforderungen auf dem Weg der Gesellschaft zu einer nachhaltigen Transformation. Forschung mit einem transdisziplinären Ansatz, der Wissenschaft und Praxiswissen zusammenführt, kann konkrete Wege zu Lösungen aufzeigen. Für das gegenseitige Verständnis in diesen gemischten Projektteams können Supervision und Coaching beitragen, indem sie Reflexionsräume für den Austausch zum Beispiel über Rollen und unterschiedliche Perspektiven eröffnen. Anfang der 2000er Jahre konnten in einer wissenschaftlichen Begleitung in einem Forschungsprogramm die positiven Wirkungen von Supervision und Coaching für die Nachhaltigkeitsforschung belegt werden.

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Wood, Barbara, and Sandy Gordon. "Linking MBA learning and leadership coaching." International Coaching Psychology Review 4, no. 1 (March 2009): 87–104. http://dx.doi.org/10.53841/bpsicpr.2009.4.1.87.

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This paper describes a five-day intensive leadership coaching course that was recently introduced as an Advanced Topic in Management within the Master of Business Administration (MBA) program offered by The University of Western Australia (UWA) Business School. The unit was designed specifically for those students nearing the completion of their MBA studies and curious about coaching and its ability to bring about individual and organisational transformation. In addition to summarising the course outline, including learning outcomes, teaching and learning strategies, unit delivery and means of assessment, both qualitative and quantitative course evaluation feedback data from students enrolled in 2007 (N=40) and 2008 (N=40) are presented. Results indicated that leadership coaching students expressed a strengthened belief in their coaching skills in response to taking the unit.

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Erlinghagen, Robert, and Erhard Tietel. "Supervision und sozial-ökologische Arbeitswelt." supervision 40, no. 3 (July 2022): 3–8. http://dx.doi.org/10.30820/1431-7168-2022-3-3.

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Eine Umfrage unter Supervisorinnen/Supervisoren und Coaches zeigt, dass die sozial-ökologische Transformation von ihnen mehrheitlich als ein Thema eingeschätzt wird, das sich von anderen Veränderungsdynamiken in der Arbeitswelt unterscheidet. Gleichzeitig ist die sozial-ökologische Transformation bislang kaum in der beruflichen Praxis dieser Professionen angekommen. Dieser Beitrag skizziert einige Besonderheiten dieser Transformation sowie Herausforderungen und Chancen, die sich für Supervision und Coaching abzeichnen.

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Dossey, Barbara M., and Darlene Hess. "Professional Nurse Coaching: Advances in National and Global Healthcare Transformation." Global Advances in Health and Medicine 2, no. 4 (July 2013): 10–16. http://dx.doi.org/10.7453/gahmj.2013.044.

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Graf, Eva-Maria, Frédérick Dionne, and Thomas Spranz-Fogasy. "How to investigate the local and global change potential of questioning sequences in executive coaching? A call for interdisciplinary research." Scandinavian Studies in Language 11, no. 1 (July 9, 2020): 214–38. http://dx.doi.org/10.7146/sss.v11i1.121368.

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Coaching outcome research convincingly argues that coaching is effective and facilitates change in clients. While coaching practice literature depicts questions as key vehicle for such change, empirical findings as regards the local and global change potential of questions are so far largely missing in both (psychological) outcome research and (linguistic and psychological) process research on coaching. The local change potential of questions refers to a turn-by-turn transformation as a result of their sequentiality, the global change potential is related to the power of questions to initiate, process and finalize established phases of change. This programmatic article on questions, or rather questioning sequences, in executive coaching pursues two goals: firstly, it takes stock of available insights into questions in coaching and advocates for Conversation Analysis as a fruitful methodological framework to assess the local change potential of questioning sequences. Secondly, it points to the limitations of a local turn-by-turn approach to unravel the overall change potential of questions and calls for an interdisciplinary approach to bring both local and global effectiveness into relation. Such an approach is premised on conversational sequentiality and psychological theories of change and facilitates research on questioning sequences as both local and global agents of change across the continuum of coaching sessions. We present the TSPP Model as a first result of such an interdisciplinary cooperation.

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Simanjuntak, Fredy, Rita Evimalinda, Ardianto Lahagu, Efvi Noyita, Ester Lina Situmorang, and Agiana Her Visnhu Ditakristi. "Pembinaan Transformatif Bagi Warga Binaan Di Lembaga Pembinaan Anak Kelas II Batam." REAL COSTER: Jurnal Pengabdian kepada Masyarakat 2, no. 1 (August 4, 2021): 13–18. http://dx.doi.org/10.53547/rcj.v2i1.113.

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The "Mental Spiritual Development" program was initiated by STT REAL Batam and GBI Windsor House of Glory. This coaching program is a routine program of STT REAL Batam to carry out the threefold missions of higher education, which is the first program/pilot project in collaboration with GBI Windsor Square House of Glory which is committed to the field of Mental Spiritual Development of Christian Inmates in Child Correctional Institutions Batam. It is hoped that this coaching program, can support government programs in rehabilitative, corrective, and educative services to the inmates and take part in building the values of life so that they can equip the inmates spiritually so that they can carry out their roles as good and good citizens of society. useful. This coaching program itself is a mentoring movement to improve the quality of piety to God Almighty, intellectual, professional attitudes and behaviour, physical and spiritual health of the inmates. Furthermore, coaching is expected so that they are able to improve themselves and do not repeat the crimes that have been committed.AbstrakProgram “Mental Spiritual Development” ini digagas oleh STT REAL Batam dan GBI Windsor House of Glory. Program pembinaan ini merupakan program rutin STT REAL Batam untuk mengemban tridharma perguruan tinggi yang merupakan program/pilot project pertama bekerjasama dengan GBI Windsor Square House of Glory yang berkomitmen pada bidang Pembinaan Mental Spiritual Narapidana Kristen di Lembaga Pembinaan Anak Kelas II Batam. Diharapkan program pembinaan ini, dapat mendukung program pemerintah dalam pelayanan rehabilitatif, korektif, dan edukatif kepada warga binaan serta ikut membangun nilai-nilai kehidupan sehingga dapat membekali warga binaan secara spiritual agar dapat menjalankan perannya dengan baik. dan warga masyarakat yang baik. berguna. Program pembinaan ini sendiri merupakan gerakan pendampingan untuk meningkatkan kualitas ketakwaan kepada Tuhan Yang Maha Esa, intelektual, sikap dan perilaku profesional, kesehatan jasmani dan rohani warga binaan. Selanjutnya diharapkan pembinaan agar mereka mampu memperbaiki diri dan tidak mengulangi kejahatan yang telah dilakukan.

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Riggs, Jim, and Donna Roberts. "Moving Past Disconnected Hurdles." Journal of Transformative Leadership & Policy Studies 8, no. 2 (January 21, 2020): 10–33. http://dx.doi.org/10.36851/jtlps.v8i2.2252.

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This article argues for the need to significantly adjust the process and focus of the educational thesis and dissertation to better match the preparation and needs of students who are practitioners in order to help these students become stronger and better educators and leaders. To that end, the article presents innovative approaches to improve experiences for graduate students who are developing, conducting and completing master’s degree theses and doctoral dissertations in the field of education. The vast majority of students who pursue master’s or doctoral degrees in education do not intend to become researchers or university faculty. Rather, most of these students are looking to improve their skills as teachers and educational leaders, and will likely never conduct a major research effort beyond the thesis or dissertation. While these students have a great deal of practical experience in their field, most of them have had little or no exposure to graduate level research, scholarly literature or academic writing. Recognizing that research skills including data collection and analysis, and academic writing are essential skills for all graduate students including those in educational programs, these skills alone are inadequate in preparing educators for the realities they face as they work to conduct multi-tiered and multi-faceted research that will affect positive change and contribute to the field to improve overall student success. For many of these students the thesis and dissertation, while a significant requirement for the degree, are viewed as major “hurdles” that are too often disconnected from the realities and complexities of the classroom and administrative office. Appropriate theoretical and conceptual frameworks are used to examine how the educational thesis and dissertation process can be improved to better serve the needs of educational practitioners. This includes the use of Role AcquisitionTheory (Thornton & Nardi, 1975) to examine and help facilitate the intrinsic change process in graduate students in education during the thesis and dissertation process. Transformative Learning Framework (Cranton, 2016) is used to better understand and advance developmental changes and scaffolding that are necessary to examine problematic frames of reference, openly reflect, and to emotionally change from the experience. The Loss/Momentum Framework (RP Group, 2012) is used in two separate ways; first to scrutinize specific institutional barriers and supports that exist in graduate and doctoral programs in education as well throughout the university that influence the process of completing the thesis and dissertation. Second, it is used to identify and examine individual characteristics, skills, and attributes of these students that serve as either barriers or assets to completing a meaningful thesis or dissertation. Practical recommendations for improving the educational thesis and dissertation process are provided, and mentoring and strategic coaching approaches discussed.

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Rathmell, W. Kimryn, Nancy J. Brown, and Richard R. Kilburg. "Transformation to academic leadership: The role of mentorship and executive coaching." Consulting Psychology Journal: Practice and Research 71, no. 3 (September 2019): 141–60. http://dx.doi.org/10.1037/cpb0000124.

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Ashley‐Timms, Laura. "Return on investment guaranteed: effecting transformation and sustaining change with coaching." Industrial and Commercial Training 44, no. 3 (April 13, 2012): 159–63. http://dx.doi.org/10.1108/00197851211216763.

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Niemes, Jim. "Discovering the Value of Executive Coaching as a Business Transformation Tool." Journal of Organizational Excellence 21, no. 4 (2002): 61–69. http://dx.doi.org/10.1002/npr.10044.

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Kets de Vries, Manfred F. R., and Caroline Rook. "Executive group coaching: interventions not for the faint of heart." Twentieth Anniversary Special Issue 21, no. 1 (June 30, 2021): 134–51. http://dx.doi.org/10.33212/osd.v21n1.2021.134.

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As the world is changing, organisations are changing with it: matrix structures, flat hierarchies, virtual work, and teamwork are becoming the norm. Therefore, the ability of working successfully with others has become increasingly important and effective teamwork is essential to make these new complex organisational structures work. However, as this special issue highlights, there are major challenges in working effectively together in this rapidly changing world. Indeed, teams often do not live up to the promise of faster problem solving or higher levels of innovation. "Turf wars" and broken trust are common. Group coaching interventions can be second to none in creating effective collaboration and a culture of trust. Based on the clinical paradigm, this article outlines competencies and conceptual models that make for successful group coaching. Overall, effective group coaching interventions, which will also help executives to lead and direct individual and organisational transformation and to create a coaching culture within organisations, need group coaches who have a holistic orientation and pay attention both to micro and macro processes.

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Crethar, Meagan P., Jan N. Phillips, Paul J. Stafford, and Stephen J. Duckett. "Leadership transformation in Queensland Health." Australian Health Review 33, no. 3 (2009): 357. http://dx.doi.org/10.1071/ah090357.

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IN 2006, QUEENSLAND HEALTH embarked upon a major reform program that included a comprehensive leadership development program for senior leaders, managers and supervisors. The objective was to achieve improvements in the leadership capabilities of key staff that will result in real improvements in workplace culture. The components of the program include: actionlearning leadership development workshops, 360-degree feedback, executive coaching, leadership learning modules and an interactive leadership website. The program is constantly evolving, and implementation commenced in 2007 of a second phase which includes a number of additional initiatives ? an Emerging Clinical Leaders Program, a Top 500 leaders Program, Conflict Resolution Program for Clinicians and a Clinical Network Chairs Leadership Program. Workforce statistics have shown a distinct improvement since the implementation of the program.

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Fathih, Muhammad Amin. "Meninjau Kembali Prinsip dan Perencanaan Supervisi Pendidikan Sebagai Pengawasan dalam Pendidikan yang Bersifat Pembinaan." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 6, no. 2 (September 30, 2022): 142–57. http://dx.doi.org/10.54437/alidaroh.v6i2.384.

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Educational supervision by some teachers is considered frightening, finding faults and fulfilling administrative documents only. This cannot be separated from the lack of supervisors in properly planning and understanding the objectives and principles of supervision. Educational supervision aims to provide supervision and guidance to teachers to improve their skills and professionalism in building good teaching and learning situations. The principle of educational supervision is based on the development of teacher potential, coaching, cooperative, constructive, realistic, and far from authoritarian. Supervision planning is the activity of preparing teacher assistance documents, starting from the objectives, programs, time allocation, and targets, as well as managing existing resources so that monitoring activities can achieve the expected. Aspects that need to be considered in supervision include; 1) Coaching, meaning that supervisors must be able to develop a coaching program in terms of processes, assessments, and targets to be achieved in the implementation of supervision. 2) Monitoring, this area should not be outside the provisions of applicable education standards. 3) Assessment, carried out objectively based on the teacher's performance and the teacher's transformation process towards his students. 4) Teacher coaching is a follow-up to the implementation of educational supervision.

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Journal articles on the topic 'Transformative coaching'

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