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1
Turick, Robert Michael. "Coaching Motivations Behind Over-Signing in College Football." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400199034.
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McLaughlin, Mike. "Coaching for brave leadership : an action research study." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/0c6b9480-39ad-43d9-91bc-e2c6c7cf849d/1.
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Even though there is a plethora of leadership training and coaching available worldwide, there appears to be a disparity between articulated best practice and some of the reported negative experiences of individuals within organisations. There appears to be a gap between the behaviours of leaders and the expectations of followers. This gap may be due, at least in part, to an absence of brave leadership, and also perhaps due to a lack of one to one coaching for leaders. In this study a small group of leaders helped develop and explore a coaching model designed to enhance bravery. An action research approach was undertaken with six leaders who undertook to help evolve and also be coached using this particular coaching model. The action research took place over a six month period in various locations within the U.K. The data was analysed using a retroductive and thematic approach. The use of this model appears to indicate that it can assist in decision making and that bravery may be enhanced, at least from a subjective perspective. It would also appear that the idea of brave leadership may complement other leadership theories. However, more work should be done to adapt and refine the model for use in different circumstances. Furthermore, it should also be explored more thoroughly in a purely coaching environment rather than one where research into the model is also being conducted.
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Scott, Ian R. "Coaching for gravitas : an action research inquiry into the development of gravitas in leadership." Thesis, Oxford Brookes University, 2016. https://radar.brookes.ac.uk/radar/items/cbb34c4e-3b89-4d28-a3ac-71283a685312/1/.
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This study aims to develop a theoretical and practical model of coaching for gravitas in a business leadership context. Gravitas is described as a psychological phenomenon and concept used frequently, but not well researched and understood. While leadership practitioners frequently refer to gravitas as a desirable quality, there have been no specific empirical studies into gravitas as either a leadership quality or more general phenomenon. A review of the literature specifically associates gravitas with the leadership concepts of authenticity and charisma, which are often discussed together with the concepts of power and authority. The role of followers is described as important in all leaders’ qualities, but the context of a leader’s organisation is a frequent omission in typical studies. A collaborative action research approach was adopted with six practising leaders and 12 of their followers from one organisation. An initial model of coaching for gravitas was developed and four cycles of action research were conducted over a 12-month period. The first action research cycle used a conceptual encounter method to create a conceptual model of gravitas that was specific for the six leaders coached during the next three cycles of research. The evolved conceptual model described gravitas through four dimensions of confidence, courage, communication, and control. Under each dimension, potentially coachable elements were identified and explored in action with the participants over subsequent research cycles. Specific coaching methods were used to develop these elements. A wide range of data was collected and analysed using thematic analysis. The findings suggested that situational forces on individual gravitas constantly moved and that the model of an individual’s gravitas was therefore always changing. The leaders learned how to recognise these forces and use them for focusing their attention. In spite of individual differences, the embodied reactions of leaders to the reported feelings of gravitas showed significant similarities. A weight and stillness of the body and mind was connected to the ability to see clearly in changing situations involving complex forces in action. Recognition of these feelings enabled an active use of them in practice. Participants described reflective processes within the action research as the most informative part of the coaching process. The journey of the participants and researcher was translated into a mapped process allowing development of a model of gravitas useful for recognition in themselves and others. The study concludes with a number of implications for leadership theory and practice, suggesting that coaching can contribute to the development of leadership gravitas.
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Cook, Janice. "The effect of coaching on the transfer and sustainability of learning : coaching for leaders, a collaborative action research study." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/ac8c8aca-b0a7-dce6-fca6-4e84cbe3e73e/1/.
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Coaching generally remains under-researched and in particular the transfer and sustainability of learning from coaching is extremely sparse in the field of empirical research and theoretical development. This qualitative research was conducted with four leaders from UK voluntary sector organisations, namely Advance, Mencap and Rethink. Within a social constructivist and interpretivist paradigm, this longitudinal study explored the findings of three action research cycles for a period of just over one year. An original approach to collaborative action research methodology was developed and utilised, combining the dual role of coach/researcher, the role of the leaders being coached as collaborative action researchers, research diaries data, and data from feedback provider sessions. The data emerging from the research diaries and the feedback provider sessions was analysed using a thematic analysis approach, with categories and themes identified which either help or hinder the transfer and sustainability of learning from the coaching sessions to outside that experience. The ethical challenges of this newly developed approach to collaborative action research were also identified and analysed. The emergent Collaborative Action Coaching for Leaders model comprises six categories made up of thirty-three themes: Client Centred Process (eight themes), Enabling/Facilitating Learning (six), Session Content (two), Active Learning (five), Coaching Relationship (eight), and Reflective Learning (four). The study found that the transfer and sustainability of learning outside the coaching experience is encouraged by the coach and the client having both individual and shared responsibilities. The coach has responsibility for tailoring the coaching to each individual client and for enabling and facilitating learning; the client has responsibility for the content of the coaching sessions and for active learning; and both the coach and the client have shared responsibility for the coaching relationship and reflective learning. Within the approach there are factors which both help and hinder the transfer and sustainability of learning, although the data is heavily weighted towards the factors which help. It is clear from the emerging data across the three action research cycles, that it is the combination of all six categories (and the thirty-three themes) which over time enable the transfer and sustainability of learning; there does not appear to be any weighting of a specific category or theme. There are two main findings from the study: coaching can help the transfer and sustainability of learning; and both the coach and the client have individual and shared responsibilities in the transfer and sustainability of learning from the coaching sessions to outside that experience. The Collaborative Action Coaching for Leaders model contributes to the coaching profession, providing an evidence-based coaching model for coaches to explore through use in their professional work with leaders in organisations. The study findings add to the theoretical knowledge of coaching and inform future coaching research into the transfer and sustainability of learning from the coaching experience.
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Hodge, Alison Anne. "An action research inquiry into what goes on in coaching supervision to the end of enhancing the coaching profession." Thesis, Middlesex University, 2014. http://eprints.mdx.ac.uk/13707/.
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This Project Report is an exploration of coaching supervision. Coaching supervision is now being advocated by most coaching associations in the UK as a vital means to support executive coaches in their continuing professional development. There is still considerable scepticism, caution, even ignorance about the nature and purpose of coaching supervision and many coaches still do not engage in this process or practice. The aim of this research project is to explore what actually goes on in the coaching supervision process and sessions over a period of time. Taking a Participatory Action Research approach, the researcher aimed to engage with two groups of fellow practitioners, one group of coaches and one group of coaching supervisors, to explore the respective supervision experiences of the participants. The duration of the project was 18 months. Over the period of the programme, the researcher conducted several Action Research cycles of inquiry that included the following activities (1) participants engaged in their regular coaching supervision (2) in turn they kept reflective logs of their learning and sense-making (3) each group came together to share their experiences in meetings based on Action Learning Set format (Revans 1971). The final report in the form of this Project Report provides a record of the Project, the researcher’s deepening of her own practice, the experience and learning of the participants and the themes that emerged. It offers a fresh perspective with the Three Pillars that inform coaching supervision and its efficacy to support executive coaches to keep them fit for purpose.
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Botma, Francois Johannes. "Development of a coaching framework for the business manager acting in an informal coaching role in the workplace." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/21382.
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Thesis (MBA)--Stellenbosch University, 2012.The new world of business requires the growth and development of all staff to ensure a competitive advantage for the organisation by maximising the effective and productive impact of the human resources of the company. It is in this context that the informal coach within the company can make the greatest impact by facilitating the development and growth of aspiring leaders and managers to reach their full potential. In this context, the informal coach will be an employee of the company and have a regular designation within the organisation. Apart from his or her daily duties, the coach will aspire to provide guidance and facilitate change with fellow employees on an informal and relaxed basis. The coaching will not take place during formal sessions, as is the case for a traditional coaching process, but will be guided by daily interaction between the coach and client within the work environment. When fulfilling this role the coach needs to be aware of the core principles, skills and values to form the basis of the coaching process. The coach should further have a clear understanding of the independent position that is required within the interaction with the client, where the focus is on the goals, hopes and curiosities of the client as a centre to growth and development. The coach should consider the perspectives of the client that was formed by the client’s life experiences and that could have a profound impact on the effectiveness of the coaching interaction and the possible hindrances to optimal personal development. During this process the particular life stage of the client will play a prominent role in the interaction, with the coach to consider the specific needs and desires of the client in context of his or her development stage or managerial level. The personal and organisational leadership style of the client and the company should be considered when initiating a coaching process, with the client required to be capable of utilising a variety of leadership styles effectively to assure the optimal use of teams. The coach should assist the client to develop the capacity to identify which leadership styles are required under certain conditions and how to use it effectively. The leadership pipeline and succession planning within the company will play an important role in the way the client will be guided to fulfil a specific management or leadership role. In this case the coach will need to be aware and collaborate with human resource planning within the company to ensure that the identification and development of the client is aligned with company strategies and planning. Throughout the interaction the coach should provide feedback to the client on the progress made during the coaching process. This feedback should be managed appropriately to act as motivation to the client for further development. Typically a 360° peer review can be used as a source for feedback as long as it is properly managed to yield accurate and appropriate results. The role of the informal coach should thus not be underestimated in the workplace to facilitate personal growth for individuals and managers to ensure the continued strategic strengthening of the company and the future survival of businesses.
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Wong, Hoi-shan. "Peer coaching in action research as a lived practice for teacher professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35684938.
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Wong, Hoi-shan, and 黃愷珊. "Peer coaching in action research as a lived practice for teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35684938.
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Taylor, Laura. "Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8514/.
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Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils they work with, and can often experience low self-efficacy with regards to their role in supporting pupil learning. A collaborative action research (CAR) model was used to explore the influence of training three primary school TAs to use a mediation intervention entitled ‘Medi8’ to support pupils’ cognitive functions. The TAs worked with target pupils and their class teachers to mediate specific cognitive functions with which the pupil was experiencing difficulties. TAs undertook weekly solution-focused coaching sessions concentrating on embedding mediational practices in their work with the pupil. A realistic evaluation (RE) was conducted to elicit mechanisms through which the intervention had influenced TA practice and self-efficacy, as well as pupil outcomes in relation to the targeted cognitive functions. Findings suggested that TAs experienced an increase in their self-efficacy regarding supporting pupil cognitive functioning and changes to their practice to incorporate mediational strategies. The RE also suggested that pupils experienced small steps of progress in their independence in targeted cognitive skills. The research concluded with an action plan for further embedding mediational practices within the school.
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Smith, Yusuf. "Diversified mentoring relationships in the South African context: an exploratory framework." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3166_1255352226.
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The role that mentor and proté
gé
play in transforming South African society in general and the business environment in particular, is important and lends new meaning to leveling of the playing fields. Fundamental to success of any mentorship programme is the relationship between the mentor and the proté
gé
. Since mentors play a key role in shaping the proté
gé
they have to employ strategies that offer practical and emotional support to the proté
gé
while understanding the implication of mentoring in a particular social and political context. The mentor is also an intermediary between the proté
gé
and the organization. This research report developed an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organization factors that impact mentoring relationships, and the effect on affirmative action in South African organizations.
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Olsson, Ann-Margreth E. "Listening to the voice of children : systemic dialogue coaching : inviting participation and partnership in social work." Thesis, University of Bedfordshire, 2010. http://hdl.handle.net/10547/243770.
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This is a study in and about systemic coaching in social work – systemic, and, as it unfolded, dialogical coaching, later named Dialogue Coaching (DC). Focus lies on what the conducted coaching brought forth, generated and created in the context of social work and for the members of the participating social welfare organisations. My specialities as coach became to inspire social workers to invite clients and especially children into partnership, making their voices heard, both in the written text and in the process of social investigations. The study was integral parts of commissions (and vice versa) of the County Administrative Board of Scania, Sweden, in my profession as systemic consultant and supervisor in Sweden. It was a study in how dialogical communication could improve how social workers, listening to the children’s invitation, could make children’s voices more heard in social investigations. In all, 55 social workers in seven municipalities participated in the dialogical participatory action research (DPAR) study, developing coaching and improving the dialogical interaction in social investigations. Focus moved from collecting data for decision-making, about what would be best for the child and other clients, to focusing on the changing process in relation to the participating clients, including children when they wanted to and could, co-creating new orientation on how to go on. The focus on communication and dialogue in the coaching changed and developed the participants’ approach in relation to clients and one another and others. In the emerging awareness of how we reciprocally and reflexively cocreate occurrences and outcomes, including who we become in relation to one another, the participating social workers’ awareness of the impact of their own contributions, and their own importance in relation to children and other clients, also improved. The expressions listening ears and listening questions were invented, capturing my, the coach’s, participation of placing myself completely 8 at the other participants’ disposal, completely accessible in the mutual responsiveness in the moment – being here and now in the present. The systemic methods and techniques were reflexively influenced and adapted from within the relational dynamic of joint actions in the dialogical interplay, metaphorically presented as peloton cycling in a voyage tour, becoming living tools in both the social workers’ practice and the coaching researcher’s practice, facilitating learning-by-doing with methods and approach connected to Appreciative Inquiry (AI). One of the living tools was reflecting teams emerging also into so called delta-reflecting teams with open narrating included.
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Williams, Shaun. "Game based pedagogies and the volunteer coaching community : (re)imagining coach learning and knowledge through a collaborative approach." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723316.
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Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.
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Rodrigue, François. "Examining the Process and the Outcomes of a 12-Month Learning Journey of Intercollegiate Sport Coaches Accompanied by a Personal Learning Coach." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39929.
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The purpose of this doctoral dissertation was to advance the scientific knowledge on the development of high-performance coaches by proposing a new developmental approach to help intercollegiate sport coaches learn from their coaching practice. When applied to coach development, the theory of lifelong learning (Jarvis, 2006) suggests that coach learning evolves with the coaches’ experiences and develops from participating in the environment. However, current development opportunities for high-performance coaches lack connection with practice and forego reflective practice.
This lead researcher thus set out to undertake a 12-month action research operationalised using appreciative inquiry to accompany intercollegiate sport coaches along their learning journey. A personal learning coach accompanied five intercollegiate sport coaches using narrative-collaborative coaching (NCC) to create a safe space for them to reflect. The findings are presented across four articles.
The first article suggested reflective cards as a useful tool for coaches to engage in
reflective practice. Findings from Article One also presented a model for other coaches to reflect on their coaching practice. Article Two described the main components of NCC, which was used by the personal learning coach to create a safe reflective space. A step-by-step methodology for using appreciative inquiry is presented. In Article Three, data generated from the journey of a female high-performance women’s rugby coach was used to extend the definition of a personal
learning coach and to compare the role of PLC with other coach development actors. Findings about the evolution and the value creation of the accompanied learning journey are also presented. Article Four shared results specific to the intercollegiate context with the presentation of the companionship between a PLC and two intercollegiate ice hockey head coaches. These collaborative partnerships led to unique learning journeys, and created valuable learning activities within complex value creation stories.
The four articles together make novel theoretical and practical contributions to the field
of coach development by presenting a new developmental approach to accompany coach learning and by introducing an analytical framework to evaluate the value of learning activities.
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Harms, Paula J. "Improving K-2 reading instruction through the use of a coaching model with onsite professional development| An action research study." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3596147.
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Reading instruction at the K-2 grade levels is of utmost importance for a student's education. The foundational skills acquired during this time period will serve a student throughout their life. Elementary teachers often feel unprepared for the demands of the struggling, proficient and advanced readers within their classrooms. The professional development offered to teachers has often been one day workshops where depth of content is not attained. Through this action science research, onsite professional development utilizing a coaching model was provided to K-2 teachers in a rural elementary school setting. This intervention lasted for three months and explored the Continuum of Literacy Learning by Fountas & Pinnell (2007) and utilized the Benchmark Assessment system by Fountas and Pinnell (2007) for identifying reading levels while implementing Guided Reading. The teachers' sense of self efficacy included a modest increase in utilizing a variety of instructional strategies to better meet the various needs of the students but also revealed areas for additional professional development in the future.
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Lopez, Felip Maurici Abraham. "A SCALE TO MEASURE THE COMPLEXITY AND PERCEPTUAL-COGNITIVE SKILLS IN SOCCER." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1489.
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The complexity of dynamical systems (spanning brain, body and environment) can yield complex adaptive behaviors from non-linear interactions of individuals in space and time. A lack of reliable instruments to assess these varying behaviors results in inferences of how changes in behavior occurred over an extended period of time rather than being based on direct scientific measures. The aim of this study was to develop a scale of complexity and perceptual-cognitive skills' assessment in the sport soccer and to evaluate structural and criterion reliability. Based on the embodied cognition literature, the construct of this scale was identified with three dimensions to assess perceptual-cognitive performance of players when acting within different levels of complex team synergies. A sample of 10 soccer coaches - group A (n = 5 coaches; M = 24 yrs professional coaching experience) and group B (n = 5 coaches; M = 1 year of amateur coaching experience) were recruited to participate in the study. A total of 100 clips of 10 previously recorded soccer matches were analyzed in two assessment periods with one month between the end of the first assessment and the beginning of the second. This resulted in a combined total of 1000 measures used for the study. The results demonstrated that high skilled coaches were more reliable in the complexity dimension (r = 0.87) and also in the decision making dimension (r = 0.79) than low qualified coaches (r = 0.79) and (r = 0.71) respectively; and the complexity dimension was more stable across trials between professional and amateur coaches in the first data collection i (r = 0.79) and second data collection (r = 0 .73) than the decision making dimension (r = 0.50) and (r = 0.43) respectively. These findings indicate that this scale is reliable across applications and at different times with high and low qualified coaches. The use of the scale may be useful for identifying elements of emerging complexity at the team-fractal-player level; determine a perceptual-cognitive profile in athletes; and to better understand complex tactical dynamics in soccer.
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Fox, Tessa. "Using action research to explore the implementation of emotion coaching at an alternative provision for children with social, emotional and mental health needs." Thesis, University of Bristol, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.720856.
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Grellier, Hervé. "Les dynamiques de l'identité organisationnelle dans un contexte coopératif : le cas de deux coopératives industrielles appartenant au Groupe Mondragon." Thesis, Paris Sciences et Lettres (ComUE), 2017. http://www.theses.fr/2017PSLED080.
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Le travail de terrain s'est réalisé au cours de ces quinzes dernières années au sein du Groupe Mondragon au Pays basque espagnol, groupe qui constitue actuellement le plus grand réseau mondial d'entreprises coopératives. Ce groupe détient en plus deux particularités majeures. L'une étant de posséder un grand échantillon d'entreprises coopératives industrielles en concurrence à l'échelle mondiale avec de grandes multinationales. L'autre étant celle d'être constitué d'une très grande majorité d'entreprises coopératives aux mains de leurs travailleurs. Ce qu'on appelle couramment l'Expérience Coopérative de Mondragon est reconnue comme étant une expérience unique de plus de soixante ans d'existence. Notre question de recherche: Comment évolue dans un contexte actuel l'identité organisationnelle au sein du Groupe Mondragon?, est issue d'une problématique issue du terrain. Et c'est à partir d'une recherche-intervention sur deux cas d'entreprises coopératives industrielles que nous avons été amené à réfléchir sur l'évolution de l'identité organisationnelle au sein de ces deux coopératives et de là-même au sein du Groupe Mondragon dans son ensembleThe field work has been carried out over the past fifteen years within the Mondragon Group in the Spanish Basque Country. Which is currently the world's largest network of cooperative enterprises. This group has also two major characteristics. One is to have a large sample of industrial cooperative enterprises competing globally with large multinationals. The other is that it consists of a very large majority of cooperative enterprises in the hands of their workers. What is commonly known as Mondragon Cooperative Experience is recognized as an unique experience of more than sixty years of existence. Our research question: How is the organizational identity evolving within the Mondragon Group in a current context?, is the result of a field issue. And it is on the basis of an intervention research on two cases of industrial cooperative enterprises that we were led to reflect on the evolution of the organizational identity within these two cooperatives and from there within the Mondragon Group as a whole. This consideration of the evolution of the organizational identity leads not only to consider the strategic directions chosen by the Group Mondragon but also the implemented policies of leadership and coaching to encourage the identification of the co-workers of Mondragon within their cooperatives. In this work, the researcher adopted a constructivist epistemology. He conducted a broad review of the literature on organizational identity in particular and its extensive nomological network
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Human, Christine Elsje. "Utilising human capital as an organisational asset / C.E. Human." Thesis, North-West University, 2005. http://hdl.handle.net/10394/819.
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The objectives of this study are to determine the awareness level of knowledge
sharing amongst the employees of Sasol, to determine how Sasol utilises human
capital in the company and to identify and analyse the methods of knowledge
sharing and knowledge transfer.
The literature review distinguishes between explicit and tacit knowledge. Explicit
knowledge leads a company to codify while tacit knowledge leads to connecting
people. The literature study also covers the utilisation of human capital and
identifies methods of knowledge sharing and -transfer, namely legacy pages,
expert location systems, buddy systems, post-retirement agreements,
identification of successors, After Action Reviews, interviews, observation,
protocol analysis, teach backs, story writing and storytelling, and process
mapping. The literature study forms the foundation for the formulation and
designing of a questionnaire.
The questionnaire was distributed amongst the employees of two of Sasol's
divisions in order to obtain data about the utilisation of human capital in Sasol
and to identify and analyse the current and preferred methods to capture and
share tacit knowledge and skills.
The data obtained from the questionnaires was processed, analysed and
interpreted. Conclusions were drawn, linking the literature review and the
results obtained from the empirical study. Based on these conclusions,
recommendations were made.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2006.
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Masamba, Lulendo Mpanda Val. "La contribution de la relation d’accompagnement pour l’apprentissage de la convention d’affaires inhérente a l’organisation impulsée : une recherche-action au sein de l’incubateur I&Fentrepreneuriat en République Démocratique du Congo." Thesis, Bordeaux 4, 2013. http://www.theses.fr/2013BOR40022/document.
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Les travaux ayant utilisé la théorie de la connaissance créative (Nonaka et Takeuchi,1997 ; Nonaka et al, 2001) dans un contexte d’émergence organisationnelle sontrares, notamment dans le contexte d’accompagnement par incubation. La thèses’appuie sur ce corpus théorique pour apprécier les capacités d’apprentissage d’uneméthode d’accompagnement mobilisant le modèle GRP (Génération, Rémunérationet Partage de la valeur) de Verstraete et Jouison-Laffitte (2009). Il s’agit, à la fois, derelever le contenu des apprentissages et de comprendre comment cesapprentissages se forment, se cumulent et se traduisent en compétencesentrepreneuriales. Pour ce faire, le cadre opératoire déploie une recherche-actionpragmatiste auprès de quatre cas de porteurs de projet accompagnés parl’incubateur congolais I&FentrepreneuriatVery little current literature has used the theory of creative knowledge (Nonaka andTakeuchi, 1997 ; Nonaka and al one, 2001) in the context of organizationalemergence, and what is more, in the context of support for business incubation. Noresearch either has understood through the business convention deploying the GRPmodel (Generation, Compensation and value sharing) (Verstraete et Jouison-Lafitte,2009). It is not just a question of highlighting the learning content, but also have aclose look at how these learning processes are formed, accumulated and lead toentrepreneurial skills (meaning). In so doing, the methodology deploys pragmatistresearch action with four cases of project holders supported by the Congoleseincubator I & F entrepreneurship
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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.
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Talucci, Sam. "Leadership development as reflexive practice." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.
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This thesis examines Leadership Development in both a corporate setting and an expedition-based setting. The assumptions that are the foundations of current Leadership Development originate, and are informed by, aspects of the natural sciences. These methods are critiqued in terms of usability and applicability in the context of human relating. An alternative approach is investigated based on nonlinear causality and the complex responsive process of relating using the work of Stacey (2003, 2007, 2010), Stacey and Griffin (2005), Stacey et al. (2000). What is explored is the Leader as expert and the ability through communication, decision making, and planning to create certainty. What is problematized is the fantasy that this creates in ongoing day-to-day interactions. The work explores interactions between a leadership consultant/coach and clients in varied domains: the role of the practitioner in the delivery and creation of theory, models, best practices and standard operating procedures; and the reflections of both the practitioner and clients that what is emerging cannot be foreseen. This leads to a further exploration cycle of the human experience in organizations and how reification, the uncanny, and the struggle for recognition might offer other ways of making sense of the experience. The work examines the role of the consultant/teacher and the client/student and the emergence of knowledge. It further investigates the relationship of time and causality and how this is connected to theoretical knowledge and knowledge in action. This leads to a further connection of thinking, reflecting and reflexivity and what this means as practice for leadership development. Using the context of leadership coaching for management teams and connecting the reflexive aspect of knowledge, what is argued is that sensemaking as developed by Weick (1995, 2001, 2009), Weick and Sutcliffe (2007) is not a sufficient practice to explain and create best practices, standard operating procedures, models, and theories. What is also necessary, and is identified as sensemaking and connected to Elias (1987) work, is our own involvement and detachment as we abstract to understand what is happening in the moment between human agents. It is argued that paying attention to these aspects of ongoing human relating offer the possibility of thicker and a more contextualized understanding of the emergent unpredictable outcomes that leaders deal with every day.
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Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-165292.
Full textAbstract:
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction. Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\'s reflections. The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media. The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficultOnline-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung
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Lecoq, Pascal. "L'activité de Fil Rouge : mission ou métier ? : étude de cas dans un dispositif professionnalisant de l'industrie nucléaire." Thesis, Paris, CNAM, 2016. http://www.theses.fr/2016CNAM1120/document.
Full textAbstract:
Une entreprise du domaine de l'énergie met en œuvre des dispositifs de professionnalisation qui durent plusieurs mois et auxquels participent tous les nouveaux recrutés quel que soit leur diplôme et quelle que soit leur future affectation. Pour accompagner le dispositif, il y a la présence un nouveau type de personnage. Quelles sont les fonctions de ce personnage et quel est l'impact de son action sur la professionnalité des stagiairesA business in the field of energy implements professionalization devices lasting several months and involving all new hires regardless of their degree and whatever their future assignment. To accompany the device, there is the presence of a new type character. What are the functions of this character and what is the impact of its action on the professionalism of the trainees
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Chang, Chia-Jui, and 張家瑞. "An Action Research on Coaching Kindergarten Teachers in an Inclusive Setting." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/ukcrwj.
Full textAbstract:
博士國立臺灣師範大學
特殊教育學系
107
This study aimed to apply coaching to kindergarten teachers in an inclusive setting to develop their profession of special education and to improve the participation and learning of the child with special needs further. The participants in this one-semester action research were three kindergarten teachers, an itinerant early childhood special education teacher, a child with special needs, and his mother. The primary participants were the three kindergarten teachers who received coaching. The mother of the child with special needs also provided important information and feedback related to this research. The findings were as follows: 1.Coaching effectively facilitated the professional development of special education in three kindergarten teachers. During the first phase, the research team built the relationship. The professions of teachers were consolidated via workshops. Then the team systematically and collaboratively made the initiative plan. During the next phase, the researcher worked with teachers to support their implementation of Building Blocks, which is a framework for effective teaching practices for early childhood. The final phase involved an assessment and review of goals and accomplishments of a plan for sustained implementation of practices that had been the focus. 2.During the process of coaching, each teacher had experienced different positive changes pertaining to their professional development. Besides, teachers had become more active, confident, and preventive in their teaching. The study also found the teachers’ beliefs of inclusion had changed. As discussion among teachers increased, their collective teacher efficacy developed. As a result of their improvement of the professional development, the teachers eventually were able to resolve the difficulties of inclusion in a more professional manner. 3.The child with special needs made progress in participation and learning after teachers’ professional development. The child with special needs was able to fully engage in group activities, smoothly transition between activities, and independently accomplish daily routines. The child was also able to generalize the target behaviors across settings and people. Moreover, the collateral changes in target behaviors were evoked. 4.The researcher benefited from the process of coaching. The researcher not only overcame the challenges through reflection, but also gained valuable experience. However, a conflict related to the paraprofessional was irreconcilable. The researcher also found that establishment of equal partnership was critical to coaching and depended on the management by the coach. 5.The operating pattern of coaching was developed as the research progressed. Finally, based on the results, the suggestions were proposed for the future application of coaching and researches.
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Chen, Mao-Shiung, and 陳茂雄. "An Action Research on Executive Coaching: A New Area for Counselors." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92195888613789535927.
Full textAbstract:
碩士國立臺北教育大學
教育心理與諮商學系碩士班
96
This inquiry was intended to study how one enters the emerging field of ‘Executive Coaching’, and how to develop an effective process for providing such a service. The researcher went through three action research cycles during the inquiry process, starting from pursuing opportunities in the market, to finally completing coaching services to eight executives. These executives were from four enterprises and one non-profit organization in Taiwan. Each action research cycle went through the process of ‘plan-action-reflection-improvement’. Conclusions from this inquiry are: 1. Enterprises in Taiwan has started to adopt Executive Coaching in developing their leaders, however, it seems to be limited to medium and large sized enterprises. Enterprises who are in the fast-growing or transition stage seem to be more motivated in adopting Executive Coaching to their organizations. 2. Executive coaches usually come from other professions such as the counseling or consulting fields, where they obtained relevant skills and experiences before becoming a coach. 3. A structured, eight-step coaching process is considered to be helpful in providing effective coaching services to clients: (1) evaluating and contracting, (2) providing psychological tests, (3) conducting a 360 degree feedback survey, (4) setting coaching objectives, (5) conducting coaching interviews, (6) conducting mid-term progress reviews, (7) assessing coach/client performances, (8) conducting a case closing meeting. 4. Management and Counseling knowledge and skills are considered to be essential for executive coaches. Counselors are considered to be good candidates of executive coaches because of their expertise in understanding human psychological and behavioral patterns. However, they are encouraged to further expose themselves to business environment and to acquire management skills to enhance their qualifications. The researcher recommends enterprises to better utilize Executive Coaching in developing their leaders, and to cultivate a ‘leader as coach’ culture within their organizations. Secondly, the researcher recommends the Counseling community to actively involve in the development of this new profession, so as to expand the counseling market. In terms of research, the researcher calls for more research in the Executive Coaching areas, such as case studies, empirical studies on effectiveness, application of counseling theories, and qualification of an executive Coach.
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利一奇. "Action research of implementing peer coaching by teachers in the elementary school." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/68002419023333610481.
Full textAbstract:
碩士國立台北師範學院
課程與教學研究所
90
Action research of implementing peer coaching by teachers in the elementary school Summary The range of this research is analyzing the procedures of implementing peer coaching in the elementary school. This research is focus on improving the pedagogy of national language subject in the fifth grade of the elementary school through peer coaching method; the principal part of the instruction unit is the textbook using in the cooperative elementary school; the observation is focus on the teaching strategy, class management, presenting instruction subject, and teaching environment arranging. To expect analyzing the elements that effect implementing peer coaching through discussing the procedures of peer coaching implement. Furthermore, to discuss the changes and growing of the teachers who participate peer coaching. Therefore, the purpose of this research is discussing, the processes of peer coaching implement in the cooperative elementary school. Further, to analyze the elements that effect implementing peer coaching and the influence that peer coaching does on teacher professional development. Beside, the method of this research is action research of practical improving instruction. To assist the researchers correcting action strategy, we need the collection and analysis through attending observation, interviews, and introspection. According to the result of research, we obtain the following conclusion: 1. In the process of implementing peer coaching in the cooperative elementary school, the members guide all the mental changes; and create the real cooperative culture. 2. In the process of developing “peer coaching” in the cooperative elementary school, coaching teachers, cooperative team, and partnership are the elements. 3. Implementing peer coaching in the cooperative elementary school is the process of correcting action research continuously; training, support and trust are the conditions of success. 4. Among the elements of effecting peer coaching development in the cooperative elementary school, teaching faith, personality, and the time spent are the key points. 5. “Peer coaching” helps the teachers in the team transfer the new teaching skills and knowledge into teaching practice; meantime thinking of their teaching attitudes and the meaning of re-conceptualizing courses and teaching. Until they are able to transfer it as their own skills, present spontaneously and perform with elasticity. 6. The implement of peering coaching in the cooperative elementary school can encourage the teachers on “teacher’s teaching strategy”, “class operation and management”, “teaching subject presentation”, and “study environment arranging”. 7. In the aspect of teacher professional development, peer coaching can improve teacher’s ability of examine, proceeding the professional conversation aiming at teaching issues, searching for the solution and change teacher’s attitude and faith. 8. The implement of peering coaching can help the teachers change their teaching concept; shorten the difference between theory and practice. 9. In the aspect of student’s growing, peer coaching can cheer up their studying interests, study achievements and the ability of cooperative study. 10. Through the implement of peering coaching in the cooperative elementary school, we find out that: it’s necessary to avoid the unbalance of authority distribution, wasting teacher’s time and energy; otherwise we can’t provide the practical critical conversation and flexible concept to help others introspect. 11. In the process of implementing peer coaching in the cooperative elementary school, it’s easy to come down to an obstacle of preceding the research if we depend on the assistant instrument excessively. At the last, according to the result and conclusion of this research, we’d address some recommends to those researchers in the related field.
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Cheng, Po-Wen, and 鄭博文. "An Action Research on the Group Coaching Model that Facilitates Effective Behavior Changes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/33355v.
Full textAbstract:
碩士國立清華大學
教育心理與諮商學系
105
This research is conducted with the methodology of action research in order to explore how to facilitate behavioural changes through group coaching model. This is a topic that seldom studied in the coaching profession. The research target is group of 4 senior managers and 6 middle managers in a small-medium manufacturer. These target participants were divided into 2 classes and had gone through a total of 4 coaching cycles. Each cycle comprised of a process of 4 stages, “PLAN”->”ACTION”->“DISCVOER”->“ADJUST”. And the key findings of the research are summarized as follows: 一、A Systemic Group Coaching Model is created induction of the key findings in this action research: There are 4 layers: The first layer is SAFETY, the second layer is CONTINUOUS GROUP COACHING (Check-in, After-Action Review, Stakeholders’ FeedForward and Feedback, Peer Coaching, Experiment, Group Dyanmics, Group Learning), the third layer includes the 8 critical factors (1:1 Assessment & Grounding, Group Coaching Design, Group Coaching Kick-Off, 1:1 Coaching, Connection, Encouragement & Challenge, Self-Awareness, Review of Success & Learning), the forth layer is about the 4 stages of Group Coaching (Kickoff -> Mid-Point ->Closing ->Continuing) , through the Systemic Group Coaching Model, the coach lead the group coaching smoothly by effectively planned and executed, at the end, helped the group members to enhance their leadership through effective behavioural changes. 二、Personal behavioural changes were measured through the final 360 review scores, the highest score is 10 (completely changed). The average score of others’ ratings in the first class is 7.5 (lowest score was 6, highest was 8.5), and the average score of others’ ratings in the second class is 7.7 (lowest score was 6.2, highest was 8.7). 三、The success factors are concluded by induction of the findingds in the 2 classes of 4 cycles and altogether 16 group coaching sessions. And these success factors are related back to the Systemic Group Coaching Model, to serve as a reference for coaches who may lead groups in future. 四、The key learnings created by the group coaching process for the participants are categorized into 10 different types: self-management, communication skills, coaching skills, teamwork, developing subordinates. From the research result, it is found that the group learning is related to the personal goals, and the personal goals are found to be positively related to and directing the group learning. The researcher suggests that if coporations can invest in group coaching to help their leaders to change their old behviours patterns and to learn interpersonal skills, they will see that the personal changes will finally drive and changes the relationships in the organization. And these changes in relationships will then create positive impact on the communication of the vision and execution excellence. The researcher also suggests that for the coaches and psychology practitioners who are interested in group coaching should try to use the Systemic Group Coaching Model. There are 3 suggestions for future researches: Corporate’s perspective, Tools application and the intervention of different schools of counseling.
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Wu, Shin-yun, and 吳詩芸. "An Action Research on Elementary Teachers in Promoting Teaching Effectiveness via Peer Coaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12580927491577428267.
Full textAbstract:
碩士國立臺南大學
教育學系課程與教學碩士班
97
The action research tried to promote a teacher’s teaching effectiveness by using peer coaching under five criteria: teaching comprehension, multiple techniques, effective communication, classroom management, and targeting. After each observation, the researcher had conversation with the observer about how to achieve high teaching effectiveness by following the procedure of reflection, modification, teaching, reviewing, and re-teaching. The data was collected from observer’s feedback, meeting record, teaching videos, students’ work sheets, and researcher’s reflection notes in order to explore the process of peer coaching, promotion of teaching effectiveness, factors of practice and feedback from peer coaches and students. Finally, the results can be references for those trying to practice peer coaching. The results are as follows: 1. The procedure of peer coaching is demanding, questioning, planning, meeting, classroom observation, conversation, modification, reviewing, and conclusion. 2. Peer coaching based on mutual trust between researchers and observers, structural preparation and coordination of time. 3. The difficulties in practicing peer coaching are: time-taking conversation in achieving a consensus and observer’s recognition about teaching effectiveness and experiences. 4. Strategies in promoting teaching effectiveness via peer coaching include sharing, questionnaires, and reflection. 5. Factors influencing peer coaching are: willingness of teachers, efforts of peer coaches, administrative support and choice of research tools. 6. The researcher comprehended the process of peer coaching and the meaning of effective teaching and had improved teaching techniques. 7. The peer coach claimed that teaching takes efforts and needs improving whatever their teaching experiences are. 8. Students agreed that they learned the target lesson with multiple learning styles and appropriate teaching techniques. Finally, there are some concrete suggestions proposed to teachers, peer coaches, future researches, elementary schools, and teacher’s colleges.
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Chen, Jeng-Ji, and 陳政吉. "Action research on role play of coaching leadership and group interaction in Sport Education Model." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30214917328163955946.
Full textAbstract:
碩士國立臺中教育大學
體育學系碩士班
99
The main purpose of this study was to investigate the improvement and the effectiveness about the role play of coaching leadership and group interaction. Relevant strategies to solve the teaching problems were proposed. The participants were 21 sixth graders in Happy elementary school in Taichung. Among them, there were 9 boys and 12 girls. We adopted action research to carry out table tennis program which lasted 8 weeks in Sport Education Model. Data collection included teaching journals, student interviews, learning sheets and questionnaire. The teaching problem was first identified by the researcher. Then relevant strategies were developed accordingly. During the study, reflections on the implementation were made continuously and followed necessarily adaptation on the strategies. The finding and conclusion were listed as the followings: 1. The teaching strategies employed by the teacher to improve coach role-playing problems in teams can promote coaching capability.（1）For those strategies, such as to show explicit expectations orally, patrol and guides, and provide opportunities for independent practices are all effective to enhance the performance of team coaching. Moreover, team members became more obediently and respect to each other.（2）Implementation of the ‘best instructor award’ is able to encourage group coaches not only to pursue specific goals but also help them to play the role more seriously and responsibly.2. That teacher makes good use of teaching strategies can improve the group interaction. The performance in operation became more solidarity and harmonious.（1）The anxiety of being defeated and then cause discrimination to low-skilled students can be released by modifying the ‘rules’. It can provide more opportunities to succeed thus help students to practice more actively after school.（2）Teacher makes good use of ‘team award’ can improve the problems that students find fault with each other and unwilling to practice. The awards can be titled as ‘spirit championship’, ‘best practices’, ‘best mutual cooperation’, ‘best one to distinguish move or stay’, ‘best to do his duty’. Team members were found to supervise and encourage each other under this strategy. This helps students to pursue objectives other than only seeking victory.
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Kuan-JungLai and 賴冠榮. "Dialog Action Decision Using Deep Reinforcement Learning for Question Generation in an Interview Coaching System." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/htm2tk.
Full textAbstract:
碩士國立成功大學
資訊工程學系
104
We often have the interview opportunity when we try to pursue a higher education or find a job. The best way to prepare for an interview is to review the different types of possible interview questions you will be asked during an interview and practice responding to the questions. An interview coaching system is designed to simulate an interviewer to provide mock interview practice simulation sessions. The previous interview coaching systems provided the information including facial preference, head nodding and shaking, response time, and volume etc. to let the users know their own performance in the simulated interview. However, most of these systems need a sufficient number of dialog data and generally only provide the pre-designed interview questions. In this thesis, we propose an approach to dialog action detection based on deep reinforcement learning for the interview coaching system. In dialog action detection, deep reinforcement learning is adopted to learn the relation between dialog states and dialog actions based on the labeled dialog states and actions in a collected corpus. In interview question generation, a tree-based decision is used to choose a proper question template based on the obtained dialog state and the action. For training and evaluation, twelve participants were invited to provide the interview corpus. In total, there were 75 dialog, consisting of 540 question-answer pairs, in the corpus. In order to evaluate the ability of deep reinforcement learning, we tested 1000 simulated dialogs. The average number of completed slots and average number of turns were used for evaluation. The assumption for this evaluation is the fewer the dialog turns needed to complete the interview the better the coaching system. Based on this criterion, the proposed method outperformed other approaches. In question generation, we validated the relevance model for choosing the best interview question from the decision tree by using 5-fold validation. We observe that the proposed system achieved good accuracy and relevance score when 128 nodes in hidden layers of the LSTM was used. For the evaluation of the whole interview system, we modified the evaluation criteria provided by Traum and a questionnaire is used based on 10 test dialogs. Five subjects were invited to score the Naturalness and Utility. According to these scores, our model achieved an encouraging and acceptable performance.
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Li, Chun-I., and 李俊毅. "An Action Research of Applying Peer Coaching to Develop A Secondary Science Teacher’s Pedagogical Content Knowledge." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/14171487403717694697.
Full textAbstract:
碩士中原大學
教育研究所
98
The purposes of this study are to investigate how a junior high school science teacher develops his pedagogical content knowledge (PCK) with peer coaching method, to assess students' perception of the change in their teacher's teaching style, and to examine the influence of peer coaching on this teacher's PCK enrichment.This study was set in an eighth grade class taught by the researcher in Dasi Junior High School during September, 2009 to January, 2010. With the use of action research, this peer coaching study was designed by this science teacher with the assistance of three colleagues in Dasi Junior High School . Both qualitative and quantitative research methods are used in this study. The qualitative data includes: the records of the interviews and feedback from students, the researcher's teaching log, the minutes from discussion with his fellow teachers, and the comments and feedback from his colleagues on his demonstration teaching video. Quantitative data mainly focus on a statistical t-test analysis of “The students' Perceptions of Teacher's Knowledge (SPOTK).” The researcher’s previous teaching style was monotonous and dull, so the PCK changes were small. However, with the application of peer coaching for two months, the result of this research has shown that: despite the “subject-matter knowledge” did not come to a statistically significant difference, the other three aspects ”instructional repertoire”, ”representational repertoire” and ” knowledge of how to assess students’ understanding:” all reached the level of significant difference as below. 1. In instructional repertoire: The researcher increased more hands-on classroom activities and group teaching activities for his students. He applied models as teaching aids, and he also designed some science projects for his students to study. 2. In representational repertoire: To make his students understand the abstract scientific concepts, the researcher frequently applied multimedia-aids, such as Flash. To explain the concepts, he gave many examples and demonstrations, and he also told stories to help students understand the concepts. 3. In subject-matter knowledge: Although the students were not aware how much subject-matter knowledge their science teacher has been increasing, they did notice that their teacher increased explanation of the history of science and the impact of science on society. 4. In knowledge of how to assess students’ understanding: The general tests and exams are no longer the only means to assess, the researcher and his colleagues use variety ways to assess their students' understanding on the material level. In the implementation of peer coaching, the researcher has found out:1. Peer coaching solves the teaching dilemma and gives pedagogical content knowledge enrichment. 2. Peer coaching contributes to emotional communication, and it reduces teacher's isolation in the classroom. 3. Peer coaching enhances teachers' abilities to reflect and review their teaching styles. 4. Peer coaching is an effective approach to enhance the growth of teachers' PCK.In the end, the researcher gave a number of suggestions to science teachers, science education in junior high schools, and future researches based on his study result and conclusions.
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Goebel, Suzanne. "Senior Executive Learning Agility Development Based On Self-Discovery: An Action Research Study In Executive Coaching." 2013. http://scholarworks.gsu.edu/bus_admin_diss/16.
Full textAbstract:
While there is an abundance of empirically based information on the broad subject of executive leadership and executive leader development, opportunity for further research is driven by complexity of the executive’s world and the related need to function at high levels of learning agility. In fact, learning agility has been identified by Korn/ Ferry (Korn/Ferry, 2011) as the single most important predictor of executive success.
This study seeks to explore non-traditional forms of executive leader development based on an integrated theoretical lens, including learning and executive development theories as they relate to learning agility. Executive Coaching is of primary interest as an executive development theory, with a diagnostic element designed to provide insight about development issues, particularly those around leadership pipeline cross points.
The Competing Values Framework, as applied here for individual executive growth and development constructs, offers an additional theoretical lens as well as a structure for practical application. Using an engaged scholarship approach through Action Research, this is explored with a focus on executive development options that go beyond traditional leadership training models, and with research, insights analyzed through the CVF assessment and structured interviews.
Among the findings are insights which confirm the learning agility construct claims that it is a key predictor to executive success as executives traverse career transitions. More specifically, the insights which proceed from this study also support the reasons that self-discovery learning interventions impact learning agility for senior executives. They include: The Participants in this study demonstrated Learning Agility Development as defined for this research, providing evidence that Learning Agility can be developed Executive Coaching and Related Self-Discovery Constructs contribute more to Learning Agility Executive Development when the executive coach offers a fluid approach which includes significant engagement and mutual dialog as well as inquiry. Learning Agility Development is related to one’s ability to manage Competing Values, especially Competing Values that are unique to the individual. Individual Awareness, its connection to reflexivity, and the movement of tacit knowledge to explicit knowledge is a key finding related to senior executive learning agility development. A Systems Approach to Learning Agility Executive Development which includes a systemic framework, a defined process/structure, and individual customization is indicated for senior level executives.
The study offers extensions to existing theories as well as a practical theory-and-findings-based executive development methodology.
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Prinsloo, Heather. "How South African businesses design and execute transformation initiatives: implications for coaching." Thesis, 2017. http://hdl.handle.net/10539/23097.
Full textAbstract:
Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Wits Business School, 2017The body of knowledge on transformation is growing and previous researchers have set a foundation by focusing on different aspects of B-BBEE and legislative redress. Scientific research on coaching as a tool to facilitate legislative redress is emerging. The objective of the research was to add to the emerging body of knowledge and uncover how South African businesses approach transformation, what processes and resources they use and what best practices are applied and if opportunities existed to introduce new concepts and frameworks, such as Coaching. The study used qualitative research methodology. Semi-structured interviews were conducted with two employees in four different organisations, four technical signatories in two verification agencies and four B-BBEE consultants. The organisations who participated in the research qualified as level, one, two and three contributors to B-BBEE. It was assumed that the B-BBEE level would indicate the extent of transformation in the organisations. Transformation in South Africa remains a contentious issue for business and employee responses to redress range from positive to negative. Organisations have been slow to respond to the people aspects of transformation. From the research, it was evident that organisations, verification agencies and consultants interchanged B-BBEE and transformation, implying that in South Africa, the concepts were similar, if not the same. Organisations’ responses to B-BBEE were still very reactive and at the time of the interviews, the respondents all expressed varying levels of concern to the gazetting of the amended B-BBEE Codes of Good Practice. The view held, was that the amended codes would require organisations to take a more strategic view of transformation. Only one of the four organisations interviewed confirmed that they had a transformation strategy. As for the other organisations, the strategies could be described as emerging Best practice is beginning to emerge and on some elements of the scorecard, improvements can be seen as organisations adapt approaches to yield a return on investment. Coaching as a resource to facilitate transformation was approached with caution even though the respondents recognised that third party interventions were necessary. The research builds a case for coaching as a tool to embed learning and development as organisations shift from a tactical response to B-BBEE to a more progressive or authentic goal.
MT2017
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"Exploring the Influence of Targeted Coaching on Teachers' Planning and Instruction." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14936.
Full textAbstract:
abstract: When it comes to planning for instruction, many teachers may feel an overwhelming need to rely on prescribed curricular resources and when those are not available many teachers may feel lost. While several methods for improving instructional planning exist, research has shown that prioritizing standards, creating assessments aligned to those standards, and using the data from those assessments to make instructional decisions have positively impacted teachers' instructional planning practices. Grounded in participatory action research (PAR), this mixed methods action research study sought to investigate the influence that targeted coaching could have on teachers' planning practices. The study was conducted in a K-8 Title I school and included four participants who engaged in targeted coaching and professional development designed to help them improve their planning practices. It utilized surveys, observations, artifacts, and interviews to answer the research questions. From the surveys, interviews, lesson plans, artifacts and coaching conversations, the Coaching Model for Effective Planning provided helpful and beneficial professional development that was readily adaptable and useful to the participants' classroom. In addition, the findings exhibited that coaching can influence planning whether formally by being written into lesson plans or by incorporating it into instruction. Furthermore, the findings also raised the question of teacher efficacy in coaching relationships as wells the impact of coaching.Dissertation/Thesis
Ed.D. Educational Leadership and Policy Studies 2012
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Tsai, Aishu, and 蔡嬡姝. "An Action Study on a Selected Teacher in an Elementary School That Was Applied to the Mentor Coaching to Promote the Teacher´s Professional Development." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/68265613416786751333.
Full textAbstract:
碩士國立臺中教育大學
教育學系
101
An action study on a selected teacher in an elementary school that was applied to the mentor coaching to promote the teacher´s professional development Abstract The study was to explore how to promote teachers’ professional development through the mentor coaching program. An elected teacher was picked from an elementary school in Taichung City as participant and the action research method was applied for the practical processes and the results. The purposes of this study were to discuss the practical status and the problems confronted in the case study that was conducted to the mentor coaching program. Moreover, the efficiency of the coaching program was also taken into account for being a reference model of school-based mentor coaching program afterwards. The Peer Supervision-cognitive Coaching Model was used in this study. The discourses were collected by the planning conferences, teaching observations, reflection conferences, interviews and references analysis. The findings were listed below: 1. The program can significantly improve the teaching efficiency of the case teacher that encounters teaching difficulties. 2. The Peer Supervision Model can build up cooperative culture among teachers and decrease the isolated status of teachers. 3. The coaching process should constantly recycle and provide feedback to revise the program. The duration of the coaching process will affect the effects of the results. According to the results, this study proposes some suggestions for teachers, schools, educational authorities and further researches as follows: 1. The teachers and schools should change the rigescent impression of supervision, set up the mechanism of teachers’ professional development assessment to enhance the professional competence of teaching. 2. The educational authorities should conduct the teachers’ professional development by legislative activity, build up the system and function of peer mentor coaching, foster the mentors and share the achievements. 3. The further research is called for by increasing tests of the measuring scales to arise the reliability and validity. Enlarge the sample of the study to find more exploration. Keywords: mentor, peer coaching, teacher professional development evaluation
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Preston, Candice. "Life coaching for female high school learners : a case study in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26497.
Full textAbstract:
This research aimed to investigate how life coaching influenced five female high school learners (aged 16 and 17 years old) at an independent school in Gauteng province. The learners attended four life-coaching sessions with an experienced and accredited life coach over a period of eight weeks. Data was collected from a literature review of previous research on life coaching and coaching in general, interviews with the learners both before and after the life coaching experience and from journal entries kept by the learners during the process. All learners learnt through the process and experienced positive changes in their lives. This included improved balance in their lives; improved time management, reduced stress and more positive mind-sets. They were able to set goals and achieve some success during the process. They expressed increased confidence in themselves and their abilities to overcome challenges in their lives and recommended life coaching for other learners.Educational Management and Leadership
M. Ed. (Educational Management)
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Saunders, Constanze. "Online-Sprachlernberatung im universitären Kontext: Szenarien auf dem Prüfstand.: Eine fallbasierte Longitudinalstudie im Rahmen von Aktionsforschung." Doctoral thesis, 2014. https://ul.qucosa.de/id/qucosa%3A13260.
Full textAbstract:
Online Language Learning Counseling (OLLC) is a new method in language learning counseling. It employs various forms of communication (email, chat, and internet telephone) and various instruments (i. e. surveys, plans, and learning journals) in order to systematically complement and support foreign language students\'' self-directed learning and work processes between face-to-face and online advising sessions. The specific communicative conditions in OLLC lead to benefits and challenges for the counseling process, which can mainly be traced back to the different modalities of the communication (oral vs. written) and synchronous vs. asynchronous forms of interaction.
Based on seven cases, the study describes and analyzes possible applications of this counseling approach. Its methodological framework is a longitudinal action research design with evaluative elements. The cases, which show varying formats of OLLC, are analyzed using qualitative methods applied to different sets of data, including session transcripts, participant interviews, and the counselor\''s reflections.
The learners differed in their evaluations of most of the counseling forms and instruments utilized. However, most of them valued the emails that helped them prepare for the sessions and written summaries of the meetings. The in-depth analysis of three paradigmatic cases illustrates varying scenarios of OLLC, taking into account different attitudes, motivation, and working habits. The study thus shows the necessity for a counseling method that is flexible considering both the content as well as the media.
The most important benefits of OLLC found in the study were the possibility to trigger self-reflection and to support motivation to learn. The composition of written texts posed a considerable difficulty to the students due to the demands of content creation and foreign language use. For the counselor, technical problems made practicing a non-directive counseling approach difficult.Online-Sprachlernberatung (OSLB) ist eine Form der individuellen Begleitung von selbstgesteuertem Fremdsprachlernen im universitären Bereich. Dabei werden unterschiedliche digitale Beratungsformen (E-Mail, Internet-Telefon, Chats) und Beratungsinstrumente (z. B. Fragebögen, schriftliche Pläne und Lernertagebücher) eingesetzt, um den Lern- und Arbeitsprozess systematisch zwischen den Präsenz- oder Online-Sprachlernberatungstreffen zu begleiten. Die spezifischen Kommunikationsbedingungen in der OSLB bergen Potenziale, aber auch Herausforderungen, die sich vor allem aus der Synchronität bzw. Asynchronität und der Modalität (Mündlichkeit bzw. Schriftlichkeit) der Interaktion ergeben. Die Studie beschreibt und analysiert anhand von Einzelfallstudien diesen Beratungsansatz. Die Untersuchung stellt eine longitudinal angelegte Aktionsforschung mit evaluativen Elementen dar. Auf Grundlage von sieben Beratungsfällen, die unterschiedliche Profile des Einsatzes von OSLB aufweisen, wurden unterschiedliche Datensätze ausgewertet, die u. a. Beratungstranskripte, Abschlussinterviews mit den Lernenden und die Reflexionen der Beraterin mit einschlossen. Die Lernenden unterschieden sich in ihrer Bewertung der meisten einzelnen Formen und Instrumente, jedoch wurden beratungsvorbereitende E-Mails und schriftliche Zusammenfassungen nach den Sitzungen als hilfreich benannt. Die Analyse dreier paradigmatischer Einzelfälle illustriert verschiedene Szenarien der OSLB unter Berücksichtigung unterschiedlicher Einstellungen, Motive und Arbeitsweisen im digitalen Kontext und belegt damit die Notwendigkeit einer individuellen Beratung, in der flexibel auf die Bedürfnisse der Lerner eingegangen werden kann. Als bedeutendste Potenziale der OSLB erwiesen sich die Möglichkeiten der Anregung zur Selbstreflexion und die Unterstützung der Motivation zum Lernen. Als Herausforderung stellte sich für die Lerner aufgrund inhaltlicher und fremdsprachlicher Anforderungen die Erstellung schriftlicher Texte dar. Für die Beraterin erschwerten technische Gegebenheiten die Durchführung nicht-direktiver Beratung.