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Journal articles on the topic 'Coaching - General'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 January 2023

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1

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

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

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Ilina, Olga K. "Coaching instruments in teaching general English." Tambov University Review. Series: Humanities, no. 4 (2022): 978–87. http://dx.doi.org/10.20310/1810-0201-2022-27-4-978-987.

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The most important feature of education in the information society, according to the laws of which humanity lives today, is lifelong learning, and therefore the ability to learn becomes one of the key competencies. Today, the ability to acquire knowledge on one’s own, without the help of a teacher, is of particular importance, which creates the need to form students’ cognitive interest and self-education skills. This is facilitated by the coaching approach to learning, which is a new step in the methodology of teaching foreign languages, and involves a partnership between the teacher and the student in the educational process, the student’s awareness of the personal need for mastering knowledge and the need to take responsibility for the result. The purpose of the research is to describe the tools of the coaching approach to teaching general English. The research showed that the creation of a relationship of trust and partnership in the educational process is facilitated by: meeting the student’s need for meaningful learning, understanding and recognition of the student’s values, active listening, developing feedback, and effective questions. The use of these technologies is intended to provide students with access to self-education in the future. The study concludes that the use of coaching approach tools in teaching general English contributes to the maximum disclosure of learners’ internal resources and capabilities.

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

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

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

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

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

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Hancock, Dave. "Team and personal coaching in general practice." Practice Management 31, no. 9 (October 2, 2021): 22–25. http://dx.doi.org/10.12968/prma.2021.31.9.22.

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

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9

A, Elvi Alfian. "Pembinaan terhadap Narapidana Wanita Hamil di Lembaga Pemasyarakatan Perempuan (LPP) Kelas II B Jambi." Jurnal Ilmiah Universitas Batanghari Jambi 21, no. 1 (February 8, 2021): 338. http://dx.doi.org/10.33087/jiubj.v21i1.1329.

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Basically the right between female inmates and male inmates is the same, only in this case because the inmate is a woman then there are some rights that get special attention than male inmates. Female inmates are not only limited to their rights as inmates in general, but also have difficulty when facing the circumstances that become their nature as a woman. The purpose of this study was: a) To find out how the system of coaching female inmates who are pregnant in the Class II B Jambi Women's Correctional Institution; b) To find out what are the inhibition factors of coaching female inmates who are pregnant in the Women's Correctional Institution class II B Jambi and c) To find out what efforts can be made by correctional officers in overcoming the inhibition factor of coaching female inmates who are pregnant in the Women's Correctional Institution class II B Jambi. The research method is an empirical juridical approach. Empirical juridical approach in this study means that in analyzing the problem is done by combining legal materials (which are secondary data) with primary data obtained in the field that is about the development of pregnant female inmates in the Class II B Jambi Women's Society. In accordance with the theme, this research uses descriptive qualitative methods. The conclusion of this study is coaching of pregnant female inmates in The Class II B Jambi Women's Correctional Institution remains equated with the coaching of other female inmates in general, there are two coachings applied in the Class II B Jambi LPP, namely Personality Coaching and Self-Reliance Coaching. Pregnant female inmates get waivers from the LPP not to do heavy work such as room picket routines, gymnastics activities every Saturday, gotong royong or other activities that endanger the condition of the womb or mother. It can be said that the guidance provided by the LPP to pregnant female inmates in accordance with the author's current meticulous, for the fulfillment of his rights has not been fulfilled to the maximum due to the lack of funds.

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

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

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Helming, Mary A. "Nurse Coaching." Journal of Christian Nursing 40, no. 1 (January 2023): 11–12. http://dx.doi.org/10.1097/cnj.0000000000001026.

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Stelter, Reinhard, and Ho Law. "Coaching – narrative-collaborative practice." International Coaching Psychology Review 5, no. 2 (September 2010): 152–64. http://dx.doi.org/10.53841/bpsicpr.2010.5.2.152.

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Purpose:This paper aims to provide both the theoretical foundation and formulation of practice for narrative coaching. We advocate that coaching as narrative-collaborative practice should form the new wave (third generation) of coaching practice and encourage coaching and coaching psychology communities to engage in its practice and research.Methods:In providing the theoretical foundation for coaching as narrative-collaborative practice, we first draw on its societal and cultural foundation. We argue that narrative coaching can support self-created and reflective leadership, provide continuous development of coaching methodology as it focuses on values, gives opportunities for meaning-making and provides a reflective space for the unfolding of narratives in terms of the construction of reality and the concept of meaning.Results:From the above foundations, we develop a general narrative coaching methodology by integrating the general characteristics of ‘externalising conversation’ and ‘re-authoring’ (two common forms of narrative methods) and highlight its collaborative properties including narrative coaching in groups.Conclusion:We summarise the purpose of this paper and conclude that coaching as a narrative-collaborative practice can provide empowerment and social acknowledgments to coachees’ self-identity and re-iterate our call to promote coaching as a narrative-collaborative practice.

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Shunk, Rebecca, Maya Dulay, Calvin L. Chou, Susan Janson, and Bridget C. O’Brien. "Huddle-Coaching." Academic Medicine 89, no. 2 (February 2014): 244–50. http://dx.doi.org/10.1097/acm.0000000000000104.

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14

ZURER, PAMELA S. "COACHING SUCCESS." Chemical & Engineering News 83, no. 9 (February 28, 2005): 65. http://dx.doi.org/10.1021/cen-v083n009.p065.

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Frigerio, Gill, and Phil McCash. "Creating career coaching." Journal of the National Institute for Career Education and Counselling 30, no. 1 (March 1, 2013): 54–58. http://dx.doi.org/10.20856/jnicec.3009.

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In this article, a series of general propositions are made concerning the nature and purpose of career coaching. These statements are designed in response to debates within the formal and informal literature and to flesh out the authors’ distinctive approach to career coaching. The activities and settings in which career coaching can take place are described and it is proposed that the design of career coaching should be linked to career-related learning, career literacy and contracting. The importance of calling and career development is highlighted and a critical understanding of opportunity systems encouraged. Overall, a view of career coaching as a creative art is foregrounded. Constructive engagement with the wider community is welcomed in order to discuss and debate these claims.

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Tucker, Angela. "Coaching Copyright." Journal of Hospital Librarianship 20, no. 2 (March 18, 2020): 180–81. http://dx.doi.org/10.1080/15323269.2020.1738877.

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Smith, Jeffrey M. "Surgeon Coaching." Journal of Pediatric Orthopaedics 40, Supplement 1 (July 2020): S33—S37. http://dx.doi.org/10.1097/bpo.0000000000001541.

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BRUENING, JENNIFER E. "COACHING DIFFERENCE." Journal of Strength and Conditioning Research 18, no. 2 (May 2004): 242–51. http://dx.doi.org/10.1519/00124278-200405000-00007.

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Blackman‐Sheppard, Gabrielle. "Executive coaching." Industrial and Commercial Training 36, no. 1 (January 2004): 5–8. http://dx.doi.org/10.1108/00197850410516049.

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Harris-Reeves, Brooke Elizabeth, James Skinner, Peter Milburn, and Greg Reddan. "Applying Behavior Management Strategies in a Sport-Coaching Context." Journal of Coaching Education 6, no. 2 (August 2013): 87–102. http://dx.doi.org/10.1123/jce.6.2.87.

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Sport coaching is a multifaceted profession with many responsibilities. Coaches can have a profound effect on athletes that can be both positive and negative. Coaches have the ability to motivate athletes and increase their self-esteem. Conversely, negative effects of coaching may include athlete drop-outs, injuries, and loss of confidence. Coaches need to manage the coaching environment and create positive surroundings to ensure that athletes achieve their optimum potential. Managing a coaching environment refers to how coaches establish and maintain order. This paper explores the literature on behavior management in education and sport settings and aims to contribute to sport-coaching knowledge. General coaching tips for managing athlete behavior are suggested along with examples of potential coaching strategies.

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Greif, Siegfried. "A new frontier of research and practice: Observation of coaching behaviour." Coaching Psychologist 6, no. 2 (December 2010): 97–105. http://dx.doi.org/10.53841/bpstcp.2010.6.2.97.

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This paper gives an overview of recent observation studies of coaching behaviour and the coaching relationship. It follows a keynote at the 2nd European Coaching Psychology Conference, December 2009, in London. Models influencing the research are drawn from studies of the behaviour of psychotherapists that help to understand the effects of therapeutic interventions. The background to the article is a process-theory of coaching. It reformulates and integrates general factors derived by Gassman and Grawe (2006) from behaviour observation studies. The process-theory assumes that the effects of coaching in general depend partly on seven hypothetical success factors of coaching behaviour that can be assessed by ratings of the observed behaviour of coaches: (1) Appreciation and emotional support of the client; (2) result-oriented problem reflection; (3) result-oriented self-reflection; (4) reflection and calibration of affects; (5) clarification of goals; (6) resource activation; and (7) support of transfer into practice. In a pilot study, trained observers rated the behaviour of coaches using video recordings of coaching sessions. The results show that outcome criteria can be predicted by specific success factors. To understand better how coaching works and how to improve coaching effectiveness, more research and multidisciplinary methods are recommended.

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Miller, Colleen. "Health Coaching." Home Healthcare Nurse 32, no. 7 (2014): 438–39. http://dx.doi.org/10.1097/nhh.0000000000000103.

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HUFFMAN, MELINDA. "Health Coaching." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 25, no. 4 (April 2007): 271–74. http://dx.doi.org/10.1097/01.nhh.0000267287.84952.8f.

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&NA;. "Health Coaching." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 25, no. 4 (April 2007): 275–76. http://dx.doi.org/10.1097/01.nhh.0000267288.92576.a9.

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Huffman, Melinda H. "HEALTH COACHING." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 27, no. 8 (September 2009): 490–96. http://dx.doi.org/10.1097/01.nhh.0000360924.64474.04.

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&NA;. "HEALTH COACHING." Home Healthcare Nurse: The Journal for the Home Care and Hospice Professional 27, no. 8 (September 2009): 496–98. http://dx.doi.org/10.1097/01.nhh.0000360925.41603.65.

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Britton, Jennifer Jane. "Expanding the coaching conversation: group and team coaching." Industrial and Commercial Training 47, no. 3 (April 7, 2015): 116–20. http://dx.doi.org/10.1108/ict-10-2014-0070.

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Purpose – The purpose of this paper is to explore the expansion of the coaching context in organizations through team and group coaching. The paper provides definitions and several examples of what these engagements look like, along with key considerations when expanding the coaching conversation. Design/methodology/approach – The paper is based on research undertaken during the writing of two books on group and team coaching, including more than two dozen interviews with team and group coaches. Findings – Group and Team Coaching are two modalities for expanding the coaching conversation in organizations. They provide opportunities to scale coaching, build organizational capacity and reduce the silos. Practical implications – The paper provides examples of what team and group coaching can look like in action, informing coaches, leaders and other practitioners as they approach expanding the coaching conversation. Originality/value – Group and team coaching are emerging sub-disciplines of the coaching profession. This paper will stimulate dialogue regarding how these modalities can be leveraged within organizations, and differences with related fields.

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Schmitz, Karin. "Coaching im Team." Nachrichten aus der Chemie 58, no. 12 (December 2010): 1322–23. http://dx.doi.org/10.1002/nadc.201076745.

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Brooks, Janine. "Coaching and mentoring." BDJ In Practice 35, no. 5 (May 9, 2022): 20–21. http://dx.doi.org/10.1038/s41404-022-1119-y.

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Goeta, Gian Franco. "Coaching ed emozioni." FOR - Rivista per la formazione, no. 91 (September 2012): 33–39. http://dx.doi.org/10.3280/for2012-091003.

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Levine, David. "Coaching (and colonoscopies)." BMJ 329, no. 7462 (August 14, 2004): s69.6—s69. http://dx.doi.org/10.1136/bmj.329.7462.s69-e.

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Smith, Ronald E., and Frank L. Smoll. "Coaching the Coaches." Current Directions in Psychological Science 6, no. 1 (February 1997): 16–21. http://dx.doi.org/10.1111/1467-8721.ep11512606.

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Launer, John. "Coaching and health." Postgraduate Medical Journal 92, no. 1090 (July 26, 2016): 492. http://dx.doi.org/10.1136/postgradmedj-2016-134356.

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TURCHYN, A. I., and I. O. TSAR. "КОУЧИНГ ЯК ФОРМА АКТИВНОГО НАВЧАННЯ НА ЗАНЯТТЯХ З ІНОЗЕМНОЇ МОВИ." Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, no. 2 (October 4, 2021): 321–29. http://dx.doi.org/10.31494/2412-9208-2021-1-2-321-329.

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The authors analyse the interpretations of the concept of coaching in scientific thought in general, and as a new direction in the educational environment in particular. It has been found out that special-pedagogical coaching originated in the USA as «Content-Focused Coaching» and was used in teaching staff training. Theoretical and methodological aspects of pedagogical coaching, which contributes to the growth of motivation of higher education students, both in personal and communicative development and helps to realize their potentialities, have been investigated. The key aspects of pedagogical coaching such as: implementation of activities on the principles of partnership, joint preparation for the class and implementation of its stages, and reflection have been highlighted. It has been found out that «linguistic coaching» is widely used in foreign language teaching, which is aimed at creating optimal conditions for acquisition, and effective and quick transmission of language knowledge from a teacher (coach) to a student, providing, first of all, the student’s awareness of learning objectives and resources, increasing the variety of learning ways, raising the responsibility of a higher education student for the course and the results of learning. The importance of the coach’s role has been emphasized, the principles and algorithms of his/her actions in organizing and conducting a foreign language class using linguistic coaching have been determined. It has been stated that the coaching technologies under analyzing are realized by means of dialogic communication and cover 4 stages: motivation, planning, realization, reflexion. The article substantiates the main stages of a session with the use of coaching forms of training, reveals the principles and methods of work. The coaching technique is gaining popularity and is more and more often used in the educational process of higher educational institutions. Key words: coaching, foreign language, foreign language teaching, linguistic coaching, active learning methods.

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Lomaha, Yulia, and Mariana Nagirna. "Advantages and disadvantages of coaching in Ukraine in the conditions of european integration." Management and Entrepreneurship in Ukraine: the stages of formation and problems of development 2022, no. 2 (December 27, 2022): 183–91. http://dx.doi.org/10.23939/smeu2022.02.183.

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This study is aimed at studying the features, advantages and disadvantages of coaching in Ukraine in the context of European integration. The authors considered the definition of the essence of the term “coaching” by scientists; the main principles of coaching and the participants of the coaching process are defined; the influence of the application of coaching on the employee of the enterprise was investigated; a model of coaching effectiveness is proposed, which covers the critical components leading to successful results; popular coaching models are considered, including: GROW, AOR and WOOP models; recommendations for the use of coaching models in Ukraine under the conditions of European integration are given. Many scientists focused on the theory of the foundations of coaching, its classification and terminology. Despite a fairly large number of studies conducted in this area, there is no consideration of coaching in Ukraine in combination with the conditions of European integration. Absolutely every company in the conditions of European integration must develop, because development is the so-called foundation for effective work. By ensuring the development of the employees themselves, the enterprise as a whole will develop. Of course, for this you need to use current methods of coaching implementation, methods, types, optimal sequence. The use of coaching under the conditions of European integration has a direct impact on an employee of a particular company. The purpose of this article is to study the coaching field, its advantages and disadvantages under the conditions of European integration. In order to achieve the defined goal, it is necessary to perform a number of tasks: to define the essence of the term “coaching”, to define the basic principles of coaching and coaching participants; to investigate the impact of the application of coaching on an employee of the enterprise; propose a model of coaching effectiveness; consider popular coaching models; to provide recommendations for the application of coaching models in Ukraine under the conditions of European integration.

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Skorobahatska, Oksana. "COACHING TECHNOLOGY AS A METHOD OF OPTIMIZING SOCIO-ECONOMIC EFFICIENCY OF THE PERSONNEL IN ORGANIZATION." Педагогічні науки: теорія, історія, інноваційні технології, no. 10(104) (December 28, 2020): 400–412. http://dx.doi.org/10.24139/2312-5993/2020.10/400-412.

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The article discusses the theoretical provisions of coaching technology as a method of optimizing the socio-economic efficiency of the personnel in organization. The types of coaching, principles, and procedures of coaching are analyzed. The main philosophical and psychological postulates of coaching and its main directions are considered. The modern classification of coaching, the conditions for the effectiveness of coach management, the main aspects of process management in the context of coaching technology have been studied. The general provisions for setting goals in coaching are studied. The system of questions “GROW” developed by J. Whitmore and E. Parslow is analyzed. The instrumental foundations of coaching have been studied. The article considers the approach of R. Dilts to determine the peculiarities of the system of values and beliefs of a person, as well as the model of “spiral dynamics”, built on the original ideas of Dr. K. Graves.

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Zimmermann, Lisa Catherine, and Conny Herbert Antoni. "Problem-Specific Coaching Interventions Influence Goal Attainment via Double-Loop Learning." Zeitschrift für Arbeits- und Organisationspsychologie A&O 62, no. 4 (October 2018): 188–201. http://dx.doi.org/10.1026/0932-4089/a000281.

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Abstract. How do coaching interventions work? This study contributes to process-outcome research in coaching by examining the impact of coaches’ problem-specific interventions on coaching results. Paying particular attention to the mediation processes in coaching seems to be a promising research area, which has received little attention to date. Using several points of measurement over time and taking nested data structure into account, 33 coaching dyads were analyzed using longitudinal multilevel analyses. Results showed a general coaching effect as well as the mediating role of learning processes. As expected, clients’ perceived goal attainment increased over the course of the coaching sessions. Furthermore, problem-specific interventions by the coach, especially clarification of meaning and mastery/coping, led to an increase in goal attainment mediated by clients’ perceived learning experience (double-loop learning). Our results underscore the importance of stimulating learning processes by specific interventions to improve coaching effectiveness.

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Antonova, N. V., and E. A. Naumtseva. "The Problem of Coaching Effectiveness: Research in the Framework of Coaching Psychology." Современная зарубежная психология 11, no. 1 (2022): 94–103. http://dx.doi.org/10.17759/jmfp.2022110109.

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The article analyzes the problem of coaching effectiveness in the framework of coaching psychology, which is the young developing discipline that focuses on the psychological mechanisms of coaching. Coaching as a helping practice has been actively developing during recent years, but its effectiveness is still under debate. The article analyzes various theoretical approaches to coaching and concludes that cognitive-behavioral coaching (CBC) has the most developed evidence-based methodology. The methods and approaches for assessing the coaching effectiveness both in organizations and in individual work are analyzed. A multilevel model for assessing the effectiveness of coaching “a clock tower model” is also described. It includes both objective and subjective methods of assessment, as well as “process oriented” and “result oriented” methodologies for assessing coaching. The conclusion about the need to increase the share of quantitative and objective methods for assessing the effectiveness of coaching is made.

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Traylor, Allison M., Elliot Stahr, and Eduardo Salas. "Team coaching: Three questions and a look ahead: A systematic literature review." International Coaching Psychology Review 15, no. 2 (2020): 54–67. http://dx.doi.org/10.53841/bpsicpr.2020.15.2.54.

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Today’s organisations most often call upon teams, rather than individuals, to solve their most complex problems. In an effort to improve team processes and performance, organisations invest both time and money into team development interventions, including team coaching. Despite frequent mentions of team coaching in academic literature and its popularity in practice, we know very little about the efficacy of team coaching and reviews on this topic are scant. Accordingly, we conducted a systematic review of the team coaching literature in organisations, providing an overview of the state of the science of team coaching. Our review highlights the general effectiveness of team coaching across studies, identifying mediating mechanisms that explain its effectiveness, outcomes impacted by team coaching and boundary conditions to its efficacy. We end with implications for practitioners and academics and a number of avenues for future research in this timely domain.

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Greif, Siegfried. "Advances in research on coaching outcomes." International Coaching Psychology Review 2, no. 3 (November 2007): 222–49. http://dx.doi.org/10.53841/bpsicpr.2007.2.3.222.

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The review gives a theoretically grounded overview over new advances of research oncoaching outcomes. In the first part general standard outcome measures and different specific methodsare presented. The second part summarises studies that investigate coaching outcomes asthe result of changes in pre-requisites or pre-conditions for coaching (e.g. change readinessand persistence of the client) and success factors in the coaching sessions, (e.g. esteem and emotional support the coach, clarification of the goals). The third part describes eight experimental and quasi-experimental studies, with and without random assignments. particularly individual coaching by external coaches, peer-coaching, self-coaching programmes and control groups. The results show that the different coaching interventions produce significant and sometimesstrong but not always expected and consistent effects. A discussion of perspectives of theory andresearch and an orientation model for future outcome studies close the contribution.

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Thompson, Renee, Debra M. Wolf, and Janice M. Sabatine. "Mentoring and Coaching." JONA: The Journal of Nursing Administration 42, no. 11 (November 2012): 536–41. http://dx.doi.org/10.1097/nna.0b013e31827144ea.

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Carter, Tony. "Sales Management Coaching." Journal of Hospital Marketing & Public Relations 16, no. 1-2 (August 30, 2006): 113–25. http://dx.doi.org/10.1300/j375v16n01_08.

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Kowalski, Karren, and Colleen Casper. "The Coaching Process." Nursing Administration Quarterly 31, no. 2 (April 2007): 171–79. http://dx.doi.org/10.1097/01.naq.0000264867.73873.1a.

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Reddy, Linda A., Adam Lekwa, and Elisa Shernoff. "Comparison of the Effects of Coaching for General and Special Education Teachers in High-Poverty Urban Elementary Schools." Journal of Learning Disabilities 54, no. 1 (November 26, 2020): 36–53. http://dx.doi.org/10.1177/0022219420970194.

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Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education (GE) versus special education (SE) teacher practices and student outcomes in high-poverty urban elementary schools. Coaches used observational data via the Classroom Strategies Assessment System to identify practice needs, set goals, create plans, and monitor progress toward goals. Prior to coaching, GE and SE teachers were observed using evidence-based instructional and behavior management practices; however, some practices were at rates lower than recommended by the research literature. Results suggest that goal selection and frequency and quality of practices were generally comparable between GE and SE teachers. However, SE teachers used 30% fewer behavior corrective feedback statements, on average, than GE teachers ( p = .04). Overall, the effect of the coaching intervention did not differ across GE and SE teachers; both had significantly improved instructional and behavior management practices and student outcomes when compared with teachers in the control condition. Limitations and future directions for research and practice are discussed.

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Petty, Gayle M., and Tony Lingham. "Coaching Teamwork in the Classroom Using an Innovative Team-Coaching Process." Nursing Education Perspectives 40, no. 2 (2019): 118–20. http://dx.doi.org/10.1097/01.nep.0000000000000320.

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Hunt, James M., and Joseph R. Weintraub. "Learning Developmental Coaching———." Journal of Management Education 28, no. 1 (February 2004): 39–61. http://dx.doi.org/10.1177/1052562903252649.

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King, Silvia, Christian van Nieuwerburgh, Lucy Bolton, Alia Al Serkal, Lina EI Assaad, and Maya Mattar. "Exploring the need for an indigenous coaching psychology for the Middle East: A panel discussion at the International Psychology Conference Dubai (IPCD)." Coaching Psychologist 17, no. 1 (June 2021): 32–37. http://dx.doi.org/10.53841/bpstcp.2021.17.1.32.

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Is coaching different in the Middle East than in the rest of the world and, if so, do we need an indigenous coaching psychology (CP) for the region? The answer of a panel discussion at the IPCD conference in Dubai was ‘yes, and’. Several distinct differences in the coaching process emerged from the conversation. Some of these differences centred on how trust and safety are created in the regional culture. Another part contrasted regional and Western understanding of coaching itself. All members of the panel indicated the need for coaches to increase their awareness for the coachee culture and the role of cultural facets in the creation of the coaching relationship. A general outline for future directions for CP in the Middle East emerged around education of coaches and coachees, understanding their lived experiences, creating an evidence-base for the coaching in region and ways to evolve coaching research and practice. Rather than simply serving a cultural ‘niche’, such developments have the potential to enrich global CP.

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CLEMENT, ROBERT C., and ROBERT E. MCCORMICK. "COACHING TEAM PRODUCTION." Economic Inquiry 27, no. 2 (April 1989): 287–304. http://dx.doi.org/10.1111/j.1465-7295.1989.tb00783.x.

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Boyd, Stephen D. "Executive Speech Coaching: An On-Site, Individualized, Abbreviated Course in Public Speaking." Business Communication Quarterly 58, no. 3 (September 1995): 58–60. http://dx.doi.org/10.1177/108056999505800313.

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Corporate executives are often plagued with poor presentation skills, and the most time-efficient, customized solution is often individual coaching. This article, written by a practicing corporate speech. coach, describes a three-session approach to corporate speech coaching that has helped speakers improve on more than a hundred different occasions. It discusses optimal time schedules for coaching, what should be covered in individual sessions, how coaching should differ for speakers seeking to improve their skills in general and speakers working on a specific speech, and exercises to address specific presentation problems.

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Owens, Tosha L., Ya-yu Lo, and Belva C. Collins. "Using Tiered Coaching and Bug-in-Ear Technology to Promote Teacher Implementation Fidelity." Journal of Special Education 54, no. 2 (June 10, 2019): 67–79. http://dx.doi.org/10.1177/0022466919852706.

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In this study, we examined the effects of a tiered teacher coaching intervention package, including video coaching and in situ coaching with use of the bug-in-ear technology, on the implementation fidelity of four general education teachers in supporting students with persistent off-task behaviors to self-monitor own behaviors in the general education setting. In addition, we evaluated the effects of teachers’ implementation on the on-task behavior of four target students. Results of the multiple probe across participants design showed that there was a functional relation between the tiered coaching intervention and the teachers’ implementation fidelity. There was also an overall improvement in all of the four students’ on-task behaviors. Limitations, suggestions for future research, and implications for practice are discussed.

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