Relevant bibliographies by topics / Coaching skills

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Coaching skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 April 2022

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Journal articles on the topic "Coaching skills"

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

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

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Penca, Palčič. "Teaching and coaching skills." Nastava i vaspitanje 67, no. 3 (2018): 555–67. http://dx.doi.org/10.5937/nasvas1803555p.

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Krug, Jim. "People Skills: Coaching Engineers." Journal of Management in Engineering 13, no. 3 (May 1997): 13. http://dx.doi.org/10.1061/(asce)0742-597x(1997)13:3(13).

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Vestal, Katherine. "Coaching for interpersonal skills." Nurse Leader 5, no. 4 (August 2007): 6–8. http://dx.doi.org/10.1016/j.mnl.2007.05.011.

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Barnes, Candice Dowd, Morgan B. Bullard, and Patricia Kohler-Evans. "Essential Coaching Skills for Affective Development." Journal of Education and Culture Studies 1, no. 2 (September 29, 2017): 176. http://dx.doi.org/10.22158/jecs.v1n2p176.

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<p><em>The goal of coaching for school improvement generally focuses on academic achievement. Coaching is often centered on raising test scores and ensuring that all students achieve academic standards. The effectiveness of coaching can also be found in its usefulness for developing affective skills in both teachers as well as students. Essential coaching skills of listening, paraphrasing, presuming positive intent, asking powerful questions, and providing reflective feedback can be paired with a focus on relationships and relatedness between coach and teacher, teacher candidate or student to positively impact the climate and culture of a classroom. With that in mind, coaching for affective development addresses the development of rapport, respect, and responsiveness to student needs. Utilizing coaching skills to develop students in both affective and academic domains strengthens the power of the coaching relationship.</em></p>
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PAVLOV, Alexander. "Coaching Expertise: Science or Skills?" International journal of Science Culture and Sport 3, no. 10 (January 1, 2015): 48. http://dx.doi.org/10.14486/ijscs254.

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Benjamin, Benny A. "Essential career transition coaching skills." British Journal of Guidance & Counselling 42, no. 4 (May 23, 2014): 454–56. http://dx.doi.org/10.1080/03069885.2014.918369.

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Abdelaziz, Hamdy Ahmed. "Avatar-Based Coaching." International Journal of Online Marketing 3, no. 1 (January 2013): 1–13. http://dx.doi.org/10.4018/ijom.2013010101.

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This paper aims to investigate the effect of using avatar-based coaching as an instructional approach through virtual world to develop selling skills and learning satisfaction among business secondary school students in Egypt. It also seeks to examine how second life virtual learning objects can increase the probability of mastering selling skills among students. The proposed instructional approach is based on the principles of cognitive, constructive and connective learning theories. A one-group pretest-posttest design is utilized in this paper to test the effect of the new instructional approach on developing selling skills and learning satisfaction among a convenience sample of 23 commercial secondary school students. The findings of this paper revealed that the use of avatar-based coaching through second life learning objects has a significance effect on participants’ selling skills and learning satisfaction. The results of this paper supported the effectiveness of avatar-based coaching in developing selling skills. This can extend to skills and knowledge relevant to other areas of business such as decision making and negotiation skills. The business training sector may also apply this new approach in the training of employers and employees for better value and better results in all kinds of organizations.
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Grant, Anthony M., and Michael J. Cavanagh. "THE GOAL-FOCUSED COACHING SKILLS QUESTIONNAIRE: PRELIMINARY FINDINGS." Social Behavior and Personality: an international journal 35, no. 6 (January 1, 2007): 751–60. http://dx.doi.org/10.2224/sbp.2007.35.6.751.

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Goal-focused coaching is increasingly being used to help people set and reach personal and workplace goals. However, coaches' coaching skills are rarely measured. This exploratory study reports preliminary findings on the initial development and validation of a self-report measure, the Goal-focused Coaching Skills Questionnaire (GCSQ). Some participants also completed the Schutte Emotional Intelligence Scale (Schutte et al., 1998) and the Insight subscale of the Self-reflection and Insight Scale ([SRIS-IN], Grant, Franklin, & Langford, 2002). Convergent, face validity and test-retest reliability were found to be good, and scores on the GCSQ distinguished between professional and nonprofessional coaches. Scores on the GCSQ were also related to measures of emotional intelligence and personal insight. Behavioral observations following a coaching session indicated a significant correlation between coachees' ratings of the coaches' skills and the self-reported skill ratings of the coaches themselves. Limitations of the study are discussed and future research suggestions presented.
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Dissertations / Theses on the topic "Coaching skills"

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Morton, Charles Andrew. "The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers." Diss., Texas A&M University, 2004. http://hdl.handle.net/1969.1/471.

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This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.
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Hansson, Nina, and Therese Mazzarello. "Coachande ledarskap : En utvärdering av genomförd ledarutveckling inom Borlängekommun." Thesis, Högskolan Dalarna, Personal och arbetsliv, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18341.

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This is a thesis in Personal- och Arbetslivsprogrammet at Dalarna University with thepurpose of evaluating an education initiative in Borlänge kommun. The educationCoaching Leadership is an initiative for the managers in the organization to exercisegood leadership and the education also serves as an incentive for managers. Eightbusiness managers and one from the HR staff have completed the training. Out of thetotal 9 participants in the training, six of them took part in this evaluation. Based on thethesis aim and questions we wanted to explore participants' attitudes to the education,and what skills and abilities they have acquired on the basis of educational goals andcontent. To obtain results, a semi-structured interview methodology was used, this inorder to get answers to predefined questions while the participants would have theopportunity to give an as broad picture as possible.The result of this evaluation demonstrates that the participants are in favor of trainingand they've got the tools, knowledge and ability to apply coaching in their job role,which was included in the educational goals. For the CL-education to promote theorganization's development potential, the participants mentions that it takes time totrain and that employees must have the knowledge of the organization's educationaldirection.
Detta är ett examensarbete inom Personal- och Arbetslivsprogrammet vid HögskolanDalarna med syftet att utvärdera en utbildningssatsning inom Borlänge kommun.Utbildningen Coachande Ledarskap är en satsning för cheferna i organisationen för attutöva ett gott ledarskap, utbildningen fungerar även som ett incitament för cheferna.Åtta verksamhetschefer och en HR-medarbetare har genomfört utbildningen varav sexdeltagare deltog i denna utvärdering. Utifrån examensarbetets syfte ochfrågeställningar ville vi undersöka deltagarnas inställning till utbildningen samt vilkakunskaper och förmågor de erhållit utifrån utbildningens mål och innehåll. För att fåfram resultat användes en semistrukturerad intervjumetodik, detta för att kunna få svarpå fördefinierade frågor samtidigt som deltagarna skulle kunna få möjlighet att ge en såbred bild som möjligt.Resultatet av denna utvärdering påvisar att deltagarna är positivt inställda tillutbildningen och att de har fått de verktyg, kunskaper och förmåga att tillämpacoaching i sin befattning vilket inkluderades i utbildningens mål. För att CLutbildningenskall kunna främja organisationens utvecklingsmöjligheter, nämnerdeltagarna att det krävs tid för att träna och att medarbetare måste få vetskap omorganisationens satsning.
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Tai, Sharayah. "Evaluating Behavioral Skills Training to Teach Safer Tackling Skills to Youth Football Players." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6410.

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Concussion rates and head injuries for football players have been on the rise and there is a need for further research in football to increase skills and decrease injuries. Behavioral skills training has been proven to be effective in teaching a wide variety of skills but has yet to be studied in the sports setting. We evaluated behavioral skills training to teach safer tackling techniques among six participants from a local Pop Warner football team. Results show safer tackling techniques increased substantially during practice and generalized to games among all six participants.
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Jacox, William. "What Are the Key Qualities and Skills of Effective Team Coaches?" Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1456160896.

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Almon, Holly C. "The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.

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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
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Martin, Laura. "A Multi-Method Exploration of Coaches’ Implicit and Explicit Approaches to Life Skills Development and Transfer in Youth Sport." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39633.

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Sport is considered a viable context for positive youth development, including the acquisition of life skills. However, research indicates that sport participation alone does not necessarily amount to consistent developmental outcomes (Coakley, 2011). Therefore, it is important to understand how sport can be structured by coaches, as direct influencers of the structure and delivery of sport programs, to facilitate the development of skills that youth can use to thrive in life. Using the Bean et al. (2018) continuum, this thesis explored coaches’ implicit and explicit approaches to life skills development and transfer in youth sport. A multiple case study design was employed comprised of nine cases, each consisting of one coach and at least two of his/her athletes, who were members of a youth sport team (i.e., baseball, rugby, soccer, and sailing), operating in the National Capital Region. Data were collected from the coaches via pre- and post-season interviews and in-season journaling, as well as from athletes via post-season interviews. The results indicated that the coaches went beyond the implicit/explicit dichotomy. The coaches were found to predominantly and consistently use implicit approaches and inconsistently use explicit approaches, with dilemmas and factors reported influencing their explicit practices. The results have implications for future research and applied efforts towards coaches’ integration of the explicit approaches to teaching youth life skills development and transfer within their coaching practices to maximize positive youth development through sport.
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GERMANO, MARIANA SIMÕES. "ANÁLISE DA CONTRIBUIÇÃO DO COACHING NA VIDA PROFISSIONAL DO INDIVÍDUO." Universidade Metodista de Sao Paulo, 2017. http://tede.metodista.br/jspui/handle/tede/1640.

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Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2017-05-31T18:54:03Z No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5)
Made available in DSpace on 2017-05-31T18:54:03Z (GMT). No. of bitstreams: 1 Mariana Germano.pdf: 840633 bytes, checksum: 3243182d84ef0b259f38e76eb087af79 (MD5) Previous issue date: 2017-03-03
This work approaches the contribution of the coaching to the individual professional development, concerning professional level outcomes and the conditions that may enhance or impair this process. Organizations are faced with an increasingly competitive environment; therefore, in order to stay ahead in their market, they need people with distinguished skills. The coaching emerged with the proposal to maximize the skills of the individuals and to contribute to the goals and results achievement. Thus, the major aim of this research is to verify if the coaching contributes with the individuals in order to reach their professional development aims. As specific objectives the research aims: to identify the reasons why people begin the coaching process; to analyze if the results, initially expected by the “coachee”, are reached after the coaching process; to analyze in which conditions the results are reached, especially regarding the coach and the “coachee” issues, their relationship and also the coaching process issues; to identify if, beyond the expected professional results, there is other benefits for the “coachee”. The research uses a qualitative approach with an exploratory character and the method used was the interview. Four groups participated of the research, each one was composed by one coach and one “coachee”, and they were questioned about their aims in searching for a coach, their reached results and also the general coaching process issues. From the interviews analysis, it was concluded that all “coaches” turned to the process by personal will and initiative. Three from the four respondents choose their coach through a friend indication. The reasons that motivated people to search for the coaching were the cost-benefit ratio, the pursuit of self-awareness and the professional and personal development. All the professional aims were reached, beyond these, other benefits emerged from the process were highlighted such as security, self-awareness, better time management, among others. Concerning the coaching process, it was possible to identify there is not a pattern of values charged by the coaches, neither time nor number of sessions applied. The interviewed pointed the issues of the “coaches” that contribute to the coaching process as being open to changes and wising to change, about the coaches issues, were identified the knowledge, love, impartiality, respect, among others.
Este trabalho aborda a contribuição do coaching para o desenvolvimento profissional do indivíduo, no que diz respeito ao alcance de resultados às condições que favorecem ou dificultam esse processo. As organizações se deparam com um ambiente cada vez mais competitivo e, para se destacarem no mercado em que atuam, necessitam de pessoas com competências diferenciadas. O coaching surgiu com a proposta de potencializar, ao máximo, as competências dos indivíduos e contribuir para que metas e resultados sejam atingidos. Portanto, o principal objetivo da pesquisa é verificar se o coaching contribui para o indivíduo atingir seus objetivos de desenvolvimento em termos profissionais. Como objetivos específicos a pesquisa visa: identificar as razões pelas quais as pessoas iniciam o processo de coaching; analisar se os resultados inicialmente esperados pelo coachee são alcançados após o processo de coaching; analisar em que condições os resultados são alcançados, sobretudo em relação às características do coach e do coachee; da relação entre eles e do processo de coaching; identificar se além dos resultados profissionais esperados, existem outros benefícios que o coaching gera para o coachee. A pesquisa possui abordagem qualitativa de caráter exploratório e o método utilizado foi a entrevista. Participaram da pesquisa quatro grupos, constituídos por um coach e um coachee, que foram questionados sobre seus objetivos ao procurar o coach, os resultados alcançados e também sobre o processo e as características do processo de coaching em geral. A partir da análise das entrevistas, concluiu-se que todos os coachees recorreram ao processo por vontade e iniciativa própria, sendo que três entrevistados escolheram o seu coach por meio da indicação de um amigo. As razões que motivaram as pessoas a optarem pelo coaching foram a relação custo versus benefício e a busca pelo autoconhecimento, desenvolvimento pessoal e profissional. Todos os objetivos profissionais dos entrevistados foram alcançados, além destes, os coachees entrevistados mencionaram haver outros benefícios decorrentes do processo, tais como: segurança, autoconhecimento, melhor administração do tempo, entre outros. No que diz respeito ao processo de coaching realizado pelos coaches, foi possível identificar que não existe um padrão de valores cobrados, duração e quantidade de sessões praticadas entre eles. Como características do coachee para o processo de coaching, os entrevistados mencionaram estarem abertos a mudanças e desejarem essas mudanças; já para características dos coachees, apontaram conhecimento, amor, imparcialidade, respeito, entre outras.
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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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Brian, Ali Sara. "Coaching Teachers to SKIP: A feasibility trial to examine the influence of the T-SKIP package on the object control skills of Head Start preschoolers." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405815226.

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Cusumano, Dale Lynn. "Early learning experiences education with coaching and the effects on the acquisition of literacy skills in preschool children /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001037.

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Books on the topic "Coaching skills"

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Bhardwaj, Arun. Coaching batting skills. New Delhi: Royal Colour Cartons, 2008.

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Phillips, Kenneth R. Coaching skills inventory. [King of Prussia, Pa.]: Organization Design and Development, 1992.

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Human relationship skills: Coaching and self-coaching. 4th ed. Hove [England]: Routledge, 2006.

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Coaching baseball: Skills & drills. 3rd ed. Monterey, CA: Coaches Choice, 2002.

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Coaching and mentoring skills. Upper Saddle River, N.J: Pearson/Prentice Hall, 2005.

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Essential life coaching skills. New York, NY: Routledge, 2009.

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Improve your coaching & training skills. London: Kogan Page, 2008.

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Soccer skills and drills. New York: Simon & Schuster, 1994.

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Football skills. Bath, U.K: Parragon, 2007.

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Michelle, Gromacki, ed. Softball skills & drills. 2nd ed. Champaign, IL: Human Kinetics, 2011.

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Book chapters on the topic "Coaching skills"

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Knowles, Susanne. "Coaching Skills." In Positive Psychology Coaching, 79–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_6.

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Hanaway, Monica. "Skills for existential coaching." In The Handbook of Existential Coaching Practice, 61–131. Milton Park, Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367809362-6.

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Passmore, Jonathan, and Tracy Sinclair. "Progressing your Coaching Skills." In Becoming a Coach, 247–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53161-4_33.

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Scammell, Barbara. "The communications continuum: coaching and counselling." In Communication Skills, 27–33. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-10664-6_3.

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Hembree-Kigin, Toni L., and Cheryl Bodiford McNeil. "Coaching Behavioral Play Therapy Skills." In Parent—Child Interaction Therapy, 49–69. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1439-2_4.

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Naudé, Johan. "Coaching and Mentoring." In Management and Leadership Skills for Medical Faculty, 151–62. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27781-3_15.

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Mardan, Azat. "One-on-One Coaching." In Using Your Web Skills To Make Money, 39–41. Berkeley, CA: Apress, 2018. http://dx.doi.org/10.1007/978-1-4842-3922-3_4.

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Jones, Martin I. "Coaching Life Skills in Sports People." In Coaching for Human Development and Performance in Sports, 305–20. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63912-9_15.

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Firth, Miriam. "Coaching and mentoring." In Employability and Skills Handbook for Tourism, Hospitality and Events Students, 372–86. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-21.

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Ainsworth, Chuck. "Coaching and Mentoring." In Management and Leadership Skills for Medical Faculty and Healthcare Executives, 171–82. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45425-8_18.

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Conference papers on the topic "Coaching skills"

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Squire, Slavica. "Contribution of Coaching Skills to Leadership." In FINIZ 2020. Belgrade, Serbia: Singidunum University, 2020. http://dx.doi.org/10.15308/finiz-2020-171-179.

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Litoiu, Alexandru, and Brian Scassellati. "Robotic Coaching of Complex Physical Skills." In HRI '15: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2701973.2702726.

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Whitney, Paula Marie, and Harold Christian Schafer. "Maintaining Observer Skills Through an Effective Coaching Structure." In E&P Environmental and Safety Conference. Society of Petroleum Engineers, 2007. http://dx.doi.org/10.2118/106812-ms.

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Barrett, Bob. "A Coaching Skills and Strategies Managers Utilize for Employee Improvement and Retention." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8912.

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While managers and supervisors may be hired for certain variety of skills sets, abilities, and knowledge, not all of these workers may be educated or trained to be workplace coaches or mentors may or may not have the tolerance and patience for such a role. However, Human Resource Management professionals in the workplace need to realize that there may be a need for coaching training and skills enhancement workshops to prepare today’s workforce managers. The key for success in this area is to conduct a need assessment for the workers and managerial staff to determine what is needed from today’s workplace coaches in terms of needed skills sets and strategies to be utilized by them to help enhance, motivate, monitor, and evaluate the human capital working for today’s organization. Next, the development and design of a coaching program can be instrumental in moving today’s managerial workforce from general coaches to more specialized coaches to help develop and today’s workforce, as well as help strengthen their own skills sets and knowledge in order to help obtain better results of organizational goals, as well as develop stronger working relationships and bonding with the workers. Equally important, today’s workers need to exert an equal amount of effort and participation in a coaching environment in order to gain better outcomes in terms of performance and efficiency. This presentation will focus on the creation of better coaching programs and evaluation of coaching relationships and outcomes.
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Mathien, Lorena D. "Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11020.

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With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.
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Klofsten, Magnus, and Staffan Öberg. "Coaching versus mentoring: Are there any differences?" In 16th Annual High Technology Small Firms Conference, HTSF 2008. University of Twente, 2008. http://dx.doi.org/10.3990/2.268488396.

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This paper focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought: (1) coaching and mentoring are two parallel, distinct activities that can be used to support each other and (2) coaching and mentoring are not separate activities – coaching is considered part of the mentoring activity or mentoring part of the coaching activity. Data from 36 university-based training programmes and 450 coaching and mentoring cases at 7 Swedish universities were analysed. We used a check-list to gather information on 21 items linked to these four distinctive groups: (1) Structural issues (mission, form, and task), (2) Process issues (connection to programme content, meeting environment, problem solving, assessing the opportunity or idea, operative role, confidentiality, and networking), (3) Relationships (extent, meeting, initiative, homework, documentation, and follow-up) and (4) Character of the coach and mentor (background and experience, engagement, integrity, social skills, and role or ethics). Coaching and mentoring differed markedly, for example, in mission, problem-solving, and use of generalist versus specialist competence. Similarities occurred in the areas of opportunity or idea assessment, meeting environment, operative role, and confidentiality agreements. The authors are convinced that the coach and the mentor have different roles for supporting the young individual to be a better entrepreneur. Coaching and mentoring are parallel activities that complement each other.
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Mir, Mustahsan. "Embedded peer-to-peer coaching for developing practical skills of engineering students." In 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402041.

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Irrazábal, Emanuel, Juan M. Vara, Javier Garzás, Esperanza Marcos, and Marcos López-Sanz. "Towards the Inclusion of Executive Coaching Concerns for the Improvement of Training in Service Development Companies." In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100278.

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Economic expansion and globalization have greatly increased the value associated to teamwork, thus promoting personal development and learning as distinguishing skills, especially in service development companies. This encourages workers to gain adaptability to changes due to a higher need of reaction capacity, particularly among supervisors and managers who demand more training according to their characteristics. In this regard, conducting in-company training is globally agreed as a possible solution. Such training activities are developed in a flexible way, varying both in the content and the level of the participants. Advanced training techniques such as mentoring or coaching (or its professional counterpart: executive coaching) have permitted the application of practices and processes that boost learning, improving the performance of the training. Although coaching has an individual focus, it also enhances the development of interpersonal skills such as leadership, assertiveness or teamwork, among others. This paper presents a statistical analysis of the evaluations conducted on a total of eight groups incorporating an in-company training activity performed in 2011. The work has focused on comparing assessments of participants in training for a large multinational company working in the field of service development. The main goal of the technical training was the improvement of service-software development processes incorporated in the company throughout the completion of various activities. These training activities were based on the application of executive coaching techniques so as to progressively improve the fulfilment of the expectations of the technical course. After the courses we analysed several evaluation questionnaires fulfilled by each of the participants in each group. The result of such analysis exposed a vast improvement in meeting the expectations of the training and even an overall improvement of the course.
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Колочева, К. Д., and Е. В. Савенкова. "About the program for improving the professional skills of a young teacher based on coaching technology." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.80.28.026.

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авторы рассматривают результаты международных исследований по проблеме повышения профессионального мастерства молодого педагога, выделяют основные проблемы молодых педагогов по результатам исследований и аргументируют потребность в разработке программ наставничества и повышения профессионального мастерства. Далее представляются результаты диагностики проблемных зон молодых педагогов, проведенной на базе МБОУ СОШ № 24 г. о. Мытищи. Особое внимание авторы уделяют программе «Повышение профессионального мастерства молодого педагога с применением коучинговой технологии» и навыкам молодого педагога, сформированным по результатам прохождения программы. the authors consider the results of international research on the problem of improving the professional skills of a young teacher, identify the main problems of young teachers based on the results of research and argue for the need to develop mentoring programs and improve professional skills. Next, the results of the diagnosis of problem areas of young teachers conducted based on MBOU Secondary School No. 24 in the city of Mytishchi are presented. The authors pay special attention to the program "Improving the professional skills of a young teacher using coaching technology" and the skills of a young teacher formed because of passing the program.
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Schoenmaker, R., J. G. Verlaan, and M. J. C. M. Hertogh. "A pressure cooker - Coaching framework for teaching soft skills in an engineering master's programme." In 2015 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2015. http://dx.doi.org/10.1109/educon.2015.7095956.

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Reports on the topic "Coaching skills"

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Zelf Mohammed. Significance of Post-Game-Specificity Skills Coaching on Rhythmic Coupling Coordination Case Players Handball Positions. Povolzhskaya State Academy of Physical Culture of Sports and Tourism, September 2017. http://dx.doi.org/10.14526/03_2017_230.

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Bakhshaei, Mahsa, Angela Hardy, Jason Ravitz, and John Seylar. Scaling Up Classroom Coaching for Impactful Technology Use. Digital Promise, September 2019. http://dx.doi.org/10.51388/20.500.12265/82.

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Research findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.
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Jejeebhoy, Shireen, Rajib Acharya, Neelanjana Pandey, K. G. Santhya, A. J. Zavier, Santosh Singh, Komal Saxena, Aparajita Gogoi, Madhu Joshi, and Sandeep Ojha. The effect of a gender transformative life skills education and sports-coaching programme on the attitudes and practices of adolescent boys and young men in Bihar. Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1032.

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Gentry, William. “It’s not about me. It’s me & you.” How being dumped can help first-time managers. Center for Creative Leadership, March 2016. http://dx.doi.org/10.35613/ccl.2016.1071.

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This paper presents research from the Center for Creative Leadership that found (1) the type of motivation first-time managers have for learning and development; and (2) the skill gaps first-time managers have in four specific leadership competencies: communication, influence, leading team achievement, and coaching and developing others.
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Coaching skills for on-the-job trainers. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, August 2005. http://dx.doi.org/10.26616/nioshpub2005146.

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