Journal articles: '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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Alexiou, Panagiota D. "Coaching: a plus (+) to managerial skills." International Journal of Decision Sciences, Risk and Management 8, no. 1/2 (2018): 85. http://dx.doi.org/10.1504/ijdsrm.2018.095176.

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Alexiou, Panagiota D. "Coaching: a plus (+) to managerial skills." International Journal of Decision Sciences, Risk and Management 8, no. 1/2 (2018): 85. http://dx.doi.org/10.1504/ijdsrm.2018.10016436.

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Lasocińska, Kamila, Kamila Witerska, and Andrzej Zbonikowski. "Coaching skills of adult education professionals." Zarządzanie Innowacyjne w Gospodarce i Biznesie 23, no. 2 (December 31, 2016): 54–70. http://dx.doi.org/10.25312/2391-5129.23/2016_57-73.

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Graham, Steven, John F. Wedman, and Barbara Garvin-Kester. "Manager Coaching Skills: Development and Application." Performance Improvement Quarterly 6, no. 1 (October 22, 2008): 2–13. http://dx.doi.org/10.1111/j.1937-8327.1993.tb00569.x.

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Arteaga, Irma, Kathy Thornburg, Rajeev Darolia, and Jacqueline Hawks. "Improving Teacher Practices With Children Under Five: Experimental Evidence From the Mississippi Buildings Blocks." Evaluation Review 43, no. 1-2 (February 2019): 41–76. http://dx.doi.org/10.1177/0193841x19865070.

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Background: The literature on the effects of teacher coaching in early childhood (EC) education programs is underdeveloped but emerging. Using the theory of action in professional development as our theoretical framework, we hypothesize that active coaching improves teaching methods and creates a more effective classroom environment for enhancing children’s learning and skills. Objectives: This study evaluates the effects of the Mississippi Building Blocks (MBB) program, an EC intervention with a strong emphasis on supervisor and coaching training. Research design: We conduct a randomized controlled experiment in which data were collected at baseline, midpoint (Month 3), and postintervention (Month 6) in 24 preschool classrooms in Mississippi. Subjects: The experiment included 195 preschoolers, of which 95 were in classrooms led by teachers who received coaching (treatment) and 100 were in classrooms without coaching (control). Measures: We measured child’s emergent language and literacy, fine motor skills, gross motor skills, print language skills, problem-solving, math skills, and socioemotional development. Results: We find that MBB coaching led to substantial improvements in child outcomes relative to the control group, particularly in gross motor skills, print language skills, and socioemotional development. We also find some evidence that MBB coaching improved math skills, though these estimates are on the margin of statistical significance. Finally, a mediator analysis indicates that improvements in the classroom learning environment brought about by MBB coaching improved child outcomes. Conclusions: Our findings suggest that an intensive form of classroom coaching for teachers leads to significant gains in child outcomes.

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Kostadinova, Mariana. "TEAMBUILDING. TEAMWORK. COACHING." Education and Technologies Journal 12, no. 2 (August 1, 2021): 344–50. http://dx.doi.org/10.26883/2010.212.3456.

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It is important for a good manager to work with a good team of staff. The requirements for modern staff are increasing. In addition to needing a whole arsenal of qualifications, they are also required to have so-called “soft skills”, which require flexibility. These are behavioural competencies that unfold within our contacts with colleagues and partners and are part of emotional intelligence. We focus on “10 mandatory skills in today’s work environment”: Accept criticism, Flexibility, Problem-solving skills, Self-confidence; Work ethic; Endurance when working under the pressure of deadlines; Teamwork; Time management; Good communication; Positive point of view. A model for team building is provided to build a team and support cooperation between employees, increase personal self-efficacy and team development. Using “coaching“ and how coaching the process helps to reveal and realize the potential of pedagogical and non-pedagogical staff in the organization.

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Чуланова, Оксана, Oksana Chulanova, А. Химяк, and A. Himyak. "Development of the Coaching Program of the Emotional Competence of the Leader as a Significant Soft Skills Component." Management of the Personnel and Intellectual Resources in Russia 7, no. 5 (November 14, 2018): 36–44. http://dx.doi.org/10.12737/article_5bd1c8e716fb62.33698698.

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The article consistently presents the role and place of emotional competence in the structure of soft skills. Coaching is offered as a tool for developing emotional competence. The article presents the main types of coaching, the definition of this concept is given. Having studied the peculiarities of coaching and correlating them with the peculiarities of training and development of management personnel, the authors concluded that this personnel technology is fully suitable for developing the emotional competence of the manager. Coaching allows us to unlock the potential of a person, while using a flexible system of techniques and tools. With the effective interaction of the coach and the student, the level of development of the manager's emotional competence will increase, and, consequently, the staff turnover ratio will decrease and the profit of the organization will increase. Based on the data obtained, a program for coaching the manager's emotional competence was developed, based on the developed O.L. Chulanova's methodology for developing the emotional competence of the leader. The program has four stages with a minimum number of coaching sessions on each of them to achieve the result. The study also identifies the risks that can arise when implementing the coaching program, and suggests a tool for minimizing them. The program of coaching emotional managerial competence aimed at developing elements of emotional competence was realized in the process of individual coaching of the head at Almaz-Service LLC.

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Haynos, Ann F., Alan E. Fruzzetti, Calli Anderson, David Briggs, and Jason Walenta. "Effects of dialectical behavior therapy skills training on outcomes for mental health staff in a child and adolescent residential setting." Journal of Hospital Administration 5, no. 2 (January 4, 2016): 55. http://dx.doi.org/10.5430/jha.v5n2p55.

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Training in Dialectical Behavior Therapy (DBT) skills coaching is desirable for staff in psychiatric settings, due to the efficacy of DBT in treating difficult patient populations. In such settings, training resources are typically limited, and staff turnover is high, necessitating brief training. This study evaluated the effects of a brief training in DBT skills coaching for nursing staff working in a child and adolescent psychiatric residential program. Nursing staff (n = 22) completed assessments of DBT skill knowledge, burnout, and stigma towards patients with borderline personality disorder (BPD) before and after a six-week DBT skills coaching training. Repeated measure ANOVAs were conducted to examine changes on all measures from pre- to post- treatment and hierarchical linear regressions to examine relationships between pre- training DBT knowledge, burnout, and BPD stigma and these same measures post-training. The brief DBT skill coaching training significantly increased DBT knowledge (p = .007) and decreased staff personal (p = .02) and work (p = .03) burnout and stigma towards BPD patients (p = .02). Burnout indices and BPD stigma were highly correlated at both time points (p < .001); however, while pre-training BPD stigma significantly predicted post-training client burnout (p = .04), pre-training burnout did not predict post-training BPD stigma. These findings suggest that brief training of psychiatric nursing staff in DBT skills and coaching techniques can result in significant benefits, including reduced staff burnout and stigma toward patients with BPD-related problems, and that reducing BPD stigma may particularly promote lower burnout.

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Hagen, Marcia S., and Shari L. Peterson. "Measuring coaching: behavioral and skill-based managerial coaching scales." Journal of Management Development 34, no. 2 (March 2, 2015): 114–33. http://dx.doi.org/10.1108/jmd-01-2013-0001.

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Purpose – The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set. Design/methodology/approach – This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis. Findings – Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members. Research limitations/implications – This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted. Practical implications – There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process. Originality/value – This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.

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Towson, Jacqueline A., Matthew S. Taylor, Diana L. Abarca, Claire Donehower Paul, and Faith Ezekiel-Wilder. "Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students." Perspectives of the ASHA Special Interest Groups 6, no. 1 (February 23, 2021): 80–100. http://dx.doi.org/10.1044/2020_persp-20-00098.

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Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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Cronin, Lorcan D., and Justine Allen. "Examining the relationships among the coaching climate, life skills development and well-being in sport." International Journal of Sports Science & Coaching 13, no. 6 (July 12, 2018): 815–27. http://dx.doi.org/10.1177/1747954118787949.

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Using Benson and Saito’s framework for positive youth development, we investigated the relationships between the coaching climate, young people’s perceived life skills development within sport, and their psychological well-being. British youth sport participants ( N = 326, Mage = 13.81, range = 11–18 years) completed a survey assessing the coaching climate, participants’ perceived life skills development (teamwork, goal setting, time management, emotional skills, interpersonal communication, social skills, leadership, and problem solving and decision making) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In all analyses, the coaching climate was positively related to young peoples’ perceived development of life skills within sport and their psychological well-being. Total life skills development (a summative score of all eight life skills scores) was positively related to all three psychological well-being indicators – providing support for the “pile-up” effect – and partially mediated the relationships between the coaching climate and participants’ psychological well-being. Interpretation of the results indicated that coaches should foster the development of multiple life skills in youth sport participants, as they are associated with participants’ psychological well-being. One way this can be achieved is through autonomy-supportive coaching behaviours.

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Ratiu, Lucia, Oana A. David, and Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program." Journal of Rational-Emotive & Cognitive-Behavior Therapy 35, no. 1 (November 30, 2015): 88–110. http://dx.doi.org/10.1007/s10942-015-0225-8.

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Ratiu, Lucia, Oana A. David, and Adriana Baban. "Developing Managerial Skills Through Coaching: Efficacy of a Cognitive-Behavioral Coaching Program." Journal of Rational-Emotive & Cognitive-Behavior Therapy 34, no. 4 (October 21, 2016): 244–66. http://dx.doi.org/10.1007/s10942-016-0256-9.

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Chan, Juni, and John Burgess. "Coaching the coaches." Human Resource Management International Digest 23, no. 6 (August 10, 2015): 30–33. http://dx.doi.org/10.1108/hrmid-06-2015-0098.

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Purpose – Reports on a case study of a 15-month coaching-development program in a Hong Kong-based organization. This paper outlines the purpose, processes and outcomes of the program. Design/methodology/approach – Draws on the material obtained from internal coaches through structured interviews and focus groups that were held throughout the program. Findings – Reveals that the internal coaches reported that the coaching program improved their skills and enhanced their capacity to help others and develop managerial talent in the organization. Practical implications – Advances the view that a well-designed, long-term and continuously monitored coaching program using an external moderator/facilitating coach can develop professional managerial and leadership skills and support talent management. Originality/value – Describes a coaching-development program that has the potential to be applied in organizations that face talent-management and recruitment problems.

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Budiyanti, Nurti, Asep Abdul Aziz, Andewi Suhartini, and Nurwadjah Ahmad. "IMPLEMENTASI PROGRAM PEMBINAAN KARAKTER SANTRI MELALUI WORKSHOP DAN FIELD TRIP DI PESANTREN MODERN." Muróbbî: Jurnal Ilmu Pendidikan 5, no. 1 (March 3, 2021): 53–68. http://dx.doi.org/10.52431/murobbi.v5i1.353.

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The character of Islam needs to be nurtured early on in overcoming increasingly degrading moral degradation. One of the educational institutions that has a big role in fostering character is pesantren. Pesantren Kreatif IHAQI Boarding School Bandung is one of the pesantren educational institutions present in the era of industrial revolution 4.0. This pesantren has different characteristics in the process of building santri character. This research uses qualitative approach with case study method at IHAQI Boarding School Bandung Creative Boarding School. The results of the study illustrate that the coaching program presented at IHAQI Boarding School Creative Boarding School is a KBM program, islamic character habituation, self-development and life skills, weekly coaching, monthly coaching, creative coaching, and pesantrenan coaching. From a number of programs presented there are excellent programs that are always anticipated by all students as well as parents of students in the pesantren environment. There are two excellent programs in pesantren, namely workshop and filed trip. This excellent activity in pesantren is a unique and creative activity in developing life skills, both acting, working and speaking skills. This skill is aimed at the formation of santri character, so that students can behave in accordance with Islamic values based on the experience, knowledge and examples of educators.

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Penca Palčič, Marjana. "The use of coaching skills for better teaching and educational results." Život i škola 64, no. 1 (2018): 19–29. http://dx.doi.org/10.32903/zs.64.1.2.

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The purpose of the article is to show how knowledge of coaching skills can help achieve the desired results in pedagogical practice faster and more efficiently. When coaching skills are known by a team of teachers, these teachers can offer each other support in personal and professional growth (collegial coaching). They do not necessarily have to be professional coaches. It is essential that the teacher acting as a coach uses specifically selected questions. These need to encourage their interlocutor to think and find their own solutions to achieve the goal. They must be open and nonsuggestive. In this way, the interlocutor will come up with solutions that they would have come to with a lot more difficulty or even not at all. Conversation, guided by coaching questions, can also help learners in the difficulties they encounter. It is important that the interlocutor wants to solve the problem, the challenge. The case study shows how to use coaching skills, especially coaching questions, in pedagogical practice.

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Little, Bob. "Virtual value soars for sales-related skills." Industrial and Commercial Training 46, no. 5 (July 1, 2014): 265–69. http://dx.doi.org/10.1108/ict-02-2014-0009.

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Purpose – The purpose of this paper is to outline an unusual – and online-based – approach to sales and negotiation training and coaching. Design/methodology/approach – Interviews with organisations involved, augmented with case studies. Findings – The “Learn, Implement, Support” method of developing sales and negotiating skills is effective. It combats, cost effectively, the criticism that 30 per cent of all learning is forgotten within 30 days of receiving training unless it is reinforced in a practical way. Practical implications – Organisations of all sizes – not just global multinationals – can now increase productivity and profitability from the online delivery of relevant learning materials, followed immediately by virtual coaching and support for a period of at least 12 months. Social implications – People can learn how to sell products and services more effectively and efficiently, via online-delivered learning and coaching, which contains a high degree of video. Originality/value – Organisations of all sizes – not just global multinationals – can now experience and benefit from the knowledge, skills and experience of a master-performer in the fields of sales and negotiation, thanks to the advent of a system of online learning delivery followed by virtual coaching.

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Price, Adrienne. "Using coaching interventions to develop clinical skills." Nursing Standard 23, no. 44 (July 7, 2009): 48–55. http://dx.doi.org/10.7748/ns2009.07.23.44.48.c7109.

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Mujtaba, Bahaudin G., and Jatuporn Sungkhawan. "Situational Leadership And Diversity Management Coaching Skills." Journal of Diversity Management (JDM) 4, no. 1 (January 1, 2009): 1–12. http://dx.doi.org/10.19030/jdm.v4i1.4947.

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Voight, Mike. "Integrating Mental-Skills Training into Everyday Coaching." Journal of Physical Education, Recreation & Dance 76, no. 3 (March 2005): 38–47. http://dx.doi.org/10.1080/07303084.2005.10608222.

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Norman, Clare, and Anne Powell. "Using action learning to consolidate coaching skills." Action Learning: Research and Practice 1, no. 1 (April 2004): 91–99. http://dx.doi.org/10.1080/1476733042000187646.

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Yirci, Ramazan, Tuncay Yavuz Özdemir, Seçil Eda Kartal, and İbrahim Kocabaş. "Teachers' perceptions regarding school principals' coaching skills." School Leadership & Management 34, no. 5 (April 14, 2014): 454–69. http://dx.doi.org/10.1080/13632434.2014.905465.

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Pierce, Scott, Kelsey Kendellen, Martin Camiré, and Daniel Gould. "Strategies for coaching for life skills transfer." Journal of Sport Psychology in Action 9, no. 1 (December 23, 2016): 11–20. http://dx.doi.org/10.1080/21520704.2016.1263982.

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Jones, Karen D., and Marjorie C. Ringler. "Preparing Principal Candidates to Be Instructional Leaders Through Virtual Coaching Preservice Teachers." Journal of Research on Leadership Education 15, no. 2 (April 22, 2018): 87–108. http://dx.doi.org/10.1177/1942775118771379.

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The purpose of this collaborative action research study was to determine whether practicing instructional coaching with teacher candidates (TCs) improved coaching skills of principal candidates (PCs). Findings indicated that PCs improved their coaching skills. Findings illustrated ways to improve principal preparation in an instructional supervision course and by collaborating with a teacher education program to provide field experiences to practice coaching. This study also determined that there was not a significant difference in practicing coaching with TCs through video lessons or face to face observations.

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Breckman, Brigid. "Human Relationship Skills: Coaching and Self-Coaching – Fourth Edition Richard Nelson-Jones Human Relationship Skills: Coaching and Self-Coaching – Fourth Edition Routledge 269pp £14.99 0 415 38587 3 0415385873." Nursing Standard 21, no. 16 (January 2, 2007): 30. http://dx.doi.org/10.7748/ns.21.16.30.s49.

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Cronin, Lorcan D., and Justine B. Allen. "Developmental Experiences and Well-Being in Sport: The Importance of the Coaching Climate." Sport Psychologist 29, no. 1 (March 2015): 62–71. http://dx.doi.org/10.1123/tsp.2014-0045.

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The present study explored the relationships between the coaching climate, youth developmental experiences (personal and social skills, cognitive skills, goal setting, and initiative) and psychological well-being (self-esteem, positive affect, and satisfaction with life). In total, 202 youth sport participants (Mage = 13.4, SD = 1.8) completed a survey assessing the main study variables. Findings were consistent with Benson and Saito’s (2001) framework for youth development. In all analyses, the coaching climate was related to personal and social skills, cognitive skills, goal setting, and initiative. Mediational analysis also revealed that the development of personal and social skills mediated the relationships between the coaching climate and all three indices of psychological well-being (self-esteem, positive affect, and satisfaction with life). Interpretation of the results suggests that coaches should display autonomy-supportive coaching behaviors because they are related to the developmental experiences and psychological well-being of youth sport participants.

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Cyrus, Helen Kathryn. "Coaching skills for recovery a decade of providing coaching skills for recovery training at a healthcare NHS foundation trust." Mental Health and Social Inclusion 25, no. 2 (March 29, 2021): 183–94. http://dx.doi.org/10.1108/mhsi-11-2020-0076.

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Purpose Overview of coaching for recovery. The paper aims to show an overview of work that was carried out over 11 years with groups of mental health and physical staff. As the facilitator who had run this course for the duration in Nottingham, this was an excellent opportunity to be at the forefront of a brand new project. Design/methodology/approach The introduction of the skills are taught over two consecutive days followed by a further day a month later. The idea of coaching is to be enabled to find the answers in themselves by the use of powerful questions and using the technique of the grow model, combined with practice enables the brain to come up with its own answers. Using rapport and enabling effective communication to deliver the outcome. Findings Evidence from staff/clients and the purpose of the paper shows that when you step back it allows the individual patients/staff to allow the brain to process to create to come up with their solutions, which then helps them to buy into the process and creates ownership. Research limitations/implications The evidence suggests that the approach that was there prior to the course was very much a clinical approach to working with clients and treating the person, administering medication and not focussing on the inner person or personal recovery. The staff review has shown that in the clinical context change is happening from the inside out. Practical implications “Helps change culture”; “change of work practice”; “it changed staff focus – not so prescriptive”; “powerful questions let clients come to their own conclusions”; “coaching gives the ability to find half full. Helps to offer reassurance and to find one spark of hope”. Social implications This has shown that the approach is now person-centred/holistic. This has been the “difference that has made the difference”. When this paper looks at the issues from a different angle in this case a coaching approach, applying technique, knowledge and powerful questions the results have changed. The same clients, same staff and same problems but with the use of a different approach, there is the evidence of a different outcome, which speaks for itself. The coaching method is more facilitative, therefore it illicit’s a different response, and therefore, result. Originality/value The results/evidence starts with the individual attending and their commitment to the process over the two-day course. Then going away for the four weeks/six for managers and a commitment again to practice. Returning to share the impact if any with the group. This, in turn, helps to inspire and gain motivation from the feedback to go back to work invigorated to keep going.

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Norman, Marie K., Colleen A. Mayowski, Steven K. Wendell, Michael J. Forlenza, Chelsea N. Proulx, and Doris M. Rubio. "Delivering What We PROMISED: Outcomes of a Coaching and Leadership Fellowship for Mentors of Underrepresented Mentees." International Journal of Environmental Research and Public Health 18, no. 9 (April 30, 2021): 4793. http://dx.doi.org/10.3390/ijerph18094793.

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Research demonstrates that mentorship can significantly improve career success, career satisfaction, and persistence for underrepresented (UR) minority faculty. However, many UR faculty members do not receive the mentorship they need, nor do mentors always possess the range of skills required to guide UR mentees through the unique challenges they face. We developed a 1-year fellowship training program, PROMISED, designed to help mentors promote career self-authorship and leadership among their UR mentees. PROMISED fellows participated in a two-day in-person training to develop career coaching skills, followed by a series of one-month leadership training/mentoring modules. We assessed mentors’ skills at the start and completion of the program. We found that PROMISED fellows reported an increase in perceived skill level in nearly every training topic, with “addressing diversity” demonstrating the most significant change. These results provide evidence that career coaching and leadership training offer an effective supplement to traditional mentor training and that mentors can incorporate these skills effectively into their mentoring practice. Taken together, we believe our data suggest that a program designed to train mentors in coaching and leadership can enhance career satisfaction, persistence, and retention of their UR mentees.

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Camiré, Martin, Kelsey Kendellen, Scott Rathwell, and Evelyne Felber Charbonneau. "Evaluation of the Pilot Implementation of the Coaching for Life Skills Program." International Sport Coaching Journal 5, no. 3 (September 1, 2018): 227–36. http://dx.doi.org/10.1123/iscj.2018-0006.

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Many forms of mainstream coach education continue to sparingly address content specifically related to positive youth development and/or life skills, instead maintaining a focus on the technical and tactical aspects of sport. The purpose of the paper is to present the evaluation findings of the pilot implementation of the Coaching for Life Skills program, designed to serve coaches operating in the context of high school sport. The study qualitatively explored what participants believed they experienced during their participation in the Coaching for Life Skills program, which was delivered to 68 Canadian high school coaches. Participants took part in one of six three-hour workshop (i.e., three workshops in English, three workshops in French). Of these 68 coaches, 10 voluntarily agreed to take part in individual semi-structured interviews. Findings demonstrated how the participants believed they learned important elements related to the coaching of life skills, particularly in terms of increasing their awareness of life skills, improving coach-athlete relationships, and employing coaching strategies that deliberately target life skills development and transfer.

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Kramers, Sara, Stéphanie Turgeon, Corliss Bean, Camille Sabourin, and Martin Camiré. "Examining the roles of coaching experience and coach training on coaches’ perceived life skills teaching." International Journal of Sports Science & Coaching 15, no. 4 (May 5, 2020): 576–83. http://dx.doi.org/10.1177/1747954120922367.

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The present study examined the roles of coaching experience and coach training on coaches’ perceived life skills teaching. Canadian high school sport coaches ( N = 1356) completed a demographic questionnaire and the Coaching life skills in sport questionnaire. Results suggested that coaches with more experience perceived themselves to discuss and practice life skills and transfer to a greater extent than coaches with less experience. No significant differences were observed based on whether coaches completed coach training, and the interaction effect between coaching experience and coach training was non-significant. Implications for coach education programs are discussed regarding training coaches to explicitly teach life skills through sport.

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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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Gould, Daniel, Scott Pierce, Ian Cowburn, and Andrew Driska. "How Coaching Philosophy Drives Coaching Action: A Case Study of Renowned Wrestling Coach J Robinson." International Sport Coaching Journal 4, no. 1 (January 2017): 13–37. http://dx.doi.org/10.1123/iscj.2016-0052.

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This case study examined the coaching philosophy of J Robinson, one of the most respected and successful NCAA wrestling coaches in the United States, and the founder of J Robison Intensive Wrestling Camps. Research has that shown that his camps foster short and long term psychological development in its youth participants (Driska et al., in press; Pierce, et al., 2016). He has established a well-delineated system for developing psychological skills in young athletes. The researchers were therefore interested in understanding the link between his coaching philosophy and coaching behavior, and in identifying factors that have influenced the development of this coaching philosophy over his lifetime. Using a case study approach, in-depth interviews at several points in time with Robinson were conducted. These were supplemented with interviews with camp staff and observations of the camp and Robinson’s coaching. Results revealed that Robinson had a clearly defined philosophy, was very intentional in developing mental skills, and had clearly thought out rationales that guided his coaching actions. The coaching philosophy and approach to developing psychological skills in youth evolved over 35 years of implementing these camps and from Robinson’s own life experiences. Implications for studying coach development and delivering coaching education are provided.

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Dieffenbach, Kristen D., Larry Lauer, and Dennis A. Johnson. "One Step at a Time: Building Coach Ethics from the Ground Up." Journal of Coaching Education 3, no. 2 (August 2010): 84–95. http://dx.doi.org/10.1123/jce.3.2.84.

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Ethical concerns regarding fair play, coach athlete relationships, use of ergogenic aids, and the power dynamic inherent in coaching have been raised by those inside and outside the profession. Standards of coaching behavior and written coaching ethics are a part of most youth through elite level sport organizations. For example, the ethics code of the National Federation of High Schools and the U.S. Olympic Code of Ethics for Coaches are posted on the organization websites. Unfortunately, the “sticky” or gray situations that occur in real life often are not clearly covered in coaching ethical codes. The pressure to make decisions for reasons other than “right thing to do” is immense. These situations often do not have a straightforward answer, and the skills necessary to navigate the gray areas are often underdeveloped. This presentation discusses three approaches to teaching and reinforcing ethical thinking and problem-solving skills within different coaching education models. Best practices for teaching ethical guidelines both in and out of the coaching education classroom are discussed, and an emphasis is placed on the role of coaching education in teaching the skills critical for positive coach behavior.

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Cohen, Julie, Vivian Wong, Anandita Krishnamachari, and Rebekah Berlin. "Teacher Coaching in a Simulated Environment." Educational Evaluation and Policy Analysis 42, no. 2 (February 24, 2020): 208–31. http://dx.doi.org/10.3102/0162373720906217.

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This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program. Coached candidates had significant and large improvements on skills relative to those who only reflected on their teaching. We also observe significant coaching effects on candidates’ perceptions of student behavior and ideas about next steps for addressing perceived behavioral issues. Findings suggest that skills with which novices struggle can improve with coaching and do not have to be learned “on the job.”

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Stanbrough, Mark. "Are Coaches Prepared and Successful in Meeting the National Coaching Standards?" Journal of Coaching Education 3, no. 2 (August 2010): 101. http://dx.doi.org/10.1123/jce.3.2.101.

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Coaches play an extremely valuable role in a profession that offers the opportunity to help develop young people. The purpose of this study, which assessed the state of coaching education, was two-fold: 1) to determine coaching education knowledge and skills in meeting the National Coaching Standards, and 2) to determine the application of effective coaching principles in meeting the National Coaching Standards. An email containing a website link for an online survey was sent to all athletic directors in Kansas middle and high schools asking them to forward the website link to all coaches they worked with. A total of 1,414 surveys were returned. The current state of coaching education assessment listed the national coaching standards developed by NASPE and used a Likert scale to ask how prepared and successful the coaches are in meeting the standard. Results of the survey indicated that coaches feel highly prepared and successful in the following coaching standard topics: teaching positive behavior (Standard 2), demonstrating ethical conduct (Standard 4), environmental conditions (Standard 7), positive learning environments (Standard 19), and skills of the sport (standard 27). Coaches indicated that they felt least prepared and least successful in the following standards: coordinated health care program (Standard 10), psychological implications (Standard 11), conditioning based on exercise physiology (Standard 12), teaching proper nutrition (Standard 13), conditioning to return to play after injury (Standard 15), mental skill training (Standard 24), managing human resources (Standard 32), managing fiscal resources (Standard 33) and emergency action plans (Standard 34). Findings from the study can be used to direct coaching education in the areas coaches feel they are less prepared and less successful.

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Thipatdee, Goachagorn. "The Development of Coaching and Mentoring Skills Through the GROW Technique for Student Teachers." Journal of Education and Learning 8, no. 5 (September 20, 2019): 168. http://dx.doi.org/10.5539/jel.v8n5p168.

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The purposes of this research were to develop coaching and mentoring skills through the GROW technique for the student teachers studying at the Faculty of Education, Ubon Ratchathani Rajabhat University, to study the students’ coaching and mentoring behaviors, to compare the students’ coaching and mentoring concepts before and after the study, and to compare the students’ learning achievement on the course of learning organization before and after the study. The sample consisted of 26 juniors studying in the first semester of academic year 2013, gained by cluster sampling. The instruments included a performance test, a behavior observation form of check-list type, a test of coaching and mentoring concepts, and an achievement test. The collected data were analyzed by using percentage, mean, standard deviation, and t-test. The findings revealed that the students’ coaching and mentoring skills were positive at the percentage of 65.00, the students’ coaching and mentoring behaviors were positive at the percentage of 53.00, the students’ coaching and mentoring concepts after the study were significantly higher than those before the study at the .01 level, and the students’ achievement after the study was significantly higher than that before the study at the .01 level.

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Agarwal, Anshoo. "Analyses of team building, coaching, and motivation skills." Journal of Current Research in Scientific Medicine 5, no. 2 (2019): 75. http://dx.doi.org/10.4103/jcrsm.jcrsm_39_19.

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Holmes, Mary. "An introduction to coaching skills: a practical guide." Action Learning: Research and Practice 16, no. 1 (December 20, 2018): 92–94. http://dx.doi.org/10.1080/14767333.2019.1559984.

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Seemann, Peter, Zuzana Stofkova, and Vladimira Binasova. "Developing coaching skills of managers in global context." SHS Web of Conferences 74 (2020): 01030. http://dx.doi.org/10.1051/shsconf/20207401030.

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Globalization leads to a more connected world with farreaching impact on production arrangements, international trade, foreign investment and economic growth. This paper deals with the application of coaching skills of managers in a global context, which influences the style of managerial leadership after completing their development courses. Managers use different styles of leadership, but they give people more space and self-realization than to manage them in a directive-based and order-based manner. These reasons support innovation and creative thinking of employees. The first section focuses on specific management styles, methods of employee education and development and survey of the literature. The case study in selected company deals with the survey, the subsequent evaluation of the exploratory results and the expression of proposals and recommendations. The results showed that the implementation of coaching positively affects not only the managerial style but also the whole company. For managers, interest in their people has grown and a new corporate culture has emerged in many companies. Responses of managers show that they are more likely to handle tense situations, smaller groups, seek solutions, and give employees more space. With the coaching approach, they are relieved of routine problems and have more trust in subordinates.

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Grant, Anthony M. "Enhancing coaching skills and emotional intelligence through training." Industrial and Commercial Training 39, no. 5 (July 17, 2007): 257–66. http://dx.doi.org/10.1108/00197850710761945.

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Journal articles on the topic 'Coaching skills'

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