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Relevant bibliographies by topics / Developmental coaching

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Academic literature on the topic 'Developmental coaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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Journal articles on the topic "Developmental coaching"

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

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Cosner, Shelby, Lisa Walker, Jason Swanson, Martha Hebert, and Samuel P. Whalen. "Examining the architecture of leadership coaching." Journal of Educational Administration 56, no. 3 (2018): 364–80. http://dx.doi.org/10.1108/jea-05-2017-0049.

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Purpose The purpose of this paper is to identify the coaching structures that aspiring principals associate with developmentally consequential coaching interactions; identify structural features/functions/attributes that shape a structure’s developmental utility and use; and consider how a multifarious coaching structure might advantage the learning experiences of aspiring principals. Design/methodology/approach This qualitative study included multiple interviews with two cohorts of aspiring principals (n=20) from one preparation program and with their leadership coaches (n=5) and was framed using the theories of social capital and networks, situated learning, and distributed cognition. Findings The authors identified eight coaching structures that aspirants identified as consequential to their learning and development. The authors identified four structural features/functions/attributes that shape a structure’s developmental utility. The authors identified three factors that contribute to the developmental utility of this multifarious coaching model. Research limitations/implications This study includes a relatively small participant sample –70 percent of the aspiring principals from two cohorts within one preparation program. Data do not include direct observations of coaching interactions within the context of individual coaching structures. Practical implications The findings suggest that the structuring of leadership coaching is a critical consideration for those designing leadership coaching programs. This multifarious structuring of leadership coaching created three developmental affordances. Originality/value This paper generates new knowledge for the field of principal preparation related to the structuring of leadership coaching and ways in which structuring can shape aspirant learning experiences. These findings are likely to also be instructive to those interested in coaching more generally.

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Eastman, Christine Angela. "The developmental needs of coaches and coachees." International Journal of Mentoring and Coaching in Education 8, no. 3 (2019): 217–27. http://dx.doi.org/10.1108/ijmce-03-2019-0044.

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Purpose The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines. Design/methodology/approach The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords. Findings Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity. Research limitations/implications The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research. Practical implications The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research. Originality/value By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.

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Mercaldi, Gisella. "Is Developmental Coaching Morally Acceptable?" Philosophy of Coaching: An International Journal 3, no. 2 (2018): 60–72. http://dx.doi.org/10.22316/poc/03.2.05.

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HUNT, JAMES M., and JOSEPH R. WEINTRAUB. "LEARNING DEVELOPMENTAL COACHING THROUGH EXPERIENCE." Academy of Management Proceedings 1999, no. 1 (1999): C1—C6. http://dx.doi.org/10.5465/apbpp.1999.27613315.

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Gallant, Andrea, and Virginnia Gilham. "Differentiated coaching: developmental needs of coachees." International Journal of Mentoring and Coaching in Education 3, no. 3 (2014): 237–54. http://dx.doi.org/10.1108/ijmce-12-2013-0059.

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Purpose – The purpose of this paper is to focus on teacher coachees’ perceptions of why some coaching goals (selected by coaches or coachees) were more achievable than others and how this knowledge might advance a coaching culture that has the potential for sustainable improvements to teaching and learning. Design/methodology/approach – As educators, the authors took a constructivist approach to grounded theory because the authors believe learning is socially constructed. The relationship between coach and coachees is underpinned by their constructed meanings and co-constructed learning. constructivist grounded theory (Charmaz, 1996) requires researchers not to start with a theory or hypothesis but to engage with data in a manner (coding, categorising, theorising) that allows for a theoretical understanding to emerge. In total, 22 teacher coachees from one school participated in this research. They were asked to complete an online questionnaire about their coaching experiences, speculating about why some goals (related to improving student reading, writing, speaking and listening, and math) were more achievable than others. One of the researchers had been a coach in the school, but not at the time of the research. Nonetheless online questionnaires were used as they offered teacher coachees anonymity to share their lived experiences (Charmaz, 2006). This data collection method also assisted in limiting accidental leading by an interviewer (Charmaz, 2006). Findings – The investigation into longitudinal coaching (one to six years) indicated how coachees positioned themselves or peers, when reflecting on and seeking to establish why some coaching goals were more achievable than others. Coachees clustered around one of the following themes: Pragmatic I, Pragmatic We, Student Driven, Team Driven, Data Driven, Research Driven. Theorising within and across themes highlighted that while coachees shared the same concerns, they differed in terms of how much they each focused on them. This allowed the authors to gauge the intensity of the concern (dominate, moderate or slight) for each participant. Notwithstanding the overlap, the seventh theme (temporality) serendipitously aligned with their exposure to coaching. Differentiated models of coaching appears to be a way to establish a coaching culture as multiple models could be responsive to divergent coachees’ learning needs. In doing so it is more likely to support sustainable improvements in teaching and learning. Research limitations/implications – The sample size (n=22) was appropriate for an in-depth analysis which allowed an understanding of coaching from the coachees’ first-hand experiences although it does limit generalisability. Another limitation is that coachees were not asked about teaching experience, hence the relationship between years of teaching and coaching exposure was not analysed. This is something that the authors feel now needs to be included in further research. Implications of the findings are that instructional coaches within schools may need to be more cognisant of the developmental stages and therefore differentiated needs of teacher coachees. This is particularly so if the aim is to promote sustainable pedagogical improvement. Originality/value – This is a case study of the effects of longitudinal coaching (one to six years) in a school where all teachers are involved in being coached.

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Grant, Anthony M., L. S. Green, and Josephine Rynsaardt. "Developmental coaching for high school teachers: Executive coaching goes to school." Consulting Psychology Journal: Practice and Research 62, no. 3 (2010): 151–68. http://dx.doi.org/10.1037/a0019212.

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Locke, Ann. "Developmental Coaching: Bridge to Organizational Success." Creative Nursing 14, no. 3 (2008): 102–10. http://dx.doi.org/10.1891/1078-4535.14.3.102.

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Leaders of successful organizations understand the value of workforce engagement and learning. They also know that classroom training alone is not enough to ensure the transfer of learning to practice. This reality has spawned an interest in developmental coaching: an educational tool that bridges the gap between knowledge and performance and gets bottom-line results. This article discusses the background and relevance of developmental coaching and provides examples of its potential in health care.

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Shah, Vishal. "Effective Coaching: A Powerful Developmental Tool." NHRD Network Journal 9, no. 3 (2016): 37–40. http://dx.doi.org/10.1177/0974173920160310.

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Laske, Otto E. "An integrated model of developmental coaching." Consulting Psychology Journal: Practice and Research 51, no. 3 (1999): 139–59. http://dx.doi.org/10.1037/1061-4087.51.3.139.

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Dissertations / Theses on the topic "Developmental coaching"

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Gettman, Hilary Joyce. "Executive coaching as a developmental experience [electronic resource]: a framework and measure of coaching dimensions /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8630.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.<br>Thesis research directed by: Robert H. Smith School of Business. Dept. of Management and Organization. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Diehl, Florence Anne. "Eutopiagraphies narratives of preferred future selves with implications for developmental coaching /." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277922552.

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Thesis (Ph.D.)--Antioch University, 2010.<br>Title from PDF t.p. (viewed July 22, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy May, 2010."--from the title page. Includes bibliographical references (p. 200-210).

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Briggs, Tammie Marie. "The Influence of Student Coaching on Student Success in Developmental Math Courses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3140.

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Although many academically underprepared students are able to attend community colleges via open access policies, these students struggle with completing their degrees. At a rural community college in the southeastern United States, students who tested into developmental education courses have struggled more with persistence and completion than have their college-ready counterparts. The purpose of this causal-comparative study was to evaluate the influence that student coaching had on student success in developmental math at this community college. Tinto's dropout theory and Astin's engagement theory provided the theoretical framework for a study of 62 developmental math students who were offered student coaching services during the course. Multiple one-way ANOVAs were performed to determine if student coaching had any influence on the dependent COMPASS test scores based on students' level of participation with the service. Students who participated in 0-2 coaching sessions (n = 32) had statistically significantly lower COMPASS test scores than students who participated in 3 or more coaching sessions (n = 30). None of the demographic characteristics had an effect on coaching participation. An evidence-based project designed to enhance coaching participation is offered to increase student persistence and completion. Implications for positive social change include increased success rates in developmental courses which should lead to increased persistence. Positive social change occurs when students are able to achieve incremental successes in their developmental courses, which could better leverage them to achieve subsequent higher education goals of degree completion and to pursue careers with better salaries associated with higher education completers.

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Washington, Rhianon S. "How does a developmental relationship mentoring model affect toxicity experienced in mentoring relationships?" Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/f895b582-d67a-2874-402d-03559b6205ed/1/.

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Mentoring receives a consistently favourable press and its merits and benefits are widely researched and acclaimed (for example Clutterbuck, 1995 and Harrington, 2011). Some advocates appear almost evangelical in their perspective and responses to the mentoring process. From offender schemes (Tarling, Davison and Clarke, 2004), to initiatives for small businesses (NWDA, 2010), the UK government continues to invest heavily in the concept of mentoring. Despite these plaudits mentoring relationships can occasionally founder and, due to the intensity of the relationship harm can be inflicted on both mentor and mentee alike. Such failing relationships are usually ascribed the provocatively charged label of 'toxic' mentoring (Feldman, 1999; Gray and Smith, 2000). Both the human and financial implications of failed mentoring relationships are a serious problem for government investment. Although a relatively under-researched phenomenon the incidents of negative mentoring experiences are not uncommon (Simon and Eby, 2003). Investment in mentoring has grown, with a proliferation of progressive schemes addressing an array of specific issues, from adult substance misuse (Welsh Assembly, 2009) to workplace gender inequalities (EC, 2007). With investment ranging from thousands of pounds in small scale schemes to hundreds of thousands of pounds, the economic implications of failure are potentially significant. Hamlin and Sage (2011) argue that while research has studied the benefits of mentoring, there is little focus on what constitutes effective mentoring in formal settings, or the interpersonal processes involved. Allen and Poteet (1999:70) noted that research was "desperately needed to assess the specific design features" of successful mentoring programmes. The focus has been on the programmes themselves rather than the individuals within them, and findings have centred on programme improvements and objectives or better matching processes in order to understand successful mentoring (Eby and Lockwood, 2005). The measurement of mentoring success however, is problematic and a uniform model for evaluation remains elusive. In one study (Gaskell, 2007) just 34% of organisations were able to successfully measure the impact of coaching, despite the availability of adequate resources and substantial investment in the programmes. Demonstrating return on investment for enterprises involving soft skills can be challenging, particularly when endeavouring to separate the mentoring aspect from other influencing factors. Establishing return on expectation is however, a more manageable proposition and can prove valuable. Attempts to identify the impact of professional development interventions have generated some innovative approaches such as the 'isolation factor' identified in research by McGovern, Lindemann, Vergara, Murphy, Barker and, Warrenfeltz (2001). The study separates out the effects of coaching but is generated purely from the perspective of the participants, which arguably lacks objectivity. However its success is measured, the popularity of mentoring continues to grow and its benefits remain appreciated (CIMA, 2002). Ineffective mentoring may be avoided through understanding its characteristics and the rationale of failed relationships may prevent repetition, providing a valid objective worthy of further research.

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Bernstein, Melissa D. "Friendships of children with ADHD| Exploring a parent friendship coaching intervention." Thesis, The University of Maine, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3581944.

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Finn, Fran A. "Leadership development through executive coaching : the effects on leaders' psychological states and transformational leadership behaviour." Queensland University of Technology, 2007. http://eprints.qut.edu.au/17001/.

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Executive coaching has been described as a multibillion dollar enterprise (Ennis, 2004) costing some organisations up to $15,000 (USD) a day (Berglas, 2002). Executive coaching has also been reported as the second fastest growth industry (Wasylyshyn, 2003). Despite these astounding figures, empirical executive coaching research is still limited, thus more randomised, controlled studies are required (Grant, 2005). There is a fundamental need for high quality research to demonstrate the effects of executive coaching and provide justification for the level of commitment expended. The current research program addressed this need through three studies which together provide empirical evidence as to the psychological and behavioural effects of executive coaching. In the first study, twenty-three leaders from a year long transformational leadership development program volunteered to participate in six sessions of executive coaching. The study examined the effects of executive coaching on leaders’ psychological states, specifically, their self-efficacy, developmental support, positive affect, openness to new behaviours and developmental planning. The study had an experimental design with random assignment of leaders to training and control groups which provided a rigorous basis to distinguish the effects of executive coaching from the effects of other leadership interventions in the program. Comparison of the training group (after six executive coaching sessions) with the control group (who had not received coaching) revealed that the training group reported significantly higher levels of self-efficacy, developmental support, openness to new behaviours, and developmental planning compared with the control group. No significant effects were observed for positive affect. Further analysis, however, revealed that the significant differences between the training group and the control group were due to a decrease in the control group before they commenced executive coaching, rather than because the training group increased on the psychological measures after participating in executive coaching. It was proposed that this pattern of results occurred because the pre-coaching measures were obtained at the end of a two day training workshop, when the psychological measures may have already been relatively high. Thus, the effect of executive coaching was to sustain the impact of the workshop for the training group. A longitudinal analysis was also carried out in Study One to examine whether the effects of executive coaching on the psychological variables were sustained over time. The pattern of change was examined at three time points: time one, prior to the commencement of executive coaching, time two, after the completion of six coaching sessions, and time three, six months after the completion of the six coaching sessions. This analysis was also affected by the training group’s high precoaching measures, but when the analyses were restricted to the control group (n=6) – who by this stage had received executive coaching, significant change over time was observed on all of the study measures, which was sustained up to six months after the completion of regular coaching sessions. However, because the control group sample was small, these findings were tested again in Study Two. The primary aim of Study Two though was to evaluate effects of executive coaching on transformational leadership behaviour, measured with self, supervisor and team member ratings. Twenty-seven leaders participated in this study. In the first instance, an experimental design was used to investigate whether leaders in the training group, who had been exposed to executive coaching, received higher ratings in transformational leadership behaviour compared with leaders in the control group. In the second instance this study examined whether there was change in transformational behaviour over time, observed in the area that was the focus of leaders’ developmental efforts. Both approaches yielded similar findings in that the team member feedback identified significant improvement in leaders’ transformational leadership behaviour after executive coaching. There were no significant changes in leaders’ self or supervisor ratings after executive coaching. When the psychological effects of executive coaching were re-examined in Study Two, the expected differences were observed between the training and control groups. However, once again, the data from the training group failed to show the anticipated pattern of improvement over time. This failure was attributed to the small sample size and low statistical power. Consequently, a final analysis was conducted combining the data from leaders who participated in Study One and Study Two. This analysis measured change in leaders’ psychological states from pre-to post-executive coaching and confirmed that after executive coaching leaders experienced effects in the five psychological states measured. Thus, overall, the data from the two studies supported the psychological impact of executive coaching. In Study Three a qualitative approach was employed to triangulate the quantitative results from Study One and Study Two. Eight leaders were randomly identified from the Study One and Study Two samples, and interviews were carried out with these leaders, their supervisors, two team members and their coaches (a total of 40 interviews). The interview data confirmed the effect of executive coaching on the previously investigated psychological variables and also identified coaching as providing leaders with a sense of greater control. In terms of transformational leadership behaviours, all participants in the study identified improvements in leaders’ behaviour, particularly in communication, and the transformational leadership dimensions of intellectual stimulation, inspirational motivation and individualised consideration. One further aim of Study Three was to investigate the environmental conditions to determine the impact they had on the effectiveness of executive coaching. Constant change and high work load were most frequently identified as restricting participants’ ability to benefit from executive coaching. Overall, this program of research has demonstrated leadership development through executive coaching. The studies revealed that executive coaching positively enhanced the psychological states of self-efficacy, developmental support, positive affect, openness to new behaviours, and developmental planning. Impressively, the results also showed that executive coaching had sustained effects on some of the psychological states, and on team members’ perceptions of their leader’s transformational leadership behaviour. Practically, these findings justify the use of executive coaching in organisational settings. Theoretically, these outcomes augment the limited body of knowledge in this area.

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Cybulski, Sarah. "Life Skill Development in Athletes with Intellectual Disabilities: The Strategies and Learning Pathways of Special Olympics Coaches." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31791.

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The purpose of this research was to explore how experienced Special Olympics (SO) coaches attempt to integrate the development of life skills into their coaching practice and how the coaches learned these strategies. Merriam’s (2009) basic interpretive qualitative approach was used to guide this research. Six experienced coaches from Ontario participated in this study. Data were collected through two sets of semi-structured interviews, non-participant observations, and document analysis. Data were analyzed both deductively and inductively using thematic analysis. Camiré, Trudel, and Forneris’s (2012) study on how high school coaches help athletes to develop life skills was used as a framework for life skill development strategies. The analysis uncovered that coaches use the following strategies: (a) having a coaching philosophy aimed at helping athletes to develop, (b) understanding athletes’ pre-existing makeup, (c) providing athletes with opportunities to show their skills, (d) modeling, (e) taking teachable moments, (f) using keywords, and (g) and volunteerism. Two inductive strategies were also found: (a) building strong coach-athlete relationships and (b) being stern and direct with athletes. Trudel, Culver, and Werthner’s 2013 chapter on coach learning was used to frame the learning pathways section of this study. Results from this portion of the study indicate that coaches learned through a variety of different means, including their experiences and through mediated and unmediated learning situations. As one of the first studies to explore the coach’s role in assisting Special Olympics athletes to develop life skills, we feel that this study makes a valuable contribution to the literature on coaching science, sport for people with disabilities, and athlete development. This study also highlights new areas for research that could further expand our knowledge of this topic.

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Rathwell, Scott. "Exploring the Relationship between Coaches’ Leadership Behaviours and Athletes’ Positive Developmental Outcomes and Negative Experiences in Canadian University Sport." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36236.

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The purpose of this dissertation was to a) examine the correlational relationships between Canadian university athletes’ perceptions of coach leadership behaviours and their perceptions of positive developmental outcomes (e.g., life skills) and negative experiences related to university sport, and b) explore how coach leadership behaviours and the associated developmental outcomes and negative experiences were described by both coaches and athletes. Data for this dissertation were collected over four stages. In Stage One, an online survey was used to collect data from a pan-Canadian sample (n = 605) of university athletes. In Stage Two, semi-structured open-ended interviews were conducted with fifteen university athletes. In Stage Three, semi-structured open-ended interviews were conducted with fourteen university coaches. In Stage Four, an online survey was used to collect data from a second pan-Canadian sample of university athletes (n = 498). Five articles were written to address the purpose of this dissertation. In Article One, data from two pan-Canadian samples of athletes were used to modify and confirm a new measurement tool known as the University Sport Experience Survey (USES). The USES provides a reliable and factorially-valid instrument for measuring development in university sport. In addition, Article One provided the first operational definitions of the positive developmental outcomes and negative experiences that could be reliably and validly assessed in a university sport context. Article Two qualitatively explored athletes’ perceptions of the developmental outcomes associated with their participation in university sport, as well as their perceptions of transfer. Results provided additional support for certain USES categories to be used for understanding positive development within the context of Canadian university sport programs. Further, results suggested university sport programs offer rich opportunities for developing skills, qualities, experiences, and relationships needed to become functioning members in our society. In Article Three, quantitative survey data were used to assess the cross-sectional relationships between athletes’ perceptions of their coaches’ leadership behaviours and outcomes from the USES. Coach leadership behaviours were conceptualized within the Full Range Leadership Model and assessed using the Multifactor Leadership Questionnaire. Findings showed that transformational coaching was generally related to positive developmental outcomes and inversely related to athletes’ negative experiences in sport. Moreover, coaches’ passive/avoidant behaviors were commonly related to athletes’ negative experiences in university sport. Contrary to expectations, passive/avoidant coaching behaviors were also positively related with a number of positive developmental outcomes. Article Four qualitatively assessed athletes’ perceptions of who they believed was responsible for their positive development within the university sport context. Athletes specified other athletes, the head coach, the coaching staff, and their parents as the people who influenced their positive development within the context of university sport. Notably, athletes felt they themselves were the ones who contributed the most to their own development. Article Five qualitatively explored coaches’ perceptions of and strategies for fostering their athletes’ positive development through university sport. The coaches believed there were inherent conditions surrounding university sport that facilitated positive development. However, the coaches maximized their athletes’ development by establishing a support network, building team culture, and empowering their student-athletes by teaching them fundamental skills related to self and social regulation. Together, the five articles make novel theoretical and practical knowledge contributions to the field of positive development through sport, and set a precedence for positive development research in university sport, as well as other emerging adult sport contexts.

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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time with varying skill levels, but no research has been conducted on the use of strategies with more than one child at a time. The current single-case research study addresses gaps in the literature by answering the following questions: (1) Is there a functional relation between coaching TAs to use EMT and increases in TA’s fidelity of implementation of EMT with a child dyad?; (2) Is there a functional relation between TA’s use of EMT and increases in child social communication skills?; and (3) Are TAs able to generalize the use of EMT across students with varying social communication skills and goals? Results suggest coaching TAs contributes to increases in fidelity of implementation of EMT strategies and subsequent increases in child social communication skills. TAs were able to generalize the use of EMT across students.

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Ferreira, Marcos Aurélio de Araujo. "Coaching : um estudo exploratório sobre a percepção dos envolvidos : organização, executivo e coach." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/12/12139/tde-14012009-152323/.

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As alternativas de programas de desenvolvimento de executivos, como o mentoring, o counseling e o coaching, crescem em popularidade nas organizações com vistas ao desenvolvimento destes profissionais. Entretanto, percebe-se ausência de congruência no entendimento dos autores e dos consultores sobre as diferenças conceituais entre as atividades, sobre seus propósitos e sobre os resultados esperados. A presente dissertação tem como objetivo verificar se há congruência na percepção dos envolvidos (i.e., a organização, o coachee e o coach) sobre os programas de coaching contratados por duas organizações; através de uma pesquisa exploratória e qualitativa com emprego de técnicas de análise de conteúdo. As análises buscam responder ao seguinte problema de pesquisa: Há congruência na percepção dos envolvidos sobre o programa de coaching contratado pela organização?. O resultado da pesquisa evidencia que: i) não há congruência sobre o propósito da contratação do programa de coaching: ii) não há, entre os envolvidos, congruência na percepção sobre o que caracteriza um programa de coaching, não o diferenciando do mentoring e, principalmente, do counseling; iii) não há congruência sobre a avaliação e o monitoramento dos resultados do programa de coaching contratado, assim como das etapas que o constituem; e iv) ao se analisarem, contudo, os programas separadamente, não há congruência entre os envolvidos no primeiro programa, mas há aparente congruência entre os envolvidos no segundo programa.<br>The popularity of developmental relationship programs, such as mentoring, counseling and coaching, has grown within the organizations as an alternative for the development of their executives. However, no common understanding is easily found among scholars and consultants as for conceptual differences involving such programs and their goals and expected results. Drawing on an exploratory study, through a qualitative research applying content analysis, this thesis aims at investigating patterns of perception reported by different stakeholders involved in two executive coaching programs, namely the firm ordering this service, the executive coachee and the external coach. Data analysis aims at providing answers to the research question \"Is it possible to find a pattern in the perception of all those involved in a coaching program?\" Results point out that: i) there is no congruence in the stakeholders\' perception of the aims of hiring a coaching program; ii) there is no congruence in the stakeholders\' perception of the typical features of a coaching program, participants reportedly equating coaching to mentoring and primarily to counseling activities; iii) there is no congruence in the reports of coaching stages as well of result assessment and monitoring; and iv) by analyzing the programs separately, there is no congruence in the stakeholders involved in one of the programs, whereas some patterns can be found among those involved in a second coaching program.

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Books on the topic "Developmental coaching"

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Developmental coaching: Life transitions and generational perspectives. Routledge, 2011.

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McLean, Pamela D. The completely revised Handbook of coaching: A developmental approach. Jossey-Bass, a Wiley imprint, 2012.

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101 developmental concepts & workouts for cross country runners. Coaches Choice, 2010.

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D, Rush Dathan, and Shelden M'Lisa L, eds. Coaching families and colleagues in early childhood. Paul H. Brookes Pub., 2004.

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Davies, Rachel. Agile coaching. Pragmatic Bookshelf, 2009.

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Humphrey, Watts S. TSP: Coaching development teams. Addison-Wesley, 2006.

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Society, British Psychological, ed. Coaching for staff development. British Psychological Society, 1995.

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Caruso, Andrew. Soccer coaching, development, and tactics. Soccer Coaching Press, 1989.

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Sport: Development, coaching and fitness. Nelson Thornes, 2007.

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Manfred F. R. Kets de Vries and Konstantin Korotov. Leadership development. Edward Elgar, 2011.

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Book chapters on the topic "Developmental coaching"

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Panchal, Sheila, Stephen Palmer, and Siobhain O’Riordan. "Coaching through developmental transitions." In Positive Psychology Coaching in Practice. Routledge, 2018. http://dx.doi.org/10.4324/9781315716169-11.

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Bachkirova, Tatiana, and Elaine Cox. "A cognitive-developmental approach for coach development." In Handbook of Coaching Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315820217-45.

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Panchal, Sheila, Siobhain O’Riordan, and Stephen Palmer. "Developmental coaching across life transitions." In Handbook of Coaching Psychology. Routledge, 2018. http://dx.doi.org/10.4324/9781315758510-30.

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Bachkirova, Tatiana. "Developmental coaching: theory and practice." In Coaching als individuelle Antwort auf gesellschaftliche Entwicklungen. Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12854-8_28.

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Bachkirova, Tatiana. "Developmental Coaching - Developing the Self." In The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118326459.ch8.

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Compernolle, Theo. "Developmental Coaching from a System’s Point of View." In Coach and Couch. Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1007/978-1-137-56161-9_4.

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de Koning, Lorien. "Coaching the Transition Towards Developmental Education: Exploring the Situation with Teachers." In Developmental Education for Young Children. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4617-6_12.

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Cassella, Sally, and Judie Taylor. "An evaluation of peer coaching circles within higher education." In Learning as a Creative and Developmental Process in Higher Education. Routledge, 2018. http://dx.doi.org/10.4324/9781315142142-16.

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West, Lucy, and Mike Milan. "Development Coaching Defined." In The Reflecting Glass. Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230506084_1.

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Glenn, Whitney. "Evaluating Development Coaching." In The Reflecting Glass. Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230506084_7.

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Conference papers on the topic "Developmental coaching"

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Radkova, Reny. "FOREIGN LANGUAGE TEACHING AS AN INTERCULTURAL COACHING: A SELF-DEVELOPMENTAL TOOL FOR HIGH LEVEL INTERCULTURAL INTELLIGENCE." In 34th International Academic Conference, Florence. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.034.044.

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CARPIO, Deiyalí, and Beatriz URBANO. "THE USE OF COACHING IN THE AGRICULTURAL VALUE CHAIN." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.115.

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Agricultural organizations are faced with continuous processes of change: economic openness, national and international competition between companies, adaptation to new business management models -Corporate Social Responsibility-, changing markets and the need to comply with regulations and certifications. This has led to the generation of a great demand for knowledge, preparation and motivation of the people who work in the organizations and in the agribusiness environment. Organizations are obliged to seek strategies or business techniques that allow them to guarantee survival and increase their levels of competitiveness. Among these techniques the coaching technique is highly positioned. The objective of the research was to analyze the use of coaching in the agricultural value chain as a tool to contribute to rural development. The study analyzed 50 coaching companies in Spain, from which qualitative and quantitative data of agricultural and rural coaching were taken. Moreover, a sample of 22 coached agribusinesses in Spain was characterized in order to obtain a profile of the coaching in the agricultural value chain. Frequency, contingency and significance analysis were used to characterize the performance of coaching in the agricultural value chain. The results show that a business attitude among coaching is needed while the use of a combination of coaching tools could improve the agricultural value chain and rural development. It is necessary to promote the coaching techniques among the agricultural value chain, especially at the first stages of the chain, in order to increase the agricultural businesses competitiveness and to contribute to the rural development.

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Sosiawan, Edwi Arief, and Tri Saptono. "Coaching Communications Model For Improving Athlete Achievement." In LPPM UPN "VETERAN" Yogyakarta International Conference Series 2020. RSF Press & RESEARCH SYNERGY FOUNDATION, 2020. http://dx.doi.org/10.31098/pss.v1i1.197.

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In general, the trainer's technical abilities must be mastered by the trainer. The reason is that those who become coaches are generally former athletes. They are also have training certificates from various training and coaching clinics. However, the ability to communicate in coaching is not necessarily fully mastered by most coaches. The purpose of this research was to add theoretical development about the study of sports coaching communication, especially in the process of athlete physical and mental training by using descriptive qualitative research approaches. The results showed that the coaching communication patterns developed in the training process and outside the training. The form of coaching communication during and outside training is generally face-to-face. The method used in coaching communication is to use lectures and demonstrations as well as to involve video media to further stimulate achievement motivation for each athlete. The approach taken in coaching communication is an open, family, and personal approach. The choice of coaching communication methods has been proven to be able to motivate and build athletes' self-confidence and athletes can accept and interpret the instructional messages conveyed and desired by the coaches. Suggestions and recommendations that can be given in this research are on the certification of trainers for each sports trainer.

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Förtsch, Silvia. "Yes you can, follow your goals! Individual Coaching for female Computer scientists on career development." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8031.

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Abstract Earlier results show that female computer scientists show a lower self-efficacy compared to male colleagues. Similarly, gender-typical attributions, in the sense of gender stereotypes, are considered a disorder. As a result, a coaching program that supports computer scientists after a re-entry into professional life also, in a new orientation or with regard to management ambitions has been developed at the University of &lt;blinded&gt;. The measure strengthens computer scientists in their motivational resources and enables them to take advantage of professional opportunities. A scientifically founded analysis of their potential helps the coachees to become aware of their abilities and competences. The coaching program based on the potential analysis, takes important life goals of the coachees into account. Individual career plans are developed in coaching sessions, including a clear definition of the objective and implementation strategy. An open and modern corporate culture offers new opportunities of career paths for female computer scientists. If the company philosophy is based on appreciation of good performance, women in computer science are more motivated strengthen their career ambitions. Keywords: Women in computer science; self-efficacy beliefs; potential analysis; individual coaching;career development

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Paasivaara, Maria. "Coaching Global Software Development Projects." In 2011 6th IEEE International Conference on Global Software Engineering (ICGSE). IEEE, 2011. http://dx.doi.org/10.1109/icgse.2011.33.

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Jimenez, Maria I. "TUTORING DEGREE FINAL PROJECT BASED ON COACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1254.

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Bozkus-Genc, Gulden, and Sunagul Sani-Bozkurt. "THE AWARENESS OF COACHING IN INCLUSIVE EDUCATION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0650.

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Jimenez Gomez, Maria Isabel, and David Rodriguez Merino. "FOREIGN ENGINEERING STUDENTS COACHING WITH ICT: CHATBOT." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1728.

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Jakubcová, Kateřina, Vladimír Jůva, and Michal Roček. "On selected problems of low representation of women in coaching." In 12th International Conference on Kinanthropology. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-51.

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Coaches play a crucial role in the development of sport at all levels. However, there is often talk of a lack of coaches. This problem is compounded by the fact that female coaches make up only a much smaller part of the coaching staff. Significant deficits of woman are particular-ly noticeable in senior coaching positions (e.g., among head or national coaches). The issue of female representation in coaching has received considerable attention for forty years, es-pecially within the broader topic of women and sport. At the same time, the literature reflects an interesting paradox. Political and sporting bodies at the international and national level address the shortage of female coaches, and many projects promoting women in coaching have emerged. Research but shows that female representation in coaching is practically not improving. Many organizational and interpersonal problems and myths about the possibilities of women trainers remain. Also, in the Czech Republic, in the last two decades, political and research activities pay considerable attention to the topic of women in coaching. Our study builds on Czech empirical findings in the field of women in sport from the first decade of the 21st century. Apartial goal of our more extensive research was to find out the reasons for the low representation of women among sports coaches. We addressed women (questionnaire survey, n=103, average age 24.3 years), who at the performance or top-level are engaged in various sports and who are – at the same time – feel “at the end” of their active sports track, and realistically think about the professional future after finishing their sports career. We pro-cessed the results using statistical analysis and open coding. The most common reasons that negatively affect the continuation of the addressed female athletes as coaches, respondents report low financial remuneration of coaching work and loss of leisure time. Other reasons why women do not consider coaching include the lack of their professional ambitions and re-spect from sports associations and sports clubs. Research carried out shows that about half of the addressed female athletes are interested in staying in the sport as a coach, but they are aware of many obstacles in this area at the same time.

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Magpantay-Monroe, Edna. "STRATEGIES, PRINCIPLES AND CHALLENGES OF COACHING (NURSING) STUDENTS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2175.

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Reports on the topic "Developmental coaching"

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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.

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Haßler, Björn, and Caitlin Moss. Teacher professional development and coaching in low-income countries: An evidence-informed conversation. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0011.

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Haßler, Björn. Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0013.

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Haßler, Björn. Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology. EdTech Hub, 2020. http://dx.doi.org/10.53832/edtechhub.0012.

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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, 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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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, educational leaders, coaches, and others to conduct focused classroom observations for three potential purposes: research/evaluation, professional development, and coaching. In this article the authors introduce the OPAL’s research base, describe how to use the OPAL tool, and provide examples of the applied use of the OPAL to support professional learning and evaluate a three-year school reform effort.

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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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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

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