Relevant bibliographies by topics / Mentoring and Coaching

Contents

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

Academic literature on the topic 'Mentoring and Coaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Mentoring and Coaching"

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Gallas, Maciej. "Relacja mistrz – uczeń: coaching czy mentoring?" Annales Universitatis Mariae Curie-Sklodowska, sectio L – Artes 16, no. 1/2 (June 14, 2019): 253. http://dx.doi.org/10.17951/l.2018.16.1/2.253-271.

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>
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Fields, Helen, and Helen Fields. "Coaching and mentoring." Nursing Standard 8, no. 30 (April 20, 1994): 105–12. http://dx.doi.org/10.7748/ns.8.30.106.s55.

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Cartwright, Eva. "Coaching and mentoring." Primary Teacher Update 2012, no. 10 (July 2012): 26. http://dx.doi.org/10.12968/prtu.2012.1.10.26.

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Dabell, John. "Coaching or mentoring?" SecEd 2019, no. 9 (March 21, 2019): 10. http://dx.doi.org/10.12968/sece.2019.9.10.

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

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von Schachtmeyer, Christiane. "Coaching und Mentoring." Organisationsberatung, Supervision, Coaching 24, no. 1 (January 25, 2017): 59–69. http://dx.doi.org/10.1007/s11613-017-0493-5.

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Drake, Kirsten. "Coaching vs. mentoring." Nursing Management 52, no. 8 (August 2021): 56. http://dx.doi.org/10.1097/01.numa.0000758704.21425.0c.

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Carmel, Roofe G., and Miller W. Paul. "Mentoring and coaching in academia: Reflections on a mentoring/coaching relationship." Policy Futures in Education 13, no. 4 (March 31, 2015): 479–91. http://dx.doi.org/10.1177/1478210315578562.

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Tomiyoshi, Luiz K. "Coaching and Mentoring [Memoirs]." IEEE Industry Applications Magazine 19, no. 6 (November 2013): 96. http://dx.doi.org/10.1109/mias.2013.2275635.

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Cleary, Michelle, and Jan Horsfall. "Coaching: Comparisons with Mentoring." Issues in Mental Health Nursing 36, no. 3 (March 4, 2015): 243–45. http://dx.doi.org/10.3109/01612840.2015.1002344.

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Dissertations / Theses on the topic "Mentoring and Coaching"

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O'Rourke, Lesley Heather. "A ripple effect from leadership coaching : understanding the reach of coaching in organisations." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/e303b9a6-542b-9a76-b6bc-9e8c001030c3/1.

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Companies today need to draw on the whole organisational team for the energy, ideas and collaborative approaches that bring sustainable organisational success in an interconnected world. Leadership and organisational studies increasingly support this endeavour by considering relational and interconnected approaches. However the leadership coaching literature tends to adopt a hierarchical approach focused on individuals and teams at the helm of organisations. A ripple effect is the metaphorical focus of the study drawing attention to an interplay of influences in an organisation following a leadership coaching initiative. This initiative is the starting point for this in depth organisational case study which is interested in drawing out the human dimension of organisational life. Multiple methods - interviews, anecdote circles and a company questionnaire - are used to explore patterns of influence flowing from leadership coaching in a small-medium sized enterprise (SME). Thematic network analysis of the experiences of participants in this study produced three categories of findings: personal needs, perceptions of leadership and cultural concerns. Each category is made up of competing influences that signify spectrums of opportunity for learning and development. From this investigation an holistic model of a ripple effect is developed showing the flow from specific coaching outcomes that blend business and human aspects. The concept of reciprocal learning space captures the scope for learning and change by uncovering competing influences that represent the variety of responses to coaching outcomes. An holistic framework for organisation focused coaching offers a practical contribution to coaching by setting out a route to identifying reciprocal learning space and helping to address wider organisational needs. It is argued that remaining in a hierarchical, leader centred mode limits the potential reach of coaching in organisations. This study offers a new integrated approach to coaching that signifies the potential to reach much more widely into organisations.
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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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Karboul, Amel. "Experiencing coaching for the first time : first coaching sessions from the executive client's perspective." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/6e9ec092-17ea-4dd5-a48c-9c7df1439236/1.

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Background: Executive coaching has become a mainstay of leadership development practice worldwide. Some aspects of executive coaching such as return on investment are well studied, but the client experience of coaching is underexplored. This study aims to describe how clients perceive their first coaching experience and create a conceptual model of this experience to guide coaching practice. Methodology: 15 executives who had previously experienced their first coaching session took part in semi-structured interviews. The analysis of the interview protocols wasbased on Grounded Theory methodology. Results:Reports of client experiences were used to develop a conceptual Discovering, Agency, Roles, Expectations (DARE) model. The client experience of executive coaching is saturated with discoveries. Discovering of coaching, oneself and also a view of one’s potential from one’s own and third party perspectives are at the heart of the executive coaching experience. Perceptions of the experience are further influenced by client expectations, the conditions surrounding coaching and the different roles taken by coach and client. A sequence of agency emerged from the analysis. Conclusions: The thesis explores the implications of the emerging model of the first experience and how coaches can use this understanding of the coaching experience to enhance the client experience. Further research is needed into some aspects of the experience, such as the roles of coach and client and prevalence of discovering as a core experience in subsequent coaching sessions.
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Oh, Daniel Y. "Coaching missionary leaders in life-based mentoring." Theological Research Exchange Network (TREN), 2006. http://www.tren.com/search.cfm?p068-0634.

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Boyd, Charles F. "Preachers mentoring preachers through distance sermon coaching." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.

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Cook, Janice. "The effect of coaching on the transfer and sustainability of learning : coaching for leaders, a collaborative action research study." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/ac8c8aca-b0a7-dce6-fca6-4e84cbe3e73e/1/.

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Coaching generally remains under-researched and in particular the transfer and sustainability of learning from coaching is extremely sparse in the field of empirical research and theoretical development. This qualitative research was conducted with four leaders from UK voluntary sector organisations, namely Advance, Mencap and Rethink. Within a social constructivist and interpretivist paradigm, this longitudinal study explored the findings of three action research cycles for a period of just over one year. An original approach to collaborative action research methodology was developed and utilised, combining the dual role of coach/researcher, the role of the leaders being coached as collaborative action researchers, research diaries data, and data from feedback provider sessions. The data emerging from the research diaries and the feedback provider sessions was analysed using a thematic analysis approach, with categories and themes identified which either help or hinder the transfer and sustainability of learning from the coaching sessions to outside that experience. The ethical challenges of this newly developed approach to collaborative action research were also identified and analysed. The emergent Collaborative Action Coaching for Leaders model comprises six categories made up of thirty-three themes: Client Centred Process (eight themes), Enabling/Facilitating Learning (six), Session Content (two), Active Learning (five), Coaching Relationship (eight), and Reflective Learning (four). The study found that the transfer and sustainability of learning outside the coaching experience is encouraged by the coach and the client having both individual and shared responsibilities. The coach has responsibility for tailoring the coaching to each individual client and for enabling and facilitating learning; the client has responsibility for the content of the coaching sessions and for active learning; and both the coach and the client have shared responsibility for the coaching relationship and reflective learning. Within the approach there are factors which both help and hinder the transfer and sustainability of learning, although the data is heavily weighted towards the factors which help. It is clear from the emerging data across the three action research cycles, that it is the combination of all six categories (and the thirty-three themes) which over time enable the transfer and sustainability of learning; there does not appear to be any weighting of a specific category or theme. There are two main findings from the study: coaching can help the transfer and sustainability of learning; and both the coach and the client have individual and shared responsibilities in the transfer and sustainability of learning from the coaching sessions to outside that experience. The Collaborative Action Coaching for Leaders model contributes to the coaching profession, providing an evidence-based coaching model for coaches to explore through use in their professional work with leaders in organisations. The study findings add to the theoretical knowledge of coaching and inform future coaching research into the transfer and sustainability of learning from the coaching experience.
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Neal, Linda Elizabeth. "An exploration of how newly established secondary school headteachers engage with coaching and mentoring in their first year in post." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/c165deec-cce7-4707-3181-3cfb6653f2a0/1.

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Mentoring for secondary school headteachers in their first year in post was first proposed as a systematic strategy in the 1980s following research into the first years of headship (Weindling and Earley, 1987). Coaching and mentoring were introduced as part of a response to the concern that new headteachers were not sufficiently prepared before taking up the post. Coaching and mentoring are now incorporated into all National College for School Leadership (NCSL: currently the National College for the Leadership of Schools and Children‟s Services) leadership programmes. However, there is a dearth of current research exploring how secondary school headteachers use coaching and mentoring in their first year in post. Systematic reviews show that previous research has generally focused on improving coaching and mentoring schemes and thus is mainly evaluative. In contrast, this study focuses on the headteacher perspective. The study works within a social constructivist paradigm, taking a grounded theory approach because of the dearth of available theory. Data were collected from six newly appointed secondary school headteachers. Each was interviewed three times during their first year in post. After transcription each interview was analysed and coded and the results informed subsequent interviews. NVivo was used to manage the data and to develop codes. Preliminary findings were discussed with practising coaches and their comments contribute to the discussion. The study finds that new headteachers exercise significant agency in their coaching and mentoring engagements, including the choice of coach mentor, and the coach mentoring agenda. It finds that new headteachers seek coaching and mentoring beyond the assumed formal dyadic arrangements. Contributions to knowledge include the Confidence Loop model; three new models of coaching and mentoring; and a deeper questioning of the place the theory and practice of performativity should have in the coach mentoring relationship.
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De-Valle, Paula Jane. "An exploration of executive women's experiences of coaching and mentoring : an Interpretative Phenomenological Analysis study." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/c38c50b1-40c7-4739-8fca-ef99b188635b/1.

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The slow pace of women’s advancement to senior levels in organisations is an ongoing topical debate. Resolving this issue through appropriate developmental support interventions is the subject of much discussion. An understanding of the use of coaching and mentoring to address this individual, organisational and societal problem is, however, underresearched in a UK context, and more widely. In the coaching and mentoring literature there is limited research concerning the voice of the coachee/mentee and even less research relating to executive women. This study sought to address this deficiency and explore the experiences of executive women who have been coached and mentored, in order to gain an understanding of the role of these interventions and how they assisted the women’s development. Qualitative research was conducted using an Interpretative Phenomenological Analysis (IPA) methodology and involved semi-structured interviews with twelve executive women, all of whom worked at senior levels in UK organisations. The data were subsequently analysed using Smith, Flowers and Larkin’s (2009) interpretive framework. The findings highlight the positive impact of coaching and mentoring on the careers of the executive women in this study. Mentoring provided early career and psychosocial support, while coaching provided later support and challenge that encouraged the development of skills, authenticity and identity; aided coping with and adapting to the work environment; and in some cases assisted with broader life decisions. The participants’ subsequent commitment to coach and mentor others was a further outcome of this research. This study contributes not only to understanding the context of a coaching assignment involving executive women, the ‘experience’ of coaching and mentoring, and the importance of the coaching relationship, but also to the application of such learning to assist others. The implications of this research expand knowledge and provide new insights to add to the limited literature on coaching and mentoring executive women in the UK.
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Rafique, Muhammad Tahir. "The role of coaching and mentoring in transformational change, focusing on housing association mergers." Thesis, Oxford Brookes University, 2014. https://radar.brookes.ac.uk/radar/items/33cbbc0d-f689-4c08-83fc-7248a66d8875/1.

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Coaching and mentoring have grown rapidly in the last twenty years, reflecting increased level of interest in these fields. The widespread popularity, however, has been largely attributed to the anecdotal feedback about their effectiveness due to considerable gaps in the empirical research base. The aim of this study was to explore the role of coaching and mentoring in relation to transformational changes with particular reference to housing association mergers in the UK. As a result of constant merger activity, the largest twenty housing associations own 30% of the market share and the trend is likely to continue, making the research outcomes useful for future strategic planning of housing association mergers. This thesis includes empirical work through data gathered by semi-structured interviews and analysed by constructivist grounded theory methodology. The study found that coaching and mentoring play an important role in housing association mergers and transformational changes especially in creating a new shared identity and staff integration after housing association mergers. Integration can keep the merged housing associations together, thus reducing the merger failures in the housing associations. This study makes an original contribution to knowledge by presenting a conceptual framework. The framework incorporates different forms of coaching and mentoring, such as, one to one coaching, team coaching, executive mentoring and peer mentoring used in housing associations for the transformative learning of the housing officials.
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Harding, Colleen Mary. "From alignment to emergent academic : the role of coaching and mentoring in supporting the development of academic staff in a post-1992 university." Thesis, Oxford Brookes University, 2012. https://radar.brookes.ac.uk/radar/items/7d844920-d11c-4248-9aac-58d7106f67cf/1.

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This research developed a qualitative Case Study to explore the role of coaching and mentoring in supporting the alignment of academic staff and organisational strategy. The study employed documentary data, interviews and a questionnaire to examine a four year period of a seven year change programme at a University in Southern England. Documents provide background to the case. Semi-structured interviews were conducted with fourteen leaders, two external coaches and eleven internal mentors. A questionnaire completed by thirty six academics preceded six semi-structured interviews with academic staff. Participant perceptions of alignment and their experiences of coaching and mentoring were analysed using a data coding approach influenced by Grounded Theory. As a result of this study, the researcher developed a Model for Improving Credibility in Insider Research to demonstrate how they dealt with the challenges of being an employee of the organisation in which the research was completed. The study shows how a new Strategic Plan impacted on academic staff roles. In responding to the changes, academics were faced with career, role, time and psychological challenges. The findings indicate that the alignment of academic staff and organisational strategy does not need to be a tension, but that it can provide opportunities for both organisation and individual if they can identify and focus on ways to fill the gap between them. The Individual and Organisation Alignment Map, developed from this study, demonstrates a new understanding of alignment of the individual within the organisational context. Coaching and mentoring helped academics to respond to the challenges by providing support for a focus on the future and forward momentum, as well as role implementation and psychological support. A new model showing how The Transitional Space Provided by Coaching and Mentoring can provide support for outer and inner world challenges has been developed as a result of this research. In addition, the new definition of ‘Emerging Academics’ developed during this study provides a different starting point for considering the career development of academic staff.
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Books on the topic "Mentoring and Coaching"

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Coaching and Mentoring. London: Kogan Page Publishers, 2009.

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Coaching, Counseling & Mentoring. New York: AMACOM Books, 2002.

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Coaching and mentoring. Aldershot, England: Gower, 1995.

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

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Holliday, Micki. Coaching, Mentoring and Managing. Franklin Lakes: Career Press, 2010.

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David, Clutterbuck, ed. Techniques for coaching and mentoring. Amsterdam: Elsevier Butterworth Heinemann, 2005.

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Donnellan, Elaine. Mentoring and coaching: IBM Ireland. Dublin: University College Dublin, Graduate School of Business, 1998.

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Garvey, Bob. Fundamentals of Coaching and Mentoring. 1 Oliver's Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications Ltd, 2014. http://dx.doi.org/10.4135/9781473915343.

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Ian, Fleming. The coaching pocketbook. Alresford: Management pocketbooks, 1998.

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Facilitating Reflective Learning Through Mentoring & Coaching. London: Kogan Page Publishers, 2006.

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Book chapters on the topic "Mentoring and Coaching"

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Thompson, Neil. "Mentoring and coaching." In People management, 183–91. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-30845-0_18.

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Gander, Michelle, Heather Moyes, and Emma Sabzalieva. "Mentoring and Coaching." In Managing Your Career in Higher Education Administration, 96–115. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32833-5_6.

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Ley, Ulrike, and Gabriele Kaczmarczyk. "Coaching, Mentoring, Netzwerke." In Führungshandbuch für Ärztinnen, 153–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-37122-6_5.

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Smith, J. Goosby, and Josie Bell Lindsay. "Mentoring and Coaching." In Beyond Inclusion, 81–99. New York: Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137385420_7.

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

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Serrat, Olivier. "Coaching and Mentoring." In Knowledge Solutions, 897–902. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-0983-9_101.

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Lane, H. Chad. "Coaching and Mentoring." In Encyclopedia of the Sciences of Learning, 557–59. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_240.

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Ley, Ulrike, and Gabriele Kaczmarczyk. "Coaching, Mentoring, Netzwerke." In Führungshandbuch für Ärztinnen, 173–94. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-03976-8_5.

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

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

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Conference papers on the topic "Mentoring and Coaching"

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Zilincikova, Maria, and Zuzana Stofkova. "MENTORING AND COACHING OF PUBLIC SECTOR EMPLOYEES." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1420.

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Bajraktarović, Sandra. "Coaching and Mentoring in Function of Employee Development." In 26th International Scientific Conference Strategic Management and Decision Support Systems in Strategic Management. University of Novi Sad, Faculty of Economics in Subotica, 2021. http://dx.doi.org/10.46541/978-86-7233-397-8_137.

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Delmondes, Pablo, and Wemerson Afonso. "Importance of coaching and mentoring tools for training business leaders." In MOL2NET 2017, International Conference on Multidisciplinary Sciences, 3rd edition. Basel, Switzerland: MDPI, 2018. http://dx.doi.org/10.3390/mol2net-03-05113.

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Barnová, Silvia, Slávka Krásna, and Gabriela Gabrhelová. "E-MENTORING, E-TUTORING, AND E-COACHING IN LEARNING ORGANIZATIONS." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1548.

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Dewi, Ina Fatina. "A Combination of Mentoring-Coaching to Improve Teacher Pedagogic Competence." In International Conference on Educational Assessment and Policy (ICEAP 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210423.078.

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Games, Donard. "The Effectiveness of Mentoring and Coaching in Teaching Business Planning." In The 3rd International Conference on Educational Development and Quality Assurance (ICED-QA 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210202.001.

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Аuzhanova, G. G., and D. O. Dauletkulova. "MODERN APPROACHES TO THE ISSUE OF MENTORING." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7463.

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The 21st century school should have competitive specialists who can provide students with quality education. How can this be achieved? It is necessary to create such an active environment so that teachers feel motivated to develop and improve professionally; this contributes to the cooperation of the mentor and the mentee. This article raises the issue of mentoring, which has recently begun to be actively implemented in the education system of the Republic of Kazakhstan. The authors consider the differences between mentoring and coaching, describe in detail the stages of the collaboration, their goals and set tasks. The article is based on the practical experience of the authors gained in the process of working with mentees in the school.
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Majchrakova, Jana, and Iveta Kremenova. "REVERSE MENTORING AS AN INNOVATIVE SUPPLEMENT TO TRADITIONAL MENTORING AND COACHING WITHIN A COMPANY ENVIRONMENT (SIEMENS AG)." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0724.

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"Exploring the Development of a Framework for Informal E-mentoring of Online Health Education Students: A Formative Evaluation [Research in Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4156.

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Aim/Purpose: The purpose of this pilot case study is to provide details on developing a framework for e-mentoring graduate level online health education students as an added component of an online health education course. Background: E-mentoring gives faculty the opportunity to share professional knowledge with students and impart practical experiences. In addition, faculty can show how the course content is teaching skills applicable to student’s personal and professional goals. There is an abundance of research and professional literature that includes mentoring of graduate students, but this literature base has not shown a development in a theory and models used in e-mentoring. As yet, however, literature dealing with e-mentoring the future health educator is scarce or nonexistent even though technology such as mobile apps, email, listservs, chat groups and conferencing could enhance the e-mentoring process. Methodology: The framework is described in the context of a curriculum development and a program planning model. Following the steps designed in this framework, mentees are guided through a course that begins with setting goals and ends with an evaluation process. The steps are similar to what health educator’s use in the program planning process, which is also a component of building a community program. The model uses both psychosocial variables that help build identity and coaching functions as a guide and to obtain measurements. Contribution: The study ends with a mix of evaluations that include the formative and sum-mative evaluations. A formative evaluation is conducted throughout the pro-cess. A summative evaluation will be conducted at the end to gain feedback. For the summative evaluation, constructs from the mentoring scale will be used. Findings: This case study was prepared to serve as a basis for discussion rather than to illustrate either effective or ineffective e-mentoring process for health educators.
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Krásna, Slávka, and Silvia Barnová. "e-coaching,e-mentoring and e-tutoring in working activities of a university teacher." In Konference ČPdS 2019: Vysokoškolský učitel - vzdělávání, praktiky, pozice. Tomas Bata University in Zlín, Faculty of Humanities, 2019. http://dx.doi.org/10.7441/vu.2019.4.

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Reports on the topic "Mentoring and Coaching"

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Bettinger, Eric, and Rachel Baker. The Effects of Student Coaching in College: An Evaluation of a Randomized Experiment in Student Mentoring. Cambridge, MA: National Bureau of Economic Research, March 2011. http://dx.doi.org/10.3386/w16881.

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