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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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Andreanoff, Jill. "In what ways does peer coaching contribute to the academic attainment of higher education students?" Thesis, Oxford Brookes University, 2015. https://radar.brookes.ac.uk/radar/items/dfb63d59-c65f-4823-b7ae-a37c4cecb476/1.
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Peer support interventions have been widely used within the Higher Education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition there is much confusion in the terms to describe peer support interventions making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick (2004) and Medd (2012). This is a mixed methods case study of an extant coaching programme in Higher Education in the UK. It makes explicit the process of the peer coaching intervention by use of individual case stories and measures the impact of the peer coaching on academic attainment in the form of module grades. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a statistically significant impact in the academic attainment of those students who received coaching when compared to those students in the control group who did not. It was seen that the peer coaching had a beneficial impact for particular groups of students such as those in their first year of study and those who were performing less well at the outset as well students within the business school. There was found to be a significant increase in the academic behaviour confidence of those who received coaching as well as a reduced attrition rate when compared to those in the control group.
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Scott, Ian R. "Coaching for gravitas : an action research inquiry into the development of gravitas in leadership." Thesis, Oxford Brookes University, 2016. https://radar.brookes.ac.uk/radar/items/cbb34c4e-3b89-4d28-a3ac-71283a685312/1/.
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This study aims to develop a theoretical and practical model of coaching for gravitas in a business leadership context. Gravitas is described as a psychological phenomenon and concept used frequently, but not well researched and understood. While leadership practitioners frequently refer to gravitas as a desirable quality, there have been no specific empirical studies into gravitas as either a leadership quality or more general phenomenon. A review of the literature specifically associates gravitas with the leadership concepts of authenticity and charisma, which are often discussed together with the concepts of power and authority. The role of followers is described as important in all leaders’ qualities, but the context of a leader’s organisation is a frequent omission in typical studies. A collaborative action research approach was adopted with six practising leaders and 12 of their followers from one organisation. An initial model of coaching for gravitas was developed and four cycles of action research were conducted over a 12-month period. The first action research cycle used a conceptual encounter method to create a conceptual model of gravitas that was specific for the six leaders coached during the next three cycles of research. The evolved conceptual model described gravitas through four dimensions of confidence, courage, communication, and control. Under each dimension, potentially coachable elements were identified and explored in action with the participants over subsequent research cycles. Specific coaching methods were used to develop these elements. A wide range of data was collected and analysed using thematic analysis. The findings suggested that situational forces on individual gravitas constantly moved and that the model of an individual’s gravitas was therefore always changing. The leaders learned how to recognise these forces and use them for focusing their attention. In spite of individual differences, the embodied reactions of leaders to the reported feelings of gravitas showed significant similarities. A weight and stillness of the body and mind was connected to the ability to see clearly in changing situations involving complex forces in action. Recognition of these feelings enabled an active use of them in practice. Participants described reflective processes within the action research as the most informative part of the coaching process. The journey of the participants and researcher was translated into a mapped process allowing development of a model of gravitas useful for recognition in themselves and others. The study concludes with a number of implications for leadership theory and practice, suggesting that coaching can contribute to the development of leadership gravitas.
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Lim, Gabriel Abad. "An Examination of Personality on Mentoring and Coaching Relationships." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579267.
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Mentoring and coaching programs have been shown to be effective in giving student teachers skills that transfer over to the workplace. Part of an effective mentoring or coaching relationship is the quality of the relationship between the mentor and the protégé. Previous research suggests that personality tends to predict the quality of a mentoring relationship; high openness, high conscientiousness, and low neuroticism tend to positively predict the reception of mentoring and coaching. The formation of a mentoring relationship may be established either face-to-face or via online communication. The research reported here examines the personality data of eleven participants in a hybrid face-to-face/online mentoring and coaching program for student teachers. Survey data measuring personality and relationship quality was collected. Given insufficient data or power to perform a statistical analysis, t-tests of mean differences were conducted to detect any existing trends between openness, conscientiousness, neuroticism, and relationship quality. Except for neuroticism, the findings lacked sufficient power to detect any trends.
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Perez, Eduardo. "Exploring student perceptions of academic mentoring and coaching experiences." Thesis, California State University, Fullerton, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3580206.
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While there is an abundant amount of research relative to coaching and mentoring programs, there is little understanding about the interaction between coaches/mentors and students. The purpose of this qualitative study was to investigate student perceptions of their academic coaching and mentoring experiences at two Southern California community colleges. Alexander Astin's input-environment-output (I-E-O) model and theory of involvement was used alongside an interpretive model to help explain students' understanding of their experiences with coaches and mentors. One-on-one interviews and a focus group were conducted and provided data that led to the emergence of themes related to role models, empowerment, and motivation. In addition, the one-on-one interviews and the focus group also illustrated students' strong desires to pursue advance and professional degrees. In addition the findings highlighted the importance of race and ethnicity in the establishment of rapport and the need to validate individuals as college students with the abilities to peruse advance degrees in higher education. Lastly, the research identified role modeling, cultural connectedness, opportunities for mentoring, and the various institutional agents who may occupy the status of a mentor or coach as important factors in the mentoring and coaching experiences.
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Gall, Isabell, Anja Schanze, and Beatrice Schlegel. "Mentoring-Tutoring-Coaching: Ein Studienbegleitangebot für Studierende im Lehramt." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A74316.
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Angesichts der steigenden Zahlen von Schülerinnen und Schülern und der Altersstruktur der derzeit tätigen Lehrerinnen und Lehrer ist bis in das Jahr 2030 sowohl in Sachsen (Sächsisches Staatsministerium für Kultus (SMK) 25.11.2016) als auch auf Bundesebene (Bertelsmann Stiftung, 2017) von einem akuten Lehrerinnen- und Lehrermangel auszugehen. Vor diesem Hintergrund wurde bereits die Anzahl der lehramtsbezogenen Studienplätze erhöht, womit »der Freistaat Sachsen die Herausforderungen bei der Nachwuchsgewinnung aber nur begrenzt bewältigen kann« (Eulenberger, Piske & Thiele, 2015, S. 17). In den letzten Jahren zeichnete sich ab, dass lediglich 60 Prozent der Studieneinsteiger und -einsteigerinnen das Lehramtsstudium und den daran anschließenden Vorbereitungsdienst absolvieren (Klemm, 2013 [...]. Als Studienerfolgsprojekt zielt das Projekt Mentoring-Tutoring-Coaching (TUD_MTC) darauf ab, mit dem Aufbau eines modularen Studienbegleitangebotes, Lehramtsstudierende auf dem Weg zu einem erfolgreichen Abschluss zu unterstützen [...]. In den folgenden Kapiteln werden zunächst die Ausgangslage
des Projektes und die theoretischen Grundzüge der verschiedenen Formate dargelegt. Darauf aufbauend werden die konkrete Umsetzung der Formate und ihre inhaltliche Ausgestaltung beschrieben sowie auf erste empirische Ergebnisse eingegangen. Abschließend erfolgt ein Ausblick auf die bereits geplante Weiterentwicklung des Projektes. [Aus der Einleitung]
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Knox-Woodward, Julie. "Employing Provider Mentoring/Coaching to Improve Preventive Quality Ordering." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/119.
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Preventive quality ordering is a provider intervention aimed at disease prevention through the ordering of industry-recommended health maintenance tests. This pilot study evaluated the effectiveness of provider mentoring/coaching to improve preventive quality ordering using the 2014 Agency for Healthcare Research and Quality best practice preventive clinical services guidelines. Literature indicates provider inconsistency in preventive and quality ordering as the primary cause of disparate health outcomes. Guided by theories of modeling and role-modeling, as well as the theory of cognitive continuum, this pilot study offered provider mentoring/coaching to encourage timely preventative quality ordering. Routinely monitored historic provider practice patterns in a proprietary database were analyzed; 10 providers with the lowest ordering patterns were identified for participation. Mentoring/coaching interventions were provided to improve preventive quality measure ordering. This process included a review of the 2014 Adult Healthcare Effectiveness Data and Information Set documentation criteria, a preventive measures clinical checklist, medical record preparation guidance, clinical shadowing, and post-training discussions. Following the pilot, a 5-person subject matter expert panel of key organizational leaders used on-site observations and standardized semi-structured interviews to evaluate the usefulness of mentoring/coaching and the developed documents to improve timely quality ordering. This small-scale pilot study (a) improved providers' awareness of quality ordering through peer mentoring, communication, and training; and (b) provided a platform for future initiatives. A larger follow-up study will allow healthcare leaders/providers to address disparate health outcomes, and patients will likely benefit from optimal delivery of preventive care.
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Newell, Phil. "Re-engaging the church in mission through coaching." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p002-0832.
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Wright, Michael W. "Coaching pastors for personal fulfillment and higher levels of professional performance." Mill Valley, CA : Golden Gate Baptist Theological Seminary, 2008. http://dx.doi.org/10.2986/tren.116-0001.
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Groenewald, Johann P. "Counselling, coaching and mentoring : a missing tool in people development?" Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53337.
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Thesis (MBA)--Stellenbosch University, 2003.ENGLISH ABSTRACT: South Africa has a huge challenge to improve its world competitiveness status in order to ensure a better economic life for all. One of the more practical strategic approaches is investment in human capital and more specific people development. A more specific strategy might be to ensure that each and every supervisor is an effective counsellor/coach/mentor. From the research done its seems that this is not the case - probably due to the fact that these tools are not utilised or not well integrated in the larger human resource development strategy. It is quite clear that counsellors, coaches and mentors can and should utilise the different motivational and learning theories coherently in accordance with the applicability of the situation and the specific preferences of the individual protégé. This will ensure maximum efficiency of education, training and development interventions. But human resource systems do not seem to be integrated to the extent that the proverbial golden thread can be followed from work design to the termination of an employee. From the literature it is clear that all the necessary functions in human resources can be included in an integrative system to allow optimum efficient employees. The vagueness however (supported by the absence of work design and management information systems in some models) just aggravates the current researcher's concern about clear, exact guidelines to ensure proper counselling, coaching and mentoring. The human resource system and the function human resource development as well as performance management definitely allow for counselling, coaching and mentoring, but the support and reinforcement is not obvious. From literature surveys it is clear that that counselling, coaching and mentoring can be utilised effectively in human resource development. Insufficient evidence is however available to show appropriate application of these tools. It is thus clear that counsellors/coaches/mentors and protégés in South Africa do not have a complete, practical and integrated human resource system and programme that can facilitate maximum growth of the protégés. This is proven by the quiet period since the middle eighties till the middle nineties; where - after affirmative action and later the skills development act and employment equity act forced employers to relook their development programmes as well as our poor performance in supplying the number of managers needed for global competitiveness. Due to the lack of empirical research, but from published material one can derive that: Counsellors/coaches/mentors and or protégés in South Africa are not aware what competencies each should possess; culturally diverse groups hamper growing relationships in particular with coaches and protégés and that principles and guidelines governing the coach/mentor/protégé relationship seems not to be researched and shared in South Africa. More - over, inadequate processes exist to link and integrate counselling/coaching/mentoring closely with competencies, people development and human resource processes. However there are sufficient guidelines in overseas publications to ensure that one can compile well integrated coaching/mentoring programmes that will ensure that counselling, coaching and mentoring gain its legitimate place in people development.
AFRIKAANSE OPSOMMING: Suid-Afrika staan voor 'n geweldige uitdaging om sy mededingendheidsmag te versterk ten einde beter ekonomiese vooruitsigte aan sy burgers te skep. Een van die mees praktiese strategieë is belegging in menslike kapitaal, meer spesifiek deur die ontwikkeling van sy menslike hulpbronne. 'n Meer spesifieke strategie mag wees om sorg te dra dat elke toesighouer 'n effektiewe voorligter/afrigter/mentor is. Vanuit die skrywer se navorsing blyk dit nie die geval te wees nie, moontlik as gevolg van die feit dat hierdie toerusting nie deel is van die omvattende menslike hulpbron ontwikkelings strategieë nie. Dit is duidelik dat voorligters/afrigters/mentors die beskikbare motiverings- en leer teorieë geintegreerd, in samehang met die geskiktheid van die situasie en die spesifieke vooroordele van die individuele leerder moet aanwend ten einde maksimum effektiwiteit vanuit opvoedings-, opleidings- en ontwikkelings intervensies te verkry. Maar menslike hulpbron sisteme blyk minder geïntegreerd te wees. Die navorser kon nie die spreekwoordelike goue draad opspoor en volg vanaf werksontwerp tot en met diensverlating nie. Vanuit die literatuur is dit duidelik dat al die noodsaaklike funksies in menslike hulpbronbestuur in geïntegreerde sisteme ingesluit kan word ten einde meer effektiewe werknemers te hê. Die vaagheid van hierdie integrasie (soos gesien in die afwesigheid van byvoorbeeld werksontwerp en bestuurs-informasie in sommige modelle) vererger die huidige navorser se bekommernis rakende duidelike, definitiewe riglyne om kwaliteit voorligting, afrigting en mentorskap te voorsien. Voorligting, afrigting en mentorskap het definitief 'n plek in die menslike hulpbronsisteme en menslike hulpbronontwikkeling en veral prestasiebestuur, maar die ondersteuning en versterking is nie ooglopend nie. Dit is ook duidelik uit die literatuur dat voorligting, afrigting en mentorskap effektief aangewend kan word in menslike hulpbronontwikkeling, maar nie genoegsame bewyse is beskikbaar om die toepaslike gebruik van die hulpmiddele aan te dui nie. Dit is dus duidelik dat voorligters, afrigters, mentors en leerders in Suid Afrika nie volledige, praktiese geïntegreerde menslike hulpbronsisteme en programme het om maksimale ontwikkeling van die leerder te bewerkstellig nie. Dit word bewys deur die min gepubliseerde materiaal - vanaf die middel tagtigs tot die middel negentigs, waarna regstellende aksie, die vaardigheidsontwikkelings- en werknemergelykheids - wetgewing, werkgewers geforseer het om hernude ywer ten opsigte van ontwikkelingsprogramme te toon. Verder ook deur die land se swak vertonings ten opsigte van die voorsiening van genoegsame kwaliteit bestuurders nodig vir globale mededinging. Weens die gebrek van empiriese navorsing, maar uit gepubliseerde material, kan die navorser aflei dat: Voorligters, afrigters, mentors en leerders in Suid-Afrika nie besef oor watter vaardighede hul behoort te beskik nie; verskille in kulturele groepe die ontwikkeling belemmer van goeie verhoudinge spesifiek tussen afrigters en leerders en dat beginsels en riglyne wat die verhoudinge tussen voorligters, afrigters, mentors en leerders rig nie nagevors en versprei word in Suid-Afrika nie. Verder is daar onvoldoende prosesse om voorligting, afrigting en mentorskap duidelik met vaardighede, menslike hulpbronontwikkeling en menslikehulpbron prosesse te verbind en te integreer. Daar is egter genoegsame riglyne in oorsese publikasies om te verseker dat goed geïntegreerde voorligting-, afrigting- en mentorskapsprogramme opgestel kan word wat sal verseker dat voorligting, afrigting en mentorskap hul regmatige plek inneem in menslike hulpbronontwikkeling.
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Wallis, Glenn. "Good question : exploring the experiences of generating questions in coaching." Thesis, Oxford Brookes University, 2015. https://radar.brookes.ac.uk/radar/items/936109b3-9a55-424d-a7e6-876c8c1c1440/1.
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Coaches use questions, with other techniques, to facilitate progress for clients. The coaching practitioner literature provides advice on how to employ questions in coaching sessions, but there is little empirical evidence examining how coaches generate or ask questions. Investigating my own experiences and that of other coaches, in relation to questions, has been a long-standing professional interest. Thus, this research provides insight into exploring the experiences of generating questions in coaching. The approach to the research was relativist and employed heuristic inquiry as the research methodology. Eight experienced coaches were recruited as co-researchers, to share their experiences of generating coaching questions. Capturing experiences was achieved through post-coaching reflections and conversational interviews. Thematic analysis of the data identified categories and patterns that led to the creation of individual depictions of the experience for each co-researcher. In line with the research methodology, individual experiences were brought together to produce a final creative synthesis. A departure from heuristic inquiry was the omission of a group depiction. The selection of exemplary portraits was replaced with presenting the portraits of all coresearchers. Both of these amendments were felt appropriate in order to align the methodology more faithfully with a relativist approach. Coaches noticed a wide range of information when forming questions, originating from sources both inside and outside the coaching session itself. The background of the coach played a part in shaping the experience of generating questions, as did the transitory ‘state’ of both coach and client. Coaches asked questions when in an altered state that some described as a ‘flow’ or ‘zone’. Questions ‘pop’ into the heads of coaches in a non-conscious way at times, often accompanied for the coach by a somatic sensation, while some were generated more consciously. At the point of asking questions, coaches often used a prefacing statement for their own or their client’s benefit. Coaches frequently engaged in inner dialogue when asking questions that were usually focused on the coach or the question. The inner dialogue varied in nature, but often presented in the form of a question. The conclusions indicate that the experience of generating questions in coaching was deeply impacted by the coach themselves. This research highlighted three paradoxes that coaches tried to balance while enquiring of their clients. Suggestions for future research are also proposed.
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Rowley, Robert J. "Successfully coaching church planters." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Dove, Jean Tracy. "Establishing effective organisational coaching strategies." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/496.
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To enable a business to grow and to uplift the economic and social development of its employees, it is vital that skills are provided to individuals. Businesses today strive to retain employees, as their skills learnt, prove to be a valuable asset that takes years to replace. For this reason, all means available are utilised to retain employees in the workplace. The term coaching is a relatively newcomer to the world of business and is seen to take a holistic view of the individual and focuses on work, corporate values, personal needs and career development. The main objective of this study was to identify coaching strategies that can be implemented by organisations in order to ensure the retention and development of employees. Businesses have to rely on employees to help them achieve financial growth, outperform their competitors, produce innovative products and to achieve long-term goals. These tasks would be impossible to achieve if the interests of employees were neglected. It was established from the literature survey that the coaching style of leadership involved more than simply training managers in coaching skills. A whole new coaching culture needed to be implemented in businesses in order to bring about change. Coachees rely on effective coachers to provide guidance and to demonstrate the skills needed. Based on various models in the literature survey a coaching model was formulated. The empirical survey was conducted at five selected companies in the Buffalo City Municipal area. A theoretical model for organisational coaching was developed and tested by means of a questionnaire. It emerged that employees at lower levels had not been involved in any form of coaching.
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Johnson, Nanci W. "Peer coaching a collegial support for bridging the research to practice gap /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4873.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 25, 2007) Vita. Includes bibliographical references.
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De, Bellis Michele Wells. "School-based coaching an interpretive study of one model of professional development /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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De, Beer Lukas. "Coaching for creatives : exploring how coaching supports both personally and professionally within the South African music industry." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97421.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Creative people and the products they create play a fundamental role in the music industry. They form the core around which the rest of the industry revolves. Without musical and lyrical compositions and talented people able to perform them, there would be no music industry. Pressure mounts on creative people to keep on creating and producing music that will satisfy both industry and consumer demand. This leads to various personal and professional issues the creative person is faced with when pursuing a career in the music industry. This study explored how coaching supports creative people with their personal and professional issues, within the South African music industry. The research design was an exploratory, qualitative study. A purposive sampling technique (Babbie & Mouton, 2009) was used to select the six research participants. The research participants selected were at various stages of entering the music industry professionally. Multiple data collection methods were utilised for this qualitative study, namely solicited essays, researcher reflections and semi-structured interviews. The findings presented in this study showed how coaching can be effective in helping creative people deal with their personal and career issues.
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Botma, Francois Johannes. "Development of a coaching framework for the business manager acting in an informal coaching role in the workplace." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/21382.
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Thesis (MBA)--Stellenbosch University, 2012.The new world of business requires the growth and development of all staff to ensure a competitive advantage for the organisation by maximising the effective and productive impact of the human resources of the company. It is in this context that the informal coach within the company can make the greatest impact by facilitating the development and growth of aspiring leaders and managers to reach their full potential. In this context, the informal coach will be an employee of the company and have a regular designation within the organisation. Apart from his or her daily duties, the coach will aspire to provide guidance and facilitate change with fellow employees on an informal and relaxed basis. The coaching will not take place during formal sessions, as is the case for a traditional coaching process, but will be guided by daily interaction between the coach and client within the work environment. When fulfilling this role the coach needs to be aware of the core principles, skills and values to form the basis of the coaching process. The coach should further have a clear understanding of the independent position that is required within the interaction with the client, where the focus is on the goals, hopes and curiosities of the client as a centre to growth and development. The coach should consider the perspectives of the client that was formed by the client’s life experiences and that could have a profound impact on the effectiveness of the coaching interaction and the possible hindrances to optimal personal development. During this process the particular life stage of the client will play a prominent role in the interaction, with the coach to consider the specific needs and desires of the client in context of his or her development stage or managerial level. The personal and organisational leadership style of the client and the company should be considered when initiating a coaching process, with the client required to be capable of utilising a variety of leadership styles effectively to assure the optimal use of teams. The coach should assist the client to develop the capacity to identify which leadership styles are required under certain conditions and how to use it effectively. The leadership pipeline and succession planning within the company will play an important role in the way the client will be guided to fulfil a specific management or leadership role. In this case the coach will need to be aware and collaborate with human resource planning within the company to ensure that the identification and development of the client is aligned with company strategies and planning. Throughout the interaction the coach should provide feedback to the client on the progress made during the coaching process. This feedback should be managed appropriately to act as motivation to the client for further development. Typically a 360° peer review can be used as a source for feedback as long as it is properly managed to yield accurate and appropriate results. The role of the informal coach should thus not be underestimated in the workplace to facilitate personal growth for individuals and managers to ensure the continued strategic strengthening of the company and the future survival of businesses.
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Van, Niekerd G. D. "Stakeholder experiences of the Ilima trust's coaching and mentoring of women small- and medium- enterprise owners." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/21642.
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Thesis (MPhil)--Stellenbosch University, 2011.Low economic growth, high unemployment and debilitating poverty pose a major threat to the social fabric of South Africa. Entrepreneurship and the establishment of small businesses play a key role in stimulating the South African economy, creating jobs, uplifting living standards and overcoming the injustices of poverty. Compared with other developing economies, South Africa (SA) has one of the lowest entrepreneurial activity rates. Women small- and medium- enterprise (SME) owners, and particularly those from previously disadvantaged socio-economic communities, play a vital role in addressing this situation. There are a number of initiatives aimed at building the capacity of women SME owners in SA. The ILIMA Trust is one such initiative which, through its coaching and mentoring programme, supports women SME owners who come from previously disadvantaged socio-economic backgrounds, to start up and grow their enterprises. The work of the Trust is primarily focused on such women SME owners who receive financial loans from Masisizane, a sister company of the Trust. This research study aims to establish the stakeholder experiences of the ILIMA Trust‟s coaching and mentoring programme of Masisizane women SME owners and to identify ways in which it can be improved. The case study provides an in-depth description of the stakeholders‟ experiences of the ILIMA Trust‟s coaching and mentoring of the Masisizane SME owners. Several strengths of the coaching and mentoring programme are reported. Areas of improvement are pointed out and recommendations are made to strengthen the programme.
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Venkatesan, Thamandarie. "The enhancement of reflective practices in managers through coaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/97291.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISCH ABSTRACT: Purpose – The purpose of this research was to explore the role of coaching in enhancing reflective practices in managers. The experiences and perceptions of coachees were explored to answer the research question. Design/methodology/approach – This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from the coachees on their experiences and perceptions of coaching and the extent to which it influenced reflective practices. A purposive sampling approach was used. A total of five coachees from a FMCG company that the researcher is employed at, in the Durban area, participated in the research. Data was collected using semi-structured interviews and researcher field notes and observations during the coaching process. Findings –The key findings revealed that coaching played an important role in enhancing the reflective practices and reflection in managers. Coachees found that the coaching process supported and enabled the achievement of their coaching goals. Further it was found that coachee use of reflective practices were enhanced through coaching, leading to greater levels of self-awareness, improved self-regulation and improved decision-making. Reflective practices emerged as a valuable competence for leadership. Reflective tools and practice were enablers to leadership development. Enhanced use of reflective practices led to greater reflection and self-awareness and insights leading to better self-mastery and personal growth. Greater self-awareness and enhanced reflective practices also saw coachees transferring the tools they had used and learnt to others. It was found that as coachees developed self and others their leadership capability improved. Organisational buy in, support and practices that value reflection were found to be critical for effective learning and leadership capability development. Coachees identified in the coaching process, the coach- coachee relationship, trust and coachee goal accountability as important enablers and from an organisational context, identified leadership support for time for reflective practices as a critical enabler. Research limitations/implications – A small sample size was used in the study. These findings, whilst true for the coachees who participated, may not be generalised to the general population of leaders and or managers. The results however, could be useful to other coaches developing reflective capability in coachees, to organisations and leadership development practitioners focussed on establishing competencies for leaders and development programmes for leaders. Practical implications – The implications of this research include: Business and executive coaches To give consideration to the deliberate development of reflective practices in leader coachees thus enhancing their reflection, shifting awareness and leading to effective coaching outcomes. For leader coachees To be committed to the coaching process, development of reflective practices and committed to their self development. Further they are encouraged to focus on developing behaviours important for their leadership effectiveness. Organisational human resource development practitioners To include and address within leadership competency frameworks and development programmes the development of reflective practices and the value of reflection. In an organisational setting, reflective practice must be valued as a competency in order for benefits to be derived and the culture and leadership behaviours adopted be in alignment. Coaching academies or training providers and professional coaching bodies To position development of reflective practices as an important and primary outcome of a coach-coachee relationship linked to goal realisation and make reflection and reflective practices, an explicit competency in the coaching capability development framework linked to assessments. Originality/value – The study adds to the body of knowledge on understanding the impact of coaching in enhancing reflective practices in managers and contributes to the positioning of reflective practices in leadership competency frameworks and leadership development programmes. Future research around reflective practices is needed and recommendations have been made.
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Dawtrey, Chantal. "Coaching supervision in South Africa : comparing current practice against COMENSA guidelines." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97420.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The Coach and Mentors of South Africa (COMENSA) coach/mentor supervision policy of 2010, which was updated in 2013, aims to convey COMENSA’s official position on coaching supervision as well as inform members about this practice. The policy offers a framework for best practice for coaching supervision and serves as a benchmark against which to compare the goals and competencies of coach supervisors in South Africa. COMENSA’s policy on supervision includes a list of seven goals. The policy further recommends that, throughout the supervisory relationship, the supervisor must be able to demonstrate a range of behaviours and competencies, as well as be able “to pay attention to, work with and balance” the three functions of supervision, namely: developmental, resourcing, and qualitative. Currently it is unknown whether the coach supervisors offering supervision in South Africa actually meet these behaviours, competencies and goals. In addition, it is unknown what qualifications and experience the coach supervisors have and whether their supervision meets the supervisees’ expectations. This study assessed whether coach supervisors in South Africa actually meet the COMENSA supervision policies’ competency requirements and supervision goals and whether these goals and requirements are necessary and sufficient for quality coaching supervision sessions. The study also explored whether coaching supervision met the supervisees’ expectations. The research design was an empirical qualitative study using a multi-method approach involving interviews and documents. The study was interpretive and exploratory in nature. Primary data was sourced through semi-structured interviews with 23 participants comprising five supervisors and 18 supervisees from three regions in South Africa. Secondary data came from the two COMENSA coach/mentor supervision policies (2010 and 2013). The data was analysed using ATLAS.ti. It was found that supervisors focused their goals on learning and support first, then relational dynamics and professional practice issues. In the COMENSA coach/mentor supervision policy the emphasis differs. The policy focuses predominantly on relational dynamics, then learning and professional practice. Supervision as support was mentioned only briefly in two goals. According to the perspective of their supervisees, supervisors were competent in terms of the requirements set out in the COMENSA coach/mentor policies (2010 and 2013) and supervision largely met their expectations. Supervisees identified areas for improvement in supervisor facilitation skills, providing a safe space and stronger contracting. A surprising result emerged with 11 of the 18 supervisees either already using supervision to discuss the business of coaching or wanting this to be an added element of the process. The business of coaching covers topics such as marketing and how to run a practice and is not typically included in coaching supervision. The competency of raising cultural awareness and respecting diversity and difference was not mentioned by any of the participants, a surprising omission given the diverse socio-political environment of South Africa.
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Smith, Susan. "Internal coaching : critical reflections on the success and failure in workplace coaching." Thesis, University of Derby, 2015. http://hdl.handle.net/10545/576157.
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This research study focused on the coaching practices of five internal Regional Learning and Development Managers in a multimedia organisation from 2009 to 2011. Twelve written narratives were initially used to gather information from both coaches and clients about their perceptions and experiences during a coaching session. Survey questionnaires were sent to all 135 managers who had completed the Coaching Programme since its inception in 2009, to supplement the information established from the narrative stage. Three problems were identified: employed Learning and Development Managers were expected to deliver a coaching programme in the workplace for which they were ill-equipped, unqualified and inexperienced; there was a lack of tangible benchmarks to demonstrate the success of the clients’ development; and an inconsistent standard of coaching was delivered potentially compromising ethical coaching practices and behaviour. Coaching is a specialised field of people development, which can have a noticeable impact on both employee performance and on achieving business aims. ‘Internal coaching’ has evolved from a necessity to develop people within the workplace using internal resources and a limited budget. The study reflects on an example of internal coaching and discusses the successes and failures of such a practice. According to the narratives and survey it is the coach who is the key to the success of coaching and a successful coach must be trustworthy with confidential matters; objective and able to understand the culture and operations of the company; have business credibility; is independent of the person being coached and, therefore, is not their line manager. A customised blend of appropriate styles including mentoring, instruction and coaching is recommended to achieve the best results in coaching.
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Nogueira, Margarete de Oliveira Santos. "Práticas colaborativas na escola : coaching e mentoring na (trans)formação do professor de línguas." reponame:Repositório Institucional da UnB, 2011. http://repositorio.unb.br/handle/10482/10243.
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Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-Graduação em Linguística Aplicada, 2011.Submitted by Alaíde Gonçalves dos Santos (alaide@unb.br) on 2012-04-10T15:32:43Z No. of bitstreams: 1 2011_MargareteDeOliveiraSantosNogueira.pdf: 1205332 bytes, checksum: 23c7bd0e423cd5b5e84168a8c40a3195 (MD5)
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O presente estudo tem o objetivo de investigar a prática de duas ações colaborativas, o coaching e o mentoring, em uma escola de língua inglesa, e a contribuição dessas práticas na formação do professor de língua estrangeira. O coaching e o mentoring têm sido usados na educação com professores em todos os estágios de suas carreiras. Com professores noviços ou recém-contratados, essas abordagens são formas de acolhê-los, pois envolve a presença de profissionais mais experientes ou não compartilhando com eles seus conhecimentos e habilidades. A pesquisa relatada nesta dissertação apoia-se teoricamente em autores (BAILEY, CURTIS e NUNAN, 2001; BARKLEY, 2005; KNIGHT, 2007, 2009, 2011; PORTNER, 2008) que discorrem sobre o coaching e o mentoring no âmbito da educação e do ensino e aprendizagem de línguas e sua relação com a formação continuada do professor. Este estudo configura-se como uma pesquisa de natureza qualitativa (DENZIN e LINCOLN, 2006) com fundamentos metodológicos do estudo de caso descritivo-interpretativista (STAKE, 1994; DUFF. 2008). As participantes da pesquisa são uma coach/mentor e uma professora recém-contratada (coachee/mentee) pela instituição. Os instrumentos utilizados para a coleta de dados foram gravações em áudio, observações registradas em notas de campo, entrevistas semiestruturadas e questionários. Adotando uma abordagem interpretativista, pude responder às perguntas de pesquisa retratando as expectativas, o processo e as implicações do coaching/mentoring na formação do professor. Este estudo também tem o objetivo de oferecer contribuições para a ampliação da pesquisa relacionada às práticas colaborativas no ensino/aprendizagem de línguas estrangeiras. _______________________________________________________________________________________ ABSTRACT
The present study is aimed at the investigation of two collaborative approaches in a language school, coaching and mentoring, and their contribution to teacher professional development. Coaching and mentoring have been used in education with teachers at all stages of their careers. These approaches are also ways of supporting novice and new to the program teachers, who are given the opportunity to work with more experienced teachers, who share with them their knowledge and skills. The research presented in this dissertation is theoretically supported by scholars (BAILEY, CURTIS & NUNAN, 2001; BARKLEY, 2005; KNIGHT, 2007, 2009, 2011; PORTNER, 2008) who verse on coaching and mentoring in the fields of education and language learning/teaching and their influence on teacher continuing professional development. This study is classified as a qualitative research (DENZIN & LINCOLN, 2006) and with methodological foundations of descriptive-interpretative case study (STAKE, 1994; DUFF. 2008). The participants of this research are a coach/mentor and her coachee/mentee, a teacher new to the school. The instruments used for data gathering were audio recordings, field observation notes, semi-structured interviews and questionnaires. By adopting an interpretative approach when analyzing the data, it was possible for me to answer the questions raised in this research regarding the expectations, the process and the implications of the coaching and the mentoring approaches on teacher development. This research is also aimed to contribute to the expansion of further studies related to collaborative professional learning cultures in the field of language teaching.
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Wygal, Matthew Taylor. "Supporting New Teachers through Induction Programs: New Teacher Perceptions of Mentoring and Instructional Coaching." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74050.
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Novice teachers need support as they enter their career in education. Supports can be given through various forms including mentoring and instructional coaching. The supports are put into place by school districts to assist with student achievement as well as teacher retention. This case study examines a school districts elementary schools and the supports put into place for novice teachers, with a particular focus on mentoring and instructional coaching. The case study drew from interviews, observations, and document reviews from four different elementary schools and eight individuals, including novice teachers, mentors, and instructional coaches. Coding took place and a thematic analysis took place. Triangulation of all three data points kept this qualitative study reliable and accurate. The three findings include: 1) Perceptions of mentoring and instructional coaching program components, 2) Novice teachers perceptions of mentoring and instructional coaching support, and 3) Mentors and instructional coaches perceptions of their roles in supporting novice teachers. The findings focus on recognizing the perceptions of those involved in induction programs for novice teachers and how those supports provide the necessary needs for new teachers to stay in the field of education. Specifically, perceptions were identified to indicate if one program served a better purpose for what novice teachers want and need to be successful. The purpose of the research was to understand how novice teachers perceive types of support and how the supports effect their retention and performance. The results of the study would assist a school system in terms of where to invest funds to provide the most needed support for novice teachers.Ed. D.
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Chowthee, Nishi Lalmanie. "The meaningfulness of coaching during organisational change." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/95626.
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Thesis (MPhil)--Stellenbosch University, 2013.On 1 April 2011, Vodacom (Pty) Ltd. underwent major transformation, which resulted in changes to the organisation's purpose, vision, strategies and culture. In changing to a purpose-based organisation and its commitment to being a learning organisation, a culture change is required in order for the organisation to meet its strategic objectives. Organisational change at this large scale can be difficult and unsettling and the transition to the new way of doing things requires hardwiring of new learning through awareness and action. Coaching, as a modern day management practice, is increasingly becoming an intervention of choice in organisations undergoing change and the current body of knowledge shows that coaching plays a vital role in the speed and transition of change during system-wide organisational change. Managers play a pivotal role in meeting the organisation's objectives by displaying and operationalizing the new behaviours required to bring Vodacom’s vision of a purpose-based organisation to life. Managers have to align their behaviours to the new culture and managers must be helped to fulfil their roles in creating a purpose-based organisation. This research study is important as the findings show that coaching created an awareness of the organisational changes and contributed in a meaningful way by accelerating the change in behaviours.
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Smith, Yusuf. "Diversified mentoring relationships in the South African context: an exploratory framework." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3166_1255352226.
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The role that mentor and proté
gé
play in transforming South African society in general and the business environment in particular, is important and lends new meaning to leveling of the playing fields. Fundamental to success of any mentorship programme is the relationship between the mentor and the proté
gé
. Since mentors play a key role in shaping the proté
gé
they have to employ strategies that offer practical and emotional support to the proté
gé
while understanding the implication of mentoring in a particular social and political context. The mentor is also an intermediary between the proté
gé
and the organization. This research report developed an exploratory analytical framework to understand mentoring relationships, with particular reference to the South African regulatory context and the internal organization factors that impact mentoring relationships, and the effect on affirmative action in South African organizations.
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.
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Myburgh, Jacques Carl. "Towards an impact evaluation : COMENSA's strategic intent to professionalise the South African coaching industry." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97545.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The South African coaching and mentoring industry is a fragmented and unregulated work environment with no entry barriers. Industry standards and quality are undefined and dependent on a myriad of coaching training institutions, of which only one, the University of Stellenbosch, is registered with and quality assured by the National Qualifications Act. The result is a mixed bag of coaching approaches, philosophies and methodologies which are not necessarily grounded in evidence-based practice. Thus the industry is characterised by market confusion and an influx of untrained or poorly trained practitioners. Although coaching is not a high-risk occupation, it still carries a significant responsibility. It directly influences decision-making in business and in the lives of individuals. Consequently it has the potential for a considerable positive impact on society. However, the unregulated environment of South African coaching exposes the public to coaching behaviour which may be incompetent and unethical. The global demand for coaching has been growing steadily over the past few years and South Africa is no exception. Unfortunately this growth is at risk of stagnation and decreasing levels of trust – typical ingredients for a fad recipe. It must be stated though that there are pockets of excellence, often supported by international qualifications and credentials. In early 2013 the newly elected executive committee of COMENSA (Coaches and Mentors of South Africa) embarked on a bold journey to rectify this situation. A decision was made to professionalise the coaching industry by registering with government as a self-regulated professional body in 2014. To prepare for this, COMENSA launched a strategy for the development of local standards, credentialing and continuing professional development based on international benchmarking. This research documented the launch of the strategy through a monitoring and evaluation framework. It investigated the strategy's activities in relation to intended results. It also probed a number of direct stakeholders regarding their understanding and expectations of the strategy as well as their attitude towards it. The research yielded in-depth insights into the objectives of the strategy – some of them unstated in the strategic document, but still intended. It also uncovered a stakeholder view which contained indicators of the market confusion mentioned above. Finally, it identified a potential misalignment between the expectations of the strategy and the requirements contained in the government policy on self-regulated professionalisation. In conclusion it must be added that this research was the first phase of a longer-term monitoring and evaluation project on the impact of a professional coaching environment. Key words: COMENSA; coaching; professionalisation; self-regulation; monitoring and evaluation; impact evaluation; evaluating strategy.
AFRIKAANSE OPSOMMING: Geen
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Holtshousen, Mark. "Common factors supporting the matching between coach and coachee." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97422.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: This research assignment is a qualitative study into the common factors supporting the matching between coach and coachee. The research purpose was to contribute to the lack of understanding of common coach and coachee matching factors based on the views of coaches and coachees respectively, and to provide guidelines for matching to key stakeholders that participate in the practice and profession of coaching. To do this, the available literature on the coach-coachee relationship and matching was reviewed in parallel with the psychotherapeutic literature on the subject. The literature informed the semi-structured interview guide, which was used to interview three coaches and eight coachees following their introductory meetings. The eight introductory meetings between coaches and coachees were the basis for the 16 interviews with the individual coach and coachee participants, and comprised the data used in the thematic analysis. The coach and coachee data were compiled on spreadsheets, allowing key themes to be identified. These themes were interpreted making reference to the literature and then synthesised into super-ordinate themes, from which guidelines were extrapolated for coaches, coachees and client and coaching organisations. It was found that there were two super-ordinate themes common to both coaches and coachees: relational chemistry and perceived personal benefit. These super-ordinate themes were however comprised of different factors for coaches and coachees. Relational chemistry for coachees comprised coach similarity, openness, ability to build rapport, empathy and assurance of confidentiality. Relational chemistry for coaches comprised below-the-line similarity with coachees, a distinction from above-the-line similarity aligned to the literature. Perceived personal benefit to coachees included coach difference, confidence, credibility and derived and expected personal benefit. Perceived personal benefit to coaches included coachee challenge, coachee motivation and fitting the coach’s area of speciality. It was found that matching factors could be grouped generically and specifically. Generic factors could easily be applied in all matching situations and were therefore useful in coach training and coachee match preparation, and specific factors posed the greater matching challenge requiring considered attention by those charged with matching. Relational chemistry, an almost elusive notion in the literature, was found to be the result of particular coach and coachee matching factors. A surprising result was the importance of the coaches’ views, found to be the more tenuous and influential in matching with coachees. It seemed that coaches could regulate the coachee’s matching experience if they were sufficiently motivated to do so based on their perception of personal benefit. The key recommendations of this research are encapsulated in the guidelines developed from the findings. Essentially, stakeholders in the practice and profession of coaching are encouraged to utilise the common factors identified in this research in coach training, coachee preparation, and coach-coachee matching situations.
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Serfontein, Christiaan Jacobus. "The process to follow for the implementation of an internal coaching programme in a multi-national retail organisation." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97432.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of this research was to suggest the best process to follow for the implementation of an internal coaching programme in a multi-national retail organisation. The key resources and barriers to the implementation of an internal coaching were explored to answer the research question. This research was a qualitative study. Using an inductive approach, it sought to explore and interpret data collected from research participants and documents. A purposive sampling approach was used. A total of twelve top and senior employees from a multi-national furniture retail organisation, that the researcher is employed at, in the Sandton area, participated in the research. Data was collected using semi-structured interview guides and the study of company documents. The critical factors for the implementation of a coaching programme identified by the research participants were similar to the critical factors identified for the implementation of a project, with resources and the purpose of coaching (or impact on the business) as the most critical. Key resources were identified as people, financial support, tools and time. It was also found that a critical factor for the implementation of a coaching programme is the alignment of the purpose and objectives of the programme to those of the organisation. Buy-in from stakeholders, communication and alignment with the Human Resources strategy were the other critical factors identified. A top-down approach is preferred to obtain buy-in from management. The research found that barriers identified with the implementation of a coaching programme were similar to the barriers identified when implementing a project. Given the specific nature of a coaching programme, the research findings also indicated certain unique features in addition to following the same process as the implementation of a project. These features were organisational readiness and the selection of participants in a coaching programme. Implementing an internal coaching programme suggests change and therefore organisational readiness is important. The findings revealed that 83 percent of the research participants believed that knowledge of coaching is essential when implementing an internal coaching programme. Of the research participants, 75 percent believed that a combination of internal vs. external coaches should be used. The suggested process to follow when implementing an internal coaching programme includes the following steps: (i) Establish the need; (ii) Do research on the impact of coaching in an organisation; (iii) Ensure the implementation of a coaching programme is aligned to the strategic objectives of the organisation; (iv) Develop clear objectives; (v) Obtain buy-in from the top; (vi) Allocate the necessary resources; (vii) Develop a clear communication strategy; (viii) Identify milestones and timelines; (ix) Measure progress; (x) Conduct regular team meetings; (xi) Give regular feedback; and (xii) Measure return on investment. The study has some limitations as it only collected data from one organisation. It does however add to the body of knowledge in suggesting a best practice process to follow when implementing a coaching programme.
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Reinhardt, Arleen. "Fifth Year Teacher Perceptions of Induction Programs Upon Teacher Retention." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2388.
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Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers’ perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.
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McGinnis, Sara Griffin. "Measuring the effects of job-embedded literacy coaching a self-study /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594485191&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Seeliger, Christine. "The perfect match : the impact of mentor and mentee similarity in formal alumni-student mentoring relationships /." lizenzfrei, 2009. http://www.gbv.de/dms/zbw/610639587.pdf.
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Van, Niekerk G. D. "Stakeholder experiences of the ILIMA Trust's coaching and mentoring of women small- and medium- enterprise owners." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/95599.
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Thesis (MPhil)--Stellenbosch University, 2013.Low economic growth, high unemployment and debilitating poverty pose a major threat to the social fabric of South Africa. Entrepreneurship and the establishment of small businesses play a key role in stimulating the South African economy, creating jobs, uplifting living standards and overcoming the injustices of poverty. Compared with other developing economies, South Africa (SA) has one of the lowest entrepreneurial activity rates. Women small- and medium- enterprise (SME) owners, and particularly those from previously disadvantaged socio-economic communities, play a vital role in addressing this situation. There are a number of initiatives aimed at building the capacity of women SME owners in SA. The ILIMA Trust is one such initiative which, through its coaching and mentoring programme, supports women SME owners who come from previously disadvantaged socio-economic backgrounds, to start up and grow their enterprises. The work of the Trust is primarily focused on such women SME owners who receive financial loans from Masisizane, a sister company of the Trust. This research study aims to establish the stakeholder experiences of the ILIMA Trust's coaching and mentoring programme of Masisizane women SME owners and to identify ways in which it can be improved. The case study provides an in-depth description of the stakeholders‟ experiences of the ILIMA Trust's coaching and mentoring of the Masisizane SME owners. Several strengths of the coaching and mentoring programme are reported. Areas of improvement are pointed out and recommendations are made to strengthen the programme.
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Santos, BRUNA ANGELA. "COACHING E MENTORING COMO PRÁTICAS DE COMPARTILHAMENTO DO CONHECIMENTO: ESTUDOS DE CASOS EM EMPRESAS PÚBLICAS PAULISTAS." Universidade Metodista de Sao Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1473.
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The research aimed to analyze the main reasons why state-owned enterprises (SOEs) from São Paulo-Brazil use coaching and mentoring as a knowledge sharing practice.The 2009 decree No. 53963,sanctioned by the Governor of São Paulo established the Knowledge and Innovation Management Policy for SOEs. Kuniyoshi and Santos (2007) conducted a research, in which identifies practices and knowledge management initiatives adopted by some companies, among them, coaching and mentoring. The pratical process requires not only financial investment but time and adequate people, thus instigates research actions in the organizational context of the SOEs. This study seeks to contribute to the development of studies in the public area. The method used in this qualitative study is exploratory type. The object of this research were the São Paulo SOEs, that currently add up to 21. We conducted a case study with interview and document analysis in two of these SOEs, Sabesp, company sanitation sector water and sewage, aimed to analyze the coaching practice and the Institute for Technological Research (IPT), national reference metrology, aimed to analyze the practice of mentoring. Since there are no exclusive practices to Knowledge Management, and the success of a practice is related to the context in which it operates. In the case of Sabesp, the coaching practice is used as one of the activities within both programs, aimed at developing human capital as a competitive force. IPT aimed at the implementation of mentoring program, specifically the sharing tacit knowledge. It has been discovered that coaching and mentoring practices are used as a way of making a company unique before others, even SOEs with no focus on competitiveness, but they use knowledge strategically to improve the quality of service to society.
A pesquisa teve como objetivo geral analisar as principais razões pelas quais as empresas públicas paulistas utilizam coaching e mentoring como práticas de compartilhamento de conhecimento. No ano de 2009, foi instituído pelo governador do Estado de São Paulo, o decreto nº 53.963 que instituiu a Política de Gestão do Conhecimento e Inovação para as empresas públicas. Kuniyoshi e Santos (2007) realizaram uma pesquisa, na qual identificaram práticas e iniciativas de gestão do conhecimento adotadas por algumas empresas, dentre elas, coaching e mentoring. As práticas são processos que necessitam de investimento não somente financeiro, mas de tempo e pessoas adequadas, por serem processos mais complexos, instigam a investigação de ações no contexto organizacional de empresas públicas. Este estudo busca contribuir para o desenvolvimento de estudos na área pública. O método utilizado neste estudo de abordagem qualitativa é do tipo exploratória. O objeto desta pesquisa foram as empresas públicas paulistas, que, atualmente, somam 21. Foi realizado estudo de caso, com entrevista e análise documental em duas destas empresas, A Sabesp, empresa do segmento de saneamento de água e esgoto, teve como objetivo analisar a prática de coaching e, o Instituto de Pesquisa Tecnológicas (IPT), referência nacional em metrologia, teve como objetivo analisar a prática de mentoring. Uma vez que não existem práticas exclusivas à Gestão do Conhecimento, e o sucesso de uma prática está relacionado ao contexto na qual está inserida. No caso da Sabesp, a prática de coaching é utilizada como uma das atividades dentro de dois programas, visando desenvolver o capital humano como força competitiva. O IPT teve como objetivo da aplicação do programa de mentoring, especificamente, o compartilhar conhecimento tácito. Foi constatado que as práticas de coaching e mentoring podem ser utilizadas como recurso capaz de tornar a empresa singular perante as demais, mesmo empresas públicas não tendo foco em competitividade, mas utilizam o conhecimento de forma estratégica para melhorar a qualidade de atendimento à sociedade.
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lewis-grace, dorothy. "An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/msit_diss/82.
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In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers.
Using symbolic interactionism, adult learning, and partnership as a theoretical framework, this ethnographic case study investigated and examined the factors that influenced second-career mathematics teachers to remain in the teaching profession and their experiences with instructional coaching. The following guiding research question and sub-questions were pursued in the study: Why have four second-career mathematics teachers remained in their role for 5 or more years? What are the teachers’ experiences with instructional coaching? How would they describe coaching? Which aspects of coaching do the teachers find least and most beneficial? How would you improve the coaching program?
A purposeful sampling was used in the selection of participants. The four participants were African-American mathematics teachers; three women and one man. The participants are second-career teachers, and they all have been coached. The research is based on data collected from teacher narratives, participant observation, photo elicitation, and focus groups. Data were analyzed and categorized as follows: making a difference in a student’s life, teacher resiliency, job satisfaction, and support. Data analysis showed evidence of all four factors of retention for one or more of the participants, although the factors have varying degrees of influence.
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Davis, Laura M. "Academic Coaching as a Part of Response to Intervention." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595515185002168.
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Woolley, David Charles. "The construction of Masters level study in school : contextualising mentoring, coaching & critical friendship as supportive roles." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582751.
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This writing seeks to make sense of how practicing teachers can be supported in their pursuit of Masters Degrees in Education. Indeed it focuses not on the traditionally conceived supportive mechanisms present within university systems, but the supportive mechanisms which are in their naissance within state schools. It centres on my role and agency as an element of support for three teachers following their own individual journey to achieving a Masters Degree. Each of these paths is discrete in nature; moreover the method or type of support in each case is similarly delineated. It is through this delineation that the text seeks to make sense of how the pursuit of a Masters Degree can utilise support outside of university walls. This work is positioned within a critical poststructural paradigm employing qualitative research methods. Three dyadic modalities of support are identified within the study, these are: mentor/mentee, coach/coachee and critical friendships. The three modalities are examined as individual case studies through combined reference to the current corpus of knowledge associated with these terms, interview data from the participants and the author, all with recourse to selected concepts of Foucault. It is through this textual analysis that an understanding of these modalities is created and furthermore an attempt is made to locate meaning within these overly full dyadic signifiers. Once ascribed with meaning and delineated as such the signifiers are then examined with regard to worth and application within my own practice, the purpose being to improve subsequent endeavours in this area. Writ large within this is the importance of contextual factors which implicitly govern the dyadic relationships and hence limit the transferability of the text. The resultant conclusion is that the strict adherence to codified modes of support is potentially limiting with regard to the teacher ultimately becoming independent of support. A potentially more useful approach to supporting teachers in their Masters journey is to have a cognisance of modality but a flexible approach within this. This hence allows the supporter to eventually reduce the level of support to zero.
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Ranly, Jaime Nicole. "Professional Language and Mentoring Conversations Within the Ohio Resident Educator Mentor Academy." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1559129624407804.
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Yusuf, Fatma Hindia. "Exploring how contextual factors influence the appropriate application of business coaching: the case of Engen." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97610.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The trend towards globalisation and its role in fomenting hyper-competition practices have brought new forms of workforce development and management strategies to the fore. As such, business coaching as a recent addition to the workforce development interventions has moved into the strategy arena. However, as pointed out in various texts (Cavanagh, 2006; Stout-Rostron, 2009a; Chapman, 2010; Peltier, 2010; Rosinski, 2010; Kahn, 2011; Wildflower and Brennan, 2011), business coaching like most other multi-dimensional interventions is complex. This complexity in part stems from the need to align the organisation’s business coaching needs with the needs of the coachee (Stout-Rostron, 2009a). Added to this is the influence of the coachee’s sense of readiness as well as the impact of the three-way coaching relationship to the outcomes of business coaching. This means that, while a business coaching model can contribute to the basket of workforce development interventions, it is possible that the appropriate application of this model will be contingent on the circumstances of particular organisations. Against this background, the aim of this study was to explore how contextual factors influence the appropriate application of business coaching. Towards this end, the study placed the contextual focus at Engen Petroleum Limited and the findings revealed six factors, which can influence the appropriate application of business coaching along the three dimensions of: i) aligning the organisation’s business coaching needs with the needs of the coachee; ii) readiness for coaching; and iii) the coaching relationship. Two of the six factors, namely clarity on expected outcomes as well as programme structure and support can influence the alignment of the organisation’s business coaching needs with the needs of the coachee. Two other factors, namely knowledge about the coaching programme and the level of self-awareness can influence the coachee’s sense of readiness for coaching. The last two factors relating to choice of coach and contract as well as confidentiality and progress reporting, can influence the coaching relationship dimension of business coaching. These findings have implications for coaching research and organisational practice - in particular, at Engen. Thus, to leverage the benefits of business coaching, the researcher developed and recommends ‘The Business Coaching Cycle’ (see Figure 6.1) as a framework for Engen and other organisations to consider when seeking to appropriately apply business coaching as a people development strategy. The five components of ‘The business coaching cycle’ include alignment of the organisation’s business coaching needs with the needs of the coachee; ensuring coaching readiness; formalising the coaching relationship; adhering to the coachee’s confidentiality needs when reporting on progress and organisational support for referral of the coachee to an Employee Assistance Programme (EAP) or a training intervention when necessary. In terms of contribution to the coaching research, the study raised one possibility for further research, namely: ‘Exploring the readiness of the work environment for the coachee’s behavioural change after a business coaching intervention’.
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Anders, Jörgen. "Does Coaching Make a Difference : A Comparitative Study on How Students Perceive Their English Learning." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-13071.
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In the 1830s, students at Oxford University began using the word coach as a slang expression for a tutor who carried a student through an exam (Coach, 2011). Nowadays, the word is seen as a metaphor for a person supporting another person to achieve an imagined goal (Johansson & Wahlund, 2009). Hilmarsson (2006) says that everyone acts as a coach from time to time, and Strandberg (2009) argues students in Sweden today want to be coached. However, it is hard to find schools where they claim they practice coaching. Because the word coach is ubiquitously used, many who today work with coaching are in fact inappropriately trained (Grant, 2010; Williams, 2008). Thus, by using a questionnaire as well as interviewing two students and a coach, I wanted to investigate whether coaching made any difference to how students perceived their English learning. 63 students and one coaching teacher participated in this study, where the findings demonstrated that there were other aspects which had a higher impact on students‟ perceptions of their English learning than the terminology used to describe the educational method practiced in their particular school.
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Miller, Gwen Elizabeth Dudginski. "A Cross-case Analysis of Mentee Change in Leadership Behavior during a Mentoring and Coaching Program in Virginia." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/28906.
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The purpose of this study was to determine in what ways the mentees’ behavior changed during a formal mentoring and coaching program conducted during the 2006-2007 school year in Virginia and what accounted for the change(s). Because a sharp increase in responsibilities in recent years has made the job of the principal more demanding and stressful, it is imperative that principals get help from a mentor coach to sharpen the leadership skills that they need to be successful. Information obtained in this study pertaining to a formal mentoring and coaching program and whether or not it changed the leadership behavior of mentees can be used to develop future mentoring and coaching programs for high school principals.
This qualitative study took a collective case study approach that focused on collecting information regarding the leadership skills of high school principals who had worked with a mentor coach during the 2006-2007 school year. This study involved six high school principals who formed three dyads during the formal mentoring and coaching program. Triangulation of data sources included interviews with participants, data from the 2006/2007 and 2007/2008 National Association of Secondary School Principals (NASSP) 360 Self and Observer Assessments, reflection log protocols of the mentor coaches, and mentee shadowing protocols. Data were analyzed using a logical analysis approach which included coding data, finding patterns, labeling themes, and developing category systems. Results of this study were presented as categories and discussed using both the conceptual framework and the 10 leadership skill dimensions identified by NASSP and closely related to the standards endorsed by the Interstate School Leaders Licensure Consortium (ISLLC).
This collective case study reveals that the three mentees who participated in a formal mentoring and coaching program in Virginia experienced change, meaning improvement, in the following eight of the ten NASSP leadership skill dimensions: (a) setting leadership direction, (b) teamwork, (c) sensitivity, (d) organizational ability, (e) judgment, (f) results orientation, (g) developing others, and (h) understanding own strengths and weaknesses. Two mentees improved slightly and one not at all in the two leadership skill dimensions, oral communication and written communication. The history of the mentee, some characteristics of the mentor coaches, and several variables pertaining to the administrative mentoring and coaching program accounted for their change in leadership behavior.Ph. D.