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Journal articles on the topic 'Mentoring and Coaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

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

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<p>W artykule poddaję analizie relację pomiędzy uczniem, kształconym w zakresie praktycznego przedmiotu artystycznego a jego nauczycielem. Poszukuję w tej relacji cech mentoringu i coachingu. Rozumienie obu pojęć wywodzę z psychologii biznesu i próbuję odnaleźć cechy wspólne, łączące tę, z pozoru, odległą dziedzinę z dydaktycznym procesem dochodzenia do mistrzostwa wykonawczego. Po kolei omawiam definicje i podobieństwa oraz różnice obu koncepcji. Opisuję proces dydaktyczny w zakresie praktycznego przedmiotu muzycznego analizując wszystkie jego etapy i przyrównując je do poszczególnych cech mentoringu i coachingu. Snuję również rozważania na temat psychologicznych konsekwencji nieadekwatnego stosowania mentoringu lub coachingu w przebiegu poszczególnych etapów kształcenia. Konkluzja mojego artykułu jest następująca: mentoring jest bardziej naturalny i przydatny w początkowym etapie nauki, coaching warto zastosować w jej końcowej fazie, gdy bardziej istotne jest poszukiwanie oryginalności i niepowtarzalności. Stawiam sobie za cel inspirować czytelników do zgłębienia i eksplorowania omawianych idei oraz stosowania ich w praktyce dydaktycznej.</p><p><strong>Master-Student Relations, coaching or mentoring</strong></p>SUMMARY<p>The article presents the problem of application of mentoring and coaching (concepts from the psychology of business) in the methodology of teaching music art subjects. The author discusses the following issues: relations between a master and a student; the defi nition of mentoring and coaching; similarities and differences between mentoring and coaching; the role of a mentor and a coach as teachers of music art subject; stages of work of a teacher as part of the concept of mentoring and coaching; psychological consequences of inadequate application of mentoring or coaching during particular stages of education. In conclusions, the author underlines that mentoring is a historical approach and is customarily strongly rooted in artistic pedagogy, and the “master-student” relation is its most accurate implementation. In contrast, coaching is a relatively young idea, and in the case of teaching music, it is also intuitively used. Mentoring leads to and gives information, whereas coaching asks questions and mobilizes to activity. The process of music teaching of the artistic subject may include both these methods. They merge and supplement each other. Mentoring is more natural and useful at the initial stage of teaching, coaching is worth applying in its fi nal stage, when seeking originality and uniqueness becomes more important.</p>

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2

Fields, Helen, and Helen Fields. "Coaching and mentoring." Nursing Standard 8, no. 30 (April 20, 1994): 105–12. http://dx.doi.org/10.7748/ns.8.30.106.s55.

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3

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

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

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5

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

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6

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

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7

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

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8

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

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9

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

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10

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

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11

Ganesh, Aaron, Alec Bozas, Mogie Subban, and Elias Munapo. "The benefits of mentoring and coaching in the public sector." Journal of Governance and Regulation 4, no. 3 (2015): 16–29. http://dx.doi.org/10.22495/jgr_v4_i3_p2.

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A project at the Frontier Hospital in Queenstown (South Africa) commenced in January 2009, and extended over a period of four months. Two mentoring and coaching workshops were held to create a broad awareness and a common understanding about mentoring and coaching as tools for learning and growth. A study was carried out to determine the effects of mentoring and coaching on managers following attendance of the workshops. The study results revealed that the race and gender of the respondents did not significantly affect mentoring and coaching. The respondents were in unanimous agreement that the programme was beneficial and the functional specialisation of the respondents did not affect their assessment of the mentoring and coaching programme. The study also revealed that mentoring and coaching did improve work performance and that it had far reaching positive effects in improving work-place performance at Frontier Hospital, in South Africa.

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12

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

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

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Jenkins, Simon. "David Clutterbuck, Mentoring and Coaching." International Journal of Sports Science & Coaching 8, no. 1 (March 2013): 139–254. http://dx.doi.org/10.1260/1747-9541.8.1.139.

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14

Alkins, J., and D. Lawrence. "Coaching and Mentoring a Partnership." ITNOW 54, no. 4 (November 28, 2012): 44–45. http://dx.doi.org/10.1093/itnow/bws112.

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15

Garvey, Bob. "The mentoring/counseling/coaching debate." Development and Learning in Organizations: An International Journal 18, no. 2 (April 2004): 6–8. http://dx.doi.org/10.1108/14777280410519554.

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16

Haidar, Elizabeth. "Coaching and mentoring nursing students." Nursing Management 14, no. 8 (December 2007): 32–35. http://dx.doi.org/10.7748/nm2007.12.14.8.32.c8241.

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17

Aylott, Anne‐Marie Svendsen. "Coaching and mentoring team members." In Practice 39, no. 2 (February 2017): 91–93. http://dx.doi.org/10.1136/inp.j206.

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18

Gormley, Helen. "Coaching and mentoring (2nd Edition)." Coaching: An International Journal of Theory, Research and Practice 7, no. 1 (October 24, 2013): 84–86. http://dx.doi.org/10.1080/17521882.2013.840326.

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19

Fielden, Sandra L., Marilyn J. Davidson, and Valerie J. Sutherland. "Innovations in coaching and mentoring: implications for nurse leadership development." Health Services Management Research 22, no. 2 (May 2009): 92–99. http://dx.doi.org/10.1258/hsmr.2008.008021.

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This longitudinal study sought to examine ways in which coaching and mentoring relationships impact on the professional development of nurses in terms of career and leadership behaviours, and evaluating the differences and similarities between those coaching and mentoring relationships. According to the UK government, leadership in nursing is essential to the improvement of service delivery, and the development and training of all nurses is vital in achieving effective change. A coaching and mentoring programme was used to explore the comparative advantages of these two approaches for the leadership development of nurses in acute, primary care and mental health settings. A longitudinal in-depth study was conducted to measure differences and similarities between the mentoring and coaching process as a result of a six-month coaching/mentoring programme. Five nurses from six UK Health Care Trusts were allocated to a coaching group ( n = 15) or a mentoring group ( n = 15), these were coached or mentored by a member of the senior directorate from their own Trust. Qualitative and quantitative data were collected at three time points (T1 = baseline, T2 = 4 months and T3 = 9 months) using semi-structured interviews and questionnaires. While mentoring was perceived to be ‘support’ and coaching was described as ‘action’, descriptions of the actual process and content were quite similar. However, while both groups reported significant development in terms of career development, leadership skills and capabilities, mentees reported the highest level of development with significantly higher scores in eight areas of leadership and management and in three areas of career impact. Implications for nurses and health services are discussed.

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Salter, Tina. "Equality of mentoring and coaching opportunity: making both available to pre-service teachers." International Journal of Mentoring and Coaching in Education 4, no. 1 (March 2, 2015): 69–82. http://dx.doi.org/10.1108/ijmce-08-2014-0031.

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Purpose – The purpose of this paper is to explore why mentoring is preferred over coaching when supporting pre-service teachers, compared with other stages in a teacher’s career where coaching is more readily available. Design/methodology/approach – The paper first draws upon pre-existing literature which addresses the ways in which mentoring is used for pre-service teachers; followed by a discussion of the place and use of coaching within education. It then focuses on data generated from interviews with senior teachers responsible for the induction of pre-service teachers within three UK-based secondary schools and compares this to findings about mentor and coach approaches used in other sectors or contexts. Findings – Findings point towards an imbalance in the use of mentoring and coaching within education, with a particular underuse of coaching for pre-service teachers. Some mentoring (and indeed coaching) interventions are founded on a deficit model; therefore mentors of pre-service teachers could be helped and supported to make greater use of a mentor-coach integrated asset-based approach, which encourages the use of reflection and self-directed learning. Practical implications – Schools using internal mentors for pre-service teachers, or internal coaches for post-qualified teachers, could benefit from understanding what a mentor-coach integrated approach might look like, founded on an asset-based model. Originality/value – The literature is limited with regards to the use of coaching for pre-service teachers. This paper examines the use of mentoring and coaching within schools in a more balanced way; questioning the underlying beliefs about the purpose of mentoring and coaching and whether or not these are based on deficit or asset-based models.

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Neupane, Ramesh. "Effects of Coaching and Mentoring on Employee Performance in the UK Hotel Industry." International Journal of Social Sciences and Management 2, no. 2 (April 25, 2015): 123–38. http://dx.doi.org/10.3126/ijssm.v2i2.12323.

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This research aims to examine the effects of coaching and mentoring on Employee performance in the UK hotel industry. It also examines the extent of employee performance in association to coaching and mentoring; and examines the effects of coaching and mentoring on overall organisational performance. This study is based on cross-sectional method, deductive and quantitative approach. A sample of 172 managers and supervisors who have already worked as coach or mentors in the respective hotels are chosen by using convenience sampling technique. The survey strategy by using structured questionnaires was used for data collection. The collected data was analysed by using arithmetic mean, correlation, regression with the help of SPSS 20. This research confirmed that coaching and mentoring are positively correlated to employee performance and both factors have significant effect on employee performance. As the regression analysis shows that coaching has significant effects on overall employee performance as β = 0.466 and P = 0.007 which is less than 0.05. Similarly, mentoring has also significant effects on overall employee performance as β = 0.457, and P = 0.008 which is less than 0.05. Similarly, coaching and overall organisational performance are positively and significantly correlated as r = 0.707; and mentoring and overall organisational performance are also positively correlated as r = 0.456. The regression analysis shows that coaching has significant effects on overall organisational performance as β = 0.700 and P = 0.002 which is less than 0.05. But, mentoring has not significant effects on overall organisational performance as β = 0.010 and P = 0.961 which is greater than 0.05.DOI: http://dx.doi.org/10.3126/ijssm.v2i2.12323 Int. J. Soc. Sci. Manage. Vol-2, issue-2: 123-138

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22

Seehusen, Dean A., Tyler S. Rogers, Morhaf Al Achkar, and Tammy Chang. "Coaching, Mentoring, and Sponsoring as Career Development Tools." Family Medicine 53, no. 3 (March 4, 2021): 175–80. http://dx.doi.org/10.22454/fammed.2021.341047.

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Background and Objectives: Coaching, mentoring, and sponsoring are tools academic leaders can utilize to develop junior faculty. Each tool has a unique goal, time frame and method. It has been suggested that sponsoring may be a particularly useful tool for furthering the careers of women in medicine. Our primary aim was to understand to what extent one group of academic leaders—family medicine department chairs—have benefited from each tool in their own career development and how often they use each to develop others. A secondary aim was to compare women’s experiences with sponsorship to their male colleagues. Methods: We surveyed all US family medicine department chairs electronically about their experiences with coaching, mentoring, and sponsoring. We collected data from August 2019 to October 2019. Results: One hundred five of 193 family medicine department chairs responded to our survey (54.4% response rate). Most indicated that mentoring played a significant role in their career development, with fewer reporting coaching and sponsorship played significant roles. More reported frequent use of mentoring to develop faculty compared to coaching or sponsoring. Training in mentoring and sponsoring was associated with increased use, but coaching was not. No gender difference was found in this study population. Conclusions: Chairs have less experience with coaching and sponsoring than mentoring. Personal experience being coached, mentored, or sponsored was associated with increased use of these tools. Formal training may increase use of mentoring and sponsoring. Contrary to our hypothesis, female chairs’ experience with sponsoring was similar to their male peers.

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23

Sachdeva, Sonam, and Kanupriya Malhotra. "Motivating Students – Essentials of Mentoring, Coaching & Counseling: Operational Strategy." Issues and Ideas in Education 2, no. 2 (July 1, 2014): 273–300. http://dx.doi.org/10.15415/iie.2014.22020.

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Holt, Vernon P., and Russ Ladwa. "Mentoring. A Quality Assurance Tool for Dentists Part 2: What are Mentoring and Coaching?" Primary Dental Care os16, no. 1 (January 2009): 19–24. http://dx.doi.org/10.1308/135576109786994604.

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In this paper, the traditional model of mentoring is briefly explained. A description of the current technique, which has developed from the traditional model, is then presented and a distinction made between mentoring and coaching, followed by a brief explanation of how mentoring, coaching and counselling make up a triad of helping activities. The authors then provide information on the use and impact of mentoring and coaching in some areas of human activity, other than dentistry, before outlining the application potential of these approaches in general dental practice. The paper concludes that the modern approach to mentoring and counselling offers a person-centred approach that is much more likely than traditional approaches to produce personal change, personal growth and personal development. Further aspects of this important and exciting subject will be explored in subsequent papers in this series.

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Shushpanov, Dmytro, and Mariana Lifanova. "INNOVATIVE INSTRUMENTS FOR MANAGING PERSONNEL OF TRANSNATIONAL CORPORATIONS." Regional’ni aspekti rozvitku produktivnih sil Ukraїni, no. 24 (2019): 86–93. http://dx.doi.org/10.35774/rarrpsu2019.24.086.

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The article explores coaching and mentoring as innovative personnel management tools and their importance for the effective management of human resources in order to increase the company's competitiveness. The interpretation of the term “coaching” is given. It has been analyzed as one of the important factors for improving the organization’s activity. At present, the topic of coaching has become one of the most sought after in the field of management and consulting. The benefits of coaching are presented and characterized. Successful experience of using coaching technologies in multinational corporations, in particular on the example of companies of the USA, Japan, Singapore and Western Europe is considered. Coaching was compared with mentoring. Mentoring puts more emphasis on the practical part when an experienced employee trains the less experienced. Mentoring is a long process. The main advantages of using these management tools in the context of globalization are substantiated. Basic coaching models are presented and characterized. Coaching technologies are aimed at transforming the company personnel management system. They are aimed at achieving the goal with the most optimal use of resources and the development of company employees. Coaching technologies create an environment where change happens most easily, quickly and naturally. For greater productivity, relationships between volume managers and employees must be based on partnership, trust and security. The scientific principles of coaching implementation in organizations as a method of managing their development and effectiveness are highlighted. It has been proven that coaching allows employees to adapt to change as quickly as possible and achieve maximum self-realization.

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Kowalski, Karren. "Differentiating Mentoring From Coaching and Precepting." Journal of Continuing Education in Nursing 50, no. 11 (November 1, 2019): 493–94. http://dx.doi.org/10.3928/00220124-20191015-04.

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27

Garvey, Robert, Paul Strokes, and David Megginson. "Coaching and Mentoring: Theory and Practice." NHRD Network Journal 3, no. 2 (April 2010): 79–81. http://dx.doi.org/10.1177/0974173920100214.

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28

Hopkins-Thompson, Peggy A. "Colleagues Helping Colleagues: Mentoring and Coaching." NASSP Bulletin 84, no. 617 (September 2000): 29–36. http://dx.doi.org/10.1177/019263650008461704.

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29

Höher, Friederike. "Was kann Coaching von Mentoring lernen?" Coaching | Theorie & Praxis 1, no. 1 (September 17, 2015): 37–41. http://dx.doi.org/10.1365/s40896-015-0006-5.

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Irby, Beverly J. "Editor’s Overview: Mentoring, Tutoring, and Coaching." Mentoring & Tutoring: Partnership in Learning 20, no. 3 (August 2012): 297–301. http://dx.doi.org/10.1080/13611267.2012.708186.

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31

Bagshaw, Michael. "Coaching, mentoring and the sibling organization." Industrial and Commercial Training 30, no. 3 (June 1998): 87–89. http://dx.doi.org/10.1108/00197859810211224.

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32

Tarp, Kristoffer N., and Frederik F. Rosén. "Coaching and mentoring for capacity development." African Security Review 21, no. 1 (March 2012): 15–30. http://dx.doi.org/10.1080/10246029.2011.640405.

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Rubio, Doris, Marie Norman, Seyed Mehdi Nouraie, Shanta Zimmer, Brian Primack, Esa Davis, and Jeanette South-Paul. "2401." Journal of Clinical and Translational Science 1, S1 (September 2017): 50. http://dx.doi.org/10.1017/cts.2017.178.

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OBJECTIVES/SPECIFIC AIMS: To diversify the workforce by providing leadership and career coaching training to mentors so that they can be better leaders with their trainees and incorporate career coaching skills into their mentoring style. METHODS/STUDY POPULATION: PROMISED Program helps current and future members of the National Research Mentoring Network (NRMN) develop management, leadership, and career coaching skills so that they may be more effective in guiding their mentees. Studies show that mentees remain engaged in research when they drive their own careers, but mentors rarely help them recognize ways to do this. PROMISED aims to address by providing online leadership training and career coaching training. We developed innovative online leadership training for mentors committed to mentoring people from diverse backgrounds that are focused on management and leadership skills. These modules contain exercises, self-assessments, and discussion boards. We also have reading materials and other supplemental work such as videos to augment the modules. We also created 2-day training on career coaching skills for mentors. Certified career coaches trained participants in career coaching tools so that they could incorporate these skills into their mentoring style. Mentors tend to view themselves as content advisors, and they focus on the next step in the research project rather than the research career. We trained mentors to provide career coaching to their mentees, which will help the mentee establish a successful biomedical research career trajectory. RESULTS/ANTICIPATED RESULTS: In total, 45 mentors attended the Career Coaching Workshop. We assessed 26 mentoring/career coaching traits. Every trait improved on post survey (Likert scale 1–7), for example, “Taking into account the biases and prejudices you bring to the mentor/mentee relationship” (Pre: 4.16, Post: 5.38) and Working with mentees to set clear expectations of the mentoring relationship (Pre: 4.27, Post: 5.32). Some comments from attendees included: “amazing,” “powerful,” “excellent program,” “learned so much.” For the online module, we have a maximum of 20 fellows enrolled in each module. Results show that the fellows rate the module extremely useful. A comment from 1 fellow confirms this: “This session has changed my life and I know that the PROMISED program will transform my abilities as a mentor and as a person.” DISCUSSION/SIGNIFICANCE OF IMPACT: Providing Career Coaching Training and Online leadership skills can significantly improve mentors ability to mentor people, particularly those from diverse backgrounds. In addition, this training can help mentors who are committed to mentoring people from diverse backgrounds promote their own careers as well as their mentees.

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Grine, Fadila. "Empowering Muslim Women Though Executive Coaching & Mentoring." International Journal of Nusantara Islam 2, no. 1 (June 9, 2014): 54–68. http://dx.doi.org/10.15575/ijni.v2i1.48.

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This paper examines the role and effect of executive coaching and mentoring on the empowerment of Muslim women and enhancing their levels of contribution. It further substantiates the manner in which executive coaching can accommodate both the nature and needs of Muslim women while further unleashing her respective talents, creativity and skills. The study further highlights the role and significance of coaching in spheres relevant to family, as well as social and career development. This study highlights the use of the strategic technique for personal and leadership development set to explore talents, leaders and implicit abilities. Moreover, it exhibits the flexibility of self-coaching and its appropriateness for Muslim women, especially concerning self-development, which in turn influences social and institutional development. This inquiry highlights a number of practical results which emphasizes the viability and efficacy of executive coaching on personal and institutional levels as far as the making of better world for Muslim women is concerned.

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Salter, Tina, and Judie M. Gannon. "Exploring shared and distinctive aspects of coaching and mentoring approaches through six disciplines." European Journal of Training and Development 39, no. 5 (June 1, 2015): 373–92. http://dx.doi.org/10.1108/ejtd-02-2015-0014.

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Purpose – The purpose of this paper is to examine where and how coaching and mentoring disciplines overlap or differ in approach. Coaching and mentoring have emerged as important interventions as the role of helping relationships have gained prominence in human resource development. However, there appear to be contexts where one or other is preeminent, without consistent explanation of their suitability. Such inconsistency arguably creates confusion and doubt about these interventions and their efficacy notably amongst those who commission such interventions and their potential beneficiaries. This study focuses on this inconsistency of coaching or mentoring by exploring practitioners’ approaches within six disciplines: executive coaches, coaching psychologists, sports coaches, mentors of leaders, mentors of newly qualified teachers and mentors of young people, with the aim of assisting those seeking support with development. Design/methodology/approach – This exploratory study was undertaken using a qualitative methodology, where in-depth interviews were completed with experienced practitioners to elucidate their approaches and practice. Findings – The findings show that approaches may be discipline-specific, where practitioners specialise in a particular type of coaching or mentoring requiring distinctive knowledge and/or skills. However, the sharing of good practice across disciplines and the value of understanding the common dimensions which emerged is also evident, providing clients and those who commission coaching and mentoring with reassurances regarding the nature of these helping relationships. Research limitations/implications – As the research focused only on the practitioners’ experiences of their work in these disciplines, it is vital that the mentees’ and coachees’ experiences are captured in future research. There is also value in further exploration of the model developed. Practical implications – By deploying the model concerned with the future development of these interventions suggests practitioners can expand their capacity and scope by adopting interdisciplinary and multidisciplinary approaches. Originality/value – By directly exploring the shared and distinctive approaches of coaching and mentoring practitioners in six contexts, this study provides opportunities to understand where practitioners can benefit from imparting best practice across these interventions and highlighting specific aspects for their context.

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Núñez-Cacho Utrilla, Pedro, and Félix Ángel Grande Torraleja. "The importance of mentoring and coaching for family businesses." Journal of Management & Organization 19, no. 4 (July 2013): 386–404. http://dx.doi.org/10.1017/jmo.2013.28.

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AbstractMentoring and coaching practices are helping businesses grow by supporting the development of their human capital. Family businesses have a unique atmosphere and distinctive features that make it especially important to discover whether mentoring and coaching affect their performance. We have used a resource-based vision and knowledge-based vision to analyse this relationship using structural equation methodology in a sample of 630 companies. The results show that there is a direct relationship between mentoring and coaching and the performance of family businesses.

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ADEOGUN, S. O., B. G. ABIONA, O. S. ALABI, and J. YILA. "PERCEIVED EFFECT OF COACHING AND MENTORING ON EMPLOYEE JOB PERFORMANCE AMONG ACADEMIC STAFF IN UNIVERSITY OF IBADAN, OYO STATE, NIGERIA." Journal of Humanities, Social Science and Creative Arts 13, no. 1 (November 8, 2019): 98–110. http://dx.doi.org/10.51406/jhssca.v13i1.1932.

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The study assessed the effect of coaching and monitoring on employees’ job performance among academic staff in University of Ibadan, Oyo State, Nigeria. Multistage sampling technique was used in obtaining data from ninety academic employees of Faculty of Agriculture University of Ibadan for the study. The data was analysed using Chi square and Pearson Product Moment Correlation. The mean age of the respondents was 51years while 66.3% were between ages 51-70 years, 52.3% were female and 50.2% were married. The average year of experience of the respondents was 18.1 years while majority (79.1%) of the respondents has obtained their PhD degree. On challenges facing coaching and mentoring, respondents identified mentee unwillingness to be mentored (x̅=2.84), and non conducive environment for coaching and mentoring (x̅=2.67) as the major constraints, while the least constraint was time and workload pressure (x̅=2.03). Many (62.1%) of the respondents have high job performance level. There was significant relationship between respondents’ marital status and job performance (P≤0.05). The study concluded that coaching and mentoring influence employees’ job performance positively among academic staff in academic institutions and recommended that provision of good work-environment for coaching and mentoring of academic staff should be provided by university management.

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Carr, Marsha L., William Holmes, and Kelly Flynn. "Using Mentoring, Coaching, and Self-Mentoring to Support Public School Educators." Clearing House: A Journal of Educational Strategies, Issues and Ideas 90, no. 4 (May 3, 2017): 116–24. http://dx.doi.org/10.1080/00098655.2017.1316624.

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Sahabuddin. "Evaluasi Pengembangan Coaching Pelatihan Dasar Calon Pegawai Negeri Sipil Lingkup Provinsi Sulawesi Tenggara Angkatan XCV, XCVI, dan XCVII Tahun 2021." Jurnal Administrasi Publik 17, no. 1 (June 28, 2021): 37–58. http://dx.doi.org/10.52316/jap.v17i1.60.

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Tujuan penelitian ini adalah untuk mengevaluasi (membandingkan antara seharusnya dan praktek yang terjadi) praktek coaching yang dilaksanakan dalam Pelatihan Dasar Calon Pegawai Negeri Sipil Angkatan XCV, XVI dan XCVII Lingkup Pemerintah Daerah Provinsi Sulawesi Tenggara Tahun 2021. Dari hasil penelitian diperoleh hasil antara lain: Penunjukan coach pada Pelatihan Dasar Calon Pegawai Negeri Sipil Angkatan XCV, XVI dan XCVII selama ini adalah penugasan pembimbingan peserta Latsar dengan label “coach”, penunjukan coach belum didasari atas kejelasan kompetensi dan kualifikasi. Pemahaman para coach terhadap aspek-aspek coaching selama ini masih lemah, baik coach ataupun peserta masih belum paham membedakan antara coaching, mentoring, dan counselling karena sebelum penugasan dan pelaksanaan bimbingan mereka tidak pernah mendapatkan penjelasan dan pengarahan tentang coaching, mentoring dan counselling secara mendalam, dan mereka baru menjadi coach sejak adanya Latsar. Sebagian besar coach belum memiliki keterampilan coaching yang semestinya. Sebagian besar coach melakukan penggalian kompetensi peserta yang bersifat teknis dari persoalan yang dihadapi peserta, dan hampir setengah dari mereka melakukan penggalian kompetensi peserta yang bersifat adaptif. Hal itu terjadi karena selama ini mereka kurang mendapat penjelasan dan pelatihan bagaimana membedakan antara coaching dan mentoring peserta Pelatihan Dasar CPNS.

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Khandelwal Das, Komal, Ashwani Kumar Upadhyay, and Subrata Das. "Getting stellar sales performance: why sales managers’ mentoring, coaching and technology capabilities make the difference." Development and Learning in Organizations: An International Journal 28, no. 5 (July 29, 2014): 13–16. http://dx.doi.org/10.1108/dlo-02-2014-0012.

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Purpose – The aim of this viewpoint is to distinguish the importance of sales managers’ attitude and role clarity in the context of mentoring, coaching and technology capabilities to achieve stellar sales force operations and performance. Design/methodology/approach – This report reviews the sales training literature to highlight how managerial interventions enhance competencies, behaviours and advanced level of selling orientation by mentoring and coaching construct. The concept of manager’s creativity and imagination is brought out to explain why it should be adapted and carried out in an era of vibrant and dynamic selling paradigm. Findings – Adapting and implementing the concept of mentoring and coaching in a personal or industrial selling context may provide sales organization and academicians a better reason of how leadership and personality traits of manager enhance learning transfer. Practical implications – Sales managers could develop appropriate new metrics based on market orientation for building strategic relationships, thereby eliminates ambiguity in sales-force function. Social implications – Increased sales result in sales force retention, organizational sustainability and economic growth. Originality/value – This paper introduces the concept of mentoring and coaching touch as improvement tactics to transform average salespeople into exceptional performers in contemporary selling to surpass productivity records.

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Holmes, Mary. "A critical introduction to coaching and mentoring." Action Learning: Research and Practice 14, no. 2 (April 18, 2017): 202–5. http://dx.doi.org/10.1080/14767333.2017.1315216.

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Sawiuk, Rebecca. "Mentoring in physical education and sports coaching." Sports Coaching Review 8, no. 2 (December 21, 2017): 194–98. http://dx.doi.org/10.1080/21640629.2017.1414428.

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Irby, Beverly J. "Editor’s Overview: Virtual Mentoring and Coaching (VMC)." Mentoring & Tutoring: Partnership in Learning 23, no. 3 (May 27, 2015): 183–86. http://dx.doi.org/10.1080/13611267.2015.1085695.

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Rao, R. "Improving the coaching and mentoring of IMGs." BMJ 348, jun05 3 (June 5, 2014): g3424. http://dx.doi.org/10.1136/bmj.g3424.

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Thomas, Lorraine. "Coaching and mentoring: developing teachers and leaders." Professional Development in Education 38, no. 5 (November 2012): 864–66. http://dx.doi.org/10.1080/19415257.2012.691035.

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Hinz, Olaf. "Diesseits von Coaching und Mentoring: Kollegiale Praxisberatung." Organisationsberatung, Supervision, Coaching 15, no. 1 (March 2008): 69–78. http://dx.doi.org/10.1007/s11613-008-0058-8.

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Sachdeva, Ajit K. "Preceptoring, proctoring, mentoring, and coaching in surgery." Journal of Surgical Oncology 124, no. 5 (July 2021): 711–21. http://dx.doi.org/10.1002/jso.26585.

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Hakro, Ahmed Nawaz, and Priya Mathew. "Coaching and mentoring in higher education institutions: a case study in Oman." International Journal of Mentoring and Coaching in Education 9, no. 3 (June 30, 2020): 307–22. http://dx.doi.org/10.1108/ijmce-05-2019-0060.

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PurposeUniversities and higher education institutions (HEIs) are increasingly recognizing the value of coaching for professional and organizational development. This study is designed to investigate whether Cognitive Coaching, implemented as a programme in an HEI in Oman, made any difference to the behaviour and attitudes of employees holding leadership positions in academic, administrative and professional services departments. It also explored the factors that hindered or supported the coaching programme and offers recommendations to strengthen coaching initiatives in similar contexts.Design/methodology/approachSemi-structured interviews and focus group discussions were used to collect feedback from the 15 participants of the programme. A case study approach was adopted in this study for an in-depth examination of the effectiveness of coaching interventions.FindingsThe findings suggest that coaching can be an effective approach, facilitating personal and professional development and also contributing to the achievement of organizational goals.Research limitations/implicationsAs a case study of a coaching programme in a single institution, the findings of the study are not generalizable to other contexts, though a “thick description” of the context in which the study took place will enable institutions in similar contexts to draw lessons from the experience.Practical implicationsThis study discusses the benefits of a coaching programme for an HEI in the Middle East. Suggestions to strengthen coaching include board level endorsement and sensitivity to cultural nuances in coaching relationships.Social implicationsOne of the effects of a coaching programme is the collegial atmosphere that it can foster. This can have wider impacts on the community as there is more open communication and trust engendered amongst employers and employees belonging to different cultural backgrounds.Originality/valueThis study is one of the first to report the findings of a systematically organized coaching programme in an HEI in the Middle East.

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Swanson, Joel, and Joe Deutsch. "Mentoring in Sports for the Development of the Successful High School Coach." Journal of Human Sciences 14, no. 2 (April 14, 2017): 1158. http://dx.doi.org/10.14687/jhs.v14i2.4453.

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This study involves the surveying of current high school coaches in the state of North Dakota who are certified by the National Federation of High Schools through the completion of the required courses, including “The Fundamentals of Coaching”, “Concussion Diagnosis and Prevention”, as well as CPR, First Aid and AED certification in a current, active status. The participant coaches (n=113), were sent a survey through email using the Qualtrics Survey Program. This survey contained documentation of demographic information, coaching history, opinions regarding issues in coaching and how they are/can be addressed. This survey also discussed influences in the coaches life and how they have shaped their coaching careers. Coaching education and mentoring suggestions are also offered by the subjects as ways to improve the coaching job field as well as struggles they see mentoring bringing if a program were to be introduced.Results indicated that the majority of coaches would be open to mentoring programs in their school. This includes communication sessions, coaching education, sport specific coaching development, and time for personal interaction with other coaches aimed at creating relationships and discussing professional successes, coaching issues, and questions they have. Results also show a trend happening. There is a shortage of coaches with 11-20 years of experience and a large number of head coaches that have less than five years of experience. This trend is hinting to coaches leaving the profession after ten years, with not a lot of experienced people left to take over. Young coaches lead to a large learning curve, immaturity with dealing with certain situations, and lack the experience of actually teaching the game itself.

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Graziano, Graziela Oste, Cristiano André Peixoto, Andrea Kassouf Pizzinatto, and Dagmar Silva Pinto de Castro. "Coaching e Mentoring como Instrumento de Foco no Cliente Interno: um Estudo Regional em São Paulo." Revista Brasileira de Marketing 13, no. 1 (April 14, 2014): 47–59. http://dx.doi.org/10.5585/remark.v13i1.2663.

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A pesquisa teve como objetivo identificar as dimenses envolvidas na implementao do Coaching, para a atuao do gerente como gestor junto sua equipe, em situao real de trabalho; o estudo inclui a mesma investigao em relao ao Mentoring, tomando como foco de estudo pessoas que trabalham regio de So Paulo. Os dados coletados na pesquisa foram coletados por meio de um questionrio com questes abertas e fechadas. A pesquisa mostrou como resultados das questes pertinentes ao coaching e ao mentoring que a grande maioria, ou quase todos tiveram algum tipo de treinamento, que ocorreu em grupo, com a presena dos gerentes apenas no incio e somando 8 horas, podendo assim concluir com essa questo que nos respondentes pesquisados o trabalho do coaching realizado dentro das organizaes varejistas. No tocante ao mentoring, pode-se concluir que est presente dentro da organizao e representado pelo lder.DOI: 10.5585/remark.v13i1.2663

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