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Open Access
Article
Publication date: 28 September 2022

Nancy Doyle and Emily Bradley

An applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.

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Abstract

Purpose

An applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.

Design/methodology/approach

The naturally occurring opportunity permitted a comparison of face-to-face and remote coaching in three cohorts, pre-pandemic (100% face-to-face), forced-remote (100% remote) and choice (remote or face-to-face; 85% selected remote). A total of 409 participants self-reported performance before and 12 weeks after completing an average of 11-h coaching.

Findings

Significant differences between before and after scores for performance, with large effect sizes, were reported for all three cohorts across six dependent variables: memory, time management, organisational skills, stress management, understanding neurodiversity and concentration. There was no significant difference between the cohorts in terms of the magnitude of the effect. There were significant differences between the cohorts in terms of which topics were chosen as foci for the coaching, with executive functions related topics becoming less popular in the choice cohort.

Research limitations/implications

The authors abductively reasoned the results to suggest a positive relationship between personalised environments and cognitive demands for this client group. They call for further, theoretically grounded research exploring the role of coaching and environment in understanding the work performance of neurodivergent adults at work.

Originality/value

The study contributes to the emerging knowledge on the different experiences of in-person and video-mediated coaching. The focus on neurodivergent employees, which are heretofore less well researched within the workplace, provides essential data to support practitioners in maximising opportunity for a marginalised group.

Details

Journal of Work-Applied Management, vol. 15 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Article
Publication date: 17 February 2020

Amy Hnasko

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the…

Abstract

Purpose

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.

Design/methodology/approach

An online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.

Findings

The findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.

Research limitations/implications

The data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.

Practical implications

The findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.

Originality/value

As one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.

Details

International Journal of Mentoring and Coaching in Education, vol. 9 no. 2
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 7 December 2015

Marion Jones

Mentoring and coaching are key strategies employed in workplace learning and are perceived as effective ways to provide learner support. However, there is a paucity of evidence of…

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Abstract

Purpose

Mentoring and coaching are key strategies employed in workplace learning and are perceived as effective ways to provide learner support. However, there is a paucity of evidence of how research outcomes may have influenced these practices and to what extent they have benefited those involved in this process. The purpose of this paper is to demonstrate that research on mentoring and coaching can in fact result in beneficial impacts on education professionals’ learning and development.

Design/methodology/approach

The paper critically reflects on the process of developing an impact case study submitted to the UK Research Excellence Framework 2014. It seeks to make explicit the close relationship that exists between research and professional practice and how evidence of any resulting impact of research on user communities can be identified, collected and verified.

Findings

In describing the process of developing such an impact case study the article focuses on three key aspects: identifying a suitable case; meeting the criteria of high quality research; and evidencing impact. It highlights the importance of a collective, cross-professional approach and draws attention to the nexus that needs to be established between user and research communities, between academics and professional practitioners, in order to generate evidence of research impact in the field.

Originality/value

This paper brings to light the benefits research in mentoring and coaching can have on policy and practice, specifically in terms of education professionals’ workplace learning and continuing professional development in a local and international context.

Details

International Journal of Mentoring and Coaching in Education, vol. 4 no. 4
Type: Research Article
ISSN: 2046-6854

Keywords

Article
Publication date: 15 August 2018

Jane Lockwood

The purpose of this paper is to provide a theoretical framework that is of practical use to those who are coaching for enhanced communication in the contact centre industry.

Abstract

Purpose

The purpose of this paper is to provide a theoretical framework that is of practical use to those who are coaching for enhanced communication in the contact centre industry.

Design/methodology/approach

The conceptualization of this framework has emerged after several years of working, as an applied linguist and consultant in this industry.

Findings

The interdisciplinary framework proposed in this paper draws on the adult learning theory, on language assessment and applied linguistic practices and studies carried out looking at how competency is developed at work. It proposes four levels of competency from novice to expert with the attendant coaching approach to best target the needs of communications coachees in this industry.

Research limitations/implications

Implications for improved coaching practices in the contact centre industry where there is heavy investment in coaching on the floor. Research limitations are that although there is strong anecdotal evidence that this framework and approach to coaching is effective, the authors need to carry out a large-scale study showing business impact.

Practical implications

The implications for coaching practitioners are that they have an informed theoretical framework upon which to base their coaching activity. This provides a more targeted approach to the needs of coachees of different levels of experience.

Social implications

As a result of effective coaching, particularly at the early stages of working in a contact centre, the level of attrition may drop thus providing employees with work in a supportive environment.

Originality/value

No previous study has looked at how theoretical studies in adult learning and applied linguistic practice can inform communications coaching in this industry. It has also involved the quality assurance specialists in collaborating and contributing to this model.

Details

Industrial and Commercial Training, vol. 50 no. 6
Type: Research Article
ISSN: 0019-7858

Keywords

Article
Publication date: 14 October 2013

Clinton Longenecker and Rob Abernathy

Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn.

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Abstract

Purpose

Advances the view that those responsible for leading adult learning and performance improvement needs to take into account how adults truly learn.

Design/methodology/approach

Lays out eight imperatives – based on the authors' research and experience with adult learners – which must be taken into consideration when designing, implementing and assessing adult-learning experiences in the modern workplace.

Findings

Lists these imperatives as: relevance, importance and utility are paramount; hubris and ego can roadblock learning; the credibility of the information source is important; never underestimate the importance of clear learning objectives; adults learn by engagement and doing; accountability for learning is critical; adult learners need coaching and feedback; and plan to stave off learning distractions.

Practical implications

Aims to get trainers to think through the specific things that can help to increase and accelerate learning across the spectrum of adult-learning opportunities in the modern workplace.

Originality/value

Claims that, when leaders incorporate these imperatives in their learning initiatives, learning is more productive and the likelihood of a good return-on-investment rises. When these imperatives are ignored or not taken seriously, time, talent and treasure are wasted and leaders risk damaging their own credibility.

Details

Human Resource Management International Digest, vol. 21 no. 7
Type: Research Article
ISSN: 0967-0734

Keywords

Article
Publication date: 19 December 2022

Laura L. Bierema, Eunbi Sim, Weixin He and Alexandra B. Cox

The purpose of this paper is to interrogate the “double-jeopardy” in widely adopted women’s leadership development interventions aimed at “fixing” women, explore critical feminist…

Abstract

Purpose

The purpose of this paper is to interrogate the “double-jeopardy” in widely adopted women’s leadership development interventions aimed at “fixing” women, explore critical feminist coaching (CFC) perspectives and practices and offer more equitable and just alternatives for developing women leaders.

Design/methodology/approach

This paper includes a literature review of post-feminist and critical feminist perspectives and a critical examination of coaching for women leaders from each perspective.

Findings

Postfeminist approaches in organizations are little scrutinized because of the dominant postfeminist discourse that women's subordination and oppression have been “resolved” through neoliberal, individualistic interventions, such as postfeminist coaching programs. Infusing the message of “fixing women” through emphasizing “4 C’s” – confidence, control, courage and competition – postfeminist coaching programs have been submitting women leaders to “double jeopardy.” The authors critique this postfeminist coaching paradox from a critical feminist perspective foregrounding “4 R’s” – reflecting, reforming, raising and rebuilding – promising more equitable, just development.

Originality/value

To the best of the authors’ knowledge, this is the first attempt to describe CFC and presentation of a conceptual and practical model of the process. The authors define postfeminist coaching as the disavowal of feminist values and failure to challenge gender hegemony in the coaching process. The authors propose a model of CFC defined as the explicit embrace of feminist values and challenge of gender hegemony in the coaching process. The authors offer alternatives for developing women leaders amid paradoxical, complex, capitalist systems, with a critical lens challenging postfeminism.

Details

Gender in Management: An International Journal , vol. 38 no. 2
Type: Research Article
ISSN: 1754-2413

Keywords

Article
Publication date: 6 June 2016

Graeme Coetzer

The purpose of this paper is to conduct an empirical examination of the mediating influence of time management (TM) on relationship between adult attention deficit (AAD) and role…

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Abstract

Purpose

The purpose of this paper is to conduct an empirical examination of the mediating influence of time management (TM) on relationship between adult attention deficit (AAD) and role stress (RS).

Design/methodology/approach

In total, 117 actively employed business graduate students completed a self-report measure of RS and identified two close associates, one of which completed an observer version of the Brown Attention Deficit Scale while the other complete an observer version of a TM measure. Product moment correlations were used to test the hypotheses that AAD, TM and RS were associated. The Sobel test of mediation was used to test the hypothesis that TM mediated the relationship between AAD and RS.

Findings

AAD, TM and RS are associated with each other and TM partially mediates the relationship between AAD and RS.

Research limitations/implications

Research study is limited by a measure of AAD that may not fully represent all the key symptom clusters and an indirect workplace sample. Further investigation of AAD symptoms, including potentially positive manifestations like entre/intrapreneurial cognition and behavior, is required to stabilize the content, structure and measurement of the construct.

Practical implications

Organizations wishing to ensure timely completion of tasks and limit disruptive RS need to be aware of the influence of AAD. The provision of TM training, productivity management tools and an organized work space free of distractions is suggested for disordered employees. Various forms of organizational coaching including a peer coaching system may help disordered employees better manage both their time and their role. The effective design and management of teams represents a significant opportunity for effectively distributing the potential benefits of the disorder while managing deficits like poor TM and increased RS. Organizational development interventions that focus on TM and role (re)negotiation are suggested. Employee assistance programs that raise awareness and provide access to assessment are an important part of multimodal management of the disorder.

Social implications

Increasing social, economic and legal pressures to provide reasonable accommodation for functional but disordered employees and take appropriate advantage of employee diversity underscores the general social value of this research.

Originality/value

This research study is the first empirical examination of the mediating influence of TM on the relationship between AAD and RS. The results are of value to researchers, organizational development specialists, human resource management specialists, managers and employees who are seeking effective multimodal management of the disorder in the workplace.

Article
Publication date: 1 December 1999

Jennifer Bowerman and Gordon Collins

Coaching networks have been implemented in some Canadian companies as a way of building personal innovation and creativity. The authors describe how such a network can be…

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Abstract

Coaching networks have been implemented in some Canadian companies as a way of building personal innovation and creativity. The authors describe how such a network can be developed using just‐in‐time adult education principles, within an interpretive paradigm. Dialogue and conversation through coaching are used as a potential vehicle to bring about both individual and organizational transformation. Program participants value the network in terms of the opportunity both to learn new and useful skills for the workplace, and the opportunity to build self‐confidence through relationships with others in the organization. Key issues for the authors include the need to build in‐house expertise, ownership of the program, and the amount of structure necessary to maintain program integrity yet still permit maximum creativity on the part of participants.

Details

Journal of Workplace Learning, vol. 11 no. 8
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 28 September 2021

Matthew J. Johnson, Ki Ho Kim, Stephen M. Colarelli and Melanie Boyajian

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Abstract

Purpose

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Design/methodology/approach

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

Findings

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

Research limitations/implications

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Practical implications

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Social implications

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

Originality/value

This is one of the first studies to develop valid scales for assessing workplace coachability.

Details

Journal of Management Development, vol. 40 no. 7/8
Type: Research Article
ISSN: 0262-1711

Keywords

Book part
Publication date: 18 January 2022

Nadia Bhuiyan, Margaret Young and Daniel J. Svyantek

Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These…

Abstract

Over one million individuals diagnosed with autism spectrum disorder (ASD) will be entering adulthood and attempting to cultivate fulfilling, meaningful life experiences. These young adults with ASD represent Generation A. The workplace will be a major element in cultivating fulfilling lives for Generation A. Social interaction is an integral component for functioning within most postsecondary and occupational settings. It is necessary to understand the interaction between autistic adults and organizations to understand potential social and behavioral deficits. The workplace is inherently a social place. Understanding both formal and informal social information in the workplace may be critical to successful job performance. Fit, particularly person–organization fit, is used to address this social nature of the workplace. Understanding this interaction helps provide a means for crafting both individual and organizational interventions which support autistic adults in the workplace. This chapter provides an analysis of interventions that support those with ASD in the workplace. It is proposed that these interventions will help create a more supportive work environment for those with ASD. As important, it is proposed that the accommodations for those with ASD are reasonable for any organization seeking to improve both satisfaction and performance for all its employees. By addressing these issues, organizations have the potential to create a more satisfying workplace for all workers, not just those in Generation A.

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