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In the global world we live in, organizations have become progressively complex. “C” organizations have been replaced by “I” organizations, implying that we have moved from…
Abstract
In the global world we live in, organizations have become progressively complex. “C” organizations have been replaced by “I” organizations, implying that we have moved from organizations permeated by a command, control, and compartmentalization orientation, to organizations distinguished by cultural signifiers such as interaction, information, and innovation. Effective teamwork will be essential to make these complex, highly diverse, increasingly virtual structures work.
Given the complexity of teamwork, this chapter discusses some of its benefits and drawbacks. Particular attention is given to possible team killers. Given the darker side of teams, a group coaching intervention technique is presented to resolve this daunting challenge. Taking this approach will help the members of a team to take control of their key team functions: setting direction, creating alignment throughout the organization, and building the commitment of everyone needed to accomplish organizational objectives.
To explore this intervention technique, the notion of the clinical paradigm is introduced, meaning using a psychodynamic-systemic lens that focuses not only on what is directly observable, but also on out-of-awareness behavior. The five premises that characterize the paradigm are described. It is suggested that applying the clinical paradigm within group coaching setting helps to tease out the central interpersonal role in which executives consciously and unconsciously cast themselves. It also helps explore the complementary roles they take on in an executive role constellation, creating tipping points for change. In addition, a number of other intervention techniques are introduced that help foster change.
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Valencia Gabay, Shannon Voyles, Linda Algozzini and Grady Batchelor
This chapter examines the use of virtual communities of practice to group coach and mentor educators and facilitate engaging critical consciousness. A Group Coaching and Mentoring…
Abstract
This chapter examines the use of virtual communities of practice to group coach and mentor educators and facilitate engaging critical consciousness. A Group Coaching and Mentoring framework became the platform in which the core elements of coaching, mentoring, metacognition, and self-regulated learning strategies were employed. These core elements were applied within virtual communities of practice to manifest self-awareness, reflective thinking, planning for action, and accountability, each of which is vital to the development of critical consciousness. Research shows that fostering critical consciousness creates spaces to address learning equity and gaps in educational achievement. Therefore, this chapter serves as a guide for educational leaders to effectively administer group coaching to raise an educator’s higher-order thinking, plan, problem solve, and co-create. The implementation of this design resulted in increased motivation and willingness among educators to apply new skills and foster new teaching experiences that shaped learning outcomes for their students.
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Ann MacPhail, David Kirk and Diann Eley
Coaches have long been recognized as key contributors to youth sport (DCMS, 2000; Smoll & Smith, 1980). Coaches are singled out in ‘A Sporting Future for All’ (DCMS, 2000) as…
Abstract
Coaches have long been recognized as key contributors to youth sport (DCMS, 2000; Smoll & Smith, 1980). Coaches are singled out in ‘A Sporting Future for All’ (DCMS, 2000) as playing a central role in the development of sport at every level and improving the accessibility of coach education and the quality and quantity of coaches in all sports is deemed important. In the last decade in Britain, the demand for coaches has increased because organized sport experiences have become commonplace for children as young as six years of age (English Sports Council, 1997).
John M. Weathers and George P. White
Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership…
Abstract
Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.
Our understanding of what we call “normal” in organizations has been shaken multiple times in recent years. As change is perceived as an inherent feature of routine dynamics, it…
Abstract
Our understanding of what we call “normal” in organizations has been shaken multiple times in recent years. As change is perceived as an inherent feature of routine dynamics, it is relevant to understand how change becomes established as a new normal. Therefore, the purpose of this study is to explore how change in routines takes hold as normality forms. To answer this question, the author studies the change in routines in an in-depth process case study of a higher education organization during the COVID-19 pandemic transforming its teaching model. The author’s findings show that normality formation is a dynamic process. While normality can be described as a snapshot of the current state of what is considered normal at one point in time, normality transforms in sequential waves making the overall process of normality formation pulsate. In drawing out six patterning mechanisms, the author introduces a pulsating normality as the transformative evolution of what is considered normal. This study speaks to routine dynamics literature, contributing to a better understanding of how a variation in performance becomes patterned as a sustained part of a routine.
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Karolina Doulougeri, Antoine van den Beemt, Jan D. Vermunt, Michael Bots and Gunter Bombaerts
Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming…
Abstract
Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E3) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.
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Robert G. Lord, Suzanne Hendler Devlin, Carol Oeth Caldwell and Darrin Kass
This research systematically analyzed the effect of leadership (coaches and owners) on organizational performance in the National Football League (NFL) during the 1970 through…
Abstract
This research systematically analyzed the effect of leadership (coaches and owners) on organizational performance in the National Football League (NFL) during the 1970 through 1992 seasons. In addition, it examined the relation of stable individual differences in personality of NFL leaders with performance outcomes for both coaches and owners. Results revealed that leadership added substantially to the prediction of performance in the NFL, even after controlling for non-leadership variables such as quality of competition and year. Furthermore, one facet of Conscientiousness – Deliberateness – showed strong linear relations with all performance measures. The results of both studies also revealed that hierarchical level of leadership was an important moderator, with coaches having greater impact than owners. The desirability of studying leadership in the context of the NFL was recognized and suggestions were provided on the direction that research might take.
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Jane Cote and Claire Kamm Latham
We present a peer-to-peer teaching approach designed to prepare introductory accounting students to address ethical challenges they will face in the workplace. We describe the…
Abstract
Purpose
We present a peer-to-peer teaching approach designed to prepare introductory accounting students to address ethical challenges they will face in the workplace. We describe the motivation, processes, and resources used, introduce an effectiveness measure and discuss refinements so that other universities may adopt the innovation.
Design/methodology/approach
Upper division Beta Alpha Psi (BAP) accounting honor society members, with faculty guidance, create and deliver workshops in the 200-level introductory accounting sequence using the Giving Voice to Values (GVV) curriculum. GVV provides tools to move from recognition to action when confronted with a values conflict. The BAP members had completed the GVV exercises and casework in their upper division accounting courses. Now as peer coaches, they guide sophomore-level business students through the GVV curriculum to prepare them to act on their values when challenged.
Findings
Post-training perceptions express consistent beliefs that the introductory accounting students’ skills and abilities had improved with the training. Additionally, introductory accounting students’ descriptions of how they would address values conflicts based on what they learned in the training reflects development of personalized specific approaches.
Social implications
GVV provides students with an action-based ethics toolkit to build upon as they move forward academically and professionally. The peer-to-peer innovation builds stronger mentor and mentee ties and introduces the business program’s ethical culture to sophomore-level business students.
Originality/value
The innovation won the 2014 Beta Alpha Psi Ethics Award sponsored by Grant Thornton and reflects the first use of a peer-to-peer approach with GVV in a university setting.
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Birgit Schreiber and Denise Zinn
Change in higher education across the globe is taking place at an unprecedented pace. Various groups, especially women, are impacted differently by these changes. Women remain…
Abstract
Change in higher education across the globe is taking place at an unprecedented pace. Various groups, especially women, are impacted differently by these changes. Women remain underrepresented in leadership at universities across the globe, and South African higher education is no different. For women to take up senior leadership roles more potently in universities, particularly in the Global South, it is essential that they not only cope with and compete in the patriarchal systems that characterize this sector but are also emboldened to contribute to changing patriarchal hegemony. There are shifts needed in prevailing management styles and leadership discourses toward a pluralistic and inclusive culture, where transformational and equitable leadership cultures become the norm and praxis. Given this context, we assessed the needs of women leaders in the South African higher education sector and designed a program to help shift their experience of themselves and their contexts. This chapter discusses this national executive development program – the Women in Leadership (WiL) program – which was developed and implemented with the aim to advance gender equality and inclusivity in higher education leadership in South Africa. This program aimed to embolden the women leaders in their ability to recognize, address, and impact barriers to gender equality.
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