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1 – 10 of over 9000Qing Wang, Yi-Ling Lai, Xiaobo Xu and Almuth McDowall
The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical…
Abstract
Purpose
The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.
Design/methodology/approach
The authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.
Findings
The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.
Practical implications
Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.
Originality/value
Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.
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Christian van Nieuwerburgh, Margaret Barr, Chris Munro, Heather Noon and Daniel Arifin
This paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part…
Abstract
Purpose
This paper adds depth to our understanding of how coaching works by exploring the experiences of 14 aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.
Design/methodology/approach
This study adopts a phenomenological approach. Individual semi-structured interviews were conducted with the participants. Thematic analysis was used to code the data and identify themes.
Findings
This paper reports on four themes based on the experiences of the participants: having time to reflect, feeling safe to explore, focussing on what's important for me and experiencing positive emotions.
Research limitations/implications
The findings are unique to the participants who volunteered to take part in this study and therefore not representative of a general population of aspiring educational leaders. Further research is needed into the possible benefits of coaching to support educators undergoing leadership training.
Practical implications
The findings raise a potential dilemma within the teaching profession about the use of educators' time; while they need to give time and attention to multiple stakeholders, they also need to protect time for their own development and self-reflection. Based on the reported experiences of the participants in this study, it is recommended that coaching be considered a component of professional development for educational leaders.
Originality/value
This paper adds to the growing research base for coaching in education, providing a unique insight into the experiences of aspiring school principals who received one-to-one leadership coaching as part of a leadership development programme.
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Maurissa Moore and David O'Sullivan
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a…
Abstract
Purpose
This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.
Design/methodology/approach
This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.
Findings
1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.
Research limitations/implications
This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.
Practical implications
This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.
Originality/value
Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.
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Philip Cardiff, Malgorzata Polczynska and Tina Brown
Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign…
Abstract
Purpose
Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.
Design/methodology/approach
The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.
Findings
Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.
Originality/value
This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.
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Andrew J. Hobson and Christian J. van Nieuwerburgh
The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10…
Abstract
Purpose
The purpose of this paper is to present a review of the evidence base on coaching and mentoring in education, to provide a commentary on literature published in the first 10 volumes of the International Journal of Mentoring and Coaching in Education (IJMCE) in particular and to offer some directions for future research in the field.
Design/methodology/approach
This review and position paper draws on the authors’ knowledge of the extant literature on coaching and mentoring in education, their own research in the field and their perspectives as editors of coaching and mentoring journals.
Findings
Among the outcomes of their review and commentary, the authors observe that coaching and mentoring research conducted to date largely occupies two separate fields, and studies published in one field frequently fail to draw on relevant literature from the other or recognise the overlap between them. The authors highlight a number of additional limitations of the evidence base on coaching and mentoring in education and offer some potential means of addressing these.
Originality/value
The paper offers an original reflection on current research into coaching and mentoring in education. It is intended that the paper will inform the design and publication of future studies in this area to strengthen the evidence base and, in turn, inform improvements to coaching and mentoring practice. In particular, the authors hope to encourage the ethical deployment of coaching and mentoring which enhances, rather than inhibits, the well-being of all participants, while realising other positive outcomes.
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Bianca Brandes and Yi-Ling Lai
This study aims to investigate resistance to change and change management through a micro-level interpersonal perspective. Specifically, this paper addresses in what way external…
Abstract
Purpose
This study aims to investigate resistance to change and change management through a micro-level interpersonal perspective. Specifically, this paper addresses in what way external change experts, such as coaches, identify distinctive emotional and behavioural indicators of resistance and facilitate individuals to develop positive strengths and motivation to change.
Design/methodology/approach
The authors drew upon critical realism and abductive research methodology to understand connections between coaching intervention and individual change resistance through 21 in-depth interviews with independent coaches listed in coaching associations in Germany.
Findings
This study first re-evaluates the implications of resistance and extends its meaning from negative obstacles into natural emotional responses of individuals and constructive resources for change. In addition, the study results indicate resistance can be distinguished through both explicit behaviours, body language along with implicit emotional reactions, like being tired or making small jokes. Moreover, several micro-level interpersonal approaches for coaches to apply in dealing with resistance, including understanding coachees' cognitive status and working environment, adapting varied communication styles as well as drawing upon coachees' strengths.
Practical implications
The research results offer organisations (e.g. managers and human resource professionals) essential guidelines in micro-level change management strategy by considering external coaching as a valuable option to deal with varied individual, social and contextual factors (e.g. organisational power and politics). From the organisational investment perspective, indicators of resistance and approaches to facilitate coachees' emotional reactions can be served as a preliminary protocol for stakeholders to evaluate the effectiveness of their change management schemes. Moreover, the framework outlined in this research can be considered in the future coaching education and professional development programmes.
Originality/value
Overall, this study demonstrates that external coaching is one of the valuable approaches in responding to individual resistance in organisational change management. The research findings widen existing bipolar paradigms of resistance (either change obstacles or positive resource) into a neutral spectrum that holds an impartial view on emotional reactions to change. Furthermore, individual differences and contextual factors play essential roles in the change process, e.g. coachees' personality, personal experiences, knowledge, interpretations to change process and topics as well as organisational context (e.g. power, hierarchy and culture) need to be considered into change management strategy.
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Abstract
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Jennifer Marie Warnock, Monica Gibson-Sweet and Christian J. van Nieuwerburgh
Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes…
Abstract
Purpose
Coaching for teachers has evolved as a form of professional development. The benefits of such interventions have been examined with regard to student, teacher and school outcomes, but the purpose of this paper is to present an investigation relating to the benefits of instructional coaching (Knight, 2006) to teachers as perceived by the teachers themselves.
Design/methodology/approach
The study utilises a subjectivist approach with a constructivist paradigmatic stance (Morgan and Burrell, 1985). Eleven semi-structured, face-to-face interviews were conducted (King, 2019) with teachers at a secondary (high) school in the UK. The data were interpreted and analysed using thematic analysis (Braun and Clark, 2006).
Findings
The research suggests the following four benefits to the teachers who participated in the study, which aligned well with the literature review: improved relationships, awareness, reflectiveness and enhanced practice. A fifth perceived benefit reported by the participants was positive attitude, which captured a sense of increased confidence, motivation and positivity.
Research limitations/implications
Findings were based on the self-reported data of a small sample. Therefore it is not possible to generalise the findings but Thematic Analysis was used to understand perceptions and insights in a wider context (Ritchie and Lewis, 2003). This research builds on the literature focusing on perceived benefits to teachers. Findings generally support current theoretical understanding. The results of this exploration of the teacher perception of benefits of instructional coaching in one UK school contributes to the emerging literature about the benefits of coaching. The teacher perceived benefit of positive attitude does not appear to be identified in the literature.
Practical implications
In practice, this study raised awareness of the possible benefits of coaching to educators. The authors recommend that educators, policymakers and educational leaders should further explore the potential benefits of coaching in education settings. Utilising teacher perception, the study further confirms coaching to be a useful way of supporting educators to enhance their practice.
Originality/value
This paper fulfils an identified need to gain a better understanding of teacher-perceived benefits of coaching. This understanding will support school leaders and policymakers who may be considering how to best leverage coaching in educational settings.
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James G. Wiginton and Phillip A. Cartwright
Based upon a survey of 87 companies having used the services of business coaches, this paper considers the extent to which coaching is likely to be beneficial to a leader's…
Abstract
Purpose
Based upon a survey of 87 companies having used the services of business coaches, this paper considers the extent to which coaching is likely to be beneficial to a leader's business success as well as that of the respective company.
Design/methodology/approach
The research methodology is mixed methods and survey-based combining quantitative Likert scaling with open-ended questions.
Findings
At the 99 percent confidence level, surveyed respondents believe that, on average, the coaching process has provided results above the investment required and has led to progress for them and their organizations. Of the six targeted areas, five showed a very positive relationship between the coaching experience and the results from its clients.
Research limitations/implications
As the research is based on a convenience sample it has shortcomings relative to probability sampling. However, it is widely recognized that such samples can be attained more easily, more rapidly, and at less cost than probability-based samples. On the other hand, it is understood that inferences to broader populations of interest are limited.
Practical implications
The results confirm findings from past research such as that reported by the Institute of Coaching (2018), that managers should not undervalue potential contributions to individual and company attributes from coaching.
Originality/value
The motivation for this paper is to bring together both academic and practitioner experience to provide more evidence and understanding related to the coaching definition, its implementation, and effectiveness. While not conclusive in the absolute sense, the original data original collected and analyzed for this research is based on known client contacts in close time proximity to the coaching engagement and delivers added insight to current research.
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Morten Emil Berg and Jan Terje Karlsen
The purpose of this paper is to describe and discuss how project managers practice a coaching leadership style (CLS).
Abstract
Purpose
The purpose of this paper is to describe and discuss how project managers practice a coaching leadership style (CLS).
Design/methodology/approach
This paper is based on a case study of an organization practicing coaching in projects.
Findings
The research findings show that to succeed with a CLS, project managers must have a large toolbox, which includes signature strengths, self-management and a give culture. Further, the paper describes how a model consisting of two learning processes can help to implement a CLS in practice.
Research limitations/implications
This study is exploratory, contributing to the development of a substantive theory. Theory testing as well as more in-depth investigation of mental models of a CLS would be valuable.
Practical implications
Coaching leadership theories offer insights that can be leveraged to make project management more effective through improved research foundations.
Originality/value
This paper focuses on how a CLS is carried out in projects and how it can be improved and should thus be of interest to managers searching for tools and models for effective leadership.
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