Multimodal care, including Attention deficit/hyperactivity disorder (ADHD) coaching, is considered optimal in ADHD treatment. Still, little research has explored the topic of interprofessional communication and collaboration for this population. Following COREQ guidelines, this report of focus group research identifies attitudes and experiences of ADHD coaches regarding communication and collaboration with other professionals in support of their clients. Key themes in the data suggest a perception that collaboration is important but that there are barriers to overcome. Interprofessional learning opportunities, training in collaborative approaches, and research on varied professionals’ perspectives related to collaboration might all enhance optimal support for individuals with ADHD.
This paper examines how the field of coaching has grown in organisations and allows them to create a culture based on a coaching approach. The current elements of coaching culture and opportunities for culture enhancement of a specific non-profit organization are examined. Implications for enhancing a coaching culture are also discussed.
The focus of the research was to search for and identify theory and practical constructs to guide the creation of a model for manager-as-coach to assist employees and the manager to improve knowledge and competence. At the same time the proposed model is aimed at stimulating a commitment relationship between manager and employee. Contributions the article makes are provision of a structured learning tool that increases the manager’s repertoire, a focused approach serving learning and growth needs of employee and manager, and a deliberate means for experimentation with the enhancement of perceived commitment for both participants.
How to best support new teachers through the beginning years of their careers and thus to increase new teacher retention is an important question. To explore the predictor variables for new teacher retention from the perspective of effective teacher mentoring practices, multinomial logistic regression was applied in the secondary analysis of the restricted-use data of the Beginning Teacher Longitudinal Study (BTLS). The analysis identified both predictive and non-predictive mentoring practices for new teacher retention, which provides important insight for school leaders and policy-makers in regards to designing effective induction programmes to better increase new teacher retention.
Executive coaches need to add value to leaders in uncertain organisational contexts. One way would be to support leaders with their personal uncertainty by encouraging adaptive responses. This qualitative study, using Interpretative Phenomenological Analysis, explored leaders’ lived experience of personal uncertainty through interviews, to identify leverage points for executive coaching. Since personal uncertainty energises sensemaking and identity work, the inter-related theoretical lenses of sensemaking and leader identity work, currently scarce as lenses informing executive coaching practice, were used to interpret the findings. Implications for executive coaching are outlined and include facilitating leaders’ identity work, particularly their sensemaking, towards adaptive identity development.
A multi-dimensional perspective emerged from this qualitative investigation of coaching presence pertaining to a coach's focus and behaviors during a coaching session. The qualitative methodology was informed by grounded theory and employed sensitising concepts derived from Wilber's quadrant framework. Data came from semi-structured interviews with 16 ICF certified coaches. Findings suggested six themes: (1) Mindful Awareness, (2) Authentic Connection, (3) Conscious Attunement, (4) Embodied Way, (5) Holding Outcomes, and (6) Structural Alignment. These themes appeared to reflect Wilber's observations about subjective, objective, intersubjective, and inter-objective ways of being and perceiving.
Coaching is a well-established developmental tool for senior managers and leaders, but almost no research has examined the value of coaching for young, emerging leaders. This paper presents two studies examining the impact of leadership coaching among university students. Study 1, a waitlist-controlled experiment, revealed that students who worked with a professional coach (compared to those in the waitlist group) exhibited larger changes in leader identity, self-concept clarity, humility, sense of purpose, satisfaction with life, and psychological distress. Study 2 supported the validity of these changes through observations of growth by peers, underscoring the developmental value of coaching for young, emerging leaders.
This paper explores the adequacy of existing coaching competency frameworks to address the complexities of coaching academic deans. The unit of analysis of this interpretative and evaluative case study is the coaching practice based on the core competencies as prescribed by ICF and EMCC. It uses five sources of evidence that converge to address the research question. The paper concludes that an evidence-based practice that integrates scientific knowledge with expertise of practitioners may be a more effective approach to coaching at the executive level such as Deans. A competent coach is not enough to generate inspired insights for complex coaching of Deans. A deeper understanding of the purpose, relevant learning theories and context are sufficient conditions for effective coaching engagements.