The health sciences sector uses work integrated learning to prepare professionals for practice and has done so predominately using a traditional apprenticeship model. Over the past two decades there has been an increasing focus on integrating peer coaching into this learning environment. While peer coaching can occur informally, failure to formalize the process and train participants can negatively impact rapport-building, trust and learning outcomes. Hence, clinical educators often need some guidance in supporting this placement model. As a result, this research examines the best practices of 31 highly experienced clinical educators within a peer coaching placement model by capturing their explicit and tacit supervisory knowledge.
This study seeks to understand the role that courage plays in the development and practice of coaches. Courage is mentioned frequently in the coaching literature, but this research is the first study to investigate its significance. Within the precepts of constructivist grounded theory, which is appropriate for the investigation of under-represented topics, the perspectives of 12 coaches of varying levels of experience revealed that courage is required throughout a coaching career. It was found that courage enables coaches to deliver their best work and is integral to an ongoing cycle of increasing self-awareness and professional development.
In March 2020, the World Health Organization announced that the outbreak of COVID-19 was a pandemic. Many companies were forced to shift to fully remote work following preventative measures imposed by governments across the globe to protect individual and collective health. From that day many employees started working from home. With COVID-19 spreading across hundreds of countries, companies started facing new challenges as their employees’ well-being, mental health and performance suffered following adjustments to unexpected changes, worries about their families, feelings of confusion and negativity or simply technical issues when working from home. This study provides some positive empirical evidence that as an approach coaching may be efficient in enhancing the well-being and performance of managers and their teams during the pandemic. The study contributes therefore to establishing very preliminary empirical evidence of the efficacy of coaching under the unprecedented scenario the world is facing - the pa…
The primary purpose of this literature review was to provide a comprehensive background for understanding current knowledge, to highlight the significance of new research and to offer a new perspective. A synthesis approach has been used, combining a narrative review and an integrative review. Narrative reviews can inspire research ideas by identifying gaps or inconsistencies in a body of knowledge, thus helping researchers to determine research questions or formulate hypotheses. Integrative reviews are intended to address emerging topics to create initial conceptualizations. This review indicates that the limited team coaching research to date has focused on defining the term, identifying effectiveness factors and investigating the efficacy of team coaching. While each of these areas require further research for team coaching to move beyond its pre-theory status, it would appear that research and theoretical framing for team coaching competencies is even further behind.
Recovery coaching is a lesser-recognised support service to individuals who pursue recovery from addiction. This narrative inquiry research explored the experiences of recovery coaches working with employed professionals in recovery from alcohol misuse. Findings indicate that recovery coaches work in the field of recovery, not addiction and that they were credentialed by their skills as a coach. Recovery coaching may be a useful service to professionals in recovery. Insight into perspectives of coaches regarding goals, processes, challenges and outcomes of recovery provides enhanced understanding of how coaching can facilitate employed professionals to become architects of their own recovery.
It is widely recognised that mentoring is key for retention, employee performance and a culture of learning and development (Clark 2017), however, organisations are still struggling to implement a sustainable framework where mentoring can flourish. This article critically reflects on how to make mentoring programmes successful and sustainable in large global organisations. Based on data collected from the coaching and supervision notes of five international coaches in two global orgnisations between 2013 and 2017, the article develops practical recommendations on how mentoring can be supported by different stakeholders so that mentor programmes can be used as a sustainable development tool. It aims to bring clarity to the concept of mentoring and offers clear guidelines for diverse organisations and institutions on how to set up mentor programmes and which pitfalls need to be avoided. It also reviews key drivers of mentor programmes, assesses the benefits for the individual and organisation and reflect on …
Within the literature on coaching supervision, most studies relate to supervision for full-time coaching practitioners. This paper presents the results of an integrated literature review into coaching supervision for internal coaches who have coaching in addition to their technical role. As well as answering specific research questions, emergent data showed internal coaches using group supervision for competence, relatedness and whether they have autonomy; purposes synonymous with the psychological needs within Self-determination theory (SDT). This paper proposes SDT as an evidence-based theoretical framework for supervisors to understand these areas in group supervision with internal coaches, whilst also making suggestions for further research.