Interest in coaching and mentoring has increased over the past decades. However, confusion about what is meant in practice and in the literature and the lack of sound definitions makes it hard to research the antecedents and outcomes of both concepts. We show that coaching and mentoring share a lot, but they are often treated as separate fields. By developing models that combine the concepts of coaching and mentoring, we aim to provide a base for more rigorous research. Such a base hopefully encourages researches and practitioners of coaching and mentoring to work together instead of struggling against each other.
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 determines the extent to which business coaches perceive they possess the qualities of authentic leadership and considers how this affects coaching performance. Data were collected from an online survey administered to 96 business coaches who work with entrepreneurs and business owners to improve personal and business effectiveness. Multiple regression research methodology was used to test the strength of authentic leadership in predicting coaching. Descriptive statistics were used to control for demographic factors and dependent variables. Findings suggest that effective coaching involves the application of authentic leadership qualities that enhance the work performance, life experience, self-directed learning, and personal growth of clients. This research contributes to the existing literature on authentic leadership, provides new research on the relationship between authentic leadership and business coaching, and demonstrates how a business coach’s authentic leadership impacts the client’s pers…
This study examines the impact of peer helper training in Singapore Management University (SMU) from personal interviews with 11 alumni peer helpers. The aims are to find a) new evidence of benefits and innovative practice that support peer helper learning, university life and employability and b) to enhance curriculum and training. All opinions in the sentiment analysis were positive. The content analysis revealed developing external partnerships, exploring certification and engaging in internationalisation to enhance curriculum, training and practice at the organisational level. At the programme level, the suggestions were to better relate peer helping to future readiness.
Millennials form a large proportion of the labour market in India. Therefore, organizations are interested in knowing how to motivate them and maximize their performance. Accordingly, this study examined the relationship between mentoring and job performance among Indian millennials. Data was collected from 122 Indian millennial mentees, using a 23-item questionnaire on mentoring and job performance. Mentors also assessed mentees’ job performance. Correlation, regression, and SEM analyses confirmed that mentoring influenced total job performance, and contextual and task performance, in Indian millennials. These findings will help Indian organizations devise and implement more specific mentoring programs for millennials.
Researchers, like practitioners, often examine managerial coaching in isolation, focusing on the coach without considering the impact those being coached (i.e., coachees) have on the success of the coaching process. Thus, utilising a survey-based design, this paper explicates the behaviours of highly coachable employees – proactively seeking, demonstrating receptivity to, and implementing constructive feedback – and examines critical outcomes they achieve, while controlling for the influence of effective managerial coaching behaviours. Our findings demonstrate employee coachability drives individual job performance, adaptability, and promotability to a greater extent than effective managerial coaching behaviours.
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