While studies on the experiences of gay men working in the helping professions have explored the personal strengths and attributes they bring to their work, there is limited literature about gay men working in coaching. This heuristic inquiry provides insight into how nine gay male coaches felt their experience of developing a positive gay identity impacted their identity as a coach. The findings reveal a parallel between the experience of ‘coming out’ about sexuality and the process that coaching can facilitate in supporting clients to ‘come out’ about their challenges and ambitions. This is the first qualitative study to explore the experience of gay male coaches and has the potential to be of interest to coaches who identify as being from other minority groups.
Mentoring is embedded in social work education, but little is known of how workplace mentoring supports the career progression of Black social workers. Using narrative analysis this UK-based study interviewed five Black social workers. Findings highlight the importance of psychosocial mentoring (provided by same-ethnicity mentors) and sponsorship mentoring (provided by cross-ethnicity mentors). This study also raises challenges for all mentors when working in contexts of disadvantage.
There is on going debate about the potential impact of artificial intelligence (AI) on humanity. The application of AI in the helping professions is an active research area, but not in organisational coaching. Guidelines for designing organisational AI Coaches adhering to international coaching standards, practices and ethics are needed. This conceptual paper presents the Designing AI Coach (DAIC) framework that uses expert system principles to link human coaching efficacy (strong coach-coachee relationships, ethical conduct, focussed coaching outcomes underpinned by proven theoretical models) to established AI design approaches, creating a baseline for empirical research.
This paper describes a change project which seeks to introduce a coaching culture within an academic faculty. It discusses the changing academic labour market and the pressures this puts on academics, the potential for coaching to contribute to staff development and reflections on the practicalities of introducing coaching to academic managers and leaders.
Coaching is widely adopted by various types of organizations in order to facilitate the achievement of personal, professional and organisational goals. This case study of a coaching programme in a private higher education institution (HEI) in Oman, aims to evaluate the effectiveness of the programme, identify the challenges encountered by the participants, and provide recommendations to design coaching programmes that are sensitive to participants’ contexts. Participants were senior and mid-level leaders in academic and professional services departments in the institution. Focus group discussions involving coaches and written feedback from coachees informed the evaluation process. The participants affirmed the effectiveness of the coaching programme in building professional capacity but also drew attention to a number of barriers such as cultural aspects and trust issues. Few studies have investigated the effectiveness of coaching in Middle Eastern HEIs and therefore this case study may provide unique context…
This paper examines the nature and impact of a leadership coaching program – a key component of a leader development course for the United States Air Force. To assess coaching training methods and understand participant voices, a three-phased qualitative convergent approach was used that analysed student survey data and instructor interviews via manual coding and NVivo software. The findings and answers to the research questions help frame leadership coaching as a transformative process that is values-based and best used in holistic/developmental ways for increasing leadership capacity in military leaders.
In this paper, we provide evidence on mentoring as a way to ease the labour market integration of youth with a migration background. To do so, we designed a survey and collected information from mentees of a Belgian mentoring programme (DUO for a JOB). Our results show that the mentoring programme covers different topics. Some topics, such as gaining self-confidence, serve nearly all mentees, while the preference for other topics depends on specific mentee characteristics. Overall, every youth with a migration background can benefit from the mentoring programme, irrespective of their education or migration background.
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