The application of coaching has moved beyond individuals towards teams and organisations, requiring practitioners to better understand themselves and their clients within systems and complex adaptive systems. The “Spiralling the field” model observes congruence between the complexity of the coaching work and the complexity of the reflective field. Based on systems theory, it is proposed that engaging with a broad range of reflective partners is critical to increasing reflective maturity and capacity. In so doing practitioners will both enhance the quality of systemic work and embrace the inevitability of uncertainty when working in a CAS.
Mentoring relationships play an essential role in supporting the success of the "Batik" MSME’s learning group as part of the creative sub-economy in the fashion field in Indonesia. This qualitative study aims to explore the mentoring process of Batik in the MSMEs community. The results showed that mentors and mentees had the same values during the process, namely cooperation, friendship, mutual help, and complementarity. Furthermore, sustainability tends to exist when the mentor has a close relationship with the mentees. This finding provides recommendations to stakeholders that the mentoring program is effective when the mentor comes from the MSMEs community.
This paper investigates the athlete’s perspective of the role of mentorship in a cricketer’s career progression, from elite youth to the senior arena. A qualitative study explored the understanding and experience of mentorship by the cricketers (n=15). The findings indicated that mentorship played an important role in the cricketers’ career development, irrespective of whether they progressed to the professional arena or not. The study provides a more nuanced understanding of mentorship in professional sports development and career progression from the athlete’s perspective. The unique context of diversity in sport and society in South Africa further impacts the mentorship experience.
This survey analyses mentors’ and migrant mentees’ perceptions of the role that cultural factors have in labour market integration and in the mentoring relationship. The data consists of Webropol surveys and interviews. The findings revealed that cultural similarity, local language proficiency and the ability to build up trust were experienced as supportive. Mentoring can promote cultural competences. We recommend using local languages, recruiting mentors from the same professional field and including the subject ‘culture’ in the mentoring trainings.
No previous research has explored the relationship between three categories of job
characteristics and mentoring provided. A cross-sectional design based on a survey
questionnaire was sent to employees from 29 preschools in Norway. Exploratory factor analysis was used to assess the validity and reliability of measurement scales. Three research hypotheses were formulated and analysed using stepwise regression analysis. The results revealed that cognitive tasks, interaction outside the organisation and feedback from others have a significant influence on mentoring provided, indicating that these job characteristics could promote the role of providing mentoring to others in the workplace.
Employee coaching is increasingly expected from managers, creating need for the awareness of factors that lead to coaching effectiveness. Research has emphasised the fundamental role of the employee coaching relationship as well as the challenges that managers face in their development. This integrative review explores the managerial coaching mind-set and key behaviours that shape effective employee coaching relationships. Findings indicate that such relationships build on compassion, mutual trust, respect and collaboration, of which the underlying factors are presented in a new applied model, Co-ROUTE to Coaching Partnership. Implications for organisations to support employee coaching practice and avenues for future research are explored.
Although existing group coaching literature has highlighted the importance of the group itself in advancing outcomes, extant research has not studied in depth how this occurs. This qualitative research aimed to address this gap by exploring leaders’ experiences of interpersonal relationships during participation in an online group coaching intervention while working remotely in Canada. Interpretative Phenomenological Analysis was used to analyse data gathered from semi-structured interviews with each of the seven participants. The findings are presented through four themes: being with others, a safe haven, exchanging support, and developing group bonds.
This study explores how a self-coaching approach assists academics to cope with prolonged peer-review processes. A coaching training workshop, using acceptance and commitment therapy (ACT) and strength-based coaching, was conducted with 22 academics in the U.K. To understand changes in the participants’ attitude to peer-review, their self-reflective diaries and ten semi-structured interviews were analysed. This research reveals that participants tended to identify their intrinsic motivation and commitment to their research career through reflective self-dialogues and interactions with their trusted peers. This research sheds light on coaching practice by indicating constructive self-reflections help individuals to appreciate peer-review as a positive challenge instead of a threat.
This research explores the lived experiences of personal tutors in the Higher Education (HE) sector in order to understand the effectiveness of implementing a coaching approach to personal tutoring. The qualitative research comprised five semi-structured interviews with academic staff performing the personal tutor role in a single HE institution in the United Kingdom. The interviews explored the current issues with the personal tutoring system and sought perspectives on whether adopting a coaching approach to personal tutoring would be beneficial for students. The findings indicate that adopting a coaching approach to personal tutoring facilitates the development of resilient, self-confident and self-reliant individuals.