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…
Lack of coachee readiness impacts negatively on the effectiveness of coaching. Despite the general awareness of the phenomena that influence coachee readiness, this concept needs better description in the coaching literature. This article reports on a Critical Interpretive Synthesis (CIS) study of the factors that influence coachee readiness and consider ways to overcome this. This article seeks to contribute to the formulation of a theory on the concept of coachee readiness by developing a theoretical framework with the aim of guiding stakeholders at the pre-contemplation, contemplation, and preparation phases of a coaching assignment.
Group coaching has potential to enhance individual and organisational outcomes but demonstrating its effectiveness remains difficult. Practitioners are often caught between trying to demonstrate ROI and knowing that many of the benefits to clients are not captured by this bottom-line. In this paper, we evaluate a group coaching programme by assessing its impact on self-awareness development and work engagement. Using a pre- and post-test design, we find that group coaching improves self-awareness outcomes (reflective self-development, acceptance of self and others, proactivity at work) and employee engagement. Further, coaching sessions provided a supportive environment in which to explore the sometimes-challenging emotions associated with increased self-awareness.
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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