Digitized by Kansas Correctional Industries

Thesis (M. Psych. Sport. & Ex.)--University of Queensland, 2003. / Includes bibliographical references.

The aim of this study is to explore managers’ subjective experience of having a coaching approach to management. This has been researched through a Q methodological approach where 18 participants sorted a sample of 36 statements based on their subjective experience. These statements were prepared on the basis of a research design which included how managers perceive their role as both manager and coach, how they relate to a focus on process and product, and how they experience the relational quality to their employees. Four factors were identified through the factor analysis, and represents different views or experiences of coaching management. Factor 1 experiences coaching as a natural part of their role as managers and find that coaching promote results, learning and growth through reciprocal relations. Factor 2 does not seem to recognize coaching as a central role or management style, and emphasizes independence and autonomy as essential for efficiency and success. Factor 3 experiences that coaching management is primarily about being supportive. They also find that the position as manager brings with it a certain authority. Factor 4 has a results oriented focus and considers shared control as central to promote cooperation. These findings are discussed in relation to two models that show different ways of understanding the experience of being a coaching manager. The theoretical frame includes polarity management, situational leadership and transformational change. The results show that coaching management entails contradictory aspects that the factors relate to differently. What is perceived as polarities also varies. The thesis further addresses how the development of a coaching approach to management can be seen as an integration of polarities through transformational learning.

The process of mentoring is well developed in many environments, but is still being explored within the world of sport coaching (Jones et al., 2009). In this study, the characteristics of mentoring were explored through observation and interviews with three hockey coach mentors, with the purpose of discovering what characteristics are present in mentor coaches and the ideal aspects of mentoring relationships in coaching. The three main themes that emerged from the data were mentoring characteristics (technical and personal), sources of coaching knowledge (tangible and intangible) and the mentorship experience (ideal experience and identified barriers). The results of the study recognize knowledge of the game, approachability and communication as key characteristics of a mentor, and acknowledge that the ideal mentoring relationship allows for observation and questions from the mentor who provides the protégé with information to enhance the decision making process. A mentoring model of coaching is proposed.

Diplomarb., 2005--Eichstätt-Ingolstadt. Kath. Universiẗat.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Zug.: Darmstadt, Techn. Univ., Diss., 2008.

Zugl.: Berlin, Freie Univ., Diss., 2009

Zug.: Darmstadt, Techn. Univ., Diss., 2008

Las comunidades educativas enfrentan múltiples retos para comprender, plantear y ofrecer un servicio adecuado a una dinámica social y emocional cada vez más compleja. Por un lado, el docente se ve ahora forzado a lograr aprendizajes con una creciente carga emocional, académica y social. Por el otro lado, la nueva generación de alumnos, enfrenta condiciones socioeconómicas cada vez más diversas y una presión constante e incremental en la que el docente juega un rol fundamental como ejemplo y guía, cubriendo - en muchas oportunidades- las carencias familiares propias de hogares cada día más ausentes.