I dagens snabbt föränderliga samhälle är coaching ett begrepp, som blir allt vanligare både i individuella och organisatoriska sammanhang. Coaching är en kreativ process som hjälper individen eller organisationen att utvecklas och maximera sin potential för att nå önskade mål. Syftet med denna studie var att få en förståelse av enskilda individers subjektiva upplevelser och erfarenheter som de anser sig ha nytta av efter en specifik kurs i Personlig Coaching. Halvstrukturerade intervjuer genomfördes med de två ansvariga coacherna samt fyra kursdeltagare. Materialet analyserades enligt induktiv tematisk analys. Resultatet visar att coachernas intentioner med utbildningen i hög grad överensstämmer med deltagarnas upplevelse av kursen. Det vill säga att deltagarna tillgodogör sig konkreta metoder som de kan använda för att utnyttja sina egna förmågor och resurser bättre i vardagen.

Our world is growing increasingly complex, creating new challenges for leadership. Hence there is a need for leadership development to meet the larger society needs. Coaching is a well-known tool used to support leaders in their developmental process. The purpose of this thesis is to research the longer term impact of awareness based coaching on leaders’ personal and professional development. In order to explore and understand more about the impact of this new awareness based technology, I have conducted a qualitative study where empirical data has been collected through interviews. I have had a hermeneutical approach to the work of analyzing and interpreting my empirical data. Through a thematic analysis, I found four categories: Awareness is the most important thing, Changes in behavior, Changes in attitude, and Perceived internalized leadership development support practices. To expose, contextualize and understand my findings I have discussed the categories in relation to relevant theory. In the discussion I have mainly used the theories of Kegan (1982, 1994, 2000), Kegan and Lahey (2009), Joiner and Josephs (2007), Jordan (2002, 2011), Heifetz (2009, 2010), Dweck (2006) and Argyris (1991) to try and answer my research question: What is the longer term impact of awareness based coaching on leaders’ personal and professional development? Through the course of analyzing and discussing my empirical data I found that the impact of awareness based coaching is individual, and hence there is variety in experienced outcome. Trying to understand why participants experience different impacts of the coaching I saw that varieties in outcome could be explained by differences in my research participants starting points and level of cognitive growth. Although in varying degrees, empirical data suggests that awareness based coaching has led to an increased awareness, changes in behavior, attitudes and leadership style in my research participants. Also, experienced changes seem to be on both a personal and professional level.

This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine: a) preservice teacher instructional skill before and after coaching, b) the effects of lesson planning activities by the preservice teacher on classroom instruction, and c) coaching methodologies and the use of systematic structured observation instruments during coaching. Qualitative and quantitative analysis of case studies were utilized to ascertain the effect of peer coaching and coaching on a preservice teacher's ability to plan and implement improved instruction to their students. This study is intended to assist the improvement of preservice special education teacher training by enhancing their ability to provide feedback regarding effective instructional skills to their teaching colleagues, and subsequently to improve classroom instruction.

Thesis (Ph. D., Education)--University of Idaho, May 2009. / Major professor: Sharon Kay Stoll. Includes bibliographical references (leaves 131-139). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.B.A.)--University of Hong Kong, 1980.

This study was concerned with the perceptions of the members of a college wrestling team which was oganized and operated according to a theory of personal processes. The setting of the study is Pima Community College, Tucson, Arizona. A personal processes theory was derived from the literature of democratic processes as one of two frames of reference. This frame of reference was used to organize the dissertation, develop the questionnaire, and present the data. It included the following categories: (1) contact; (2) consult; (3) find; (4) share; and (5) accompany. A perceptual psychology theory was also derived from the literature as the second frame of reference. This frame of reference was used for the purpose of analyzing the data. It included the following categories: (1) perceptual field; (2) perceptions; (3) needs; (4) self-perceptions; and (5) behavior. Each category of the personal processes theory was organized and presented as follows: (1) a statement concerning the category under examination; (2) certain category related questionnaire statements displaying composite quantitative findings; (3) representative respondents' comments to each questionnaire statement; and (4) an examination of respondents' comments employing the perceptual framework. According to the theory of personal processes used in this investigation: (1) contact is the very beginning of person-to-person relationships; (2) consult is the next step in contact. It constitutes the efforts of one person to learn about another through dialogue; (3) find is the possible outcome of contact and consult. It suggests the discovery of some of the other person's needs, interests, concerns, aspirations, etc.; (4) share is the culmination of the contact, consult, and find categories. It constitutes that stage of the process where the involved persons exchange ideas regarding the identified needs, interests, concerns, aspirations, etc.; and (5) accompany is the final action phase of the process. In this stage, the involved persons actually do things together in pursuing the identified interests of the person. The theory of personal processes utilized by the wrestling coaches at Pima Community College was found to be highly regarded by most of the respondents. Although certain respondents commented that they were at first reluctant to accept this approach, the majority of the team members had little or no difficulties in adjusting to it. They felt that it served their needs, interests, and feelings more nearly than their previous wrestling experiences. The respondents commented that they perceived the opportunity to participate in the decision-making process and the warm, friendly, and supportive atmosphere created by the coaches as major factors in their respective decisions to attend Pima Community College and wrestle. For the wrestling coach who desires to employ an alternative to the coach-centered, traditional approach to coaching, the use of the theory of personal processes is recommended. It is immediately applicable to the following concerns of wrestling team members and their coaches: (1) recruiting; (2) financial aid; (3) housing; (4) enrolling in school; and (5) the acquisition of wrestling skills.

This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research issues addressed were the extent to which the four Vs of vision, values, value-added and vitality are pre-requisites for an individual to be able to step up successfully into demanding leadership roles, and at times of major change, what are the key requirements that enable an individual to continue to step up into demanding, leadership roles successfully and sustain that success? The proposition which has been tested in a wide range of contexts is that leaders step up successfully if they apply a balance of the four Vs of vision, values, value-added and vitality. The research concluded that continuing to step up successfully and sustaining that success involves a clear focus on coherence, context, courage and co-creation. It is the active interplay between these two sets of requirements which determine whether a leader is able to cope successfully with demanding leadership challenges in a sustained way. This relationship is illustrated in the diagram below. The research was based on an exploratory approach which was inductive whereby the perspectives of a wide range of senior leaders were sought both in terms of their experiences and what was observed. The research also included an element of auto-ethnography. The approach of the four Vs was published in the book, “The Four Vs of Leadership: vision, values, value-added and vitality”. This framework was tested with a wide range of senior level leaders in different sectors. The rigorous use of this framework was then applied to develop clarity of thinking in areas such as career choices, decision-making, business coaching and the taking on of new opportunities which were set out in a sequence of subsequent books. The interplay of the four Vs and four Cs has contributed to the leadership impact of a range of senior leaders at times when they have been handling rapid change. The work furthers understanding about sustaining leadership effectively through times of turbulence.

No description available.

The purpose of this study was to identify the knowledge and successful strategies utilized by intercollegiate team sport coaches who have worked with a large number of international athletes. Six head coaches were selected to participate in a semi-structured open-ended interview. At the time of data collection, each participant was coaching a Division I NCAA university female soccer team and had coached at least two international athletes per season in the last five years or at least 10 international student athletes throughout their head coaching careers. An interview guide was created exclusively for this study. The analysis of the data was based on the tenets of grounded theory and followed an inductive process of theory development (Strauss & Corbin, 1990). Using the CM and the MML as frameworks, a modified model was designed to portray the cultural perspective of the coaching process. Seven categories indicated the coaches' knowledge of cultural diversity on both athlete development and team success. The categories were called International Athlete Development and International Athlete Performance and Satisfaction, which revealed the coaches' perceptions on international athlete and personal development; (3) Environmental Context, which discussed the American dimension of coaching intercollegiate female soccer athletes; (4) Social and Team Structure, which was the implementation of cultural coaching knowledge, and the following categories; (5) Coach Philosophies and Experiences; (6) International Athlete Individual Aspects and (7) Game Preparation and Game Day, which defined coaches cultural understanding as it relates to aspects of training and competition. This study provided a deeper understanding of cultural coaching competence, leading to the recommendation of effective strategies and interventions for coaching culturally diverse teams and athletes.

No description available.