What child does not want to do everything possible to please his or her parents? Many times children, regardless of age, find themselves struggling to decide what is right for them and what their parents feel is right for them. Parents are not always to blame for a child's unsatisfied feeling. Children often have a hard time articulating what they are feeling on the inside. I now find myself in the same conundrum with college students who have difficulty articulating what they want in life. With writing as my medium, this thesis will use the power of both Scholarly Personal Narrative (SPN) and Epistolary Scholarly Personal Narrative (eSPN) to explore my personal battle with articulating what I want for myself and the world around me. With creation of a personal definition of success as my end goal, I will explore and exemplify how SPN and eSPN writing can be used in one's life to reflect upon and articulate internal desires for how we want to live our lives. With my background in engineering and mathematics, I have found writing to be a release from the straightforward answers that I have been trained to search for. All types of people, engineers or not, can use the power of SPN and eSPN to dig deeper and find what exactly they want to do with their time. Finally, using narrative writing to help others write their stories will give both the reader and their respective audiences a medium through which to connect, i.e. SPN and/or eSPN writing.

Due to teacher shortages, school districts have offered incentives and alternative licensure programs. Recently, however, school districts have shifted the focus from recruitment to one of teacher retention which places an emphasis upon beginning teacher induction programs. These programs help teachers improve in their craft of teaching, help teachers remain satisfied with their jobs, help teachers enculturate into the districts in which they work, and help to improve student achievement. This quantitative study examined fifth year teachers’ perceptions of their induction programs in terms of teacher retention. The 280 eligible teachers from three different school districts were asked to participate by completing an electronic survey, which asked questions regarding their experiences and perceptions of their induction program, and by participating in a focus group session. No statistical significance was shown between the different components of the induction program and teacher retention. However, by examining the means of responses given and the frequencies, reviewers may be able to glean information, indicating which components were more positively perceived by teachers. Findings suggest that learning styles, attitudes, and professional growth needs have more of an impact upon teacher perception of the value of the different components. In order to retain good teachers in the classroom, staff developers need to offer a wide range of professional growth opportunities. For the staff developer, designing an induction program which meets the needs and learning styles of all beginning teachers becomes problematic.

There are many excellent books detailing methods to help actors develop their voices, but not much has been published about vocal coaching itself, apart from the definitive guide to Vocal Coaching Nan-Withers Wilson’s book Vocal Direction for the Theatre, and the highly informative publication How to Use a Vocal Coach: A Practical Guide for Directors prepared by Nancy Houfek, for the Voice and Speech Trainer’s Association (VASTA). This thesis documents my personal journey into the world of vocal coaching in five productions. Specifically, I explore the differences between vocal coaching in the university setting versus the professional theatre setting. I describe the steps I took to prepare for productions, the influences that guided me, and the invaluable discoveries I made along the way.

This thesis describes learning and development of employees, defines the method of coaching, describes its necessary components - asking questions, goal setting, reality, options, choice of one possibility, action plan, feedback. This thesis refers to relevant informations from technical bibliography. Thesis shows differences between coaching and other methods: mentoring, therapy and counselling. This work describes several approaches in coaching, for example coaching which cames from sport environment or coaching which is inspired by psychological approaches. Thesis allso describes two approaches, compares its consistent parts and utilization in the area of companies. Last chapter speaks about using coaching as method of development and approach to leading employees in the area of companies. Key words: coaching, development of employees

The main aim of the work is a closer examination of team cooperation issues, and evaluation team coaching efficiency as a tool of prevention or of subsequent team problems solving. Formally, the text is divided to two elemental parts. The first one is comprised of theoretical framework of team coaching. There is a principal of team functioning explained, difference from a group and possible dangers that are connected with effective team functioning. Further on, the work describes basic coaching theories, principles, structuring, procedures and a partial framework definition, where the coaching implication is desirable and where it is not. Team coaching is here introduced as not particularly specific branch of coaching, attention to it is paid mostly from a methodological point of view. Student coaching and school team coaching issues are also a part of the work, which is followed by the empirical section. The empirical part consists of a basic evaluation of the pilot project, which subject was team coaching in high schools. Such a project has not had a parallel in the Czech Republic so far. Its primary part therefore worked not only as a coaching application test on class teams, but also as verification of a tool for such a project evaluation.

M.Com. / Please refer to full text to view abstract

This thesis deals with coaching with an emphasis on career and personal development. Coaching is becoming a new phenomenon which helps a person to discover and maximize his or her potential. Through in-depth qualitative research it has been established which coaching services people are most interested in. One of the sub goals of this thesis was also to analyze current tendencies and trends in coaching. The theoretical information from expert sources were verified in the practical part of this thesis and emerged from public enquiry that clients usually use coaching services which are concerned with interpersonal relationships, managing financial resources and improving their opportunities on the labour market. In conclusion of this work, I evaluate the performance of set goals for this thesis and propose recommendations for putting this subject matter into practice.

Magister Curationis - MCur / Nursing unit managers from different generations of nurses are expected to manage their units effectively, in order to achieve the healthcare goals for their clients. Directing a unit can be affected by the generational differences among nursing unit managers. It has been stated that generational differences are associated with different perceptions on directing a nursing unit. However, in Namibia, no similar evidence exists to support this theory; therefore, a contextual understanding of the nursing unit managers’ perceptions was necessary to inform future measures of improving the management of a nursing unit. Aim: The purpose of this study was to understand and explore the perceptions of nursing unit managers, from different generation cohorts, on directing a unit. Methods: An exploratory - descriptive qualitative research approach was employed. The data were collected from ten participants, using semi-structured interviews. The data analysis was done through thematic content analysis. Results The nursing unit managers had positive perceptions about their role of directing a nursing unit. The managers’ perceptions of communication, motivation, coaching, and leadership were similar. The differences in the managers’ perceptions were not directly related to generational differences between the nursing unit managers. In general, the nursing unit managers valued communication, and considered it the most significant skill required in directing a nursing unit. Discussion: Nursing unit managers from different generation cohorts view their role of directing a unit positively, and share similar perceptions, regardless of the differences in their generations. The little differences noted were not directly related to the nursing unit managers’ generations. Therefore, nursing unit managers need to be well skilled in communication, motivation, coaching, and leadership, to manage a nursing unit/ward.

I en global värld som ständigt utvecklas och konkurrensen hårdnar har ständiga förbättringar bliviten del av vardagen för de flesta företag. Ofta visualiseras förbättringar på en tavla. Tavlan är ett brahjälpmedel för att ledare på ett enkelt men effektivt sätt ska visualisera mål för dess medarbetare.Medarbetarna ska med detta hjälpmedel känna sig mer delaktiga genom att de får vara med ibeslutsprocessen. Utöver de hjälpmedel som existerar måste också ett coachande ledarskapföreligga bland ledare, där högkvalitativ kommunikation och konstruktiv feedback är något som ärdel av det vardagliga arbetet. Det gäller att skapa en tvåvägskommunikation som består av attlyssna, tala, komma överens och därefter agera mellan parterna. Feedbacken ska varaindividanpassad såväl som gruppanpassad för att få ut bästa tänkbara resultat. / In a global world that is constantly evolving and competition hardens, constant improvements havebecome part of everyday life for most companies. Often, improvements are displayed on a board.The board is a good tool for executives to visualize goals for their employees in a simple yeteffective manner. Employees will feel more involved with this tool and participate in the decisionmakingprocess in the business. In addition to the tools that exist, a coaching leadership must alsoexist among leaders, where high quality communication and constructive feedback are somethingthat is part of everyday work. It is a matter of creating a two-way communication consisting oflistening, talk, agreeing and then acting between the parties. Feedback should be individualized aswell as group-adapted to get the best possible results.

This study was conducted to investigate and explore a coaching intervention in an organisation that received and implemented systemic coaching for the systemic development of leadership. Although dyadic coaching is widely used by individual leaders in organisations, its impact in enhancing the wider development of systemic leadership is limited. This limitation is largely compounded by the narrow appreciation of the loci of leadership and how leadership is conceptualised, perceived and discharged in organisations. The reductionist approach to leadership development has led to many organisational resources being reserved, directed and used exclusively for the development of the select few. The difference between leader and leadership development is discussed in literature. Leader development refers to the development of an individual leader for his/her personal developmental interests. This individualistic development often occurs outside the context of that leader’s peers, team and organisation. Leadership development refers to a collective development of leaders with the primary purpose of becoming a unified coherent force for the success and sustainability of the organisation Thus, leader development is preoccupied with the improvement of a leader, whereas, leadership development is preoccupied with building collective capabilities. It is a result of the current inadequate and reductionist view of leadership development in organisations that the study seeks to suggest a systemic approach to coaching for the systemic development of leadership in organisations. A qualitative approach was employed as a research methodology, to evaluate systemic coaching implementation in depth. An interview discussion guide was used to engage respondents. Eighteen respondents were invited to participate in the study. The researcher ensured hierarchical representivity, from CEO to general workers, given the interest in the systemic nature of the coaching experienced. This was also to ensure that the study sample was representative of respondents who participated in both dyadic and systemic coaching received at NAC. Interviews were recorded, transcribed and uploaded into Atlas ti.7 software for analysis. Regarding systemic coaching, the findings showed that systemic coaching is more adequate in the systemic development of leadership rather than dyadic coaching. Systemic coaching was found to promote a collective and inclusive development of leadership and focused with optimising performance for the entire organisation rather than just individuals. Systemic coaching benefits were identified as key in enhancing leadership capabilities, in fostering innovation and in transforming organisational cultures. Eighteen areas were identified where systemic coaching can potentially make a difference in organisations. Some of those areas include, employee retention, organisational alignment and innovation. Seven critical factors to be considered when implementing systemic coaching were identified, chief among those being organisational culture and client readiness. Finally, though systemic coaching serves as no panacea to organisational challenges, it was found to be an appropriate tool for systemic leadership development. Hence it is proposed as a method to complement the dyadic coaching approach.