Os hospitais passaram a exigir cada vez mais o perfil de um enfermeiro líder, sendo, portanto, importante o estudo da liderança, entendida e praticada na perspectiva da flexibilidade e participação, uma vez que os profissionais se deparam cada vez mais com mudanças frequentes, turbulentas e caóticas no ambiente de trabalho em saúde. O enfermeiro precisa ter o conhecimento e a habilidade para adotar estilos/teorias mais inovadoras e contemporâneas que possam motivar a equipe para a execução de um trabalho mais qualificado. O estudo objetivou analisar a liderança, bem como a utilização das dimensões do processo coaching na visão da equipe de enfermagem no contexto hospitalar. Trata-se de uma pesquisa descritiva, transversal de abordagem quantitativa. O estudo foi realizado em dois hospitais públicos do Estado de São Paulo; participaram 69 enfermeiros e 233 auxiliares e técnicos de enfermagem que atuavam em unidades de internação para adultos. Foi aplicado o QUAPEEL - Questionário de Autopercepção do Enfermeiro no Exercício da Liderança, e QUEPTAEEL - Questionário de Percepção do Técnico e Auxiliar de Enfermagem no Exercício da Liderança. Os resultados apontaram que a liderança foi compreendida por mais da metade da equipe de enfermagem como o processo de exercer influência sobre o comportamento das pessoas para alcançar objetivos em determinadas situações. Já 33,3% dos enfermeiros e 21,9% dos auxiliares e técnicos de enfermagem conceituaram liderança como processo de se transformar o comportamento de um indivíduo ou de uma organização. Houve convergência do conceito de liderança entre líder e liderado, bem como com o referencial teórico de Liderança Situacional. Observou-se que 92,8% dos enfermeiros responderam serem líderes, e aqueles que justificaram, referiram ter conhecimentos, habilidades e atitudes para exercer a liderança, assim como consideraram inerente ao papel profissional. Da mesma maneira, 84,5% dos auxiliares e técnicos de enfermagem perceberam o enfermeiro como líder. Os 15,5% dos auxiliares e técnicos de enfermagem que não consideraram o enfermeiro a quem se reportam líder, justificaram a postura autoritária, falta de conhecimento sobre as necessidades da unidade e equipe, bem como a comunicação ineficaz. O estilo de liderança do enfermeiro era orientado para as pessoas e as tarefas, dependendo da situação, sendo indicado por 84,4% dos enfermeiros e 90,4% dos auxiliares e técnicos de enfermagem. Quanto às habilidades necessárias ao líder, a maioria da equipe de enfermagem indicou a comunicação e dar e receber feedback. O estudo demonstrou que os enfermeiros perceberam a prática das dimensões do processo coaching ao obter pontuação total média 86,23, bem como os auxiliares e técnicos de enfermagem com pontuação total média 76,05. A dimensão \"comunicação\" foi a mais reconhecida pela equipe de enfermagem entre as quatro dimensões do processo coaching. No Hospital A constatou-se que a prática de liderança no processo coaching foi vista de forma congruente, em contrapartida, no Hospital B os enfermeiros indicaram exercer as habilidades e atitudes do processo coaching com maior frequência do que os auxiliares e técnicos de enfermagem, exceto para a dimensão \"comunicação\" que não apresentou diferença estatisticamente significante / Hospitals have been increasingly requiring the profile of a nurse leader, and it is therefore important to study about leadership, which is understood and practiced from the perspective of flexibility and participation, since professionals are faced with ever more frequent, turbulent and chaotic changes in the environment of health work. The nursing professional needs to have the knowledge and ability to adopt more innovative and contemporary styles/theories that may motivate the team to perform a more skilled work. This study was intended to analyze the leadership, as well as the use of the dimensions of the coaching process, from the view of the nursing team in the hospital context. This is a descriptive and cross-sectional research with a quantitative approach. The study was performed in two public hospitals in the State of São Paulo; it was attended by 69 nurses and 233 nursing technicians and assistants who worked in the units for admitting adult patients. We applied the QUAPEEL - Questionnaire on Self-Perception of the Nurse in the Exercise of Leadership and the QUEPTAEEL - Questionnaire on Perception of the Nursing Technician and Assistant in the Exercise of Leadership. The results highlighted that leadership was understood by more than half of the nursing team as the process of exerting influence on people\'s behavior to reach goals in certain situations. Furthermore, 33.3% of nurses and 21.9% of nursing technicians and assistants conceptualized leadership as a process for transforming the behavior of an individual or an organization. There was convergence of the concept of leadership between leader and led, as well as with the theoretical benchmark of Situational Leadership. We noted that 92.8% of nurses claimed to be leaders, and those who justified said they had the knowledge, abilities and attitudes to exert leadership, as well as they considered it inherent in the professional role. Similarly, 84.5% of nursing technicians and assistants perceived the nurse as a leader. The 15.5% of nursing technicians and assistants who did not consider the nurse to whom they report as a leader justified their view by mentioning its authoritarian posture, lack of knowledge about the needs of the unit and team, as well as ineffective communication. The leadership style of the nurse was oriented towards people and tasks, depending on the situation, which was indicated by 84.4% of nurses and 90.4% of nursing technicians and assistants. Regarding the abilities needed for the leader, most members of the nursing team indicated the communication and the act of giving and receiving feedback. The study showed that nurses perceived the practice of the dimensions of the coaching process when obtaining an average total score of 86.23, as well as nursing technicians and assistants, with an average total score of 76.05. The \"communication\" dimension was the most recognized by the nursing team among the four dimensions of the coaching process. In Hospital A, we found that the practice of leadership in the coaching process was seen congruently; in contrast, in Hospital B, the nurses indicated that they exercised the abilities and attitudes of the coaching process more frequently than the nursing technicians and assistants, except for the \"communication\" dimension, which did not show a statistically significant difference

Public administrators and civil servants working with vulnerable youth have the challenging yet critical job of supporting their young clients in overcoming adversity and achieving optimal life outcomes. Public administrators and civil servants work with vulnerable youth to help shift their trajectories toward positive life outcomes; however, if these professionals are not thriving in the workplace, they may not have the best possible positive influence on youth. Little was known about how to support the ability of professionals to experience professional thriving, defined as the experience of feeling energized at work and motivated toward professional growth and success. The purpose of this qualitative phenomenological study was to understand the experiences that youth-serving professionals, employed by the Bermuda Government, have in transformational coaching as a first step in understanding its potential to enhance individuals' experiences of thriving at work. Data were collected through semistructured interviews with 8 individuals working in public education, a subset of youth-serving public sector employees. Data were subjected to Thomas's 5-step data analysis procedure, including inductive coding and categorization of codes into themes. Findings indicated 5 common themes experienced by participants: perspective taking, responsibility and commitment, better relationships and results, personal well-being, and risk taking and growth. These themes have all previously been linked to thriving, indicating the potential for transformational coaching to positively affect workplace thriving. The positive social change implication is to provide public administration leadership with an effective professional development strategy to boost employees' potential to thrive and maximize their influence on youth.

Ce travail, adossé au paradigme de la prise de décision en situation (Klein, Orasanu, Calderwood, & Zsambok, 1993) porte sur le processus de prise de décisions d‘entraîneurs de handball au cours du match. La situation de match, caractérisée par ses aspects dynamiques, coopératifs et compétitifs, donne une conception chaotique de ce processus (Bowes & Jones, 2006). C‘est pourquoi, son étude nécessite de mobiliser plusieurs approches et modèles théoriques (e.g., cognition collective, théorie du focus régulateur [Higgins, 1997], théorie du contrôle [Carver & Scheier, 1982], modèles de persuasion [Chaiken, 1980 ; Petty & Cacioppo, 1986], communication dialogique [Goffman, 1961], modèle de l‘activité coopérative [Hoc, 2001]). Les données, issues de situations réelles de matchs (protocoles verbaux, choix de système défensif) ou d‘entretiens (e.g., auto-confrontations avec technique de rappel stimulé) font l‘objet d‘analyses quantitatives ou qualitatives. Les résultats révèlent les connaissances procédurales des entraîneurs concernant : la gestion de l‘équipe, les informations permettant aux joueurs d‘acquérir ou de mettre à jour des structures de connaissances adaptées à la situation, et les tentatives d‘influence des arbitres. Ces connaissances procédurales sont fonction des conditions du match (notamment le rapport d‘opposition entre les deux équipes) et influencées par des connaissances sur le jeu et les caractéristiques des joueurs. Différents modes de contrôle cognitif et styles de coaching sont aussi mis en évidence. Ainsi, le processus de prise de décisions d‘entraîneurs experts possède des régularités et suit des règles génériques, des heuristiques ou patterns. / This work, based on naturalistic decision-making paradigm (Klein, Orasanu, Calderwood, & Zsambok, 1993) is focused on team sport (handball) coaches decision-making during match. The coaching activity is dynamic and chaotic (Bowes & Jones, 2006) and generated by on-going events, especially during match. Therefore, coaches decision-making studies require to use many theoretical approaches and models (e.g., team cognition, regulatory focus theory [Higgins, 1997], control theory [Carver & Scheier, 1982], persuasive models [Chaiken, 1980 ; Petty & Cacioppo, 1986], dialogic communication [Goffman, 1961], cooperative activity model [Hoc, 2001]). Data have been collected from official games (verbal protocols, defense system choices) or interviews (self-confrontation with stimulated technique recall) and analysed with quantitative and qualitative approach. Results highlight procedural knowledge concerning team management, information allowing players to acquire or update knowledge structures, and influence referee. This procedural knowledge varied depending on the game conditions and is influenced by the coach‘s deep knowledge of the game and player profiles. Results highlight also different cognitive control modes, and different coaching styles. There exist contextual factors effects on procedural knowledge and cognitive control modes. Among these factors, ratio of strength between the two teams appears especially salient. Therefore, our empirical studies show that expert coaches‘ decision-making process have some regularity and follow generic rules, heuristics or patterns

<p> </p><p>The aim with this essay is to examine the individual's expectations in the meeting with a job coach. It has become all more common with job coaches, in order to meet the unemployment in the society. The survey builds on a quantitative method, where 29 individuals who are linked to a changeover-program towards new jobs, have replied to a questionnaire. The survey shows that the participants have expectations on the coach as a supporting function. There is also a trust to that the contact with a coach will lead to new employment. In conclusion, there is among some of the participants a view about that there is someone else than themselves that has a responsibility in order to reach employment.</p><p> </p>

<p>Syftet med studien är att skapa en förståelse för hur en byråkratisk organisation arbetar för att på en och samma gång vara såväl regelstyrd som deltagaranpassad samt hur detta påverkar individerna som deltar i verksamheten.</p><p>För att uppnå syftet har det utgåtts från följande frågeställningar:<em> </em><em> </em></p><ul><li>Hur upplever deltagarna samarbetet med konsulten?</li><li>Hur ser Arbetslivsresurs metod för arbetet med deltagare i omställningsuppdrag ut?<strong></strong></li><li>På vilket sätt individanpassar konsulten mötet med deltagarna? </li></ul><p>För att uppnå syftet har kvalitativ metod tillämpats. En intervju har genomförts med en konsult på Arbetslivsresurs som bland annat arbetar med omställningsuppdrag samt har intervjuer utförts med åtta deltagare som medverkat i omställningsuppdrag i anslutning till Arbetslivsresurs. Resultatet visade att konsulten i samtalet med deltagarna använder en arbetsmetod som utgår från individen. Vidare visade resultatet att samarbetet medfört positiva upplevelser för deltagarna samt upplevde deltagarna ett individanpassat bemötande i stor utsträckning.</p><p> </p> / <p>The aim of this study is to create an understanding of how a bureaucratic organization is structured in order to be rule-driven as well as adjustable to participants and how this affects the individuals that participate in the activities provided by the organization. To achieve the purpose, we have sought to answer the following questions:</p><p>• How is the cooperation with the consultant perceived among the participants?</p><p>• What does Arbetslivsresurs’ working method with participants in the transition look like?</p><p>• How does the consultant adjust the meeting to each participant?</p><p>To be able to achieve the aim, a qualitative method has been used. An interview has been conducted with a consultant who works with transitions at Arbetslivsresurs. In addition, eight interviews have been conducted with participants who have been involved in transitions connected to Arbetslivsresurs. The results show that the consultant uses an individualized method in the meetings with participants. Furthermore, the results show to a large extent, that the cooperation has generated positive experiences for the participants as well as an experience of a personalized treatment.</p>

Syftet med studien är att skapa en förståelse för hur en byråkratisk organisation arbetar för att på en och samma gång vara såväl regelstyrd som deltagaranpassad samt hur detta påverkar individerna som deltar i verksamheten. För att uppnå syftet har det utgåtts från följande frågeställningar:   Hur upplever deltagarna samarbetet med konsulten? Hur ser Arbetslivsresurs metod för arbetet med deltagare i omställningsuppdrag ut? På vilket sätt individanpassar konsulten mötet med deltagarna?  För att uppnå syftet har kvalitativ metod tillämpats. En intervju har genomförts med en konsult på Arbetslivsresurs som bland annat arbetar med omställningsuppdrag samt har intervjuer utförts med åtta deltagare som medverkat i omställningsuppdrag i anslutning till Arbetslivsresurs. Resultatet visade att konsulten i samtalet med deltagarna använder en arbetsmetod som utgår från individen. Vidare visade resultatet att samarbetet medfört positiva upplevelser för deltagarna samt upplevde deltagarna ett individanpassat bemötande i stor utsträckning. / The aim of this study is to create an understanding of how a bureaucratic organization is structured in order to be rule-driven as well as adjustable to participants and how this affects the individuals that participate in the activities provided by the organization. To achieve the purpose, we have sought to answer the following questions: • How is the cooperation with the consultant perceived among the participants? • What does Arbetslivsresurs’ working method with participants in the transition look like? • How does the consultant adjust the meeting to each participant? To be able to achieve the aim, a qualitative method has been used. An interview has been conducted with a consultant who works with transitions at Arbetslivsresurs. In addition, eight interviews have been conducted with participants who have been involved in transitions connected to Arbetslivsresurs. The results show that the consultant uses an individualized method in the meetings with participants. Furthermore, the results show to a large extent, that the cooperation has generated positive experiences for the participants as well as an experience of a personalized treatment.

During this life-history I met a person who was enthusiastic in her personality. You can see Marianne’s special and unique personality very well because of the method I have chosen. The purpose of writing about this subject is that children spend most of their time awake in school; thus it is important for me, as an educationalist, to discover the ones that are mistreated. This study is about how I can discover children who are not taken care of. The answer I found wasn’t what I expected when I started this study. The answers I got were hidden in her personal story by being an educationalist human being. Her life has been surrounded with love and consideration just like her work. Being genuinely interested in human beings but above all children has created this altruistic pedagogue Marianne. By putting my literature beside Marianne’s story, it was obvious to me that the only way to discover children that get hurt in life is to be an afflated pedagogue. / Mariannes entusiastiska person som jag fick glädjen att möta och ta del av, löper som en gyllene tråd genom det här arbetet som jag vill delge er. Att Mariannes speciella och unika personlighet kommer fram på det sätt som det gör, beror mycket på valet av metod. Metoden bygger på att man får ta del av en person på ett djupare plan- en livsberättelse. Syftet att skriva om detta ämne är för det är viktigt hur jag som pedagog kan upptäcka de barn som far illa, eftersom barnen tillbringar den största delen av sin vakna tid i skolan. Arbetet handlar om hur jag som pedagog kan se/upptäcka barn som inte mår bra. Jag fick ett svar men det kom inte fram på det sättet jag räknade med. Svaret jag istället möttes av var inlindade i Mariannes engagerade berättelse om sitt liv som pedagog och människa. Jag möttes av en människa vars uppväxt var präglad av kärlek och omtanke som hon senare tagit med sig i sin pedagogik under 40 år. Att vara genuint intresserad av människor, men framför allt av barn har skapat den altruistiska pedagogen. Genom att ställa min litteratur bredvid Mariannes berättelse stod det klart för mig att sättet att upptäcka barn som far illa är att vara en besjälad pedagog.

The aim with this essay is to examine the individual's expectations in the meeting with a job coach. It has become all more common with job coaches, in order to meet the unemployment in the society. The survey builds on a quantitative method, where 29 individuals who are linked to a changeover-program towards new jobs, have replied to a questionnaire. The survey shows that the participants have expectations on the coach as a supporting function. There is also a trust to that the contact with a coach will lead to new employment. In conclusion, there is among some of the participants a view about that there is someone else than themselves that has a responsibility in order to reach employment.

Despite the presence and potential impact of instructional coaches, many schools are not experiencing significant improvements in teachers’ practices or student achievement. In gaining more insight into forces that impact instructional coach effectiveness, this study (a) explored the relationship between sources of instructional coaching efficacy and dimensions of instructional coaching efficacy [Mathematics Content & Mathematics-Specific Pedagogy (ME), Student Centered & General Pedagogy (SE), Interpersonal & Communication Coaching (IE), and Personal Coach Characteristics]; and (b) explored the relationship between dimensions of instructional coaching efficacy and instructional coach outcomes. Participants included teachers (n=144) and their instructional coaches (n=19), from elementary schools located within a large urban school district in the southeastern U.S. Teachers completed an adapted Coach Effectiveness Questionnaire (Yopp, Burroughs, & Sutton, 2010), which assessed their perceptions of coach outcomes. Coaches completed an adapted Coach Efficacy Questionnaire (Yopp, Burroughs, & Sutton, 2010), which assessed their perceptions of source information and dimensions of instructional coaching efficacy. Significant correlations were found between the source Degree Major (Math) and ME (r =.534). Moreover, canonical correlation analysis showed that dimensions of instructional coaching efficacy were significantly associated with instructional coach outcomes, F(45, 363.21) = 2.326, p < .001. Particularly, regression analyses found IE to be predictive of instructional coach behavior (β =.395, t = 3.534, p < .01); instructional coach impact (β =.343, t = 2.982, p < .01); and teacher satisfaction (β =.264, t = 2.272, p = .025) with their instructional coach. Mathematics content & mathematics-specific coaching efficacy (ME) was also predictive of teacher satisfaction with their instructional coach (β =.181, t = 2.012, p = .046). These results were generally supportive of the theoretically expected relationships between instructional coaching efficacy and instructional coach outcomes. Lastly, context and individual instructional coach qualities accounted for a substantial amount of variance in instructional coach outcomes. These findings are consistent with previous research that link situational factors and individual differences to coach effectiveness (Horn, 2002).

Syftet med studien var att skapa en ökad förståelse för nybörjartränares upplevda orsaker till coaching efficacy. Frågeställningar var: (1) Vilka orsaker upplever nybörjartränare bidrog till deras coaching efficay som gjorde att de tog på sig tränaruppdraget?; (2) Vilka orsaker upplever nybörjartränare ökar respektive minskar deras coaching efficacy?; och (3) vilka attributionsmönster använder nybörjartränare sig av i förhållande till de orsaker de upplever ökar respektive minskar deras coaching efficacy. Semistrukturerade intervjuer genomfördes på fem nybörjartränare. En induktiv analys genomfördes. Alla respondenter upplevde att kunskap var en bidragande orsak till att de började som tränare. När tränaruppdraget utövades var stöd den mest citerade orsaken. Stabiliteten i respondenternas attributionsmönster verkar vara framför allt varierande. De orsaker till coaching efficacy som hittades diskuteras utifrån tidigare forskning och implikationer ges. / The purpose of this study was to create a deeper understanding of the sources to novice coaches coaching efficacy. The following questions where used: (1) Witch sources do novice coaches perceive contributed to their coaching efficacy witch made them take the trainer mission?; (2) Witch sources do novice coaches perceive raise and lower their coaching efficacy?; and What attribution pattern uses novice coaches in relation to the sources they perceive increase and decrease their coaching efficacy. Semi-structured interviews where conducted with five novice coaches. An inductive analysis where conducted. All respondents perceived knowledge to be a contribution source for starting as a coach. During the trainer mission support was the most cited source. The stability of the respondents attribution patterns seems to be mostly varying. The sources to coaching efficacy that where found are discussed based on earlier work and entailments are given.