As instructional coaches are being implemented across the country, their purpose is reviewed, as well as which types of instructional coaching tend to have the most impact on teachers' instructional growth. In this study, I explored instructional coaching and coaches' perceived effectiveness as they work with teachers. A look at the effect of non-evaluative feedback with an instructional coach, and how that helps sustain teachers' pedagogical practice, is taken into consideration as coaches' work towards developing teacher efficacy. I examined instructional coaching through the conceptual framework of professional development and change. This qualitative study included a focus group, personal narratives, and individual interviews to analyze the components of successful instructional coaching models, and how well instructional coaches feel supported as they work with teachers. Findings demonstrated that instructional coaches perceive their work with teachers to be effective and provided information on the practices and conditions that surround their work. The information gained from the study provides a resource for district leaders to evaluate a current coaching model program, or implement a new coaching model program, within their district.

Thesis (MPhil) -- Stellenbosch University, 2011. / The aim of this research study was to explore the experience of managers, and specifically engineers at a steel manufacturing company, of a brain-based coaching model. Coaching’s origins can be traced back to a variety of fields including psychology, change management, training and adult learning. Many people argue that coaching is ‘heart based’ as opposed to being more analytical and scientific. This caused some confusion with the researcher. However, during his studies towards a Master’s degree in Philosophy (MPhil) in Management Coaching, he was introduced to neuroscience and the role it has played in the emergence of a new field called brainbased coaching. The fact that one could scientifically explain why the brain needs coaching and that coaching can help the brain improve its functioning, appealed so much to the researcher that he wanted to expand his knowledge of the subject. Selecting a sample group that was made up only of engineers who had participated in a training programme with the focus on brain-based coaching, provided the perfect platform from where to study the phenomenon and to discover how the engineers, who are academically trained, are analytical and who, by their very nature, prefer scientific evidence-based research, perceive a brain-based coaching model. It was also important to try and establish what they believed the benefits and possible applications are of the model and whether they think it can be used to improve performance and lift motivation and engagement. The results were positive, but it revealed more; it explained how the experience created awareness and led to a change in behaviour and thinking – not just at work, but also in their personal lives. These findings provide more knowledge about the potential that a brain-based approach has for managers and leaders as a development tool. It also gives some comfort that we do not have to continue doing and thinking about things the way we have always done; we have a choice and this approach gives us an insight into how to exercise that choice.

Following a 2011 audit a school district in the south central United States clarified the role of the literacy coach. However, there were still differences among the literacy coaches as to how they were performing their duties. As a result, the purpose of this study was to gain an understanding of the role of the literacy coach in the participating school district. The theoretical foundation of this study addressed adult learning and was based upon Kegan's constructive development theory and Knowles's theory of androgogy. A case study design was used to explore how 5 literacy coaches implemented literacy staff development with over 100 elementary school teachers and what aspects of literacy instruction were focused upon. Data were collected through interviews and daily coaching logs kept by the coaches. Each interview was recorded, transcribed, and analyzed through a system of coding based on repeated readings, from which themes, concepts, similarities, and differences became apparent. Similarities and differences were highlighted, and tables were created to track them. Coaching logs were collected and analyzed in the same manner. Two themes emerged from analysis of the data: identifying themselves as staff developers and needing more teacher collaboration. Based upon these themes, professional development training sessions were developed to strengthen the professional development already in place, and the creation of professional learning communities was recommended. Participation in these activities will strengthen individual literacy teacher's professional knowledge regarding the teaching of literacy. As a result literacy teachers' practices will improve, and in turn, positive social change will occur when the children they teach become more literate, increase their learning, and stay in school.

Title from first page of PDF document. Includes bibliographical references (p. 49-59).

Denna studie syftar till att ge chefer bättre förutsättningar att coacha personal genom att undersöka vilka svårigheter och utmaningar de kan möta i ett coachande (pedagogiskt) ledarskap. Extra fokus riktas mot faktorer som påverkar förutsättningarna för just chefer att coacha i sin chefsroll, som dubbla arbetsroller och personalens mottaglighet. Ansatsen är av kvalitativ design och semistrukturerade intervjuer användes som metod. Utifrån kriterierna att vara chef med personal- och verksamhetsansvar, samt anse sig själv bedriva ett coachande ledarskap, intervjuades fem chefer. Säljö’s (2014) tolkning av det sociokulturella perspektivet har utgjort grund för tematisk analys. Resultaten visar att begreppet coachning definieras på olika sätt av olika chefer, och att det finns en uppfattad fördel om alla visste vad coachning innebar. Det kan vara svårt att hitta tid att coacha i chefsrollen och alla personer inblandade påverkar förutsättningarna. En god relation mellan chef och mottagare är av stor vikt och coachningens effekter påverkar motivationen. Resultaten visar även att ett coachande ledarskap behöver kombineras med andra former av ledarskap, och att avvägningen för användning är svår. Studien bidrar till en ökad förståelse för svårigheter och utmaningar chefer kan möta i ett coachande ledarskap, vilka med förhoppning kan avhjälpas och därmed bidra till ökad kompetensutveckling hos personal.

Submitted by Ana Pliopas (analuisavieira@uol.com.br) on 2018-07-13T17:36:57Z No. of bitstreams: 1 Tese Ana Pliopas Final.pdf: 5918850 bytes, checksum: 095b485a22d53c9258dab0acec76ca83 (MD5) / Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-07-16T15:20:24Z (GMT) No. of bitstreams: 1 Tese Ana Pliopas Final.pdf: 5918850 bytes, checksum: 095b485a22d53c9258dab0acec76ca83 (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-07-16T16:47:42Z (GMT) No. of bitstreams: 1 Tese Ana Pliopas Final.pdf: 5918850 bytes, checksum: 095b485a22d53c9258dab0acec76ca83 (MD5) / Made available in DSpace on 2018-07-16T16:47:42Z (GMT). No. of bitstreams: 1 Tese Ana Pliopas Final.pdf: 5918850 bytes, checksum: 095b485a22d53c9258dab0acec76ca83 (MD5) Previous issue date: 2018-06-11 / Coaching é empregado por organizações para propiciar desenvolvimento a executivos, desde a década de oitenta, e seu uso aumenta desde então. A despeito da vasta utilização em organizações, os poucos estudos sobre as relações que se estabelecem entre o coachee, o coach e a organização evidenciam a complexidade dessas relações, em que há agendas múltiplas de jogos de poder. Há portanto oportunidade para o aprofundamento do entendimento de relações triangulares e diádicas em coaching executivo. Este estudo é relevante à medida que aprofunda o entendimento de uma prática organizacional frequentemente empregada, porém com poucos estudos sobre as relações entre coachees, coaches e organização. O estudo está fundamentado na perspectiva teórica do construcionismo social, que visa a entender como as pessoas dão sentidos ao mundo onde vivem e ao que fazem, ampliando assim as opções de entendimento de um fenômeno. A abordagem metodológica adotada foi a grounded theory, conduzida de maneira coerente com o construcionismo social. Os dados foram obtidos com entrevistas de 45 pessoas, sendo 16 coachees, 15 coaches e 14 profissionais de Administração de Recursos Humanos. Como resultado do estudo, três sentidos principais sobre as dinâmicas das relações entre o coachee, o coach e a organização foram elaborados. Primeiramente as relações triangulares e diádicas presentes em coaching executivo foram ressignificadas, com a sugestão de que as relações entre os diferentes atores em coaching executivo têm relevância e dinâmicas distintas. A relação entre o coach e o coachee é fundamental e a manutenção do sigilo do conteúdo das sessões de coaching primordial para a preservação de tal relação. Independentemente disso, a organização permeia a relação entre o coachee e e o coach, à medida que há expectativas de que contas sejam prestadas à organização. Também foi elaborado um contínuo no qual diferentes discursos de coaching foram posicionados. Esse contínuo chama atenção para um paradoxo de coaching executivo: quanto mais o processo de coaching se aproxima do discurso gerencial de coaching, dando mais atenção ao desenvolvimento de competências do executivo para atingir metas organizacionais, mais coaching assume um caráter instrumental, o que subtrai do coachee sua relevância no processo, com a potencialidade de tornar o processo de coaching inócuo. Finalmente há a proposição de uma dimensão vertical de coaching executivo acerca de temas que coaches e coachees percorrem em sessões de coaching. Esse sentido traz uma perspectiva integradora de coaching, no qual diferentes olhares permitem ao coachee elaborar sentidos sobre os temas de seu desenvolvimento. / Organizations have employed coaching to develop executives since the 1980s, and such practice has increased since then. Despite its wide use in organizations, there are few studies about the relationships established between the coachee, the coach and the organization, and such studies focus on the complexity of such relationships, in which there are multiple agendas of power games. Therefore, there is opportunity to deepen the understanding of triangular and dyadic relationships in executive coaching. This study is relevant as it deepens the understanding of a frequently employed organizational practice, but with few studies on the relationships between coachees, coaches and organization. The work is based on the social constructivist theoretical perspective, which aims to understand how people make sense of the world they live in and what they do, broadening, this way, the options for understanding a phenomenon. The methodological approach adopted was grounded theory, conducted in a manner consistent with social constructionism. Data were obtained with interviews of 45 people, being 16 coachees, 15 coaches and 14 professionals of Human Resources Administration. As result of the study, three main meanings on the dynamics of the relationships between the coachee, the coach and the organization were elaborated. Firstly, the triangular and dyadic relationships present in executive coaching were re-signified, suggesting that the relationships between the different actors in executive coaching have different dynamics and relevance. The relationship between the coach and the coachee is fundamental, and the maintenance of the confidentiality of the coaching sessions content, essential for preserving such relationship. Despite the importance of such relationship, the organization permeates the relationship between the coachee and the coach, since it is expected that coach and coachee will also comply with the interest of the organization. Another result elaborated from the study was a continuum, in which different coaching discourses were positioned. This continuum highlights a paradox present in executive coaching: the closer the coaching process is to the managerial discourse of coaching, prioritizing skills development to achieve organizational goals, the more coaching may assume an instrumental quality, subtracting the coachee’s relevance from the process. This has the potential to make the coaching process innocuous. Finally, a vertical dimension of executive coaching is proposed, which address topics that coaches and coachees go through during coaching sessions. This meaning offers an integrative perspective of coaching, in which different perspectives allow coachees to make meaning about their development.

Diploma thesis is devoted to an analysis of psychological coaching as a method promoting the use of human resources and human potential to the performance improvement and employee development. The theoretical part provides a definition of coaching. It deals with the principles and techniques of coaching, perception of reality, finding solutions and by setting and achieving goals. It discusses human potential as a layout of assumptions to human performance and its exploitation. It describes ways to improve the performance and life satisfaction through coaching. The work also presents an overview of psychological approaches in coaching. The second part consists of a quantitative research, in which they analyzed the results of sales representatives, who took coaching sessions, before and after coaching. Based on the results of the research part of the thesis, there is a statistically significant difference (p< .001) between the performance of sales consultants before coaching and in three other measurements after coaching. Key words Coaching, self-coaching, goals, coaching principles, effectivity, sales person, performance, potential.

Syftet med studien är att dels undersöka vilka coachkompetenser som coacher bör besitta enligt svenska ishockeyföreningar för att skapa en bra prestationsmiljö, dels att undersöka eventuella skillnader mellan elit- och breddföreningar angående coachkompetenser samt rekryteringsprocess. Studiens teoretiska perspektiv är dels coachkompetenser, i vilket det fokuseras på professionella-, interpersonella- och intrapersonella kunskaper och rekrytering. En kunskapslucka finns att se där det inte finns någon tidigare forskning kring coachkompetenser i ishockey- Sverige de senaste tjugo åren. Tidigare forskning har istället valt inriktningen att belysa vissa viktiga faktorer för coacher generellt, men inget specifikt för coacher inom ishockey- Sverige. Därför anses det finnas ett behov av att undersöka vad ishockeyföreningar i Sverige eftersöker för coachkompetenser vid rekrytering på juniornivå. För att besvara frågeställningarna och syftet användes både en enkätundersökning och intervjuer för att få djupgående och breda svar kring problematiken. Resultatet i studien visar på att det finns fyra kompetenser som är de viktigaste för en juniorcoach att besitta enligt ishockeyföreningar i Sverige. Dessa kompetenser är den pedagogiska kompetensen, kommunikationsförmågan, den ishockeytaktiska kompetensen samt att vara relationsinriktad. Resultatet i studien visar på att det inte finns en signifikant skillnad mellan elit- och breddföreningar angående dessa fyra coachkompetenser, utan dessa kompetenser var eftertraktade oavsett föreningens ambitionsnivåer. Studiens resultat indikerade på att synen på coachkompetenser har förändrats de senaste tjugo åren. Studiens resultat indikerade också att svenska ishockeyföreningar använder ett informellt kontaktnät, där en rekryteringskanal oftast används. Skillnaden mellan elit- och breddföreningar i rekryteringsprocessen var tillgänglighet, den ekonomiska faktorn och hur stora kontaktnät de har tillgång till. Däremot upplever föreningar oavsett ambitionsnivå att tidsaspekten i rekryteringsprocessen var den bidragande faktorn till svårigheten med att rekrytera coacher som besitter rätt kompetenser. / The purpose of this study is to investigate which coaching competencies coaches should possess according to Swedish ice hockey associations to create a satisfactory performance environment, and to examine any differences between elite and non-elite associations regarding coaching competencies and recruitment process. The studies theoretical perspective is partly coaching competencies, with focus on professional-, interpersonal- and intrapersonal knowledge and recruitment. A gap in the knowledge is visible where there is no previous research on coaching knowledges in Swedish ice hockey in the last twenty years. The previous research has instead chosen to focus on certain crucial factors for coaches in general, however nothing specific for coaches in Swedish ice hockey. Therefore, it is considered that there is a need to investigate what ice hockey associations in Sweden are looking for in coaching competencies when recruiting at junior level. To answer the questions and the purpose, both a questionnaire survey and interviews were used to receive in-depth and broad answers about the problems. The results of the study show that there are four competencies that are the most important for a junior coach to possess according to ice hockey associations in Sweden. These competencies are the pedagogical competence, the communication competence, the ice hockey tactical competence and being relationship oriented. The result of the study shows that there is no significant difference between elite and non-elite associations regarding these four coaching competencies, however these competencies were sought after regardless of the association’s ambition levels. The result of the study indicates that the view of coaching skills has changed in the last twenty years. The result of the study also indicates that Swedish ice hockey associations use an informal network of contacts, where a recruitment channel most often were used. The difference between elite and non-elite associations in the recruitment process is availability, the economic factors and how large a network of contacts they have access to. On the other hand, associations, regardless of their level of ambition, feel that the time aspect of the recruitment process is the contributing factor to the difficulty of recruiting coaches who possess the right skills.

Die Arbeit beschäftigt sich mit der Messung der Qualität von Coaching-Weiterbildungen. Grundlage ist eine Klärung der Charakteristika und Definition der Begriffe „Coaching“ und „Coaching-Weiterbildung“ vor dem Hintergrund der Literatur und Forschung. Die Qualität von Coaching-Weiterbildungen wird dabei auf der Basis der DIN EN ISO 9000 verstanden als „Grad, in dem ein Satz inhärenter Merkmale Anforderungen an Struktur-, Prozess- und Ergebnis erfüllt“. Qualitätsstandards relevanter Coaching-Verbände und vorhandene Forschungsarbeiten zu dem Thema werden ausführlich dargestellt. Zur Ermittlung der inhärenten Merkmale wurde eine Literaturanalyse vorgenommen. Das Ergebnis wurde in einer Befragung von 72 Experten bewertet und ergänzt. Zudem wurden Interviews mit zehn weiteren Experten durchgeführt, um weitere potenzielle Qualitätskriterien zu identifizieren. Zu den so zusammengetragenen Qualitätskriterien wurde ein Fragebogen mit 150 Items konstruiert, den 975 Absolventen von Coaching-Weiterbildungen verwertbar ausgefüllt haben. Um statistisch trennbare Skalen zu konstruieren, wurden die Antworten einer exploratischen Faktorenanalyse unterzogen (Extraktion von 12 Faktoren, Hauptachsenanalyse mit Varimax-Rotation) und nach einer Itemanalyse die zehn Skalen das Messmodell „Coaching-Index“ konstruiert. Zur Güteprüfung des Coaching-Index-Modells wurde es mittels der Befragung von 42 Teilnehmern einer Coaching-Weiterbildung inhaltlich validiert und die Modellgüte durch eine konfirmatorische Faktorenanalyse auf der Basis einer Stichprobe mit den Datensätzen von 277 Personen geprüft. Im Ergebnis zeigt sich das Coaching-Index-Modell als objektiv und valide und weist überwiegend gute bis sehr gute Reliabilitäten auf. Einzelne Skalen könnten jedoch durch weitere Modellanpassungen verbessert werden. Dazu sind weitere Untersuchungen geplant.

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