Magister Commercii (Industrial Psychology) - MCom(IPS) / According to literature, Industrial-Organisational psychology is mainly concerned with investigating the behaviour of humans within the work environment. It is stated that Industrial-Organisational psychology deals with well-adjusted working adults to improve well-being and efficiency by applying psychology principles (Health Professions Act, 2011). One of the roles of the Industrial-Organisational psychologist is to provide counselling in the workplace.

This study investigates the transfer of coaching compared to the transfer of training in order to clarify how the transfer of coaching can be described and what factors influence the transfer of coaching. 158 participating in coaching and 200 in training filled out the German Learning Transfer System Inventory and a questionnaire on transfer. Results of Confirmative Factor Analyses show that the learning transfer system is valid for the training as well as the coaching sample. Five of the sixteen factors of the learning transfer system (motivation to transfer, performance self-efficacy, personal capacity, transfer effort – performance expectations, opportunity to use) are able to explain about 64% of the variance of the transfer of coaching. In comparison, only 59% of the variance of the transfer of training can be explained by six transfer factors (performance self-efficacy, motivation to transfer, content validity, supervisor opposition, personal capacity, supervisor support). The mean ratings of transfer of training are significantly lower. The results support the hypothesis, that coaching is more effective and that the transfer factors are similar. The inventory can be used in both fields as a starting point for the analysis and improvement of transfer.

An investigation of. quality practice in sport had the dual purposes of developing a conceptual model of quality practice arid proposing a definition of quality practice from the perspectives of expert coaches. Individual, semi-structured interviews were conducted with five expert coaches. The coaches were considered experts because they bad coached teams to World or National championships and worked with athletes who had attained recognizable excellence in their sports (All-American, Olympic Gold Medalist, or All-Pro). In addition the coaches represented individual team, male, and female sports. Analysis of the interviews was conducted using the qualitative methodology known as "grounded theory" (Glaser and Strauss, 1967) . Analysis of the interviews identified 138 meaningful bits of information ("meaning units" Tesch, 1990) . Results recommended a quality practice model consisting of four general dimensions. eight categories and 16 properties. The four general dimensions of the quality practice model were; a. personal factors of athletes, b. coaching philosophy, c. components of practice, and d. effort of athletes. The quality practice model that emerged represented a more comprehensive understanding of quality practice than had previously existed. The second purpose of the study was to propose a definition of "quality practice". The interviews with expert coaches suggested that quality practice as it pertained to sport was: "Quality practice is an effortful activity which is highly structured with specific goals and tasks aimed at thorough performance preparation. It is carried out with a total commitment of optimal intensity, energy, focus, awareness, enthusiasm and competitiveness. Results of the study suggested that "quality practice" existed in a conceptual and definable way. Expert coaches when discussing quality practice recognized the personal factors of athletes, had distinct coaching philosophies, carefully planned the components of practice; and consistently monitored the effort of the athletes.

京都大学 / 0048 / 新制・課程博士 / 博士(人間健康科学) / 甲第18908号 / 人健博第22号 / 新制||人健||2(附属図書館) / 31859 / 京都大学大学院医学研究科人間健康科学系専攻 / (主査)教授 菅沼 信彦, 教授 鈴木 眞知子, 教授 中原 俊隆 / 学位規則第4条第1項該当 / Doctor of Human Health Sciences / Kyoto University / DFAM

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A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Management in Business and Executive Coaching Wits Business School, Johannesburg February 2017 / Self-awareness is the most critical attribute in the development of authentic leaders, as a leader’s true self is lived out in the workplace through their thoughts, actions and body language (Gardner, Avolio, Luthans, May, & Walumba, 2005). Specific coaching aimed at feedback interpretation and behavioural modelling is highly effective in developing self-awareness (Luthan & Suzanne, 2003). The focus of the research was to determine whether self-awareness is important for effective leaders and to explore the enhancers and obstacles in the development of self-awareness. A qualitative approach was followed, whereby 16 future leaders who were part of a leadership development programme, that included executive coaching, were interviewed through semi-structured interviews, and their responses thematically analysed, resulting in 14 themes related to self-awareness being identified. A key finding was that these future leaders embraced the traits of authentic leaders, focused on their people in particular, and confirmed that self-awareness is critical to effective leadership. Another key finding was that these future leaders developed skills to regulate their behaviour, as they became conscious of how their life’s journey and their thoughts and feelings shape their actions and behaviour in the workplace. The significant obstacles to self-awareness development identified were conditioned upbringing, processing and dealing with feedback, and feelings for introverts. The significant enhancers to self-awareness development identified were tough upbringing, self-determination, life’s set-backs, spouse and family, storytelling, coaching, reading, spirituality, and religion. The implications for those who experienced obstacles to self-awareness development are that they took longer to develop their self-awareness than others on the same programme. The implications for those who experienced enhancers to self-awareness development are that these future leaders developed their self-awareness before the programme, outside of the programme and after the leadership development programme. It is recommended that before an assessment is done on self-awareness and a self-awareness development intervention such as coaching is undertaken, a leader undergoes a readiness assessment to develop self-awareness. This readiness assessment should identify and deal with any potential obstacles, and harness existing enhancers to the development of self-awareness. A leader could discuss their 360-degree assessment as well as their readiness assessment with their coach. The trusting relationship between leader and coach could assist the leader process and deal with any negative feedback. The coach in turn can assist the leader to interpret these assessments and set goals to develop the leader’s self-awareness. This research provides young future leaders with a reference to reflect on their inner-selves and their impact on others through their self-awareness. / MT2017

Coacher på juniornivå arbetar idag inom en miljö där det balanseras mellan ungdomsidrott och senioridrott. Det finns förväntningar från olika intressenter som vill ha sin bit av kakan samtidigt som man måste prestera i en resultatfokuserad bransch.  Syftet med studien har varit att undersöka hur professionaliseringen av ishockey påverkat arbetet för juniortränare på elitnivå. I studien har vi använt en kvalitativ metod där åtta juniorcoacher på elitnivå har intervjuats samt en som är anställd på svenska ishockeyförbundet för att nå en djupare förståelse och inblick i deras vardag. Studien visade att coacherna lever under press med långa arbetsdagar samtidigt som det är en stor kärlek till ishockeyn som gör att de vill fortsätta. Professionaliseringen har tagit sig ner i åldrarna och det präglar juniorcoachernas vardag med högt ställda krav från såväl förening men framförallt sig själva. Det fanns inte någon större oro för risken att förlora sitt jobb men däremot en medvetenhet om spelets regler som är att prestera eller hitta ett annat jobb. / The aim of this essay was to examine the professionalization of Swedish ice-hockey by interviewing coaches at junior elite level about their working environment. The selection consisted of eight coaches and one delegate from the Swedish Ice-hockey association. The study showed that junior coaches live under pressure and the professionalization had an impact which is shown on their paycheck but also their working environment. They are expected to perform, partly from the organization they work for but all the coaches had high expectations of themselves. Lastly the coaches didn’t worry about the possibility of losing their job but knew that the rules of the game are to perform or look for another job.

Studiens syfte är att kartlägga vilka erfarenheter matematiklärare på högstadiet har avmatematiskt särskilt begåvade elever samt hur de resonerar kring och arbetar för attinkludera dessa elever i undervisningen. För att kunna uppfylla detta syfteundersöktes hur matematiklärare på högstadiet definierar matematiskt särskiltbegåvade elever, hur de arbetar för att stimulera eleverna samt vilka utmaningaroch/eller möjligheter de upplever i arbetet med dessa elever. I studien användes enkvalitativ ansats där kvalitativa semistrukturerade intervjuer genomfördes med sjumatematiklärare på högstadiet. Datan som insamlades analyserades med hjälp av eninnehållsanalys och studiens resultat diskuterades sedan utifrån studiens teoretiskautgångspunkter samt tidigare forskning på området. Resultatet visar att lärarnaskunskaper om vad som brukar karaktärisera matematiskt särskilt begåvade eleversamt vilka förmågor de ofta besitter är goda. De vanligaste sätten som lärarna arbetarpå för att lyckas stimulera matematiskt särskilt begåvade elever är att de försereleverna med extra uppgifter som utmanar dem på deras nivå eller att eleverna fårjobba vidare i en snabbare takt än sina klasskamrater. Resultatet visade också attlärare upplever svårigheter i att kunna stötta och utveckla de matematiskt särskiltbegåvade eleverna i den utsträckning de önskar, på grund av att det saknas tillräckligtmed tid och resurser för detta.