La estructura de la educación tradicional contempla construcción de saberes a través de un trabajo conjunto entre la familia y las instituciones educativas cuyo ideal común es la formación de seres humanos integrales. Sin embargo, según los datos obtenidos en la investigación y entrevistas a especialistas en educación, este proceso de formación integral se puede ver afectado por diversos factores como la falta de enseñanza personalizada en los colegios, un mal ambiente de trabajo en casa, la falta de supervisión por parte de adultos y la práctica inadecuada de hábitos de estudio, siendo esta última el principal factor que les permitirá estar preparados para los retos posteriores como la vida universitaria y laboral. Ante la presencia de estos factores que afectan el rendimiento académico y la necesidad de preparar a los adolescentes para el futuro, se detectó la oportunidad de negocio de crear un centro de after school que brinde el servicio de refuerzo académico a jóvenes entre 12 y 17 años, teniendo como propuesta de valor central inculcar hábitos de estudio apoyados en metodologías de “coaching educativo”. MENTOR ofrecerá clases de refuerzo escolar en cursos de ciencias, clases personalizadas con docentes altamente calificados, junto con un trabajo de coaching educativo a cargo de un psicólogo educativo; la propuesta es una alternativa novedosa e integral que combina los beneficios de reforzamiento académico con un seguimiento psicológico basado en técnicas de coaching educativo, con el objetivo de brindar al alumno herramientas que le permitan concretar sus proyectos y metas. Consideramos como segmento objetivo a los alumnos de primero a cuarto de secundaria de los principales colegios particulares del NSE A y B de Lima Metropolitana. Nuestro servicio generará valor a través de la atención personalizada, seguimiento y apoyo a cada uno de nuestros alumnos, con una comunicación permanente a los padres de familia a fin de que conozcan la evolución de sus hijos.

Thesis (M.M. (Business Executive Coaching))--University of the Witwatersrand, Faculty of Commerce, Law and Management, Graduate School of Business Administration, 2013. / Today’s business world is dynamic and ever-changing, and for organisations and executives to survive and thrive, learning and self-development must be a vital component of their individual and business strategy (Luthans, Vogelgesang, & Lester, 2006). Linked to this, in their roles as leaders, executives have to navigate a constant onslaught of changes and challenges from the environment which makes their ability to ‘bounce back’ from negative events, and thus be resilient, crucial (Avolio & Gardner, 2005; Hamel & Valikangas, 2003). Continued learning and development is therefore required in order to enhance executives’ resilience and their ability to adjust to change and deal with the challenges they face (Moran, 2011; Passmore, 2010; Kaye, 2006). One method that has been identified to assist executives in their continued learning and self-development is Executive Coaching, which has emerged as one of the most important developmental and training tools for these individuals (Jones, Reafferty, & Griffin, 2006). This study aims to contribute to the field of Executive Coaching by investigating how executives who have been coached perceive and experience resilience and well as how executives who have not been coached perceive and experience resilience. The study explores the differences between the perceptions and experiences of resilience between the ‘coached’ and the ‘non-coached’ and examines the coaching interventions that played a part in influencing these perceptions. 18 South African executives were interviewed using an unstructured interview format for this study. These interviews were then transcribed and analysed using methods of thematic content analysis and several themes emerged as a result. The study found that, overall, coaching interventions do influence an executive’s perceptions and experience of resilience, most notably in the areas of increased self-confidence, selfawareness and emotional regulation and awareness. The findings further highlight that participants perceive resilience as a multi-dimensional process influenced by multiple factors, and although all the respondents who had been coached indicated they found Executive Coaching to be both helpful and useful, the influence of coaching interventions on resilience fluctuated across the themes that emerged. A significant recommendation from the study is the need for coaches to address coaching interventions and resilience holistically in order to provide comprehensive support and attention to all of the aspects that impact an executive’s resilience.

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Hundrede of booke and megazine articles have been written about the use of fundamentals and fundamental drills in coaching and playing basketball; however, most of these books and articles have been Written and not thorough enough for the beginning coach to comprehend their meaning. These same articles and books have failed to explain clearly how the coach should go about presenting drille and fundamentals to his squad, and in most cases an explanation of what a drill or a fundamental le supposed to accomplish has been left out completely. of what value are drills and fundamentals to a coach if he does not know what they are supposed to accomplish?

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This study is an investigation of teachers' perspectives on coaching activities and styles of feedback language used by literacy coaches. Because literacy coaching processes represent a common approach to school-based teacher learning, it is wise to examine their usefulness. The teachers being coached have a key role in shaping and informing the coaching process. Their thoughts on helpful coaching activities and feedback language are important and could enlighten stakeholders in professional development of teachers. The data collection tools for this study included teacher questionnaires and a video-taped session with a focus group of elementary education teachers. The main findings were that teachers perceived literacy coaching activities, especially co-teaching and visiting colleagues, most helpful to construct conceptual and procedural knowledge when they include opportunities for on-going collaboration, teacher autonomy, and active construction of knowledge, and when they occur in classrooms settings with practice and feedback. These findings have implications for why and how educators do professional development in schools. / Ed. D.

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Thesis (MPhil)--Stellenbosch University, 2011. / Low economic growth, high unemployment and debilitating poverty pose a major threat to the social fabric of South Africa. Entrepreneurship and the establishment of small businesses play a key role in stimulating the South African economy, creating jobs, uplifting living standards and overcoming the injustices of poverty. Compared with other developing economies, South Africa (SA) has one of the lowest entrepreneurial activity rates. Women small- and medium- enterprise (SME) owners, and particularly those from previously disadvantaged socio-economic communities, play a vital role in addressing this situation. There are a number of initiatives aimed at building the capacity of women SME owners in SA. The ILIMA Trust is one such initiative which, through its coaching and mentoring programme, supports women SME owners who come from previously disadvantaged socio-economic backgrounds, to start up and grow their enterprises. The work of the Trust is primarily focused on such women SME owners who receive financial loans from Masisizane, a sister company of the Trust. This research study aims to establish the stakeholder experiences of the ILIMA Trust‟s coaching and mentoring programme of Masisizane women SME owners and to identify ways in which it can be improved. The case study provides an in-depth description of the stakeholders‟ experiences of the ILIMA Trust‟s coaching and mentoring of the Masisizane SME owners. Several strengths of the coaching and mentoring programme are reported. Areas of improvement are pointed out and recommendations are made to strengthen the programme.

The work succeeded in defining and arranging the basic typology of approaches to coaching, describing their theoretical starting points, pros and cons in application in the environment of Czech firms. The typology serves the ordering persons (mostly human resources officers) for convenience when looking for an appropriate approach and when choosing an eligible coach. The work defined a new term - analytic coaching - and have provided its specificities and differences from other theoretical approaches, as well as eight case studies where we have proved the efficiency of analytic coaching. The managers being coached within the monitored sample familiarized themselves during the study with coaching procedures, methodology and principles, and they start applying and promoting them within their management of people, becoming the upholders of the new firm culture focused on involvement, independence and self-management of employees. Interest was aroused in the managers being coached in self-development, in study of soft management elements and in coaching applications in the intra- and extra-employment spheres.