Book Review. The SAGE Handbook of Coaching by Tatiana Bachkirova, Gordon Spence and David Drake (Eds.) (original) (raw)
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Coaching is a collection of persons engaged in an employment that require some degree of knowledge and learning, with a unique services with which its members practices, serve and render to the society, the acceptance of responsibility for the actions they do, the realization of its members that their service to the society is not for mere economic rewards and an organization that controls and reflects the functions of its members This paper presents the generally accepted norm that coaching as a profession uses theory and application of scientific principles that is based on the work of professionals guided by a code of ethics. Conclusively coaching profession is an art of dealing with the most complex thing on earth, human being each with his/her own hope, dreams and goals in life.
The coaching process seen from the daily (and controversial) perspective of experts and coaches
Revista de Gestão
Purpose The purpose of this paper is to analyze the coaching process as perceived by experts and coaches, addressing its routine aspects and areas that are object of dissent in the organizational field. Design/methodology/approach Qualitative research conducted through interviews with 20 experts and coaches who work in Portugal. Findings Lack of consensus on conceptual approaches, few demands from organizations for concrete results, and elitism due to its selective use for high-level professionals. There is an expectation of companies that adopt a “coaching culture,” which includes participative actions, dialogue and humanization of relationships. There are benefits for organizations and professionals that result from its application, which raises care in considering it just another management fad. Originality/value Professionals and organizations are increasingly adopting coaching processes, but there are few academic studies, with a scientific view, and more rarely from the perspe...
The complete handbook of coaching
a variety of professions and often from multidisciplinary backgrounds. They constantly bring new dimensions to the field via the adaptation of concepts, ideas and practical tools developed in their 'home' traditions. It is possible to meet coaches whose philosophies and practices of coaching would have very little in common, although their aims and purposes may be similar. In this book, we recognize that coaching is an applied field of practice that has intellectual roots in a range of disciplines: social psychology; learning theory; theories of human and organizational development; and existential and phenomenological philosophy, to name just a few. This diversity creates exciting opportunities for meaningful interaction and mutual
Coaching- a crucible for change.doc
Coaching Education and Training falls broadly into three disciplines: psychology management and adult education. Which discipline the starting point is matters less in my opinion than a “theory to practice approach”. This paper positions coaching in organisations as an adult learning activity (rather than a ‘therapeutic’ or managerial one), that it includes the whole person-in-the-world (we don’t leave ourselves at the door when we go to work), a strength-based orientation rather than a problem orientation and embedding in a systemic framework of interdependence (or “spirituality”). These assumptions create three arenas for coaching learning: 1. The systemic landscape: a systemic model to include the coach/coachee/organisation interface shapes structure of the coaching conversation. The context of the learning is as important as the individual who learns. 2. A crucible: the heart of coaching and coaching learning is relational. With the presence of psychological safety (trust) a coach can encourage exuberant learning by using subtle microskills to shape a relationship of creative tension. 3. A toolbox: a variety of skills and tools that help broaden and deepen the learning.
Coaching Education: Coming of Age
Journal of Psychological Issues in Organizational Culture, 2014
s longtime coaching educators, we started our graduate-level coaching programs in executive coaching at Adler Graduate Professional School in 2002 (Linda) and Columbia University in October of 2007 (Terry) with scant resources available to inform our programs of what needed to be included in a graduate-level curriculum. During the "needs assessment" phase of the curriculum development process at Columbia, we searched for coach-specific research to inform our design only to discovery a real scarcity of evidence-based resources in peerreviewed journals to support the popularity of coaching in general, and executive and organizational coaching in particular. A notable exception was a special issue found at the time on executive coaching in Consulting Psychology Journal: Practice and Research, published back in 1996, edited by Richard Kilburg, yet not much else was available. This state of affairs was reinforced by Brotman, Liberi, and Wasylyshyn's (1998) call for standards and accountability by researchers and practitioners alike to inform and educate organizational decision makers about the core skills, competencies, and experiences critical to successful outcomes of executive coaching. In a critical examination of the literature on executive coaching, Kampa-Kokesch and Anderson (2001) also supported the need for enhanced standards of practice and supporting research. However, by the mid-2000s we were only able to locate (1) a few comprehensive literature reviews focused explicitly on the topic of executive coaching in other peer view journals (e.g., Feldman & Lankau, 2005; Joo, 2005) and (2) many more books on coaching often reflecting the point-of-view of its authors, as well as (3) articles on the topic in the popular press. In a call for more research and theory to support coaching as a profession, Bennett (2006) identified the ways in which coaching fell short of meeting formal requirements for a "profession," in part because it had not yet embraced an agreed-upon body of knowledge (Freidson, 2001).
A critical analysis of the conceptualisation of ‘coaching philosophy’'
Abstract The aim of this paper was to critically review existing literature relating to, and critically analyse current conceptualisations of, ‘coaching philosophy’. The review reveals a bewildering approach to definitions, terms and frameworks that have limited explanation and reveal a lack of conceptual clarity. It is argued that rather than provide clarification and understanding the existing literature conflates coaching rhetoric and ideology with coaching philosophy and serves to reproduce existing coaching discourse rather than explain coaching practice. The paper problematises the unquestioned assumptions currently underpinning ‘coaching philosophy’; namely the overemphasis of coaches’ agency and reflexivity, the downplaying of the significance of social structure on coaches’ dispositions and the acceptance that coaching practice is an entirely conscious activity. The paper argues for an alternative philosophy of coaching that uses philosophic thinking to help coaches question existing ideology, and critically evaluate the assumptions and beliefs underpinning their practice. Keywords: Coaching philosophy, philosophical enquiry, coach education, coaching, critical analysis, ideology, coaching discourse.
UNDERSTANDING THE DEVELOPMENT OF COACHING IN CHANGING TIMES
The prominent role of coaching in leadership, management and organizations has drawn the attention of practitioners leading them to consider executive coaching as a central intervention of their human resource development practices. Unfortunately, this strong interest in coaching development was not fully translated into the academic context, creating a gap between theory and practice. The main purpose of this study was to investigate the emergence of executive coaching in Romanian organizations as this was perceived by practitioners. Fifteen Romanian practitioners in the field of leadership development took part in a semi-structured interview. Data consisted of verbatim transcripts were analyzed qualitatively using the thematic analysis approach. A framework was depicted mapping out the role, the place of executive coaching in management and leadership development, the characteristics of the process and of the clients. Findings suggested that a " one-size-fits-all " approach to leadership development may be inappropriate and a number of factors need to be taken into account when coaching is chosen. Moreover, the study has led to a shift in the predominant view of executive coaching from that of a personal consulting service to that of a learning resource from which the corporate buyers of executive coaching services select those that better meet the diverse learning needs of leaders and managers. Hence, this study can contribute to an enhanced understanding of the model of professional development through executive coaching in Romanian organizations. Also, these results complement previous research on the differentiation of executive coaching by other developmental relationships.
The global initiatives in the coaching field
Coaching: An International Journal of Theory, Research and Practice, 2009
ABSTRACT The escalating demand for coaching worldwide has motivated practitioners, consumers and educators of coaching to advocate professionalisation of the industry to safeguard quality, effectiveness and ethical integrity. The potential benefit to coaching of professional status has led to an interest in consultative dialogue, such as the Global Convention on Coaching (GCC) and the International Coaching Research Forum (ICRF). The formal GCC began in July 2007 in New York, culminating in Dublin in 2008, with the presentation and discussion of white papers related to the advancement of the discipline. The Dublin Declaration on Coaching recommends establishment of a common understanding of the profession through shared codes of ethics, standards of practice and educational guidelines; acknowledgement of the multi-disciplinary roots and nature of coaching; and moving beyond self-interest to address core critical areas in on-going consultative dialogue. In September 2008, the ICRF, consisting of internationally recognised researchers, coaching professionals and other stakeholders met at Harvard to produce research proposal outlines to advance coaching as an evidence-based discipline. The GCC and ICRF have initiated a process that is seeking to clarify what coaching is, to measure and study its effectiveness, and to identify what role practitioners, academics and other stakeholders have to play. This article examines the achievements of the GCC in some detail, with an overview of the ICRF. However, coaching is a fair distance from becoming a profession, and there is a question mark as to whether it will become a full-blown profession. The challenge for stakeholders in the global coaching community is to let go of power, control and territoriality in order to collaborate and share their ideas, expertise and research to advance a more disciplined and rigorous field.
Current Directions in Coaching Research
The purpose of this article is to provide a brief overview of some current directions in North American coaching research. Based on our review of the literature and awareness of the field, we selected coaching effectiveness and coach development as two dominant research themes for review.