The coaching schematic: Validation through expert coach consensus (original) (raw)
Related papers
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...
Principles and processes in coaching evaluation
International Journal of Mentoring and Coaching 2(2). , 2004
Coaching, as a management development and change management tool is becoming increasingly prominent. However, many coaching programmes are either evaluated superficially (if at all) or at Kirkpatrick’s (1959) Level 1 – the reaction of participants to the programme. For coaching to gain sustainable credibility, evaluation needs to be more thorough, planned, systematic and inclusive. This article considers why coaching should be evaluated, who should take part in the evaluation and how evaluation can be conducted. These approaches to evaluation are influenced by the philosophical stance of the evaluator and range from experimental to the more illuminative evaluation of unanticipated outcomes. Whatever the results of evaluation it is essential that the outcomes of coaching are disseminated to key stakeholders – particularly those who sponsor and finance coaching interventions. But since coaching is such a complex phenomenon, the deep psychological and social processes of coaching also merit evaluation. Some empirical data on how a small sample of coaches evaluate their own coaching processes is presented, and some recommendations made for professional practice.
Expertise in Coach Development: The Need for Clarity
Behavioral Sciences
In this position paper, we start by identifying the issues inherent to coach development; we then consider the current status of coach development and present our position before concluding with key points and suggesting resolutions for the issues. Our intention is to propose the progression of appropriate practices and approaches for the professional development and preparation of coaches. In coach development, a lack of clarity exists at both organisational and individual levels, particularly around the role of and aims for coach developers. Organisationally, we consider a radical reframing required to progress the profession of coach development. We also suggest that many individuals currently involved in coach development do not possess the requisite knowledge to move the field forward. Our aspirations for coach development include recognising the need for expertise and what it looks like in practice. Coaching and coach development interactions should examine particular coaching...
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
Locating the coaching process in practice: Models ‘for’ and ‘of’ coaching
Physical Education & Sport Pedagogy
Despite an increasing recognition of the existence of a process of coaching, and a resulting increase in research activity, there remains a lack of a clear conceptual base for sports coaching. This situation has left coaching without a clear set of concepts and principles that reflect coaching practice. Purpose: The aim of this paper is to critically examine current conceptualisations of the coaching process, principally in terms of how they have been generated and their contribution to coaching knowledge. By exploring models for (idealistic representations) and of (empirically based) the coaching process, this paper examines the model's nature and conceptual underpinnings, in an attempt to position them within a broader framework of understanding coaching and the coaching process. Conclusions: The analysis suggests that the current set of models result in a representation of the coaching process that is often reduced in complexity and scale, and the essential social and cultural elements of the process are often underplayed. This is particularly illustrated through examining in-situ models of coaching practice, which identify coaching as a complex, interrelated and inter-dependent process that is firmly embedded within specific social and cultural contexts. Contribution of Research: Because of the inherent complexity of the coaching process, it is argued that the contextual purpose, particularities, and subjectivities of coaching must be examined before guidelines of recommended practice can be made.