Workplace Coaching

Management ◽  
2019 ◽  
Author(s):  
Jonathan Passmore ◽  
Christian van Nieuwerburgh ◽  
Margaret Barr
Keyword(s):  
Leadership Development ◽  
Organizational Performance ◽  
Personal Responsibility ◽  
Life Coaching ◽  
Self Awareness ◽  
Open Questions ◽  
Personal Coaching ◽  
Workplace Coaching ◽  
Definition Of ◽  
Sports Coaching

Workplace coaching is an organizational intervention that is designed to support and enhance individual and organizational performance. This article deals with workplace coaching, not life coaching, personal coaching, or sports coaching, although some publications cited may also have relevance for life coaching, personal coaching, or sports coaching. Workplace coaching is a relatively new field, with most of the research being conducted since 1995 – although a few earlier studies date as far back as 1937, when C. B. Gorby published “Everyone Gets a Share of the Profits” (Gorby 1937, cited under History and Trends in Workplace Coaching). Coaching is now widely used in organizations in a variety of different ways to achieve a range of different outcomes. The term is increasingly being applied to situations and environments that range from leadership development and career transition to supporting health-care interventions and improving safety outcomes. This diversity has led to confusion about the nature of coaching and its boundaries and, arguably, misunderstanding and misuse. Among academics and practitioners, opinions differ about the definition of coaching. Two definitions are offered to help clarify the terminology. In Coaching for Performance: GROWing People, Performance and Purpose (Whitmore 2017, cited under Coaching Practice and Skills), John Whitmore suggests that: “Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them” (p. 8). He notes that “the dual generic goals of coaching are to deepen a person’s self-awareness and to increase the individual’s personal responsibility” (pp. 70–88). Jonathan Passmore and Annette Fillery-Travis in Passmore and Fillery-Travis 2011 (cited under History and Trends in Workplace Coaching) offer a technical definition of coaching: “a Socratic-based, future-focused dialogue between a facilitator (coach) and a participant (coachee/client), where the facilitator uses open questions, summaries and reflections which are aimed at stimulating the self-awareness and personal responsibility of the participant” (p. 74). This article will be of use to academics, researchers, practitioners, and students at undergraduate and postgraduate levels, in addition to students in high school.

scholarly journals Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review

2021 ◽  
pp. 105256292199006
Author(s):  
Julia Carden ◽  
Rebecca J. Jones ◽  
Jonathan Passmore
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
Adult Development ◽  
Systematic Literature Review ◽  
Management Education ◽  
Future Research ◽  
Self Awareness ◽  
Working Definition ◽  
Self Knowledge ◽  
Definition Of

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

Authentic leadership development: scrutiny of an apparent paradox

2014 ◽  
Author(s):  
António Calheiros
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Organizational Context ◽  
Social Identification ◽  
Self Awareness ◽  
True Self ◽  
Apparent Paradox ◽  
Positive Behaviors ◽  
Individual Self ◽  
Authentic Leadership Development

Leadership has long been a topic of interest for both academics (Hiller, DeChurch, Murase, & Doty, 2011; Sanders & Davey, 2011) and practitioners (Bennis, 2007; George, 2003). Academics have tried to understand the concept and identify its consequences and determinants. Practitioners have focused their efforts in its training and development hoping to reap its promised benefits. Over the last decade, authentic leadership has emerged as the fashionable leadership theory. More than just promising impacts on performance and subordinates’ work satisfaction, authentic leadership addresses management’s long term demand for and ethic and moral commitment (Ghoshal, 2005; Rosenthal et al., 2007). Authentic leadership is “a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (Luthans and Avolio, 2003). The components of authentic leadership’s self-regulated authentic positive behaviours are balanced (non-prejudice) processing, relational orientation and internalized moral perspetive. One key point of authentic leadership is the authenticity of leaders, which can be defined as “knowing, accepting, and remaining true to one’s self” (Avolio et al., 2004). Recent research (Ford & Harding, 2011) have argued that this demand for one’s true self privileges a collective (organizational) self over an individual self and thereby hampers subjectivity to both leaders and followers, and could lead to destructive dynamics within organizations. This paper discusses the seeming paradox of developing authenticity in leaders, (namely addressing the issues raised by Ford & Harding) and clarifies the aim of authentic leadership development. It also assesses the suitability of traditional leadership development methodologies in meeting the challenges posed by a process-based approach to leadership with a focus on individual and social identification.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

Toward a Pedagogy of Self

2009 ◽  
Vol 111 (12) ◽  
pp. 2732-2759
Author(s):  
Craig E. Richards
Keyword(s):  
Leadership Development ◽  
Social Intelligence ◽  
Intervention Program ◽  
Research Question ◽  
Development Program ◽  
Self Awareness ◽  
Teachers College ◽  
Innovative Leadership ◽  
Core Skill ◽  
Journal Entries

Background/Context The literature on emotional and social intelligence, based on the theoretical constructs of several authors, identifies self-awareness as a core skill for leadership development. However, there is very little research or theory on how one might develop a pedagogy of self-awareness for leaders. Purpose/Objective/Research Question/Focus of Study This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. What follows is a description of that pedagogy and some preliminary research results based on the journals and feedback of 45 students who completed the program in 2006. Intervention/Program/Practice The intervention consisted of daily 45-minute sessions of training in sensory awareness. The primary modes of training focused on breath, body sensations, listening, and visualizations. The training occurred as part of a five-day-per-week, six-week intensive leadership development master's degree program over two summers. Research Design Participants recorded their thoughts and feelings in semistructured journal entries immediately following the training sessions. At the end of each week, they reviewed their journal notes and wrote a weekly reflection on their experiences with the practice. In addition to the weekly reflections, they wrote three-week, six-week, and summative reflections on their experiences with the practice. These qualitative data were entered into NVivo software, coded, and analyzed for themes. Findings/Results The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.

European Working Group on Clinical Cell Analysis: Consensus Protocol for the Flow Cytometric Characterisation of Platelet Function

1998 ◽  
Vol 79 (05) ◽  
pp. 885-896 ◽  
Author(s):  
Gerd Schmitz ◽  
Gregor Rothe ◽  
Andreas Ruf ◽  
Stefan Barlage ◽  
Diethelm Tschöpe ◽  
...  
Keyword(s):  
Platelet Function ◽  
Diagnostic Testing ◽  
Consensus Protocol ◽  
Specific Flow ◽  
New Techniques ◽  
Flow Cytometric ◽  
Open Questions ◽  
European Working ◽  
Definition Of

IntroductionAn increased or disturbed activation and aggregation of platelets plays a major role in the pathophysiology of thrombosis and haemostasis and is related to cardiovascular disease processes. In addition to qualitative disturbances of platelet function, changes in thrombopoiesis or an increased elimination of platelets, (e. g., in autoimmune thrombocytopenia), are also of major clinical relevance. Flow cytometry is increasingly used for the specific characterisation of phenotypic alterations of platelets which are related to cellular activation, haemostatic function and to maturation of precursor cells. These new techniques also allow the study of the in vitro response of platelets to stimuli and the modification thereof under platelet-targeted therapy as well as the characterisation of platelet-specific antibodies. In this protocol, specific flow cytometric techniques for platelet analysis are recommended based on a description of the current state of flow cytometric methodology. These recommendations are an attempt to promote the use of these new techniques which are at present broadly evaluated for diagnostic purposes. Furthermore, the definition of the still open questions primarily related to the technical details of the method should help to promote the multi-center evaluation of procedures with the goal to finally develop standardized operation procedures as the basis of interlaboratory reproducibility when applied to diagnostic testing.

(Dis)Ableing Notions of Authentic Leadership Through the Lens of Critical Disability Theory

2017 ◽  
Vol 19 (4) ◽  
pp. 362-377 ◽  
Author(s):  
Greg Procknow ◽  
Tonette S. Rocco ◽  
Sunny L. Munn
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Interpersonal Relationships ◽  
Leadership Style ◽  
Authentic Leadership ◽  
Belief Systems ◽  
Self Awareness ◽  
Persons With Disabilities ◽  
Deficit Model ◽  
The Disabled

The Problem Persons with disabilities (PWD) are regarded as “the Other” and are sequestered from “normative” society because of their “Otherness.” “Othering” results in discrimination and the systemic preclusion of PWD. Ableism is the belief that being without a disability, impairment, or chronic illness is the norm. The notion that people without disabilities are the norm and are inherently superior is accepted without critique by those that advocate for authentic leadership. This privileges ableism and furthers the “Othering” of PWD within a leadership style intended to promote self-awareness, beliefs and ethics, and interpersonal relationships. The Solution The disabled experience and differently abled voice must be restored through relationally “being” with others and authentic dialogue. What is needed is a shift from the deficit model of authentic leadership to a social paradigm of authentic leadership, welcoming of bodily and psychic difference. This will better enable both leaders and employees to craft an authentic profile in the workplace. The Stakeholders Leaders and those who seek to become leaders following an authentic leadership approach can benefit from a better understanding of how their ingrained belief systems impact those that they lead who are both “able-bodied” and “disabled.” Human resource development (HRD) practitioners and leadership development practitioners can use this information to deconstruct and reconstruct leadership development opportunities to be inclusive as an authentic leader.

High Commitment Work Systems in Chinese Organizations: A Preliminary Measure

2006 ◽  
Vol 2 (3) ◽  
pp. 403-422 ◽  
Author(s):  
Zhixing Xiao ◽  
Ingmar Björkman
Keyword(s):  
Information Technology ◽  
Construct Validity ◽  
Organizational Performance ◽  
Human Resource ◽  
It Industry ◽  
The West ◽  
Work Systems ◽  
Work System ◽  
Definition Of ◽  
The Relationship

The concept of a high commitment work system (HCWS) has mostly been used in the West to study the relationship between a firm's work systems and organizational performance. In this paper, we introduce a preliminary measure of HCWS in China based on the definition of Baron and Kreps (1999). In study 1, we tested the measure by surveying 442 employees in China's information technology (IT) industry. In study 2, we re-tested the same measure from the perspective of human resource (HR) executives in 126 foreign-invested companies. The analyses not only provided some evidence for the construct validity of this preliminary measure of a high commitment work system, but also produced some interesting results that can only be understood with regards to the history and institutional backgrounds of Chinese organizations.

scholarly journals Sociospacial identity of Belgrade in the context of urban and regional development of Serbia

Sociologija ◽  
2014 ◽  
Vol 56 (2) ◽  
pp. 145-166
Author(s):  
Sreten Vujovic
Keyword(s):  
Regional Development ◽  
Analytical Framework ◽  
Self Awareness ◽  
Creative City ◽  
European Capital Of Culture ◽  
Entrepreneurial City ◽  
Urban And Regional Development ◽  
Definition Of ◽  
Regional Imbalance ◽  
The City

Based on the analyses of sociologists, historians, economists, demographers, anthropologists, and based on author?s own research, the aim of the paper is to point to the complex and dynamic sociospatial identity of contemporary Belgrade in the context of urban and regional development of post-socialist Serbia. The analytical framework includes, first of all, the definition of the city?s identity in terms of self-awareness of a city as sociospatial collectivity, which historically originates and develops in dependency which the city and the individuals in it establish in relationships with other cities. It then cites the various concepts by means of which identity of the modern city is constructed: the entrepreneurial city (Harvey), the creative city (Florida and Landry), the exciting city (Richards and Palmer), the city as a text (Radovic), a competitive identity of the city (Anholt) and so on. In particular, Belgradization as a process of concentration of money and power in the capital is analyzed and it is concluded that the network of Serbian cities is pyramidal, that the regionalization of Serbia is asymmetric, and that Belgrade is a primate city, too big and too powerful for Serbia i.e. that Belgradization increases regional imbalance in Serbia. The paper concludes with an optimistic assessment that Belgrade, despite numerous problems in its development, has the potential to become the ?European Capital of Culture? in 2020.

scholarly journals Open issues and perspectives of the present arrangements between FR of Yugoslavia and international financial institutions

2003 ◽  
Vol 46 (1-2) ◽  
pp. 55-72
Author(s):  
Pero Petrovic
Keyword(s):  
Financial Institutions ◽  
Free Market ◽  
Banking System ◽  
Macroeconomic Policy ◽  
Legal Framework ◽  
International Financial Institutions ◽  
Open Questions ◽  
Foreign Countries ◽  
Definition Of ◽  
New Framework

The economic-financial relations with foreign countries and organizations and that is include transition of the Yugoslav politics and it is complex subject about characteristics of the actual arrangements of the FR Yugoslavia with international financial institutions and organizations and that is only one important part. But interrelations that processes is obviously for this article main subject are open questions and dealed with it a perspective of the future arrangements. We must take micro and macroeconomic measures dealed with problems of our society and economy that arrangements will be important factors of the development of the economic development. International Monetary Found is concluded that FR of Yugoslavia have a great successes in the reforms of macroeconomic policy and in the first part dealing with inflation and growth of the currency reserves and growth of the industry production. Dealing with new macroeconomic policy bring the results and new tax politics and liberalization of the tax policy an currency system at the beginning of this year. New framework of the privatization and definition of banking system there is create a new legal framework with goal of transformation economy to free market economy.

scholarly journals Global and Comparative Leadership

Management ◽  
2013 ◽  
Author(s):  
Mary Ann Von Glinow ◽  
William D. Schneper
Keyword(s):  
New York ◽  
Organizational Behavior ◽  
Organizational Performance ◽  
Past Research ◽  
Global Leadership ◽  
The Body ◽  
Leadership Theories ◽  
Business Context ◽  
Starting Point ◽  
Definition Of

The body of research related to global leadership is both vast and confounding. Some observers trace the field’s domain back thousands of years to the first rulers and military commanders with worldwide aspirations or to religious and spiritual figures such as Abraham, Laozi, Gautama Buddha, Confucius, Jesus, and Muhammad. Within the business context, the literature is considerably younger but still includes some of the earliest international management classics, such as Perlmutter 1969 (cited under Global Mindset) and Levitt 1983 (cited under Globalization). Despite the accomplishments of past research, critics contend that our understanding of global leadership has progressed too slowly. Joyce Osland, in Osland 2008 (cited under Developing Global Leaders and Ensuring Effectiveness), compares the state of the field to the earliest phases of domestic leadership scholarship. Indeed, the bulk of the literature remains conceptual, normative, and prescriptive. There is a scarcity of rigorous ethnographic work, and quantitative studies often focus more on measuring and comparing rather than developing and testing complex theory. Even the definition of global leadership is uncertain. This is partially due to the breadth and diversity of leadership research in general. As Ralph Stogdill noted as far back as 1974, “there are almost as many definitions of leadership as there are persons who have attempted to define the concept” (Handbook of Leadership, New York: Free Press, p. 259). Hollenbeck 2009 (cited under Traditional Leadership Theories) finds global leadership to be “even more mysterious, with something about the term that beckons interested writers and researchers to offer their own definitions. There is a temptation to dance on the head of a definitional pin” (p. 5). In other words, the definition of global leadership depends on one’s personal inclinations and theoretical starting point. Global leadership means something different to managers and policymakers, as it does for scholars in organizational behavior, strategy, or psychology. To encompass such diverse perspectives, we define global leadership broadly as the capacity to bring about change and enhance organizational performance across national borders. This capacity in turn requires the skills and acumen to influence and energize employees, business partners, and other organizational stakeholders. Closely related and overlapping with the study of global leadership, the cross-country or comparative leadership field explores the similarities and differences in leadership traits and practices across countries, which helps explain the aspects of leadership that are generally universal across countries, or largely dependent upon the unique institutional and country context.

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