Developing Coaching Mindset and Skills

2021 ◽  
pp. 237929812110068
Author(s):  
Mark Cannon ◽  
Susan Douglas ◽  
Deborah Butler

As the use of coaching in organizations continues to grow, managers are increasingly expected to coach their subordinates. However, the development of managerial coaching skills has generally not kept up with organizational desires and needs. We offer a role-play methodology with two scenarios for teaching coaching mindset and related skills. The remedial coaching scenario offers an opportunity to practice coaching an employee on a performance issue or problem. The developmental coaching scenario provides an opportunity for the person being coached to choose a topic to further professional development. The role-plays use a trio format, which has the distinctive benefit of actively involving all members of the class. Each participant takes a turn playing each of the roles of coach, employee, and observer. The observer/feedback giver role enables each student to receive personal feedback. The exercise can be conducted in both in-person and online class formats.

Author(s):  
James Falco ◽  
Meredith Riddle ◽  
Gregory Duffy ◽  
Tracy Mulvaney ◽  
Lauren Niecz

The primary responsibility for training pre-service teachers previously fell solely on the shoulders of university teacher-preparation programs, with a short field experience component in partner P-12 districts. As research continues to support the value of increased clinical practice in P-12 schools when training pre-service teachers, the responsibility is becoming shared equally between university teacher education programs and P-12 school districts. This chapter describes three innovative programs implemented by P-12 schools through strong partnerships with Monmouth University's teacher education and Provisional Teacher Preparation program. These strong partnerships afford students the opportunity to receive direct instruction in P-12 settings with the support of curriculum, mentors and professional development. The partnership with Lafayette Mills School (the last of three initiatives discussed) was also awarded, along with the university's other PDSs, the National Association of Professional Development Schools Distinguished Partnership award in 2017.


Author(s):  
Cassandra Sligh Conway ◽  
Yvonne Sims ◽  
Audrey McCrary-Quarles ◽  
Cynthia Salley Nicholson ◽  
Glacia Ethridge ◽  
...  

Historically, the percentage of women in higher education has been small. It is important for women to receive mentoring in order to stay in higher education. Mentoring is one of the key determining and empowering factors for measuring whether women faculty stay in higher education positions or decide to leave. This chapter will include the following objectives: 1) provide a review of research on mentoring women in general; 2) provide a review of conceptual and empirical research available on the mentoring experiences of women; 3) discuss the global implications of mentoring women in these careers; 4) provide suggestions and recommendations related to future opportunities that may assist women in becoming empowered to obtain more career and professional development opportunities globally; and 5) provide solutions and recommendations as positive strategies for women to consider at any academic institution, e.g. HBCU, PWI, private, or public universities. Mentoring can assist women in becoming successful both personally and professionally.


Author(s):  
Peggy D. Bennett

We do our best to prepare all students to pass a test. We are diligent about demonstrating everything necessary to receive a good evaluation. We are consistently cheerful and friendly to a difficult colleague. We accommodate the wishes of a doting parent to calm worries about her child’s behaviors. We spend many extra hours rehearsing, practicing, and readying our students for a performance. We behave kindly and compassion­ately toward a staff member with the hope of smoothing a recent conflict. Good intentions do not guarantee good results. We need to have good intentions anyway. So many problems in our lives and relationships can be solved, or at least alleviated, if we intend to do good, no matter what the outcome. One reason that good intentions are so important is that we are setting a path for ourselves: we are purposefully and thought­fully aiming to make something better by our words and actions. But, of course, we have no (or little) control over the outcome. No guarantees. We may be disappointed that the outcome is not what we wanted, but that is always a risk. And let’s not allow the outcome to diminish the constructive nature of our intent. When we attach to the outcome, we rely too heavily on expecting a desired result. • If I am kind to her, she’ll be kind to me. • If I work hard to achieve this, I will be rewarded. • If I try hard enough, I’ll see the results I want. • If I remove myself from the group, others will coax me back. • If I sulk, others will know they have hurt me. • If I share some gossip with a co- worker, we’ll become closer friends. • If I bring treats and gifts, others will see how clever and generous I am. Imagine how our disposition would change if we crafted good intent with no attachment to the outcome. • We would lessen our desire for acknowledgment of our efforts. • We would lessen our disappointment when someone did not meet our expectations. • We would lessen our dependency on others’ confirmation of our good work.


Author(s):  
Stephen J. Pape ◽  
Sharilyn K. Owens ◽  
Douglas T. Owens ◽  
Karen E. Irving

The Classroom Connectivity for Mathematics and Science (CCMS) program was a randomized control trial to examine the efficacy of Classroom Connectivity Technology (CCT) in Algebra I. CCT is a type of technology that allows the teacher to wirelessly communicate with his or her students' handheld calculators. Students in the classes that implemented CCT outperformed their comparison counterparts with effect sizes ranging from 0.19 to 0.37 (Irving et al., 2014; Pape et al., 2013). In this chapter, the professional development program that supported participating teachers to implement the technology is described. Categories of professional development activities including pedagogical instruction, modeling pedagogy, technological pedagogical instruction, technology instruction, student role-play, practice, small-group instruction, and participant presentation are presented in relation to their potential for supporting teacher participants' knowledge growth. Recommendations for the training of teachers to implement technology will be explicated.


2020 ◽  
Vol 7 (6) ◽  
pp. 994-997
Author(s):  
Agnes Barden ◽  
Nicole Giammarinaro ◽  
Leah Petrosino

Leadership drives quality, experience, and engagement. It is the responsibility of the organization to equip its leaders with ongoing education and professional development. This case article explores the development, implementation, and impact of an immersive patient experience leadership education course across a large, integrated health system. Placing senior leaders on the “other side of the hospital bed,” they were able to emotionally connect and personalize to the human side of health care. Post-course surveys validated that experiential role play was a positive and insightful method to teach and bring heightened awareness to patient and family member experience.


2016 ◽  
Vol 5 (1) ◽  
pp. 58-97
Author(s):  
Oludamini Ogunnaike

The composition and performance of Arabic Sufi poetry is the most characteristic artistic tradition of West African Sufi communities, and yet this tradition has yet to receive the scholarly attention it deserves. In this article, I sketch an outline of a theory of Sufi poetics, and then apply this theory to interpret a performance of a popular Arabic poem of the Senegalese Shaykh Ibrahim Niasse (d. 1975), founder of the most popular branch of the Tijāniyya in West Africa.


2021 ◽  
Vol 11 (3) ◽  
pp. 232
Author(s):  
Rika Kristina ◽  
Luh Surini Savitri

Adolescents are prone to receive negative peer pressure. One of the main causes is the need of social acceptance. The aim of this study is to improve adolescents’ refusal skill and assertiveness to avoid negative peer pressure through experiential learning approach. Online training is carried out due to the COVID-19 pandemic, which makes face-to-face activities need to be restricted. The subjects of this study are 5 female students from three different schools in Jakarta, who were selected using purposive sampling method with Peer Pressure Inventory. Data were collected quantitatively using two different questionnaires which measure refusal skill, and assertiveness separatedly, while qualitative data were collected through observation and role-play activity. Wilcoxon signed ranked test was used to analyze the quantitative data, while the qualitative data were analyzed descriptively. The results show the significant increase of assertiveness among participants after joining the training, but not with their refusal skills. This may be caused by the limited time of practicing the refusal skill in real context. Overall, online refusal skill and assertiveness training is likely to be given amid the COVID-19 pandemic.Keywords: Adolescents, assertiveness, peer pressure, refusal skill Abstrak: Remaja rentan menerima dan terpengaruh oleh tekanan negatif dari teman sebaya. Salah satu penyebab utama adalah adanya kebutuhan untuk mendapat penerimaan dari lingkungan. Tujuan penelitian ini adalah meningkatkan keterampilan menolak dan asertivitas remaja agar terhindar dari tekanan negatif teman sebaya. dengan pendekatan experiential learning. Pelatihan daring dilakukan karena adanya pandemi COVID-19 yang membuat seluruh kegiatan tatap muka perlu dihindari. Subjek dalam pelatihan ini adalah 5 remaja perempuan dari tiga sekolah di Jakarta, yang dipilih dengan metode purposive sampling menggunakan Peer Pressure Inventory. Data kuantitatif diperoleh melalui dua kuesioner berbeda untuk mengukur keterampilan menolak dan asertivitas secara terpisah. Data kualitatif diperoleh melalui observasi dan aktivitas role-play. Wilcoxon signed ranked test digunakan untuk menganalisis data kuantitatif, sedangkan data kualitatif dianalisis secara deskriptif. Hasil menunjukkan adanya peningkatan yang signifikan pada tingkat asertivitas partisipan, namun tidak dengan keterampilan menolaknya. Hal ini dapat dipengaruhi oleh keterbatasan kesempatan mempraktikkan keterampilan menolak dalam konteks yang sesungguhnya. Secara keseluruhan, pelatihan keterampilan menolak dan asertivitas secara daring sangat mungkin diberikan pada masa pandemi COVID-19.


2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sohee Park ◽  
Gary N. McLean ◽  
Baiyin Yang

Purpose Managerial coaching has been popularized as a way of motivating, developing and retaining employees in organizations. Yet, there has been a lack of empirical studies to examine the linkage between managerial coaching and its potential impact on employees. This study aims to investigate the interrelationships among managerial coaching, employees’ personal learning and organizational commitment. This study also attempts to revise an existing instrument for measuring coaching skills in organizations created by McLean et al. (2005) to assess managers’ coaching skills. Design/methodology/approach Data analyzes were based on 187 employees of a top global technology organization headquartered in the USA. The existing instrument for measuring coaching skills was revised and confirmed through a series of efforts including expert reviews, pilot tests and assessing its reliability and validity. Structural equation modeling was used to examine the relationships among managerial coaching skills and employees’ personal learning and organizational commitment. Findings This study identified five dimensions of managerial coaching skills and validated the revised instrument measuring coaching skills in organizations. It also demonstrated that managers’ utilization of managerial coaching skills had a direct effect on employees’ learning and organizational commitment and impacted employees’ organizational commitment through personal learning. Originality/value This study examined the interrelationships among managerial coaching and employees’ personal learning and organizational commitment in organizations. In doing so, this study unveiled the process of how managers’ coaching affects employees’ development and attitudes at work. This study also identified five coaching skills as a tool to assess the level of managerial coaching.


1995 ◽  
Vol 13 (8) ◽  
pp. 1871-1879 ◽  
Author(s):  
A A Miller ◽  
J E Herndon ◽  
D R Hollis ◽  
J Ellerton ◽  
A Langleben ◽  
...  

PURPOSE This was a randomized phase III study to test the schedule dependency of etoposide given as a conventional 3-day intravenous (IV) regimen versus a prolonged 21-day oral regimen for extensive-stage small-cell lung cancer (SCLC). Both regimens contained IV cisplatin. The objectives were to compare survival (primary end point) and to establish response rates, failure-free survival, and toxicity (secondary end points). PATIENTS AND METHODS Patients with untreated measurable or assessable disease and normal organ function were eligible. Randomization was stratified according to performance status 0 versus 1 or 2. Treatment consisted of etoposide 130 mg/m2/d IV for 3 days and cisplatin 25 mg/m2/d IV for 3 days every 21 days for eight courses (schedule 1) versus etoposide 50 mg/m2/d orally for 21 days and cisplatin 33 mg/m2/d IV for 3 days every 28 days for six courses (schedule 2). In 1990, bioavailability of oral etoposide was assumed to be 50%, and the study was designed to deliver the same total doses of etoposide and cisplatin on both regimens over 24 weeks without the use of growth factors. RESULTS Between December 1990 and October 1993, 306 eligible patients were entered. Of these, 69% were male and 66% were > or = 60 years of age; 21% had a performance status of 0, 47% a performance status of 1, and 32% a performance status of 2; 156 were randomized to receive schedule 1 and 150 to receive schedule 2. Overall median survival estimates were 9.5 and 9.9 months (difference not significant) for schedule 1 and schedule 2, respectively. The 95% confidence interval (CI) for overall survival, 8 to 11 months, was the same for both schedules, with 126 and 117 deaths on schedule 1 and 2, respectively. Both schedules also resulted in the same median failure-free survival estimate of 7 months (95% CI, 6 to 8 months on either schedule). Complete and partial responses were observed in 15% and 42% of patients on schedule 1 and 14% and 47% on schedule 2, respectively. The overall maximal hematologic toxicities grade 3 and 4 for leukocytes, neutrophils, platelets, and hemoglobin were, respectively, as follows: schedule 1, 62%, 85%, 32%, and 32%; schedule 2, 83%, 83%, 52%, and 53%. Lethal toxicity due to neutropenia and infection occurred in 4% of patients on schedule 1 and 10% on schedule 2 (difference not statistically significant). CONCLUSION The two schedules of etoposide in combination with cisplatin did not result in differences in treatment outcome with respect to tumor response and survival. However, a significantly greater rate of severe or life-threatening hematologic toxicity was noted on the 21-day oral etoposide treatment schedule.


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