Role of Peer Coaching in Transmitting the Benefits of Leader Coaching

Drawing on social information processing theory, the present study examines how and when leader coaching can be beneficial for team performance. Based on a sample of 58 teams from a sanitary product company in China, we found that peer coaching served as a mediator linking leader coaching and team performance. Moreover, the team individualistic/collectivism value moderated the first-stage relationship that the relationship between leader coaching and peer coaching was more positive when the team individualism value was low, but not significant when the team individualism value was high; while team task interdependence moderated the second-stage relationship that the relationship between peer coaching and team performance was more positive when the team task interdependence was high, but not significant when it was low. The findings enrich our understandings of the effectiveness of leader coaching behavior by uncovering the theoretical mechanism and boundary conditions. The study also provides important implications for coaching practice in organizations.

Experiences of Participants Who Then Become Coaches in a Peer Coach Diabetes Self-Management Program: Lessons for Future Programs

Objectives Peer support programs are effective in improving outcomes among low-resource populations. Prior studies suggest that shared experiences improve peer partnerships. We hypothesized that participants in a peer coaching program who then became coaches might bring insight into their coaching role. We explored the motivations of coaches in a diabetes self-management coaching program who became coaches after completing the program as participants. Methods Between June 2016 and April 2017 we conducted semi-structured interviews with eight participants-turned-coaches and four of their peer partners in a six-month peer coaching program for patients with poor glycemic control at the Detroit VA. The interviews were transcribed, reviewed and coded by two researchers in an iterative process until consensus was reached. Key themes were identified and analyzed. Results Participants-turned-coaches reported the importance of their own peer coach in their decision to become a coach. Participants-turned-coaches described commitment to their partners, providing realistic encouragement, and fostering a reciprocal partnership. Participants-turned-coaches shared their own difficulties to motivate their partners and create a sense of commonality. Discussion Encouraging participants who complete diabetes peer coach interventions to become coaches appears to be a useful strategy for developing peer coaches who bring sensitivity, commitment, and reciprocity to their role.

The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>

The Benefits and Challenges for Cambodian Teachers Implementing Peer Coaching

<p>In Cambodia, the professional development of teachers is a priority. Although many training programmes and workshops are provided for teachers to learn new skills and improve practice, the rate of their transferring these learned skills into the classroom is still low. According to the Ministry of Education, Youth, and Sports (2005) one explanation for this low rate of skills transfer is the lack of collaboration between peers. To address this issue, this thesis explores the benefits and challenges for Cambodian teachers implementing coaching as a way to improve peer collaboration. It seeks to discover their perceptions and experiences in undertaking peer coaching and to find out the strategies that could work for Cambodian teachers when they engage in peer coaching. To address the study’s research questions, action research and a qualitative, interpretive design were used. Six Cambodian teachers teaching English in one school volunteered to participate in this study. Data were collected through reflective notes, seminars, individual interviews, and a focus group. The interview data were transcribed and coded using the inductive content analysis in order to categorise them and draw conclusions. The findings indicate that the implementation of peer coaching was influential in shaping participants’ understanding of current practice and improving their teaching, such as teaching methods, reflections and collaborations. This study found that administrative support, constructive feedback and a change in the peer coaching process could inspire Cambodian teachers to collaborate. It also found that there are some major challenges impacting on peer coaching, including lack of time for undertaking peer observations, lack of teaching resources, big class size, and nervousness of the teachers and students. The study, however, suggests that the success of undertaking peer coaching requires both administrative support and individual teachers’ self-efficacy. Further research into the effectiveness of providing feedback on teachers’ practice needs to occur to see if this phenomenon is widespread.</p>