Coaching for sustained desired change

Smith, M. L. R.; Oosten, Ellen B. Van; Boyatzis, Richard E.

doi:10.1108/s0897-3016(2009)0000017006

Cited by 23 publications

(24 citation statements)

References 37 publications

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“…Some empirical studies show the impact these approaches can have on clients, including increases in EI, hope, resilience, wellbeing, self-efficacy, self-esteem, and improved interpersonal relationships (Grant, 2003a(Grant, , 2003b(Grant, , 2007Grant, Curtayne, & Burton, 2009;Green, Oades, & Grant, 2006;Kohler, McCullough-Crilley, Shearer, & Good, 1997;Ross, 1992;Spence & Grant, 2007). These findings support the notion that client-centred coaching focused on personal development might have a greater chance of promoting sustainable changes in social and emotional skills and behaviours than didactic coaching focused on professional compliance to instructional techniques (Smith et al, 2009). Therefore, PPC draws from aspects of executive and life coaching, specifically by using a client-centred and client-driven approach that includes assessments, goal setting, and discussion focused on emotions and relationships with the objective of increasing EI skills.…”

Section: The Ppc Approachmentioning

confidence: 51%

“…The coaching model used in this study, called PPC, is rooted in theories of adult learning, motivation, intentional change, EI, SEL, coaching, and self-psychology Drago, 2004;Grant et al, 2010;Herzberg, 1964;Kohut & Strozier, 1985;McGovern et al, 2001;Salovey & Mayer, 1990;Smith, Van Oosten, & Boyatzis, 2009;Wentzel, 1994Wentzel, , 1997. Based on a balance between adult learning and development in both personal and professional realms, it draws from best practices in education coaching, executive coaching, and coaching in the USA and the UK, while adding a unique emphasis on the EI skills and development of the educator.…”

Section: The Ppc Approachmentioning

confidence: 99%

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Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Patti

Holzer

Brackett

et al. 2015

Coaching: An International Journal of Theory, Research and Prac

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In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre-and post-interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme. Practice points. To which field of practice area(s) in coaching is your contribution directly relevant? Please state a brief sentence. This study contributes knowledge about the practice of school-based leadership coaching for educators, grounded in emotional intelligence (EI) theory. . What do you see as the primary contribution your submission makes to the coaching practice? Please state in one to two sentences. Few recent studies have been conducted on EI-based leadership coaching to support school leaders and teacher effectiveness. Our study contributes knowledge in two unique ways: first, by exploring a coaching development practice grounded in EI theory and designed specifically for educators; second, by exploring the process of

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Section: The Ppc Approachmentioning

confidence: 51%

Section: The Ppc Approachmentioning

confidence: 99%

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Patti

Holzer

Brackett

et al. 2015

Coaching: An International Journal of Theory, Research and Prac

View full text Add to dashboard Cite

show abstract

“…Research from several streams shaped the design for the program including: why women persist in STEM roles (Buse and Bilimoria, 2014), self-awareness and self-efficacy in women’s leadership development (O’Neil et al, 2015; Sugiyama et al, 2016), emotional intelligence in leadership effectiveness (Goleman et al, 2002), the catalytic power of a personal vision (Smith et al, 2009; Buse and Bilimoria, 2014; Passarelli, 2015) and the positive impact of coaching relationships (Smith et al, 2009). Intentional Change Theory (ICT) provided a framework for participants to engage in professional development.…”

Section: Leadership Lab Program Participants and Designmentioning

confidence: 99%

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

2017

Self Cite

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Innovative professional development approaches are needed to address the ongoing lack of women leaders in science, technology, engineering, and math (STEM) careers. Developed from the research on women who persist in engineering and computing professions and essential elements of women’s leadership development, the Leadership Lab for Women in STEM Program was launched in 2014. The Leadership Lab was created as a research-based leadership development program, offering 360-degree feedback, coaching, and practical strategies aimed at increasing the advancement and retention of women in the STEM professions. The goal is to provide women with knowledge, tools and a supportive learning environment to help them navigate, achieve, flourish, and catalyze organizational change in male-dominated and technology-driven organizations. This article describes the importance of creating unique development experiences for women in STEM fields, the genesis of the Leadership Lab, the design and content of the program, and the outcomes for the participants.

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“…1 Most of the current definitions of coaching describe coaching as a means of obtaining optimum performance and changing behavior in a desirable way through a collaborative verbal conversation in order to achieve individual or organizational desired goals. [2][3][4] In short, the essence of coaching in a leadership development context is about facilitating self-directed change and growth, either for short-term performance improvement or sustained behavioral change in the long run.…”

Section: Introductionmentioning

confidence: 99%

“…Human motivation is critically important for coaches to understand since it impacts significantly upon coachee's readiness to change. Extensive studies have provided evidence for the impact of coaching in motivational aspects, such as hope; 5,6 self-concordance and commitment; 7 desires, passions, aspirations, and purposes; 4 self-*Correspondence: lyra@vanaya.co.id © 2019 Biomolecular and Health Science Journal. All rights reserved Available at https://e-journal.unair.ac.id/BHSJ efficacy; 8 as well as resilience and goal-attainment.…”

Section: Introductionmentioning

confidence: 99%

‘Wanting’ and ‘Liking’ Brain Mechanisms in Coaching: A qEEG Study using the CARE Coaching Model

Puspa

Ibrahim

Brown³

2019

BHSJ

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Introduction: Coaching has become increasingly popular for leadership development and behavioral change in organizations. Recent studies suggest that motivation is essential in enhancing the effectiveness of workplace coaching. A number of studies revealed that delta and beta-gamma oscillations are associated with the human motivational process through ‘wanting’ and ‘liking’ mechanisms. However, the brain mechanisms of motivation in coaching have not been studied. This preliminary study is the first attempt to explore the ‘wanting’ and ‘liking’ mechanism of coaching, by investigating the activity of the delta and beta oscillations during a face-to-face coaching session through quantitative electroencephalogram (qEEG).Methods: Six male, right-handed, middle managers of an organization (mean age = 31.6) were recruited voluntarily as participants. A multichannel EEG (19 electrodes, 10/20 System) was used to record brain activity in both the resting state and the continuous 45-minute coaching session whilst using the CARE Model. The artifact-free EEG data were then quantified using wavelet analysis to obtain induced band power. Results: Significant increase was shown in delta and beta-gamma activities throughout the coaching session. Increased delta absolute power was found in the frontal, parietal, and occipital regions, whilst increased beta-gamma activity was significantly detected in the frontal, posterior temporal, and occipital regions. Conclusion: This preliminary result suggests that coaching, with regard to the CARE Model, induces both ‘wanting’ and ‘liking’ mechanisms simultaneously. Thus, the present findings provide the first preliminary neuroscientific underpinnings of the role of motivation in enhancing the effectiveness of workplace coaching through induced ‘wanting’ and ‘liking’ mental processes.

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Coaching for sustained desired change

Cited by 23 publications

References 37 publications

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

Twenty-first-century professional development for educators: a coaching approach grounded in emotional intelligence

The Leadership Lab for Women: Advancing and Retaining Women in STEM through Professional Development

‘Wanting’ and ‘Liking’ Brain Mechanisms in Coaching: A qEEG Study using the CARE Coaching Model

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