Goal-focused Coaching

Ives, Yossi; Cox, Elaine

doi:10.4324/9780203131640

Cited by 14 publications

(5 citation statements)

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“…Considering the role of the coach, buyers of coaching may need to reflect on issues such as whether an executive coach is required or whether an internal coach would be more suitable, depending on the needs of particular client (Hawkins, 2012). Similarly, is it important for the coach to have particular domain experience or to have underpinning knowledge of specific theories or tools (Ives & Cox, 2012)? Other components are individual qualities of the coach, such as interpersonal skill or level of extraversion (Passmore, Holloway, & Rawle-Cope, 2010), which should be congruent with their coaching approach and style.…”

Section: A Structural Analysis Of Coachingmentioning

confidence: 99%

Theoretical Traditions and Coaching Genres

Cox

Bachkirova

Clutterbuck³

2014

Advances in Developing Human Resources

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The Problem The interdisciplinary nature of the theoretical base of coaching creates practical approaches that are strongly influenced by organization-friendly theories, and fields such as counseling, psychotherapy, and philosophy. This eclectic use of theory creates uncertainty and sometimes leads to criticisms of coaching as being atheoretical and underdeveloped empirically. So, it is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda. The Solution We highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplay between organizational and individual agendas and to help HRD professionals become better informed about the value of coaching in the context of wider HRD paradigms. The Stakeholders HRD professionals, external coaches, internal coaches, and line managers who use a coaching approach, peer coaches, and leaders will benefit from the content of this article.

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Section: A Structural Analysis Of Coachingmentioning

confidence: 99%

Theoretical Traditions and Coaching Genres

Cox

Bachkirova

Clutterbuck³

2014

Advances in Developing Human Resources

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“…Let us now explore in more detail how these dimensions might be used to inform communications coaching approaches. Unlike Ives and Cox's (2012) definition of GFC, we do not see communications coaching approaches as either/or binary choices at either end of the three continuums, but more as approaches situated along the continuum reflecting the different competencies and experience of the CSR coachees.…”

Section: Coaching Studiesmentioning

confidence: 90%

“…Therapeutic or performance-driven: this is related to the coachee needing to remediate dysfunctional behaviours, or to enhance performance in some kind of external environment. Ives and Cox (2012) further suggest that "goal focused coaching" (GFC) draws on these continuums and say "while these three areas are independent of each other, goal-focussed approaches to coaching are non-directive, goal-focused and performance driven" (Ives and Cox, 2012, p. 18). Each of these dimensions deserve further discussion and are relevant to this study in that they provide a starting point for examining how workplace communications coaching may be described and characterised in contact centres for the different stages of communicative competence of the CSR at work.…”

Section: Coaching Studiesmentioning

confidence: 99%

Theorising communications coaching in Asian contact centres: what is the approach?

Lockwood

2018

ICT

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Purpose The purpose of this paper is to provide a theoretical framework that is of practical use to those who are coaching for enhanced communication in the contact centre industry. Design/methodology/approach The conceptualization of this framework has emerged after several years of working, as an applied linguist and consultant in this industry. Findings The interdisciplinary framework proposed in this paper draws on the adult learning theory, on language assessment and applied linguistic practices and studies carried out looking at how competency is developed at work. It proposes four levels of competency from novice to expert with the attendant coaching approach to best target the needs of communications coachees in this industry. Research limitations/implications Implications for improved coaching practices in the contact centre industry where there is heavy investment in coaching on the floor. Research limitations are that although there is strong anecdotal evidence that this framework and approach to coaching is effective, the authors need to carry out a large-scale study showing business impact. Practical implications The implications for coaching practitioners are that they have an informed theoretical framework upon which to base their coaching activity. This provides a more targeted approach to the needs of coachees of different levels of experience. Social implications As a result of effective coaching, particularly at the early stages of working in a contact centre, the level of attrition may drop thus providing employees with work in a supportive environment. Originality/value No previous study has looked at how theoretical studies in adult learning and applied linguistic practice can inform communications coaching in this industry. It has also involved the quality assurance specialists in collaborating and contributing to this model.

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“…It also demonstrates that the 'coaching practice' is in line with the training given, with the coaches identifying goals, breaking down tasks into more manageable ones, and agreeing actions for the coachee to follow. This approach is also likely to lead to improved self-efficacy in the coachees through the achievement of small goals (Ives and Cox, 2012).…”

Section: Theme 4 -Practical and Emotional Supportmentioning

confidence: 99%

The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study.

Andreanoff

2016

jldhe

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Peer support interventions have been widely used within the higher education sector as a means to enhance student success and retention. However, much of the evidence to measure the impact of mentoring and coaching has relied on anecdotal, self-reported evidence from the participants. In addition, there is much confusion in the terms todescribe peer support interventions, making it difficult to compare and contrast the different programmes. The need for evidence of a more robust, quantitative nature has long been called for by a number of authors such as Jacobi (1991), Capstick et al. (2004) and Medd (2012). This mixed methods case study of an extant peer coaching programme in higher education in the UK makes explicit the process of the coaching intervention, measuring the impact on academic attainment in the form of module grade data. In addition, the use of a control group enables a comparison to be made of the academic attainment of non-coached students with those who received peer coaching. Academic behaviour confidence of those who were coached was also measured pre- and post-coaching using the Sander and Sanders (2009) ABC questionnaire. There was found to be a significant impact in the attainment of students who received coaching when compared to those students in the control group who did not. The peer coaching had a beneficial impact in particular for those in their first year of study and those who were performing less well at the outset, as well as students within the Business School. A significant increase in the academic behaviour confidence was found in those who received coaching as well as a reduced attrition rate when compared to those in the control group.

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Goal-focused Coaching

Cited by 14 publications

References 0 publications

Theoretical Traditions and Coaching Genres

Theoretical Traditions and Coaching Genres

Theorising communications coaching in Asian contact centres: what is the approach?

The impact of a peer coaching programme on the academic performance of undergraduate students: a mixed methods study.

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