Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study

Spence, Gordon B.; Grant, Anthony M.

doi:10.1080/17439760701228896

Cited by 164 publications

(110 citation statements)

References 21 publications

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“…The results support previous coaching research in establishing an empirical link between coaching and increases in psychological wellbeing and goal attainment (Linley et al 2010;Green et al 2006;Spence and Grant 2007), while also extending the limited and recent experimental evidence supporting the relationship between coaching and Figure 1 Quality of interaction and change in wellbeing in the coached neighbourhood network post coaching intervention. Measures of Psychological Wellbeing and a social network analysis of the quality of interaction were conducted across 225 members of an organisation.…”

Section: Discussionsupporting

confidence: 77%

“…Research on coaching at the individual level has been related to: increased goal striving, hope and wellbeing (Green et al 2006); increases in goal commitment, attainment and environmental mastery (Spence and Grant 2007); increases in cognitive hardiness, mental health and hope (Green et al 2007); the reduction of workplace stress and anxiety (Gyllensten and Palmer 2005); improvements in transformational leadership (Grant et al 2010a;Cerni et al 2010); and the enhancement of outcome expectancies and self-efficacy (Evers et al 2006).…”

Section: Introductionmentioning

confidence: 99%

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The coaching ripple effect: The effects of developmental coaching on wellbeing across organisational networks

O’Connor

Cavanagh

2013

Psychol Well-Being Theory Res Pract

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Background: It has been argued that the quality of daily interactions within organisations effects the wellbeing of both individuals and the broader organisation. Coaching for leadership development is one intervention often used to create organisation-wide changes in culture and wellbeing. Leadership style has been associated with employee stress and wellbeing. Coaching has also been shown to improve individual level measures of wellbeing. However, almost all the research into the effectiveness of coaching interventions assumes a linear model of change, and expects that any flow-on effects are also linear. In other words, much of the research assumed that any change in the leader has relatively uniform effects on the wellbeing of others, and that these effects can be adequately accessed via standard linear statistical analyses. We argue that linear approaches do not take the complexity of organisations seriously, and that Complex Adaptive Systems theory (CAS) provides a useful non-linear approach to thinking about organisational change and the wellbeing of individuals embedded in these systems. The relatively new methodology of Social Network Analysis (SNA) provides researchers with analytic tools designed to access the relational components of complex systems. This paper reports on changes observed in the relational networks of an organisation following a leadership coaching intervention. Methods: An AB design coaching intervention study was conducted across an organisation (N = 225). Wellbeing measures were taken for all employees and a social network analysis was conducted on the degree and quality of all organisational interactions. Twenty leaders (n = 20) received 8 coaching sessions. Individual self report measures of goal attainment as well as 360 feedbacks on transformational leadership were assessed in the control, pre and post intervention periods.

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Section: Discussionsupporting

confidence: 77%

Section: Introductionmentioning

confidence: 99%

The coaching ripple effect: The effects of developmental coaching on wellbeing across organisational networks

O’Connor

Cavanagh

2013

Psychol Well-Being Theory Res Pract

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“…Sin embargo, pese a las evidencias que vinculan la definición de metas personales con el proceso de autorregulación (Brunstein, 1993;Omodei & Wearing, 1990;Spence & Grant, 2007), son insuficientes las investigaciones que han evaluado esta relación en contextos reales. Tal como menciona Kulh (2008), incluso si se estudia detalladamente el proceso cognitivo de la representación de una meta, aún falta información que dé cuenta del porqué una persona establece ciertas metas.…”

Section: La Relación Entre Los Procesos De Autorregulación Y Coachingunclassified

La relación entre el proceso de autorregulación y el proceso de coaching

Barato

Rodríguez-Moneo

2016

Univ Psychol

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r e s u M e n El coaching ha tenido un importante crecimiento en los últimos años como método que facilita el logro de metas y propicia el desarrollo de habilidades. Sin embargo, existen críticas dirigidas, por un lado, a la débil fundamentación teórica que sustenta su proceso y, por otro, a la baja producción de investigaciones empíricas que expliquen los resultados de éxito y que muestren con rigor los cambios cognitivos, motivacionales y afectivos logrados por las personas que participan en este tipo de procesos. Este artículo presta especial atención al análisis de la relación de los procesos de coaching y de autorregulación. El objetivo principal se centra en plantear este vínculo como una posible solución a la necesidad de profesionalizar la práctica del coaching, de emplear técnicas basadas en la evidencia y que procedan de las investigaciones sobre los procesos psicológicos, pero, sobre todo, de encontrar un cuerpo teórico sólido que de cuenta de su éxito. También se proponen algunas posibilidades de cómo el desarrollo de la autorregulación puede verse beneficiado por las prácticas del coaching. Se plantean, por úl-timo, algunas ideas sobre la dirección de futuras investigaciones en el tema.Palabras clave coaching; autorregulación; efectividad del coaching; evaluación del coaching; aprendizaje autorregulado A B s t r A c tIn recent years coaching has grown significantly as a process that facilitates the achievement of goals and fosters the development of skills. However, even today it receives multiple critics regarding the lack of theoretical support, the little empirical research that supports its successful results and that shows what changes -cognitive, motivational and affective -are experienced by people who take part in this type of process. This article explores the relationship between the processes of coaching and self -regulation. Its main focus is on presenting this relationship as a possible solution to the need of professionalizing the practice of coaching, using evidence-based techniques from the research on psychological processes, but above all, finding a solid theoretical foundation that supports its success. Some ideas of how the development of self -regulation can be benefited from coaching practices are also proposed. Finally, it presents some thoughts on what could be the direction of future research on the subject.

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“…Ambos procesos están centrados y dirigidos hacia el aprendiz y, por lo tanto, en el Aprendizaje (Knight & van Nieuwerburgh, 2012), por lo que la Psicología del Aprendizaje sería otra disciplina psicológica implicada en la mentorización. Además, los procesos de Coaching y Mentoring influyen positivamente en el incremento de los esfuerzos dirigidos hacia la consecución de una meta, del bienestar psicológico y la felicidad (Green, Oades, & Grant, 2006;Spence & Grant, 2007) así como de la Inteligencia Emocional (Cherniss, Grimm, & Liautaud, 2010), lo que se encontraría dentro de la Psicología Positiva aplicada a la educación (Seligman, Ernst, Gillham, & Linkins, 2009).…”

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La Mentorización Entre El Profesorado Universitario Junior Y Senior. Un Proceso De Aprendizaje, Apoyo Y Enriquecimiento Mutuo

Torres

Mohand

2017

Revista INFAD de Psicología

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The university is known for its complexity and continuous change. Junior faculty should be incorporated and adjusted to the university structure and functioning. In addition, they have to implement a set of teaching competencies to promote an effective process of teaching and learning, and the student achievement of specific learning outcomes. For this reason, this paper advocates the need to implement mentoring programs between senior and junior faculty as a process that involves learning, support and mutual enrichment. Thus, two mentoring projects developed at the University of Granada are described. It is shown to be effective in strengthening efforts towards faculty achieving goals and its well-being.Keywords: higher education, faculty, mentorship, teaching competencies RESUMENLa institución universitaria se caracteriza por su complejidad y continuo cambio. El profesorado universitario junior ha de incorporarse y ajustarse a la estructura y funcionamiento de la universidad, a lo que se suma que ha de poner en práctica una serie de competencias docentes para favorecer un proceso de enseñanza-aprendizaje eficaz y la consecución de determinados resultados de aprendizaje en el alumnado. Es por ello por lo que en el presente trabajo se defiende la necesidad de implementar programas de mentorizacion entre el profesorado senior y junior como un proceso que implica el aprendizaje, apoyo y enriquecimiento mutuo. En este sentido, se describen dos proyectos de mentorización desarrollados en la universidad de Granada. Se pone de manifiesto su eficacia para fortalecer los esfuerzos dirigidos hacia la consecución de una meta y el bienestar del profesorado.Palabras clave: educación superior, profesorado, mentorización, competencias docentes Mentoring between junior and senior faculty.

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Professional and peer life coaching and the enhancement of goal striving and well-being: An exploratory study

Cited by 164 publications

References 21 publications

The coaching ripple effect: The effects of developmental coaching on wellbeing across organisational networks

The coaching ripple effect: The effects of developmental coaching on wellbeing across organisational networks

La relación entre el proceso de autorregulación y el proceso de coaching

La Mentorización Entre El Profesorado Universitario Junior Y Senior. Un Proceso De Aprendizaje, Apoyo Y Enriquecimiento Mutuo

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