Internal Coaching Research Articles

COACHING AS A STRATEGIC MANAGEMENT TOOL

In the last few years, the use of coaching in the management of the business organization has become more and more popular. The new requirements for global environmental behavior and global competition support the established need to improve the tools for managing indoor environment factors that lead to the sustainable formation of competitive advantages and to increasing the efficiency of management. On the other hand, the evolution of the business organization also implies a continuous improvement of the management tools in order to better meet the objectives and increase the effects from the realized activities and processes. This is the argumentation of the defended thesis in the present study, namely: Coaching can be used as a management tool that helps to create sustainable competitive advantages, supports the implementation of organizational goals and positively influences the organization's working climate. In view of the sustainability of the results and benefits to the organization from the use of coaching, it is advisable that it can be done by managers who are specially trained to do so.The aim of the study is to follow the scientific discussion on the essence and specifics of coaching in the management of the business organization. On this basis, to systematize and critically analyze the relevance of coaching as a strategic management tool to increase the individual and complex results of the activities carried out in the organization.In order to achieve the research goal, analysis and synthesis of specialized literature, problematic, systemic and functional analysis are used. In the course of developing the report, focus is placed on the specifics of coaching and its relevance to business organization management, including its potential to be used to form and develop sustainable competitive advantages and achieve strategic success. The term "synergic coaching effect" is used and substantiated.The author's understanding of coaching ability to generate synergic effects is formed on the basis of established direct and indirect benefits to the organization as a result of using coaching to solve different kinds of problems that lead to a general and individual increase in the results of the activities performed, to improving the professional suitability of employees and managers.This statement does not deny the benefits to the organization from using an external coach, as well as the training of employees of the organization for implementing internal coaching. Based on the systematic and analyzed information about the coaching specifics, it is concluded that the organization should train its managers to conduct coaching. In this way, the manager's skills are increased and another problem solving tool is mastered. At the same time, the trust between him and his coaching staff is growing, which can be seen as one of the prerequisites for turning the manager into a leader. Coaching by a manager in the process of solving internal organizational problems, not by an outsider or a trained coach, also saves time, as it misses the stage in which regardless of the type of coaching chosen - whether external or internal with a coach who is not the manager, the latter must get acquainted with the results achieved to take the necessary action.This is another argument in support of the defended thesis that coaching can successfully be used as a strategic tool for managing the business organization.

POLICY IMPLEMENTATION ON TEACHER’S COMPETENCY IMPROVEMENT AT AR-RAUDLATUL HASANAH ISLAMIC BOARDING SCHOOL MEDAN

This study aims to describe the program of teacher competency improvement, efforts in improving teacher competence, financial policy in improving teacher competence, constraints faced in improving teacher competence, and efforts made in overcoming obstacles to improve teacher competence in Ar-Raudlatul Hasanah Islamic Boarding School Medan. Data collection techniques used were observation, interview, and documentation study. Data management consists of data reduction, data display / data presentation, data analysis, techniques to ensure the validity of research results. The results of the study revealed that the first program to increase the competence of teachers in Ar-Raudlatul Hasanah Islamic Boarding School Medan is the improvement of education qualification, equalization and certification, competency-based integrated training, education supervision, empowerment of Subject Teacher Consultant (MGMP), symposium, and other traditional training. The effort of developing the competence of teachers in Ar-Raudlatul Hasanah Islamic Boarding School Medan is by conducting education and training such as training, internship activities, school partnerships, tiered training and special training, short courses of LPTK or other educational institutions, internal coaching of schools and further education. Activities other than education and training are discussions, seminars, workshops. Obstacles in increasing the competence of teachers in Ar-Raudlatul Hasanah Islamic Boarding School Medan is influenced by factors such as structural factors, teacher personal factors, teacher economic factors, social factors, and cultural factors. Efforts to overcome the obstacles to increase the competence of teachers in Ar-Raudlatul Hasanah Islamic Boarding School Medan is always doing communication, monitoring and evaluation to ensure that the planned program can be implemented in accordance with the objectives, how far the achievement . Keywords : Policy Implementation, Teacher’s Competence Improvement, Ar-Raudlatul Hasanah Islamic Boarding School

Boundary conditions of workplace coaching outcomes

PurposeIn order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, the purpose of this paper is to examine the associations of two coaching practice factors (coaching format and external vs internal coaching provision), and coachees’ job complexity with perceived outcomes from coaching.Design/methodology/approachA survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work).FindingsAnalysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. The examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles.Originality/valueThe original contribution of the authors’ findings is in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees’ job situations.

Strategi Peningkatan Kompetensi Sumber Daya Manusia Pendidikan

ABSTRACT: Educators and education personnel are the key human resources that are key to the success of educational institutions, therefore their competence must be developed continuously according to the demands and changes in the development of education. To have and prepare competent and professional educators and education personnel in their performance, educational institutions are required to apply leadership by implementing good strategies through disciplined coaching, motivation, rewards and perceptions. Guidance and development of competence, profession and career of educators and education personnel can be implemented through various strategies in the form of education and training, among others; In-house training, internship programs, school partnerships, distance learning, tiered training and specialized training, short courses at colleges or other educational institutions, internal coaching by schools, and advanced study education.

The Competence Readiness of the Electrical Engineering Vocational High School Teachers in Manado towards the ASEAN Economic Community Blueprint in 2025

This paper presents the competence readiness of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. The objective of this study is to get the competencies readiness description of the electrical engineering vocational high school teachers in Manado towards ASEAN Economic Community blueprint in 2025. Method used quantitative and qualitative approach which the statistical analysis in quantitative and the inductive analysis used in qualitative. There were 46 teachers of the electrical engineering vocational high school in Manado observed. The results have shown that the competencies readiness of the electrical engineering vocational high school teachers in Manado such as: pedagogical, professional, personality, and social were 13.04%, 19.56%, 19.56%, and 19.56% respectively. The results were still far from the focus of the ASEAN economic community blueprint in 2025, so they need to be improved through in-house training, internship programs, school partnerships, distance learning, tiered training and special training, short courses in educational institutions, internal coaching by schools, discussion of educational issues, workshops, research and community service, textbook writing, learning media making, and the creation of technology and art.

Internal versus external executive coaching

ABSTRACTThe purpose of this paper is to show the advantages and disadvantages of internal and external executive coaching. To this end, it offers a thorough review of the literature and an exploratory study based on the Delphi method with 40 selected experts, who gave answers based on their own experience. The results indicate that the decision on whether to opt for internal coaching (IC), external coaching (EC) or both depends on the objectives to be achieved, the capacity of the organisation and an awareness of the characteristics of the two types. IC is viable when there is a high level of trust in the confidentiality of the process; there are a large number of processes to be carried out; the hierarchical status of the executives is not greater than that of the coaches and the culture of the organisation views coaching as an executive responsibility. EC is the best option for small organisations, for one-off interventions, for top executives and for organisations whose culture does not promote this practice among its own executives. The findings could assist companies in deciding which type of coaching is best suited to their needs, coaches and coachees in achieving greater improvement and better outcomes and offer a clearer view of this segment. The study also sets out the reasoning offered by the experts and provides recommendations for future research.

Impacts of change management on Six Sigma team leadership style

This study analysed the impact of change management on leadership in Six Sigma teams. The research concentrated on identifying the effects that change management has on shared leadership throughout each phase of the Six Sigma Define, Measure, Analyse, Improve, and Control (DMAIC) process. The study used a longitudinal approach to study how change management impacted eight Six Sigma teams during the DMAIC structure. At each phase, change management and team performance data were collected and analysed to identify relationships. Non-parametric statistical tests were used at each phase to understand how change management and team performance changed over time. The degree of change management impacts the type of leadership that a team can select. As a result, as the degree of complexity for change management increases, a quality improvement team relies more on shared leadership. The obtained results led to two implications. The first revolved around the need for internal members and external coaches to be able to identify and understand the relationship between change management and leadership. The second was that a Six Sigma training program needs to include training and educational modules about change management and leadership. This study contributes to current knowledge since practitioners can use it to evolve Six Sigma models and maximize future quality improvement teams' ability to achieve optimal performance and effectiveness.

Use of coaching to improve the skills of young engineers and improve the company’s image

Professional group, which is most difficult in our country to recruit are besides manual workers – engineers. The organization of vocational training during higher education does not guarantee future engineers proper practical preparation. When graduating from universities they are trained only in theory for future responsibilities. There are opportunities to use the experience of 50+ occupational group for the implementation of future engineers to work providing opportunities for development as well as ensuring the improvement of wages of employees in retirement age. An additional benefit is the improvement of company’s image. The article presents the statistics of the conditions on the labor market and the ability to complete the project which is to create a dual study program for first degree full-time students of the Silesian University of Technology with the use of practical knowledge of 50+ workers as internal coaches (trainers) in companies interested in acquiring and developing talents.

Formative use of test results: A user’s perspective

Despite the potential of using test data to support student learning, several studies have concluded that the actual use of test data remains limited. The present study addresses this problem by examining (1) the types of actions for which teachers, internal coaches, principals and parents within primary education want to use test results and (2) the information needed to perform these actions. The results obtained from the questionnaires show that the various users want to use test results for actions that support learning, which amounts to a discrepancy relating to actual use. Furthermore, the various users perform actions on different levels, thus indicating the need for tailored reports that fit the information needs of individual users. The results of the focus group method reveal the information needs of teachers, suggesting implications for the development of new score reports.

Exploring the Benefits of a Coach Development Process ... on the Coach

This paper examines the extent to which a coach development programme benefits the coach beyond the boundaries of their coaching interventions. Much coaching research focuses on the impact of coaching on the coachee and the organisation; this small research project considers the impact on the coach. Alumni from a higher education coach development programme were invited to share their perspectives on their post programme coaching and organisational experiences via focus groups. Our findings suggest that a learning process that encourages self-awareness, reflexive conversations and opportunities to reflect and consider one’s coaching identity, enable coaches to apply their learning across a range of organisational scenarios, beyond their role as an internal coach. Organisational coaches report greater levels of confidence in their generic leadership roles and being perceived differently by others in their organisations, as a result of the coach development process. This study will be of interest to HRD practitioners considering an investment in developing internal coaches and to those involved in designing and delivering coach development programmes as the importance of teaching beyond coaching models and theory is demonstrated from this study. It may also help inform potential coach trainees considering embarking on a coach development programme, as the benefits can permeate all aspects of organisational performance.

Kebijakan Pengembangan Profesionalisme Berkelanjutan Guru PNS

Teacher was one of humankind as an engine in the educational process. In the process of education in schools, teachers were holding double duty as a teacher and educator. As a teacher in charge of giving some learning materials professionally, while as an educator in charge of giving guide and nurture their students to become skilled human, active, creative and independent. Therefore, policy of development for the teacher was needed. It aimed to develop and enhance the competence and capacity of teachers in accordance with their expertise. It was done through education and training in the form of in-house training, internship program, partnership schools, distance learning, specialized training, short courses, internal coaching by the school, as well as continuing education. In addition, there were education discussion, seminars, workshops, research, writing books / materials, manufacture instructional media, and making technology/artwork. Policy of development professionalism teacher accordance in Government Regulation Number 74 of 2008 on Teachers, Regulation of the Minister of Administrative Reform and Bureaucratic Reform Number 16 of 2009 on Functional Position Teacher and credit figures. However, there are weaknesses in this policies that sanction teachers who did not implemented explicitly and in writing.

Contributing to coaching knowledge whilst learning how to research: a review and discussion of four student-coaching studies

ABSTRACTThis article showcases four student research projects focused on forms of internal and external coaching, and coaching supervision. The studies were selected from a pool of unpublished studies that were grouped according to their general interest and relevance to each other. After briefly describing the studies, key findings are identified for each and integrated into a combined discussion. More specifically, the discussion focuses on the perceived challenges that HR practitioners face in respect of providing an internal coaching service (i.e. HR coaching), along with an examination of more general factors that appear to influence employee receptivity to employer-sponsored programmes (like internal coaching). Also explored is the niche area of maternity coaching, with evidence presented about its efficacy and questions noted about current prevalence and the importance of research to its long-term viability. Finally, several issues related to coaching supervision are considered, particularly in regard to the relatively unexplored area of supervision within internal coaching contexts. Recommendations for future research are provided for all research topics.

Book Highlight—Building a Sustainable Internal Coaching Program

Global Business and Organizational ExcellenceVolume 35, Issue 1 p. 77-86 Currents Book Highlight—Building a Sustainable Internal Coaching Program Renée Robertson, Renée RobertsonSearch for more papers by this author Renée Robertson, Renée RobertsonSearch for more papers by this author First published: 07 October 2015 https://doi.org/10.1002/joe.21647Citations: 2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume35, Issue1November/December 2015Pages 77-86 RelatedInformation

Analisis Kebutuhan Pelatihan Guru IPA Berbasis Kompetensi Kepribadian

<p>Deviant behavior and ethic, norm, and moral violations done by the teachers become indicators on how poor is the personalcompetence of the teachers in Indonesia. Training to improve the personal competence of the teachers has got less concern fromthe government. This study offers an alternative in determining the training needs using the Training Needs Assessment (TNA).The study aimed at mapping the actual personality competence of the teachers, establishing training needs and priorities, aswell as providing recommendations for effective training methods. The survey method, interviews and FGDs were conductedto obtain the primary data. Survey was carried on 165 natural science teachers of SMP Negeri Pekanbaru using self evaluationquestionnaire. Result show that actual personality competence of the teachers are below the ideal competence. There are twopriority training programs include the training i.e on ethic code of teachers and training on personality strengthening. The trainingmethods of internal coaching and specific training are effective to improve the personality competence of the teacher.</p><p>Keywords: personality competence, training needs analysis, teacher</p>

Coaching the coaches

Purpose – Reports on a case study of a 15-month coaching-development program in a Hong Kong-based organization. This paper outlines the purpose, processes and outcomes of the program. Design/methodology/approach – Draws on the material obtained from internal coaches through structured interviews and focus groups that were held throughout the program. Findings – Reveals that the internal coaches reported that the coaching program improved their skills and enhanced their capacity to help others and develop managerial talent in the organization. Practical implications – Advances the view that a well-designed, long-term and continuously monitored coaching program using an external moderator/facilitating coach can develop professional managerial and leadership skills and support talent management. Originality/value – Describes a coaching-development program that has the potential to be applied in organizations that face talent-management and recruitment problems.

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

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.

Retrospective analysis of long-term preparation of outstanding athletes for earlier identifiсation of athletic talent

Athletic talent as biological, social and methodological phenomenon is one of the most scientifically complicated and practically important problems of contemporary sport. The earlier discovery of athletic talent permits more rational management of gifted young prospects’ preparation increasing their chances for the most successful athletic carrier. With this position, the thorough investigation of the long‑term preparation of outstanding athletes allows to find earlier indications of athletic talent that can be utilized for recognition of extra‑ordinary abilities in young athletic candidates. Correspondingly, this study is aimed to investigate long‑term preparation of several Olympic champions, focusing on their training time expenses and earlier indications of athletic talent for possible evaluation of young athletic prospects. The personal data of nine Olympic Champions were collected by means of specially organized interviewing, where retrospective data were collected for characterization of time expenses for training until achievement of the first big success, earlier recognition of giftedness, and availability of parental support during initial part of athletic carrier. The unique data of nine Olympic champions evidenced that they attained their first big success after 4‑6 years of their purposeful preparation when total amount of accumulated time expenses for training varied between 1840‑5000 hours. Available findings allow indicate three general factors affecting discovery and development of extraordinary athletic talent: high internal motivation (1), creative and intelligent coaching (2), high rate of learn‑ and trainability (3). Comparison of annual time expenses of respondents with junior standards gives firm evidence that studied outstanding athletes executed much larger training workloads even on the earlier stages of their multi‑year preparation. The study outcomes contradict to popular theory of deliberate practice (Eriksson et al., 1993) that postulates 10‑years rule and accumulation of 10 000 hours training for attainment of high‑level expert performance. Importantly, that majority of respondents were early recognized as potentially talented individuals and received appropriate family support. Keywords: athletic talent, long ‑ term preparation, identification of gifted youngsters. DOI: http://dx.doi.org/10.15823/sm.2015.7

The effectiveness of workplace coaching: A meta‐analysis of learning and performance outcomes from coaching

This study presents a meta‐analysis synthesizing the existing research on the effectiveness of workplace coaching. We exclusively explore workplace coaching provided by internal or external coaches and therefore exclude cases of manager–subordinate and peer coaching. We propose a framework of potential outcomes from coaching in organizations, which we examine meta‐analytically (k = 17). Our analyses indicated that coaching had positive effects on organizational outcomes overall (δ = 0.36), and on specific forms of outcome criteria (skill‐based δ = 0.28; affective δ = 0.51; individual‐level results δ = 1.24). We also examined moderation by a number of coaching practice factors (use of multisource feedback; type of coach; coaching format; longevity of coaching). Our analyses of practice moderators indicated a significant moderation of effect size for type of coach (with effects being stronger for internal coaches compared to external coaches) and use of multisource feedback (with the use of multisource feedback resulting in smaller positive effects). We found no moderation of effect size by coaching format (comparing face‐to‐face, with blended face‐to‐face and e‐coaching) or duration of coaching (number of sessions or longevity of intervention). The effect sizes give support to the potential utility of coaching in organizations. Implications for coaching research and practice are discussed.Practitioner pointsOur meta‐analysis supports the positive effects of workplace coaching as an approach to employee learning and development in organizations, with a variety of criteria.Our findings indicate that coaching was more effective when conducted by internal coaches and when multisource feedback was excluded.Workplace coaching was effective whether conducted face‐to‐face or using blended techniques (i.e., blending face‐to‐face with e‐coaching).

Equality of mentoring and coaching opportunity: making both available to pre-service teachers

Purpose – The purpose of this paper is to explore why mentoring is preferred over coaching when supporting pre-service teachers, compared with other stages in a teacher’s career where coaching is more readily available. Design/methodology/approach – The paper first draws upon pre-existing literature which addresses the ways in which mentoring is used for pre-service teachers; followed by a discussion of the place and use of coaching within education. It then focuses on data generated from interviews with senior teachers responsible for the induction of pre-service teachers within three UK-based secondary schools and compares this to findings about mentor and coach approaches used in other sectors or contexts. Findings – Findings point towards an imbalance in the use of mentoring and coaching within education, with a particular underuse of coaching for pre-service teachers. Some mentoring (and indeed coaching) interventions are founded on a deficit model; therefore mentors of pre-service teachers could be helped and supported to make greater use of a mentor-coach integrated asset-based approach, which encourages the use of reflection and self-directed learning. Practical implications – Schools using internal mentors for pre-service teachers, or internal coaches for post-qualified teachers, could benefit from understanding what a mentor-coach integrated approach might look like, founded on an asset-based model. Originality/value – The literature is limited with regards to the use of coaching for pre-service teachers. This paper examines the use of mentoring and coaching within schools in a more balanced way; questioning the underlying beliefs about the purpose of mentoring and coaching and whether or not these are based on deficit or asset-based models.

The Impact Of Teacher Observations With Coordinated Professional Development On Student Performance: A 27-State Program Evaluation

The impact of teacher observations in alignment with professional development (PD) on teacher efficacy was quantified for 292 schools in 110 districts within 27 U.S. States. Teacher observations conducted by school leaders or designated internal coaches were coordinated with PD offerings aligned with intended teacher improvements. The PD involved throughout was an online, on-demand system teachers accessed as convenient with a range of PD assistance regarding teaching techniques and participative teacher/user interactive communities for collaboratively posting and downloading PD-related materials. Results indicate that systemic teacher observations, coupled with aligned PD, resulted in significantly improved student achievement in reading and math on standardized assessments.