Role Of Coach Research Articles

The Impact of Effective Coaching on Sales Performance Mediated by the Role of Soft Skills in the Tourism Industry

This research aimed to design a model for the role of effective coaching in achieving sales representatives' performance through soft skills for Iraqi tourism companies using quantitative and qualitative approaches. A questionnaire was designed to collect data to analyze the relationship between the research variables for (427) paragraphs that were randomly distributed to each tourism salesperson. To prove the model, five hypotheses were formulated where the effect and relationship were proven in all hypotheses using (SPSS, SMART PLS) programs. The results emphasize the importance of implementing strong coaching programs aimed at developing self-awareness, personal responsibility and personal skills among employees. Moreover, the study highlights the need for tourism service providers to comprehensively assess and develop personal skills alongside technical competencies during recruitment and performance management processes. It recommends providing value for the potential benefits of implementing coaching programs to support professional development and enhance the performance of front-line sales personnel. The results of this research can help in developing coaching strategies and coaching programs specifically designed to improve salesperson performance, and ultimately improve customer experience in the tourism services sector.

Exploring successes, barriers, and enablers in the one-year digital Healthy Weight Coaching

IntroductionHealthcare professionals’ perspectives are often overlooked in the evaluation of digital weight loss interventions. Thus, we examined how healthcare professionals perceive patient success in a one-year web-based weight management program, the Healthy Weight Coaching, aiming to identify key success factors and common challenges within the coaching process.MethodsThematic analysis was conducted on ten semi-structured interviews with healthcare professionals from the Healthy Weight Coaching. Interviewees included individuals of both sexes, with an average age of 41 years, ranging from 10 months to 5 years of coaching experience, and treating 90 to 500 patients.ResultsThree main themes emerged from the analysis: (1) Positive progress during the Healthy Weight Coaching, (2) Factors facilitating success, and (3) Barriers hindering progress. The coaches noted significant positive changes among patients, including increased self-compassion, reduced weight-related stress, and a shift toward holistic well-being. Improvements in eating habits, physical activity, and vegetable consumption were observed, along with reductions in binge eating behaviors. Personal factors such as internal motivation and engagement with the program were crucial for success. Additionally, aspects of the Healthy Weight Coaching program, such as its individualized and supportive environment, flexible coaching approach, and the pivotal role of coaches, were seen as facilitators of success. Patients valued being treated equally and acceptingly and fostering trust and collaboration. However, challenges such as burdensome life situations, limited resources, and inadequate support posed significant barriers to progress. Unrealistic goals and societal pressures were also observed to hinder successful weight management efforts.ConclusionA comprehensive, individualized approach addressing resource limitations and societal norms can enhance long-term success in weight management programs like the Healthy Weight Coaching, ultimately promoting overall well-being.

The professionalization of the role of the coach: transforming the last bastion of the Scandinavian welfare-sport model

Coaching in Scandinavia is characterized by tensions between voluntary ideals and increased demands for professionalization. This paper examines the origins and content of such demands, how voluntary run and governed football clubs translate them into practices, and the impact of professionalization on the coach role. Within an organizational perspective, our analysis is framed by institutional theory and a translation perspective and draw on data from interviews with representatives of Norwegian football clubs. The results show how demands for professionalization are translated into (new) practices in football clubs and lead to (more) professionalization of the coach role. In a ‘top-down’ trajectory, professionalization is characterized by bureaucratization driven by a need to satisfy the Norwegian Football Federation and Norwegian Elite Football. In a ‘bottom-up’ trajectory, professionalization is characterized by individualization driven by pressures from members to tailor-make the club’s service offer. In a ‘trickle-sideways’ trajectory, professionalization is characterized by marketization driven by the establishment of private football academies that exert pressure on football clubs to adapt to a more customer-oriented membership base. In conclusion, this examination highlights the multidimensional character of the professionalization of the coach role and emphasizes the need for further research on the broader ramifications of professionalization in contexts characterized by voluntary ideals.

Health coaching: the node of health literacy & health promotion

Abstract Introduction To achieve sustainable health behaviors and outcomes to move from a precarious health situation to good health, people need to be supported in health literacy in behavior change that ensure interventions’ success. As a non-clinical approach, health coaching aims to increase a person’s levels of self-efficacy, confidence and resilience, by promoting the sense of coherence. This communication aims to identify the benefits that health coaching as a salutogenic approach can trigger. Methods The work is structured in a narrative review of literature and the lived experience of the authors in health coaching. Results The published research on health coaching and the systematic professional experience of the authors highlight: (1) the anchoring of health coaching in the salutogenic model and in the person-centered approach focused on individual characteristics and needs in driving healthy behaviors; (2) health coaching as a collaborative relationship with chronically ill people and people at risk of developing illness; (3) the role of health coaching as a sense of coherence (SOC) promoter; (4) health coaching as a new profession in the healthcare ecosystem (e.g. NHS, UK), cooperating with multidisciplinary teams. Discussion From A.Antonovsky’s model approach to health, the SOC stands out and constitutes one of the basic theories in health coaching interventions, by strengthening the person’s capabilities of comprehensibility, manageability, and meaningfulness. As an emerging profession, with ethical and a growing research foundation, it is facilitated by trained professionals in managing and monitoring health behavior change. Conclusions Health coaching aims to bring relevance, meaning and strategy to a person’s behavioral change. Health coaching demonstrates positive effects on several health parameters by supporting the implementation of health literacy development and empowering people to trigger sustainable changes that lead to healthier lifestyles.

Training transfer in MSMEs of India: examining the role of performance coaching, HRD climate and employee agility

Purpose The relatively low emphasis on training is often attributed to concerns about the uncertain return on investment in training initiatives. However, there has been limited research conducted to understand the critical success factors for training effectiveness in these enterprises. The current research aims to address this gap by examining the role of training transfer factors in enhancing training effectiveness within micro, small and medium enterprises (MSMEs) in India. Influenced by the Learning Transfer System framework proposed by Holton et al. (2007), this study aims to focus on investigating the impact of performance coaching, human resource development (HRD) climate and employee agility on training transfer in MSMEs. Design/methodology/approach Data has been collected from 411 respondents working in MSMEs of India through validated survey instruments. MSMEs have been chosen owing to the increasing contribution of the sector to the Indian gross domestic product and the lack of sufficient management research in the sector. The statistical software SPSS-AMOS has been used to create structural equational modeling for testing the hypotheses. Findings The result shows that performance coaching is the most impactful factor for training transfer, followed by HRD climate and employee agility. Practical implications The result suggests MSME practitioners activate a positive coaching environment in the organization by following the best practices in performance coaching. Further, the research suggests practitioners to realize the significance of HRD climate and employee agility. Appropriate management practices have been suggested to groom and develop HRD climate and employee agility for higher training transfer. Originality/value To the best of the authors’ knowledge, the research is first of its kind to study the impact of performance coaching, employee agility and HRD climate on training transfer in MSMEs.

Digital fist bumps: searching for datafication and digitalisation in everyday CrossFit coaching practice.

The research presented here explores the nuances of data collection and sharing via digital platforms in everyday CrossFit coaching practice. There is a growing body of work on data and digital platforms in CrossFit, though currently there is a lack of understanding of the role of coaches in these processes. Empirically grounding the digital fitness practices of CrossFit coaching is essential for our understanding of the sport, as well as to critically engage with the dominant socio-technical narratives of the digital fitness revolution: narratives that obscure the agency of coaches. This research foregrounds the coaches' agency and lived experiences, focusing on their everyday coaching practices around data and digital platforms. Six semi-structured in-depth interviews with CrossFit coaches in Sweden were undertaken in 2023. These focused on if, when, how and why they collect, or encourage their participants to collect, data on their training and share this via digital platforms. The findings reveal several different, though interrelated, areas where the CrossFit coaches can be seen as mediating between often competing narratives around data and digital platforms. These everyday practices include mediating between group vs. individual training, data collection and sharing vs. "moving well", CrossFit's methodology of quantification of fitness vs. the needs of the participants and navigating the techno-solutionist vs. reductionist narratives around digital fitness tracking.

The opportunities and challenges of utilising collaborative action research for coaching within Hong Kong China rugby sevens

ABSTRACT Background Despite Rugby sevens being an Olympic sport there is a paucity of research on how to coach it. For an emerging sevens nation like Hong Kong, where participant numbers are limited, the quality of coaching is a key area to focus upon to enhance performance. Methods Over a 12-week period, the aim of this study was to utilise collaborative action research (CAR) with four professional coaches (including myself) within a professional rugby sevens environment to develop coaching practice. The data generated over four action research cycles included focus groups, observations, and reflective diaries. Findings Through CAR the coaches in this study became more conscious of their delivery during practice, namely their individual and collective feedback, being more deliberate in the planning of and reflecting upon their practice, and more aware of how to collaborate effectively. The key challenges encountered by the coaches were finding appropriate moments to intervene in practice to deliver feedback, a lack of role clarity whilst coaching as a group, and perceived power relations between coaches. Difficulties of my dual role of coach and researcher included the balance of having empathy for the stresses of professional coaching whilst striving to provide rich accounts for research. These challenges posed issues surrounding conflict management and power relations amongst the group of coaches. Conclusion Despite the inevitable challenges of working within a social group, the practical implications from this study suggest CAR can provide coaches with a voice and reposition them as co-creators of actionable knowledge. This study presents some of the realistic challenges and opportunities that adopting a CAR approach can provide to coaches who want to collaboratively improve the quality of their practice.

“A lifelong journey:” a phenomenological exploration of faculty perceptions about coach training at an academic medical center

BackgroundCoaching in academic medicine may help learners develop lifelong learning skills. Studies typically evaluate the impact on coachees and program outcomes. Limited information is available about educating faculty to integrate the role of coaching. We explored a faculty coach training program at an academic medical center in the southern region of the United States.MethodsTwenty faculty members in the college of medicine completed the 34-h training program meeting alternate weeks from May to November 2021. We collected data from reflections during training, a post-training survey, and three post-training focus group discussions making this a qualitatively driven mixed methods research. We used a transcendental phenomenological approach for the qualitative analysis entailing deriving essential meaning of the participants’ training experiences and perceptions about coaching.ResultsWe identified 3 themes (1) perceptions, skills, and understanding of coaching, (2) perceived additional benefits from coach training, and (3) effective instructional practices to teach coaching. Under the first theme, participants expressed improved understanding about the process of coaching in academic medicine, noted the importance of listening to the whole person without judgment, questioning with curiosity, vulnerability, self-awareness, and reflection for building trust. Perceived additional benefits included personal development and illuminating discoveries. Sub-themes for effective instructional practices were learning community encompassing mindfulness, psychological safety, social cohesion, experiential and interactive learning, and suggestions. Faculty experienced internal transformation while learning coaching and felt they had the capacity to influence personal and professional development of learners and colleagues. The concepts reflection, awareness, growth, and relationship were threaded throughout the three themes.ConclusionsThe training evoked self-awareness and opportunities for personal growth. The newly trained coaches expressed the beginning of an internal transformation to embody being a coach and demonstrated willingness to influence personal and professional development of learners and colleagues. Effective instructional practices to teach coaching included mindfulness practice, psychological safety, social cohesion, and experiential and interactive learning. Based on these findings, it may be summarized that in the process of training to be a coach, the faculty not only recognized the benefits of coaching for learners but also realized individual personal benefits.

Nurturing the Capabilities to Aspire, Voice and Realise Aspirations: A Theoretical Analysis of the Transformative Potential of the National Health Service in England

ABSTRACT This article contributes to understanding the transformative potential of institutions, such as the National Health Service in England (NHS), to engage those they serve, nurturing their aspirations and capabilities to support human flourishing. In pursuing a “fully engaged” scenario as described by Derek Wanless in Securing our Future Health (2002), an argument is made for nurturing the capabilities to aspire, voice and realise aspirations. The fully engaged scenario aspires towards higher levels of public engagement in relation to individual and community health and wellbeing; more efficient use of resources; overall improvements in health outcomes and a reduction in health inequalities. The discussion offers a critical evaluation of the recent emergence of a personalised care approach in the NHS in England, and specifically the role of Health and Wellbeing Coaches, in supporting this endeavour. Core capability and aspiration concepts are explicated to develop a conceptual framework to appraise the transformational potential of personalised care approaches in the NHS in England. The ensuing analysis is especially relevant as the recently elected Labour government prepares for a new ten-year plan for NHS reformation.

An Experiential Approach to Training Medical Faculty to Coach: "The Total Experience was Much More Than the Sum of Its Parts".

Coaching in academic medicine may be used for performance improvement as well as personal and professional growth and development. Medical faculty used to advising and mentoring learners may find it challenging to transition to coaching. Limited information is available about educating physicians to take on the role of coaching. We investigated a faculty coach training program at an academic medical center, using qualitative methods to explore how participants' perceptions of the training aligned with the elements of Self-Determination Theory (SDT) and Intentional Change Theory (ICT) that were taught using the principles of Experiential Learning Theory (ELT). Based on findings that illuminated understanding and practice of coaching, it may be summarized that the application of experiential learning may be an effective approach in helping faculty embrace the principles of SDT and ICT and make the shift to transformational coaching.

Analysis of personal psychological characteristics of football coaches as a factor of professional success in sports of higher achievements

The effectiveness of coaching depends on many factors. As is known, a successful coach is a person with a high level of multidisciplinary knowledge, an appropriate personal psychological profile and the ability to perform a wide range of functional responsibilities: from team recruitment to managing the process of sports training and the team. As a result of the rapid commercialization of professional sports in general and football in particular, which has been observed over the past few decades, the structure of football clubs and, accordingly, the role of the head coach have undergone significant changes. Therefore, the subject of analysis in the presented work was the psychological characteristics of the coach in the context of the modern conditions of his professional activity. The basic responsibilities of the coach, which consist of planning, organizing, conducting and monitoring the educational and training process, have been supplemented by functions that are usually attributed to management. Thus, having high-level specialized specialists among his assistants, as well as separate departments responsible for individual areas of ensuring sports training in the team, the coach must be able to effectively use this resource. Formulating adequate goals and objectives, coordinating the work of individual specialists and entire departments, delegating, creating conditions for effective communication of all team members is far from a complete list of tasks facing the head coach of a football team today. Such changes and expansion of the functional responsibilities of the coach have led to the fact that the already considerable importance of the psychological component of the professional profile of the coach has become even greater. In addition to the psychological qualities that ensure the effectiveness of the coach as a teacher, he must possess and successfully demonstrate a number of leadership qualities, which determines the quality of his performance of management functions.

A Connective Tissue: University Supervisors/Coaches within a Teacher Residency

ABSTRACT This critical ethnographic project explores the role of university supervisors and coaches (USCs) working with pre-service educators within a teacher residency in a Southeastern U.S. city. The project explores the research questions: how do university supervisors and coaches within a teacher residency support pre-service teachers in navigating the university, district/placement school, and classroom? Similarly, how did a USC sense-making space help USCs in thinking through how to support their pre-service educators? Critical ethnographic methods including participant observations, interviews, and document analysis were utilized. The USC sense-making space operated as a third-space where the USCs worked together in ways that went beyond the either-or (university or school knowledge) to draw direct connections between theory and practice, and the different institutions. The pre-service educators noted how the professional development sessions, one-on-one coaching, personal and professional de-briefs, and more general support aided in navigating the first year of residency programming. Similarly, monthly professional development sessions supported pre-service educators in connecting theory to practice. However, working within/across institutions came with complexities as there were issues with navigating power relations across the various relationships. The USCs operated as a connective tissue for pre-service educators maneuvering the multiple intersecting institutions.

The ethics of enhancement among image and performance enhancing drug coaches

ABSTRACT This research examines image and performance-enhancing drug (IPED) use, specifically focusing on the emerging role of IPED coaches. Situating drug use within broader assemblage theory, we investigated how these coaches, often operating in an online context, function as enabling environments, influencing practices, and contributing to harm reduction in a broader social context within and for IPED communities. Ten IPED coaches were interviewed, with this work focusing on their legal, ethical, and moral considerations, risk assessment, and harm reduction strategies of their practices. We employed a critical realist approach, following flexible coding to identify and develop themes which were further framed an enabling environments framework. Coaches operated along an ethical tightrope, emphasising the conscious regulation of conduct within established norms and the nuanced assessment of risks aligned with individual goals and motivations. Power dynamics and responsibility concerns unfolded through the lens of collaborative decision-making, where trust emerged as an essential element of these relations within contextual risk assessments. IPED coaches play a role in harm reduction by fostering trust and informed decision-making, balancing clients’ goals with health considerations. These findings emphasise the potential for collaboration between IPED coaches and the health workforce to enhance health promotion and support within IPED communities.

GRASPING INCLUSION: PERSPECTIVES FROM AFTERNOON SPORTS ACTIVITIES

Sports activities play a key role in promoting the social inclusion of diverse abilites athletes. The study investigates the perception of social inclusion in sports among the participants of three workshops within the framework of an international project covering Croatia, Serbia, and Slovenia. The survey was answered by 94 workshop participants representing a diverse demographic with an average of more than 15 years of experience in Judo. Most of the respondents had the role of coaches or athletes (judokas) in their organizations. High-quality education for coaches and a varied selection of sports activities have proven to be key factors in promoting an inclusive environment. Additionally, respondents emphasized the importance of recognizing athletes beyond their athletic achievements and promoting a "sports for all" ethos. The findings highlight the importance of involving different stakeholders in promoting inclusion in sport.

A stakeholder-driven approach to designing a peer recovery coach role for implementation in community-oriented primary care teams in South Africa.

In South Africa (SA), community-oriented primary care (COPC) teams work to re-engage out-of-care people with HIV (PWH) in treatment, many of whom have substance use (SU) concerns. SU stigma is high among these teams, limiting care engagement efforts. Integrating peer recovery coaches (PRCs) into COPC teams could shift SU stigma and improve patients' engagement in care. The PRC role does not exist in SA and represents a workforce innovation. To enhance acceptability, feasibility, and appropriateness for the local context, we engaged multiple stakeholder groups to co-design a PRC role for COPC team integration. We used a five-step human-centered design process: (i) semi-structured interviews with healthcare worker (HCW, n = 25) and patient (n = 15) stakeholders to identify priorities for the role; (ii) development of an initial role overview; (iii) six ideation workshops with HCW (n = 12) and patient (n = 12) stakeholders to adapt this overview; (iv) refinement of the role prototype via four co-design workshops with HCW (n = 7) and patient (n = 9) stakeholders; and (v) consultation with HIV and SU service leaders to assess the acceptability and feasibility of integrating this prototype into COPC teams. Although all stakeholders viewed the PRC role as acceptable, patients and HCWs identified different priorities. Patients prioritized the care experience through sharing of lived experience and confidential SU support. HCWs prioritized clarification of the PRC role, working conditions, and processes to limit any impact on the COPC team. A personal history of SU, minimum 1 year in SU recovery, and strong community knowledge were considered role prerequisites by all stakeholders. Through the iterative process, stakeholders clarified their preferences for PRC session structure, location, and content and expanded proposed components of PRC training to include therapeutic and professional work practice competencies. Service leaders endorsed the prototype after the addition of PRC integration training for COPCs and PRC mentoring to address community and COPC dynamics. Stakeholder engagement in an iterative HCD process has been integral to co-designing a PRC role that multiple stakeholder groups consider acceptable and that COPC teams are willing to implement. This offers a methodological framework for other teams designing SU workforce innovations.

“Veteran to Veteran, There's Automatically a Trust”: A Qualitative Study of Veterans’ Experiences in a Peer Health-Coaching Program for Hypertension

IntroductionVeteran peer Coaches Optimizing and Advancing Cardiac Health (VetCOACH) was a randomized controlled trial to test the effectiveness of a peer support intervention to reduce blood pressure among Veterans with hypertension and one or more cardiovascular risks. We studied participant perceptions of the intervention, including barriers and facilitators to participation, factors promoting behavior change, and disease self-management practices. MethodsWe enrolled participants at their exit visit for the VetCOACH study. Participants received primary care at the Veterans Administration health care system and had multiple cardiovascular disease risks, including a diagnosis of hypertension. We conducted a qualitative content analysis of semi-structured interviews about their experience with the VetCOACH intervention. ResultsInterview participants (n=29) were 60 years of age on average (SD 8.6), 71% male, and 55% White. They had mean systolic blood pressure of 138 mmHg (SD 18) at baseline. We identified themes across three major categories, which follow the general progression of the intervention: participation, relationship-building, and behavior change. Scheduling flexibility, shared identity and experiences with the coach, acquisition of new knowledge and skills, and goal-setting were important determinants of participants’ experiences in the program. In the participation category, the themes were scheduling, visit modality, life circumstances, and staffing. In the relationship category, the themes were the coach's professional role, shared identity and experiences, and social support. In the behavior change category, the themes were memory, attention, decision-processes; goal-setting; skills and knowledge; and environmental context and resources. We report differences across patients varying by blood pressure reduction following the intervention and number of coaching visits. ConclusionsParticipants generally reported positive experiences in a peer support intervention for Veterans with hypertension. Participant perceptions provide important insights to the intervention design and implementation. These findings may inform future implementation of peer support among Veterans in hypertension and chronic disease self-management more generally.

Existentialist Perspectives on Emotional Intelligence in Coaching in Foreign Studies

In the modern world, coaching activities are gaining increasing popularity. Coaching, at its fundamental core, is based on the philosophy of existentialism and is aimed at changing (improving) society’s life. This article provides a philosophical justification for coaching. The phenomenon of coaching is considered through the prism of the fundamental concepts of existentialist philosophy, namely: existential authenticity, existential choice, and existential anxiety, from the perspective of existentialist philosophers such as J-P. Sartre, S. Kier-kegaard, M. Heidegger, and M. Merleau-Ponty. The authors demonstrate the interconnection of existential philosophy, emotional intelligence, and their role in modern coaching. However, there are several challenges, including ethical issues in coaching, finding a balance between existential exploration and emotional intelli-gence, as well as adapting the approach to different coaching contexts. Coaches need through training to inte-grate effectively existential principles with emotional intelligence. Beyond coaching, this integration has broader philosophical and psychological implications, encouraging self-discovery and emotional regulation in personal development, leadership, and individual and societal well-being. As a result, ethical questions arise, as existential coaching prompts clients to reflect on the ethical aspects of their choices, emphasizing empathy and ethical decision-making. The synthesis of existential foundations and emotional intelligence in coaching offers a transformative path to self-awareness, contributing to more effective performance for both clients and coaches.

It's a match! The role of coach–coachee fit for working alliance and effectiveness of coaching

AbstractThe coaching literature emphasizes the role of the coach–coachee working alliance in obtaining positive coaching outcomes and proposes that a good match between coach and coachee promotes this working alliance. However, existing coaching research has some methodological shortcomings that limit drawing robust conclusions about the importance of coach–coachee fit and working alliance for coaching effectiveness. In this study, we investigate coach–coachee fit as an antecedent of the working alliance and its effects on coaching outcomes. Using a three‐wave study design, 184 coachees participating in a workplace coaching program in healthcare answered online surveys before, halfway‐through, and approximately one month after coaching. We measured both coachee‐rated and coach‐rated working alliance and, based on person‐environment fit theories, we included three measures of coach–coachee fit, that is similarity‐fit, general needs‐supplies fit, and idiosyncratic needs‐supplies fit. Multilevel path modelling revealed that only idiosyncratic needs‐supplies fit, where the coach fulfils a coachee's unique needs, related positively to coaching satisfaction through coachee‐rated working alliance and predicted improved goal attainment. Coachees’ similarity‐fit related positively to their assessment of the working alliance but, unexpectedly, predicted lower coaching satisfaction. Coach‐ and coachee‐rated working alliance related to coaching satisfaction but not goal attainment. These findings make a unique contribution to current debates in the coaching and person‐environment fit literatures and advance our understanding of the role of coach–coachee fit and working alliance for affective and behavioural coaching outcomes.

Virtual parental presence with coaching for reducing preoperative anxiety in children: a feasibility and pilot randomized controlled trial

BackgroundPreoperative anxiety in children causes negative postoperative outcomes. Parental presence at induction is a non-pharmacological strategy for relieving anxiety; nevertheless, it is not always possible or effective, namely when parents are overly anxious. Parental presence via video has been demonstrated to be useful in other contexts (divorce, criminal court). This study reports the feasibility of a randomized controlled trial to investigate the effect of video parental presence and parental coaching at induction on preoperative anxiety. MethodsThe study was a randomized, 2 × 2 factorial design trial examining parental presence (virtual vs. physical) and coaching (provided vs. not provided). Feasibility was assessed by enrollment rate, attrition rate, compliance, and staff satisfaction with virtual method with the NASA-Task Load Index (NASA-TLX) and System Usability Scale (SUS). For the children's anxiety and postoperative outcomes, the modified Yale Preoperative Anxiety Scale (mYPAS) and Post-Hospitalization Behavioral Questionnaire (PHBQ) were used. Parental anxiety was evaluated with the State-Trait Anxiety Inventory (STAI) questionnaire. ResultsA total of 41 parent/patient dyads were recruited. The enrollment rate was 32.2%, the attrition rate 25.5%. Compliance was 87.8% for parents and 85% for staff. The SUS was 67.5/100 and 63.5/100 and NASA-TLX was 29.2 (21.5–36.8) and 27.6 (8.2–3.7) for the anesthesiologists and induction nurses, respectively. No statistically significant difference was found in mYPAS, PHBQ and STAI. ConclusionA randomized controlled trial to explore virtual parental presence effect on preoperative anxiety is feasible. Further studies are needed to investigate its role and the role of parent coaching in reducing preoperative anxiety.

A reciprocal – reflective approach to learning: concept and model

Purpose The purpose of this paper aimed primarily at the practitioner is to offer foundational information regarding reciprocal-reflective approach to learning (RRAL). Presentation and explanation include conceptual and theory grounding of the processes to be initiated by a manager for collaboration with an employee. A detailed model reflective of the approach is presented. Conceptual and practice-aimed information may be adapted for training and development. Design/methodology/approach Explanations of employee learning often place the manager in role(s) of teacher, guide, coach and/or expert. Proposed here is an approach in which manager and individual employee, jointly, make use of a learning approach which is representative of an experiential, action or problem-based form of learning from which they both can learn. The manager can initiate the process in which both participants collaborate to identify some specific, shared learning goals aimed at the matters under consideration. Other goals, likely more personal in the case of each participant, may also be identified and efforts made to help one another attain progress regarding such goals. The RRAL process as explained mirrors a bifurcation of instrumental behaviors (focus on learning activities) and emotional behaviors (caring and sharing resulting in a strengthened relationship and trust). Findings Relying on research that clearly identifies various supportive behaviors on the part of the manager, a detailed example of a plan is provided. The plan is driven by shared aims, focus, feedback and adjustment. In addition to individual learning goals, the manager has the opportunity to make her/his own role adjustments that lead to positive, supportive actions stimulating the quality of the relationship with the employee including the building of trust. Practical implications Using the example provided as a guide can be very helpful to a manager with limited experience in instigating employee learning and change. Initial use may be regarded as an experiment subject to much analysis and discussion by both participants as they contemplate how to work together in future reciprocal learning endeavors. Originality/value Currently, there is little research available that expresses how manager and employee can work as partners on some matter (change, problem, improvement) in a collaborative, reciprocal fashion. This paper, as an example, should demonstrate that skills and knowledge of both participants can improve and progress made regarding the issue at hand. The RRAL can be fashioned by the participants to yield progress and a more positive relationship.