Best Practice in Performance Coaching: A Handbook for Leaders, Coaches, HR Professionals and Organizations
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Part One - Fundamentals - The how, who, when and where of coaching for performance and good leadership. What is coaching? Coaching techniques Coaching models Structure Training as a coach Running a professional coaching practice Coaching in organizations Part Two - Advanced coaching tools, models and international case histories Appendix I:Coaching tools Appendix II: Case histories Appendix III: Awareness questions Appendix IV: Worksheets Appendix V: Sample contracts Appendix VI: Coaching evaluation Appendix VII: ReferencesKeywords:
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Individualized education is emerging as an innovative model for physician training. This requires faculty coaching to guide learners' achievements in academic performance, competency development, and career progression. In addition, coaching can foster self-reflection and self-monitoring using a data-guided approach to support lifelong learning.Coaching differs from mentoring or advising, and its application in medical education is novel. Because of this, definitions of the concept and the constructs of coaching as applied to medical education are needed to accurately assess the coaching relationship and coaching processes. These can then be linked to learner outcomes to inform how coaching serves as a modifier of academic and competency achievement and career satisfaction.We developed definitions and constructs for academic coaching in medical education based on review of existing education and non-education coaching literature. These constructs focus on 1) establishing relationship principles, 2) conducting learner assessments, 3) developing and implementing an action plan, and 4) assessing results and revising plans accordingly.Coaching is emerging as an important construct in the context of medical education. This article lays the vital groundwork needed for evaluation of coaching programs aimed at producing outstanding physicians.
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Purpose The purpose of this study was to examine the architecture of internship coaching models from five innovative principal preparation programs in the Southeastern region of the USA. The researchers used coaching architecture in this context to include the assignment of coaches to interns, dosages, and enactment of evaluation and confidentiality. Design/methodology/approach The researchers used a qualitative, collective case study research design that included semi-structured interviews of program directors and coaches from each of five programs, totaling 19 interviews that lasted from 30 min to an hour and 15 min each. Findings Commonalities among architectures of principal intern coaching designs included coaching assignment by geography, frequency and format of coaching sessions and length of the internship. All five programs recommend continuing coaching into initial years of administration. Points of distinction pertained to the utilization of external versus internal coaches, confidentiality and evaluation by coaches. Research limitations/implications This study may inform coaching models for principal preparation programs within similar contexts. Because all five programs are grant-funded within one US state, generalizability and transferability cannot be assumed. Practical implications The authors provide design considerations for coaching programs, as well as policy considerations and directions for future research. Originality/value While coaching is increasingly used in leadership preparation programs, there is a paucity of research regarding the nature of coaching models, especially in terms of their architecture. The researchers examine, compare, and contrast coaching model architecture, raising important considerations for coaching designs.
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Digital Promise and Learning Forward partnered to design a national survey exploring the prevalence of and existing support for instructional coaching across the U.S. This report discusses the findings of the survey and offers recommendations for improvement.
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Acknowledgements. Introduction. 1. The Coaching Process. 1.1 Approaches to Coaching. 1.2 Coaching Philosophy. 1.3 Coaching Styles. 1.4 Communication and Feedback. 2. Understanding the Individual. 2.1 Motivation. 2.2 Goal Setting. 2.3 Psychological Skills. 2.4 Cognitive Control Strategies. 3. Preparing Effective Coaching Sessions . 3.1 Learning Styles. 3.2 Equine Learning. 3.3 Skill Acquisition. 3.4 Principles of Training. 4. Planning and Delivering Effective Coaching Sessions . 4.1 The Coaching Environment. 4.2 Planning Sessions. 4.3 Monitoring and Evaluating Progress. 5. Developing a Coaching Programme. 5.1 Long Term Rider Development. 5.2 Periodisation. 5.3 Performance Analysis. 6. Managing and Developing Personal Coaching Practice . 6.1 Analysing Personal Practice. 6.2 Personal Action Planning. 7. Specialist Coaching . 7.1 The Disabled Rider. 7.2 The Elite Rider. 7.3 Team Sports. Appendices
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The use of executive coaching as a developmental intervention for managers has increased dramatically during the past decade. Consequently, there has been a burgeoning practitioner literature on the topic of executive coaching. Empirical research on executive coaching, however, has lagged far behind, and theoretical work on the processes underlying effective coaching has been limited. In this review, we investigate the construct of executive coaching and examine how coaches’ professional training, client characteristics, and types of coaching impact the effectiveness of this intervention. The article concludes with an agenda for future research on this emerging form of management development.
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Part I: Theoretical and Research Background. Executive Skills and Brain Development. Theoretical Underpinnings for Coaching. Part II: Our Coaching Model. Basic Coaching for Academic Success. Advanced Coaching Techniques. Setting Up a School-Based Academic Coaching Program. Part III: Special Applications. Classwide Peer Coaching. Plumer, Peer Coaching for Social Skills Development. Parting Thoughts. Appendices. Reproducible Materials.
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