1,721,139 research outputs found
Coaching psychology: exploring definitions and research contribution to practice
No full textThis paper aims to provide an analytic review of contemporary coaching evidence and future research directions through reviewing the development of coaching (e.g. executive, health and life coaching) and coaching psychology definitions. We offer alternative perspectives from psychologist and non-psychologist coaching practice in the development of both traditions over the past two decades. As part of this paper we will summarise systematic reviews and meta-analyses in workplace coaching and outline the key messages for evidence-based practice. Three key messages are identified from this review. First, coaching itself is a professional helping relationship since the process mainly relies on reciprocal actions between the coach and coachee. Second, coachees should be placed in the centre of the coaching relationship, recognising their motivation to change is the essential antecedent for coaching success. Third, social psychological perspectives are an important element in dyadic coaching interactions. Our aim in this paper is to encourage coaching scholars and practitioners towards future research collaborations in the interest of developing evidenced based practice in coaching
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Ethical dilemmas and tricky decisions: A global perspective of coaching supervisors’ practices in coach ethical decision-making
Full text linkThis paper examines ethical dilemmas and tricky decision-making among coaching supervisors internationally. Supervisors were selected for the first study in this wider project due to the pivotal role they play in coaching practice and the resolution of ethical dilemmas. The research reveals that ethical decision-making is an under-developed area of research given coaching’s growth as an intervention. The study argues that coaching needs to develop an alternative perspective on coach confidentiality, with greater consideration to the circumstances when ‘confidentiality’ can be broken, greater use of contracting and improved coach and coach supervisor training in ethics, ethical sensitivity and ethical decision-making
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Unfolding executive coaches' identity work through the social constructivist lens: coach–coachee–organisation
Full text linkThis study responds to a recent call on coaches' professional identity work through a socially contextualised lens. Coaches, as the freelancer, encounter complex working relationships with clients due to multiple contracting entities; yet coaches' identity work has been neglected in the extant training and development courses. A total of 36 semi-structured interviews with coaches and relational others (e.g., coachees and organisational stakeholders) were conducted to understand how coaches develop professional identity as part of their career development in responding to interactions with relational others. The research findings identify that learning facilitator is the core identity of coaches regardless of varied stages of the coaching process. Three layers of sub-identity are distinguished for them to handle a multi-level working relationship with clients. Coaches often ‘travel’ in-and-out between layers of these sub-identities to incorporate micro-personal career interests, meso coaching dyadic working relationships and the macro-level organisational scope into their identity development and negotiation. Accordingly, coaches' learning agility is required to remain identity flexibility for coping with varied coaching scenarios. This study outlines a conceptual framework which illustrates coaches' identity work as a conscious cognitive learning process embedded social and psychological exchanges. This framework offers coaching professional development courses a groundwork to facilitate coaches' identity development
The Wiley-Blackwell Handbook of the Psychology of Training, Development, and Performance Improvement
No full textThis handbook is a unique contribution to the field, as it joins together training and
appraisal as tools for promoting individual development within organizations. The
handbook is divided into four sections: training, e-learning, personal and professional
development in organizations, and performance management
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Defining coaching psychology: debating coaching and coaching psychology definitions
Full text linkSGCP has been reviewing its standards. As part of this journey, we have also taken the opportunity to revisit the nature of coaching psychology. What is ‘coaching’? How does it differ from ‘coaching psychology’? We explore these in a longer paper within ICPR. In this paper we aim to provide a short review of definitions and offer thoughts on a new definition for coaching psychology
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