Search

To ensure that head coaches are effective in leading athletic programs, interscholastic athletic directors engage in a performance appraisal process that reviews coaching efforts. Given the demands of the athletic director role, these leaders are reliant on stakeholders to provide insight that informs the coaching evaluation. Therefore, using the tenets of stakeholder theory, the purpose of this study was to analyze the role that stakeholder feedback plays as athletic directors develop the full picture of coaching performance during an evaluation. Participants (N = 25) featured high school athletic directors represented across school classification (i.e., 1A, 2A, 3A, and 4A) and school type (i.e., public and private). Through semistructured interviews and a subsequent thematic analysis, saturation was achieved at this sample size. Two main themes (i.e., main stakeholder groups and leveraging stakeholder feedback) emerged and demonstrate how key stakeholders should be considered as important sources of information guiding interscholastic athletic directors when leading coaching evaluations. [ABSTRACT FROM AUTHOR]

The study involved a comprehensive meta-analysis of 37 randomized controlled trial (RCT) studies of workplace and executive coaching programs written in the English language between 1994 and 2021, using rigorous inclusion criteria designed to align with the robustness of statistical significance and coaching applications. Analysis of 39 coaching RCT samples, with a total sample size of n = 2,528, yielded a statistically significant effect of workplace coaching across all leadership and personal outcomes. Our best estimate of a standard effect size for coaching of g =.59 fell well within the moderate range, although there were indications of significant publication bias, as expected. Furthermore, we develop a model that is based on the leverage from coregulation between coach and coachee. The model was confirmed in five different predictions: moderation analyses indicated that effects are larger with self-reported outcomes, as distinct from observed outcomes; they are larger with qualified coaches in non leadership applications; and they are somewhat larger with female coachees, while they do not depend much on the length of the overall coaching assignment. Taken together, these findings provide clear and new evidence of the efficacy of coaching interventions in a variety of applications. [ABSTRACT FROM AUTHOR]

Purpose: Internal workplace coaches are employees who, in addition to their main job, volunteer to provide coaching to work colleagues who are not their direct reports. The purpose of this paper is to explore what motivates these individuals to volunteer to be an internal workplace coach and to continue carrying out the role. Design/methodology/approach: To explore the experiences of internal coaches, a questionnaire was devised and issued; it attracted 484 responses – the largest survey response to date from this population. Following analysis of the questionnaire data, semi-structured interviews were carried out with 20 internal coaches from private, public and not-for-profit UK organisations. The responses were analysed in relation to motivation theory, principally self-determination theory. Findings: Individuals were motivated to volunteer for the role, and to continue to practise as coaches, in the most part to satisfy intrinsic needs for competence, relatedness and autonomy. The research presents rich information about how coaches perceived these needs were satisfied by coaching. In general, there were only moderate or poor levels of support and recognition for individual coaches within their organisation, indicating limited extrinsic motivation. Practical implications: The practical implications are that organisations can draw on the findings from this study to motivate individuals to volunteer to be internal coaches and to continue to act in that role. Originality/value: Many organisations use internal coaches, but there is very little research into what motivates these volunteers. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the relationship with the immediate supervisor and adaptive performance. Design/methodology/approach: The research adopted a cross-sectional survey design. A total of 220 Korean employees, small-sized team members, were recruited from the automotive industry for the study. This research explored the relationship between perceived and preferred coaching behaviors using the Pearson correlation. Structural equation modeling was used to analyze the relationships among perceived and preferred managerial coaching behaviors, the discrepancy between them, the quality of the relationship with the immediate supervisor, adaptive performance and job satisfaction. Findings: Perceived and preferred coaching behaviors exhibited a weak correlation. Perceived coaching behaviors indirectly influenced job satisfaction through the quality of the relationship with the immediate supervisor and adaptive performance. The discrepancy between perceived and preferred coaching behaviors directly and indirectly influenced job satisfaction via adaptive performance. However, all paths related to preferred coaching behaviors were found to be insignificant. Research limitations/implications: Although the results of this research may be generalized to the Korean automotive industry, the findings highlight perceived and preferred coaching behaviors and the discrepancy between them as independent variables. The findings shed light on the influences of managerial coaching on the quality of the relationship with the immediate supervisor within Korean workplace cultures and how coaching behaviors contribute to triggering subordinates' adaptive performance. In addition, the study provides how managerial coaching influences job satisfaction in the workplace. Practical implications: Based on the findings, an organization should cultivate self-directed learning environments to enhance employees' adaptive performance. The coaching training session should be added to the leadership development program for new managers. Team leaders need to consider their members' preferences during managerial coaching. Originality/value: The variables, such as preferred coaching variables and the discrepancy between perceived and preferred coaching behaviors, along with the research framework, represent a novelty in managerial coaching, as well as within the Korean context. [ABSTRACT FROM AUTHOR]

Culture Shock, authored by Jim Clifton and Jim Harter of Gallup, explores the evolving nature of the workforce post-Covid pandemic. The book emphasizes the importance of employee engagement, well-being, and the manager's role in organizational success. It introduces "The Gallup Path," a model for increased revenue, earnings, and stock price, along with a seven-step playbook for leaders to navigate the redefined workplace. The book highlights the need for interactive relationships, commitment to employee well-being, and a focus on strengths rather than shortcomings to enhance employee engagement and customer satisfaction in the new work environment. [Extracted from the article]

The study addresses the impact of applying managerial coaching on employee performance and organizational citizenship behavior at the Saudi Food and Drug Authority in the Kingdom of Saudi Arabia. The results showed that managerial coaching skills are available at a high level, and that employee performance and their organizational citizenship behavior were also at high levels. The study confirmed a positive impact of managerial coaching on employee performance, which necessitates the provision of training programs and workshops for leaders. The study recommends improving the work environment and the quality of life for employees to support organizational performance. [Extracted from the article]

Objectives This study sought to understand the effects of comeback coaching as perceived by clients several months after the completion of coaching to support their return to work. Specifically, the main effects, enduring effects and how other employees and the wider organisation were affected by the coaching. Design The study used a semi-structured interview design within a qualitative approach. Twelve participants from five different commercial organisations were recruited. All had received coaching as they returned to work from maternity leave or maternity + career break in one case. Participants reflected on their coaching experience between 3–11 months after their final coaching session. Methods Interviews were manually transcribed. Inductive thematic analysis was used to analyse the transcripts and build a series of descriptive and conceptual codes and develop themes. Results Five themes emerged: Sense making and better-quality thinking; Better performance-related behaviours; Boosted confidence and self-awareness; Better health and Feeling energised and positively impacting colleagues. Comeback coaching was perceived to be a positive experience which served the participants' needs at the point they returned to work and had a variety of lasting positive effects. Conclusions Comeback coaching is a useful tool to support employees returning to work. Employers may want to offer returning employees coaching because of the likely positive impact on performance, potential 'protective effect' on mental health and positive ripple effects on clients' colleagues. [ABSTRACT FROM AUTHOR]

This study aimed to formulate the characteristic features of Scandinavian successful high-performance coaching. We took our point of departure in the works of Côté and Gilbert (2009, 2013) concerning the knowledge possessed by high-performance coaches. We interviewed 18 successful Scandinavian coaches who were deeply committed to their respective coaching assignments and had achieved great success through the performances of their practitioners at major championships. We then conducted a thematic analysis of the interview data, identifying, analysing and reporting patterns (themes). Our results show that Scandinavian high-performance coaching is a value-based and sensitive balancing act between four knowledge dimensions: analytical and systematic, authority and stability, relational and communicative, and innovative and creative development. The four dimensions, together with an ethical core, form the link between Côté and Gilbert (2009) categorisation of high-performance coaches' knowledge base and how this knowledge is put into practice. [ABSTRACT FROM AUTHOR]

The article "Agile Leadership and Coaching" explores the concept of agile leadership as a mindset that goes beyond agile methodologies commonly associated with IT projects. It emphasizes the importance of adaptability, collaboration, and continuous learning in today's rapidly changing business landscape. The paper discusses the origins of agile methodologies, key elements of agile leadership, and the role of executive coaches in supporting agile leaders. It also highlights the strengths and weaknesses of agile leadership, its effectiveness in organizational applications, and the assessment tools associated with it. The authors stress the need for agile coaches to internalize the agile mindset and principles to effectively support ongoing organizational improvement and transformational leadership. [Extracted from the article]

The confluence of organizational coaching and artificial intelligence (AI), specifically generative AI is set to permanently change how employees are developed and supported. This could result in significant benefits to individual and organizational learning, wellness, and performance. The benefits of organizational coaching are well documented through rigorous research, while the efficacy of AI coaching shows early signs of promise. The challenge now is how to optimally leverage AI in organizational coaching for exponential gains. In this article, I will explore the current and potential future applications of AI coaching in organizations, what we must be cognizant of, and which concerns are overhyped. [ABSTRACT FROM AUTHOR]

The workplace coaching industry is growing through technology‐based applications that are designed to enhance coaching accessibility and scalability. Despite the increasing adoption of these technological innovations among practitioners, researchers have little understanding of the theoretical mechanisms by which these technologies impact coachees. Further, rigorous research examining the outcomes of these applications is lacking. This study focused specifically on automated coaching, a nascent but growing type of coaching program that allows users to access customized insights about themselves and their colleagues in a digital application. We applied objective self‐awareness theory to examine how engagement in an automated coaching platform facilitates self‐reflective processes on a day‐to‐day basis. In an experience sampling study of 84 employed users of an automated coaching platform, we found that engagement in automated coaching significantly increased metacognitive activities on a daily basis. Further, these effects spilled over, positively influencing the next‐day need for self‐knowledge and learning goal orientation. We discuss the theoretical and practical implications of these findings as they relate to workplace coaching. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Results Conclusion Reporting Method Patient or Public Contribution To facilitate the delivery of appropriate care, the aim was to test if a tailored, multifaceted de‐implementation strategy (RENEW) (1) would lead to less low‐value nursing care and (2) was acceptable, implementable, cost effective and scalable in the home‐based nursing care context.A mixed‐methods design.The RENEW strategy with components on education, persuasion, enablement, incentives and training was introduced in seven teams from two organisations in the Netherlands. To estimate the effect size, data were collected at baseline (T0) and follow‐up measurement (T1), on the volume of care in both frequency and time in minutes per week and independent samples t‐tests were performed. A qualitative evaluation was conducted to understand feasibility aspects, see how the strategy works and identify influencing factors and used document analyses and semi‐structured interviews. Deductive coding was used to analyse the results.The time spent on low‐value nursing care (mean, minutes per week per client) in seven teams for 210 clients in T1 compared to 222 clients in T0 reduced statistically significant. The difference between T0 and T1 equals 17.94%. The frequency of delivered low‐value nursing care (mean per week) reduced but not statistically significant. From the transcripts of eight semi‐structured interviews and documents, a list of 79 influencing factors were identified. Practical implementation tools, workplace coaching and sharing experiences within and between teams were considered as the most contributing elements.The results showed that for the seven home‐healthcare teams in this study, the RENEW strategy (1) leads to a reduction in low‐value care and (2) is—conditional upon minor modifications—acceptable, implementable, cost effective and scalable.Standards for Reporting Implementation Studies (StaRI) guidelines.No Patient or Public Contribution. [ABSTRACT FROM AUTHOR]

In an increasingly demanding and pressured work environment, employee resilience is acknowledged as a critical element to navigate adversity. There has been increased focus and interest in studying the nature of resilience in the workplace, however the mechanisms of developing and sustaining resilience are still under debate. Coaching is a promising method organisations use to improve employee resilience and provides employees with support to deal with the challenging working environment. There has been significant interest in coaching for resilience in recent years, however there is no overarching, consolidated view on the nature and dynamics of resilience coaching. This scoping review seeks to fill this gap by making three contributions. Firstly, we present details on various types of coaching approaches used to improve resilience. Secondly, we review the specific coaching elements and processes that lead to improved resilience and finally, we provide an overview on the efficacy of resilience coaching interventions. We conclude this scoping review with a roadmap for future research to help position and strengthen organisational coaching as a pillar of resilience development. This scoping review followed a five-stage PRISMA-ScR methodology which entails formulating research questions; identifying studies; choosing studies; extracting and charting data; and summarising the findings. [ABSTRACT FROM AUTHOR]

Technology and its applications have had a significant impact on human resource development (HRD), and they will continue to do so at an ever-increasing speed. We used our a priori opinions and experiences to identify application areas. We then searched, within each of our identified areas to find published sources, including journals, blogs, and websites, to describe the application areas that have impacted, and will impact, HRD. Areas identified and described include authoring, performance management and coaching, personalisation and continuous learning, analytic metrics, robotic continuous improvement, employee engagement and autonomy, employee wellbeing and life balance, attrition reduction, simulations, digital dialogues, communities of practice, credentialing, soft skills development, and ethics. Given the extensive impact on HRD, practitioners must be ahead of the wave of change. Further, academic programs must assess their curricula and make modifications so graduates of their programs will be well prepared to meet the demands of the marketplace. While a critique of these applications of digitalisation and AI is important, that is not the purpose of our article; we limited ourselves to describing the applications only. [ABSTRACT FROM AUTHOR]

Purpose: Drawing upon the Proactive Motivation Model, this study aims to investigate the relationship between managerial coaching and employee knowledge-sharing behavior via psychological safety and learning goal orientation. This study also proposes that employee psychological safety and learning goal orientation sequentially mediate the relationship between managerial coaching and employee knowledge-sharing behavior. Design/methodology/approach: This study used a time-lagged quantitative research design to test the proposed hypotheses. Using a self-administered questionnaire, data was gathered from 220 employees of information technology companies in Pakistan. This study used Partial Least Squares Structural Equation Modeling (PLS-SEM) two-stage approach to test the measurement and structural models. Findings: The findings of the study support that there is an indirect relationship between managerial coaching and employees' knowledge-sharing behaviors via psychological safety and learning goal orientation. In addition, the findings also support the sequential mediation of psychological safety and learning goal orientation in the proposed model. Practical implications: The results of this study highlight that managers can play a vital role in fostering proactive resource-sharing behaviors of employees in knowledge-intensive organizations. Originality/value: There is limited research on the relationship between managerial coaching and employees' knowledge-sharing behavior. This study has analyzed this relationship using a motivational perspective. It makes important theoretical contributions by investigating the mechanisms through which managerial coaching influences employees' knowledge-sharing behavior in organizations. [ABSTRACT FROM AUTHOR]

Research Summary: Recent trends toward inclusive strategy processes raise the issue of how employees acquire the discursive competence necessary to gain senior management attention. Building on the emergent dynamic attention‐based view's (DABV) emphasis on communicative interaction, we ethnographically track an inclusive strategy process in a large insurance company. We find that employees typically failed to gain CEO attention because they lacked the discursive competence to integrate their operational knowledge with the CEO's corporate themes. Employees acquired this competence by both experiential and vicarious learning. The CEO promoted employee learning more effectively by specific coaching than by generic coaching. We contribute primarily to the DABV by showing how interactions are sites for learning as well as communications and that communication channels can be both expandable and transparent. Managerial Summary: The benefits of increased employee inclusion in strategy processes depend upon participants being truly heard. This study of an inclusive strategy process in a large insurance company shows that top management attention to employee contributions cannot be assumed. Employees often fail to pitch ideas in a manner that top managers can work with. Employees learn to pitch ideas effectively both by receiving direct feedback from top management and by observing feedback on other employees' contributions. Top managers must also learn how to coach effectively, engaging with the specifics of employees' contributions rather than offering general advice. Designs for new inclusive strategy processes should include opportunities for top managers to improve their coaching and for employees to learn from both direct feedback and indirect observation. [ABSTRACT FROM AUTHOR]

Purpose: The objective of this study is to develop and validate a comprehensive coaching leadership model for elementary school principals. Methodology: This research employed a mixed-methods approach, combining qualitative and quantitative techniques. The qualitative component involved semistructured interviews with 15 experts in educational leadership to identify key components of the coaching model. The quantitative component included a survey distributed to 353 elementary school principals, with data analyzed using confirmatory factor analysis and structural equation modeling (SEM) through SPSSwin20 and SMART PLS 8 software. The reliability and validity of the questionnaire were confirmed with a Cronbach's alpha of 0.85. Findings: The findings indicate that the proposed coaching leadership model significantly improves principals' competencies in instructional leadership, organizational management, and relationship-building. Confirmatory factor analysis demonstrated strong factor loadings and satisfactory model fit indices (GFI = 0.934, CFI = 0.944, RMSEA = 0.064). The model's effectiveness was further supported by enhanced teacher performance and a positive school climate, corroborating existing research on the benefits of coaching in educational leadership. The study identified key strategies such as professional growth, networking, and organizational support as crucial for effective coaching. Conclusion: The coaching leadership model developed in this study holds significant promise for enhancing the leadership competencies of elementary school principals. By providing personalized support and fostering a culture of continuous improvement, coaching can empower principals to effectively manage school operations, support teacher development, and improve student learning outcomes. This model offers a practical framework for implementing coaching programs tailored to the specific needs of school principals, with implications for broader educational policy and practice. [ABSTRACT FROM AUTHOR]

The purpose of this qualitative study was to know the coping mechanisms of coaches in strategy and tactic implementation from the perspective of the coaches. Furthermore, to investigate the importance of communication and coaching dynamics, The researcher used phenomenology approach to gain understanding of the human behaviors through the eyes of the participants. The study included five participants who were purposely selected for in-depth interviews. Thematic analysis in phenomenology were used to analyze the data in this study. This study is anchored on the theory of Humanism by Abraham Maslow (1938) it is an educational theory that places learner at the center of the educational experiences. Once the data collection is complete, all interviews were thematically identified and categorized into two themes. The following topics were identified as themes: 1) coping mechanism of coaches, 2) Importance of communication and dynamics, these were the most prominent themes that emerged from coaches' experiences in strategies and tactics implementation. Game strategy and tactics are indispensable elements in the realm of games, serving as the guiding principles and practical maneuvers that lead players to victory. The study recommends implementing strategies such as emotional intelligence training, resilience-building workshops, fostering open communication channels, encouraging flexibility in game plans, and promoting team cohesion to address coaches' struggles effectively. These recommendations aim to enhance coaches' abilities, leading to improved team performance and a more fulfilling coaching experience. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mergers and acquisitions put organizations through significant disruptions, often taking a toll on employee well-being. This qualitative study aims to analyze how coaching supports employees in coping with the impact of mergers. Eleven semi-structured interviews were conducted with employees and managers. Using realist evaluation, four context-mechanism-outcome configurations (CMOCs) were developed, providing evidence for the following working mechanisms: (1) Increased self-awareness and assertiveness led to greater self-efficacy, empowering participants to advocate for themselves. (2) Breaking down big things into manageable steps helped participants cope with overwhelming issues. (3) Leaders' support and guidance played a crucial role in helping employees navigate change. And (4) managing a high workload led to increased self-efficacy and well-being at work. These CMOCs demonstrate the diverse working mechanisms of coaching interventions implemented in a disruptive context. The study's insights into these mechanisms offer valuable guidance for designing future interventions to support employees during organizational changes, such as mergers and acquisitions. By tailoring interventions to address employees' individual challenges and needs, organizations can enhance the effectiveness of these initiatives and promote employee well-being during times of transition. MAD statement This study aims to Make A Difference (MAD) by revealing how coaching works in the context of mergers and acquisitions; more specifically, it identifies the working mechanisms contributing to the intervention's success. By its detailed identification of the interplay of context, mechanism and outcome, it highlights the multifaceted impacts of coaching, ranging from enhanced self-efficacy to coping strategies. It adds to the theoretical discussion on the effectiveness of workplace interventions by not only analyzing what works but also how they work under specific circumstances. As such, it can inform employers on how to support employees during times of organizational change. [ABSTRACT FROM AUTHOR]

The coachee's self is central to coaching. Yet the roles that different self‐related concepts play in coaching have been insufficiently studied. Specifically, self‐control and self‐regulation have been conflated or treated as identical concepts. Using the theory of personality systems interactions, we investigated how the development of self‐management competencies (SMCs) within coaching facilitates coaching success in two studies with professional samples. Additionally, we examined how coaches support coachees' development of these competencies. Study 1 employed a longitudinal design. Caregivers working as managers engaged in a 5‐month coaching programme. Goal attainment increased, need frustration decreased and the SMCs self‐regulation and self‐access increased, with self‐regulation predicting coachees' goal attainment. In Study 2, we conceptually replicated the finding that self‐regulation is positively related to coaching success. With a cross‐sectional design, we matched self‐reported data of 298 coachees with self‐reported data of their 75 respective coaches. In a structural equation model, we found that a strong coaching relationship reported by the coaches positively related to the SMCs reported by the coachees. Self‐regulation again showed the strongest effect on coaching success. These findings provide theoretical insights into the different effects of self‐regulation and self‐control on coaching effectiveness and suggest areas of focus for coaches. [ABSTRACT FROM AUTHOR]

Recently, the integration of coaching methodologies within educational environments has garnered significant attention due to their potential to enhance student learning outcomes and overall academic performance. While the literature extensively examines the effectiveness of coaching in a plethora of scenarios (e.g., sports, business, and entrepreneurship), there remains a notable research gap regarding its application within undergraduate educational environments, where coachees have unique characteristics in terms of background, age/maturity, resources availability, and population size. This literature review aims to address this gap by synthesizing existing research on the implementation of coaching strategies in educational settings and how they can cope with a large number of students. Through a comprehensive analysis, this study elucidates the current state of knowledge, identifies prevailing methodologies, and evaluates the outcomes associated with employing coaching techniques in group contexts. Moreover, this work explores the potential benefits and challenges of utilizing coaching strategies in group sessions, offering insights into their scalability and applicability within diverse educational settings. The findings of this review underscore the importance of further research in this domain to advance our understanding of how coaching methodologies can be effectively adapted to facilitate collaborative learning experiences and promote student success on a broader scale. Ultimately, this study advocates for the integration of group coaching approaches as a promising avenue for enhancing the efficiency and accessibility of traditional tutoring and mentoring practices in education. [ABSTRACT FROM AUTHOR]

The coaching and performance context in women's rugby is not well understood, despite growing popularity worldwide. The aim of this study was to describe the knowledge, attitudes and tackle training practices of women's rugby coaches in relation to tackle safety and performance. A globally distributed online survey exploring coaches' knowledge, attitudes and practices towards tackling women's rugby was completed by 357 coaches (mean age 41 ± 0.6 years) from 58 countries. The cross-sectional survey was distributed from March 2023 to June 2023. Survey development was guided by the Health Action Process Approach and informed by coaching experts, research evidence synthesis, and guidelines for international tackle safety programmes. Coaches believed that the risk of tackle injury in women's rugby is high and that proper tackle technique for safety is very important. More than 75% of coaches had never completed a tackle-specific training course, with only 39% aware of the availability of such courses. Time spent on controlled-contact and full-contact activities varied from 0 to 40+ min per week, averaging 10–20 min for both types of training. Barriers to the effectiveness of tackle training related to sociocultural factors, coach knowledge gaps, training environments, and player training considerations. Coach education, improved infrastructures, and physical development were ranked the highest priorities for improving tackle safety and performance. These findings inform future implementation strategies for tackle safety and performance in the context of women's rugby, highlighting the need to involve coaches in providing practical solutions, and the role of education and institutional/organisational support in facilitating such improvements. [ABSTRACT FROM AUTHOR]

In today's volatile, uncertain, complex, and ambiguous (VUCA) work environments, mitigating employee burnout and turnover has become a critical concern. The enhancement of employee engagement stands out as a pivotal focus in corporate human resource management. Coaching leadership focuses on the encouragement and inspiration of employees, which can effectively stimulate the internal potential of employees, enhance work ability and enhance engagement. However, previous research on the relationship between coaching leadership style and employee engagement are limited, thus obscures the essential function in enterprise development and core competitiveness. The research collected 402 valid responses from MBA and EMBA students at the School of Business, and examines the effect of coaching leadership on employee engagement. Results indicate that coaching leadership significantly enhances multiple facets of employee engagement, including vigor, devotion, and absorption. Crucially, organizational self-esteem emerges as a mediating factor, while learning goal orientation strengthens the positive effects of coaching leadership. This research sheds light on the nuanced dynamics of effective leadership in contemporary workplaces, also it underscores the need for more nuanced, industry-specific analyses and broader exploration of moderating variables. Ultimately, the insights garnered hold profound implications for leadership training, human resource strategies, and performance metrics, emphasizing a more integrative and holistic approach to leadership and employee development in vocational contexts. [ABSTRACT FROM AUTHOR]

This study examines the significance of neuro-affirmative coaching strategies in empowering neurodiverse individuals within workplace environments. Through a review of existing literature, the study aims to identify both the challenges and opportunities inherent in implementing neuro-affirmative coaching interventions. Acknowledging the diverse range of neurodiverse traits, including autism, ADHD, and dyslexia, the study seeks to bridge gaps in understanding and support. The methodological approach involves a narrative review, recognizing its limitations in methodological rigor and generalizability while valuing its capacity to offer valuable insights. The major findings emphases the importance of personalised coaching strategies tailored to the unique strengths and challenges of neurodiverse individuals, promoting self-awareness, self-advocacy, and a sense of belonging in the workplace. Effective approaches such as accommodating communication preferences, providing mentorship, and fostering inclusive environments emerge from the review. However, the study also highlights challenges such as shifting organizational perspectives towards neurodiversity, addressing stigma, and reconciling medical and social models of disability. The main contributes of the study is to the knowledge discipline by emphasizing the importance of embracing neurodiversity and fostering inclusive workplaces, paving the way for future research to explore the effectiveness of specific coaching interventions and their long-term impact on individual and organizational outcomes. [ABSTRACT FROM AUTHOR]

The Coaching Psychology literature suggests that coaching is effective and associated with a range of positive gains. Outcome research, however, is largely quantitative and assesses short-term gains with coachees who are managers receiving coaching in work contexts. This qualitative study provides new insight into the learning gained from coaching that enables sustained change. Semi-structured interviews were used to gather narratives from nine participants who had finished a period of coaching, applied across work and life domains, after a delay. Reflexive Thematic Analysis (Braun & Clarke, 2022) was used to analyse participant responses to a set of novel questions designed to assess learning in the months following coaching. Four non-linear interconnected themes were created reflecting that the enablers of sustained change were a changed relationship with: self, action, others and coaching. Profound internalised deep learnings worked together to sustain change. A model suggests the presence of an 'inner coach' as a sustainer of lasting change and continued development. The implications for the development of evaluation tools, return on investment (ROI) and ethical conversations about coaching impact are discussed. The study provides a new lens through which to explore coaching as a tool for sustainable change. [ABSTRACT FROM AUTHOR]

This article explores the topic of arbitration waiver in the context of franchise agreements. It discusses the prevalence of arbitration provisions in these agreements and the actions that parties may take before seeking arbitration. The article examines the question of when a party waives its right to compel arbitration and looks at the varying outcomes in federal courts. It focuses on the Supreme Court case of Morgan v. Sundance, which determined that a showing of prejudice is not necessary to claim waiver of the right to arbitrate. The article concludes by evaluating the practical implications of the Morgan decision on franchise law practice. It also discusses the Supreme Court's decision in Morgan v. Smith Barney, which clarified that the Federal Arbitration Act does not allow federal courts to create special procedural rules favoring arbitration. The goal of the Act is to treat arbitration agreements like any other contracts. The article provides examples of how the Eighth and Ninth Circuits have applied the Morgan decision in arbitration waiver cases. It highlights the impact of the Morgan decision on lower courts' approach to waiver in the arbitration context. The article discusses various cases in which courts have analyzed whether a party has waived its right to compel arbitration. The courts focus on the conduct of the party claiming the right to arbitrate and have largely eliminated the requirement of prejudice. Factors such as the party's knowledge of the right to arbitrate and intentional relinquishment of that right are considered. The article notes that these cases are fact-specific and there is no clear rule. It also discusses the concept of waiver in arbitration [Extracted from the article]

In the present study, we explored the relationship between proactive personality and career adaptability to construct a cross-level moderated mediation model based on the conservation of resources (COR) theory. By conducting a time- lagged study involving three data collection points from 587 employees across 104 teams in China, we examined how and when proactive personality predicts employees' career adaptability using strengths use as a mediator and managerial coaching as boundary conditions. The results revealed that proactive personality predicted strengths use, which, in turn, influenced career adaptability, with managerial coaching moderating the indirect relationship between proactive personality and career adaptability. Consequently, our findings suggest that, in contexts wheremanagerial coaching lacks guidance, facilitation, and inspiration, a proactive personality encourages employees to leverage their strengths, subsequently enhancing their career adaptability. Finally, we discuss the theoretical and practical implications of our findings, address limitations, and propose directions for future research. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Economics, Business, Politics, & International Relations (JEBPIR) / Ekonomi Işletme Siyaset ve Uluslararsi Ilişkiler Dergisi (JEBPIR) is the property of Ekonomi Isletme Siyaset ve Uluslararsi Iliskiler Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes the author’s coaching practices at Shiga University, where he has coached the baseball team since 2017. The purpose of the paper is twofold: first, to provide an accurate picture of today’s sports coaching on Hikone Campus using the baseball team as an example, with the target readers being people who have been involved with Shiga University, an institution with a century-long history; and second, to deepen the author’s own understanding of the art of coaching through reflection on his own experiences as a coach. First, the paper begins by chronicling my coaching practices and the baseball team’s results over the past seven years as a case study. Next, the paper reflects on those coaching practices with the goal of revising my coaching philosophy. As a result, I was able to modify my coaching philosophy, which aims to promote the growth of student through working towards the team’s goals while enhancing their independence and ethical awareness, and to realize my own personal growth in the process. [ABSTRACT FROM AUTHOR]

The purpose of this study was to use the Sports Policy Factors Leading to International Sporting Success (SPLISS 2.0) instrument and the nine pillars of elite sports success approach to survey and assess the success factors of coaching. Athletes from eight districts or cities in Central Java that had paragliding organizations, as well as chairs, secretaries, treasurers, and coaches were included in the survey. Data were analyzed through SPLISS 2.0 reports and quantitative analysis methods. Potential success factors were determined quantitatively using 96 CSFs assigned to a score of 0-1 based on nine pillars. Findings show that Banyumas, Grobogan, the Semarang district, and Karanganyar are the four regions offering the highest numbers of paragliding sports. The districts of Grobogan and Semarang are best in participation, talent identification, and talent development. The results show that many regions have yet to adopt the nine pillars. It is intended that each region would produce paragliding athletes of the highest caliber, honoring Central Java and Indonesia as a country. [ABSTRACT FROM AUTHOR]

The delivery of coherent public services often depends on collaboration across organizations and organizational units, which is challenging and necessitates effective leadership. This article advances our knowledge about the value of leadership training for interorganizational collaboration. In a field experiment, 122 public healthcare managers from 68 organizational units were randomly assigned to a treatment or a control group. The treatment included a 10-month interorganizational team-based leadership training program, which focuses on establishing and sustaining shared direction, alignment, and commitment across organizational boundaries. The results from our analytic approach—including survey responses from the participating managers and more than 3,000 of their subordinates (frontline managers and employees) and 32 interviews before and after training—show that training has positive effects on relational coordination, structural coordination mechanisms, and overall collaborative quality as assessed by the participating managers and their frontline managers. We do not find significant effects among the frontline employees. We discuss our findings in relation to the literature on leadership training, nuances to existing theory, and implications for practice. [ABSTRACT FROM AUTHOR]