Coaching with courage and vulnerability can not only lead to client change, it can boost coaches’ learning too, says Janet Laffin, senior lecturer, Sheffield Hallam University. There has been renewed interest in the relational qualities sponsors look for in a coach, following the publication of the 2013 Ridler Report1, which highlighted qualities, including personal chemistry […]
Cowboy or professional? Let’s drop the negative discourse and use an inclusive one. Isn’t that what coaching is all about, asks Bob Garvey, professor of business education at York St John Business School The idea of ‘discourse’ is important in the study of people and society. Discourses are basically how people talk about things. They […]
Paul Stokes, director, Coaching and Mentoring Research Unit, Sheffield Business School, Sheffield Hallam University, argues for a formal link between emotional intelligence and leadership development Since the work of Daniel Goleman (1996; 1999) popularised the notion of emotional intelligence (often referred to as EQ), it has become an accepted part of the language used to […]
David Megginson, emeritus professor of HRD at the Coaching and Mentoring Research Unit, Sheffield Hallam University, puts forward some provocative propositions about coaching practice in organisations Proposition 1. Coaching works because it honours the coachee’s agenda Nancy Kline (1999) offers a radical perspective on the coach’s role to facilitate the thinking of the client. This […]
Many coaches use rituals in preparation for their work, but could the cathartic nature of rituals help clients move through pain, too, asks Dr Angélique du Toit, senior lecturer, Sheffield Business School It is evident from conversations I have had with many coaches that everyone has their own particular ritual they engage in before a […]
What does ‘any time, any place, anywhere’ look like in a coaching conversation, asks Stephanie Sturges, senior lecturer, Coaching & Mentoring Research Unit (CMRU), Sheffield Business School.
A number of years ago, my colleague and I were exploring with a group of coaches how coaching might be transferred into the workplace, where and when it might be appropriate to coach and how to assist in the development of a coaching culture.
We explored the notion of coaching ‘any time, any place, anywhere’, or as one coaching student termed it, a ‘Martini Moments’ approach to creating coaching culture.
How can we measure the impact of managerial coaching on the end user – the customer? Is it even possible, asks Paul Stokes, Coaching & Mentoring Research Unit (CMRU), Sheffield Business School. At a recent coaching & mentoring research day at Sheffield Hallam University, there was an interesting discussion about evaluating coaching and mentoring work. […]
Does where we hold our coaching interactions have an impact on their quality and outcomes? Rob Kemp, coach and associate lecturer, University of Derby, investigates the myriad spaces we engage in.
Reflecting on my own experiences of coaching locations, I became curious: how active were my choices, and clients’ choices, of where to hold the coaching conversation – and what impact might those choices have on what the interaction feels like and does?
Being unsatisfied with my own thoughts, and my own knowledge in this area, I embarked on a search for inspiration and guidance from other coaches, practitioners and academics. Finding nothing specifically coaching/mentoring focused, I widened the net to look at therapy and other sorts of conversations.
Collusion to preserve corporate ideology contributed to the credit crisis. Could critical coaching prevent such thinking, asks Dr Angélique du Toit, of the Coaching and Mentoring Unit at Sheffield Hallam University The notion of ‘groupthink’ is not new – we were first introduced to the concept by Janis (1972;1982). One of the major symptoms of […]
How can clients contribute more? Coaches must let conversations find their path and help clients develop the skills to reflect on them, says David Clutterbuck, visiting professor, Coaching and Mentoring Research Unit, Sheffield Business School Inexperienced coaches often tend to feel they have to keep the conversation going, which puts them in the driving seat. […]
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