By Jonathan Passmore
A state of the art reference, drawing on key modern learn to supply an in-depth, overseas, and competencies-based method of the psychology of training and mentoring.
- Puts state of the art facts on the fingertips of organizational psychology practitioners who desire it so much, yet who don't regularly have the time or assets to maintain with scholarly research
- Thematic chapters hide theoretical types, efficacy, ethics, education, the impression of rising fields akin to neuroscience and mindfulness, digital training and mentoring and more
- Contributors comprise Anthony supply, David Clutterbuck, Susan David, Robert Garvey, Stephen Palmer, Reinhard Stelter, Robert Lee, David Lane, Tatiana Bachkirova and Carol Kauffman
- With a Foreword through Sir John Whitmore
Read Online or Download The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring PDF
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Additional resources for The Wiley-Blackwell Handbook of the Psychology of Coaching and Mentoring
Sample text
Aust et al. (2010) Cerni et al. (2010) Grant et al. (2010)* Kauffeld and LehmannWillenbrock (2010) Pre-test, post-test control-group research design (a) Coaching group; (b) Control group. 1 In the intervention units there was a statistically significant worsening in 6 out of 13 work environment scales. The decrease was most pronounced for aspects of interpersonal relations and leadership. In comparison, the reference group showed statistically significant changes in only 2 scales. Process evaluation revealed that a large part of the implementation failed and that different implicit theories were at play.
2009) reported on the use of the Human Synergistics Life Styles Inventory (LSI; Lafferty, 1989) for 360-degree feedback, and on the use of the Depression, Anxiety and Stress Scale (DASS; Lovibond and Lovibond, 1995), and the Workplace Well-being Index (WWBI; Page, 2005) for assessment of the impact of coaching on individual participants’ mental health. For an assessment of the impact of coaching on goal attainment Grant et al. (2009) used goal attainment scaling (see Spence, 2007), a process in which participants set personal goals and rate their goal progression before and after the coaching intervention.
Kochanowski et al. (2010) compared a feedback only group with a feedback plus coaching group of managers on a leadership development program, finding that coaching significantly increased the use of collaboration with subordinates. Recent research also includes quasi-investigations into the differential effects of spaced versus massed training and coaching strategies, finding that spaced rather than massed training practice resulted in greater transfer quality, higher self-reports of sales competence and improved key performance criteria (Kauffeld and Lehmann-Willenbrock, 2010).