Journal ArticleMayo Clinic proceedings · May 2024
The rapidly evolving coaching profession has permeated the health care industry and is gaining ground as a viable solution for addressing physician burnout, turnover, and leadership crises that plague the industry. Although various coach credentialing bodi ...
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Journal ArticleHuman Resource Management · July 1, 2023
Leadership coaching—a relational process by which a professional coach works with a leader to support their development—is a common component of learning and development portfolios in organizations. Despite broad agreement about the importance of the coach ...
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Chapter · January 1, 2023
The use of multisource (360-degree) feedback has become a routine component of leadership and executive coaching engagements. In practice, multisource feedback is intended to enhance self-awareness and provide direction for developmental activities that im ...
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Journal ArticleFrontiers in Human Neuroscience · January 1, 2023
Many coaching approaches aim to change behavior by increasing self-knowledge. However, self-knowledge can be difficult to achieve. One hypothesis (e.g., Jung, Rogers) is that self-knowledge is challenging because there is inherent conflict between differen ...
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Chapter · January 1, 2023
In this chapter, the authors focus on how students learn and the role of the educator in that process and begin by providing an overview of Experiential Learning Theory (ELT) and its key concepts: the cycle and spiral of learning from experience, learning ...
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Journal ArticleConsulting Psychology Journal · January 1, 2022
Executive coaching has been touted as an effective intervention for fostering positive change in individuals and organizations. Yet coaching practice in organizations is often decoupled from a scholarly theory of change that can provide insight into how po ...
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Journal ArticleManagement Teaching Review · December 1, 2021
Team experiences afford opportunities for students to expand their self-knowledge based on peer feedback, yet feedback processes tend to be cumbersome and difficult to manage. Thus, educators often provide feedback only on the team’s work output. The purpo ...
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Journal ArticleLeadership Quarterly · December 1, 2019
Drawing upon self-determination theory (SDT; Deci & Ryan, 2002a; Ryan & Deci, Olafsen, & Ryan, 2017) and intentional change theory (ICT, Boyatzis, 2008), we offer an integrative conceptual model to define what constitutes an effective leadership coach. We ...
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Journal ArticleOrganizational Research Methods · January 1, 2019
The potential of neuroscience to be a viable framework for studying human behavior in organizations depends on scholars’ ability to evaluate, design, analyze, and accurately interpret neuroscientific research. Prior to the publishing of this special issue, ...
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Journal ArticleJournal of Management Education · February 1, 2018
Graduate management education seeks to enhance the likelihood that graduates will be effective leaders, managers, or professionals. This requires programs that are designed to enable students to develop the related competencies, and increasing regulatory p ...
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Journal ArticleFrontiers in Psychology · January 1, 2015
Leaders develop in the direction of their dreams, not in the direction of their deficits. Yet many coaching interactions intended to promote a leader's development fail to leverage the developmental benefits of the individual's personal vision. Drawing on ...
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Journal ArticleSimulation and Gaming · January 1, 2014
Background. Becoming an experiential educator involves more than just being afacilitator or matching learning style with teaching style. Experiential educationis a complex relational process that involves balancing attention to the learner and tothe subjec ...
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Journal ArticleSocial neuroscience · January 2013
Effective coaching and mentoring is crucial to the success of individuals and organizations, yet relatively little is known about its neural underpinnings. Coaching and mentoring to the Positive Emotional Attractor (PEA) emphasizes compassion for the indiv ...
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Chapter · November 21, 2012
Lifelong learning requires the ability to learn from life experiences. This chapter describes the theory of experiential learning, whereby knowledge is generated from experience through a cycle of learning driven by the resolution of dual dialectics of act ...
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Journal ArticleLeadership Quarterly · April 1, 2012
Given the relevance of leadership in organizational life, we designed an exploratory study to assess the neural mechanisms involved in memories of interactions with resonant and dissonant leaders (a follower-centric study). Subjects in advanced professiona ...
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Journal ArticleJournal of Experiential Education · August 1, 2010
Outdoor and adventure education has been shown to result in positive psychological outcomes. This paper connects positive psychology—specifically, strengths-based education—to important outcomes in outdoor and adventure education. Strengths-based education ...
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Chapter · January 1, 2010
Leadership educators must ask themselves two fundamental questions when designing developmental programs. First, what competencies make leaders eff ective (that is, what do we want our students to learn)? Second, how can we inspire students to develop them ...
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Journal ArticleConsulting Psychology Journal · January 1, 2008
This article presents a comprehensive perspective of leadership development that addresses the unique needs of women in organizations. The authors propose 7 categories of leadership development practice and examine the opportunities and obstacles in each o ...
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