In this dissertation, the author describes the development of a practice called Relational Coaching for Management Consultants. This practice has been developed as a resource for management consultants who seek to ‘take a look in the mirror’ with regard to their facilitating role in complex organizational change processes. The author’s ultimate aim is to contribute to decreasing the infamous number of 70% of organizational change initiatives that fail to deliver the expected results.
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Peer-coaching omvat een helpende relatie waarin twee mensen van gelijke status actief deelnemen en daarbij leren van elkaar. Binnen het hoger onderwijs wordt peer-coaching steeds vaker toegepast, waarbij studenten hun peers kunnen helpen en ondersteunen. Begrijpelijk want peer-coaching heeft bewezen positieve effecten voor zowel de coach als coachee. Bij het Studentsucces centrum (SSC), dat sinds 2020 is opgericht om de binding en het welzijn van studenten te versterken, is het bieden van ondersteuning middels peer-coaching een kernactiviteit. Binnen elk SSC zijn een of meerdere getrainde studenten actief als studentbuddy’s. In deze studie is gekeken naar de opbrengsten van de peer-to-peer begeleiding. Daarbij viel direct op dat de coaching die de buddies op dit moment bij het SSC bieden veelal van korte duur en gericht op oppervlakkige en praktische vragen en er derhalve niet echt sprake is van een coachings-traject. Daarbij blijft het aantal coaching-aanvragen laag, terwijl er bewijs is dat studenten wel ondersteuning zouden willen en nodig hebben op studie-gerelateerd en emotioneel gebied. Wat kan er volgens de studenten gedaan worden om de peer-coaching te intensiveren? Door te ontdekken hoe de studentbuddy’s en peers de coaching en alles wat daarbij komt kijken hebben ervaren, zijn waardevolle lessen geleerd worden voor de promotie en ontwikkeling van peer-to-peer begeleiding. Daartoe is er op exploratieve wijze onderzocht wat de behoeften, ervaringen en opbrengsten zijn van zowel de studentbuddy’s als de gecoachte peers. Er is onder andere gekeken naar de bekendheid van het SSC, hoe betrokken de studenten zich voelen bij het SSC, hoe tevreden de studenten zijn met het SSC en wat de peer-coaching doet met de persoonlijke en professionele ontwikkeling en het studiesucces. In totaal zijn tien student-buddy’s en zes peers geïnterviewd. Onder de geïnterviewde buddy’s is er een grote verscheidenheid aan de hoeveelheid gecoachte peers, de duur van de coaching trajecten en de inhoud ervan. De bekendheid van het SSC en met name de peer-coaching mogelijkheden die aangeboden worden, zijn als belangrijkste verbeterpunt in het licht van het relatief lage aantal coaching aanvragen, genoemd. De buddy’s zijn zelf vaak per toeval bekend geworden met het SSC en waren vaak voor hun rol als studentbuddy er nog niet bekend mee. Wel geven de meeste studentbuddy’s aan zich zeer betrokken te voelen bij het team en de peers die ze coachen, zich persoonlijk te hebben ontwikkeld en tevreden te zijn met de werkzaamheden. De buddy’s voelen zich meer zelfverzekerd, zijn sterker geworden in hun sociale vaardigheden en voelen zich meer thuis op de hogeschool. De geïnterviewde peers ontvingen individuele coaching bij plannen, motivatie vinden, studieopdrachten en wegwijs worden op de hogeschool. Alle peers gaven aan dat de peer-coaching belangrijk is en het hen helpt. Dat studentbuddy’s meer tijd hebben, makkelijker benaderbaar zijn en informeler communiceren dan bijvoorbeeld docenten en decanen, werden als voordelen genoemd. Ook de peers gaven aan dat het SSC niet heel bekend is onder de studenten. Ze gaven aan vaak doorverwezen te zijn door een docent of studieloopbaanbegeleider, of per toeval in contact zijn gekomen met een studentbuddy. De peers voelen zich zeer betrokken bij de studentbuddy, maar niet bij het SSC en zijn meestal niet bekend met andere activiteiten die het SSC aanbiedt. Tot slot geven de peers aan dat de peer-coaching heeft geholpen bij hun studievaardigheden, stressvermindering en ook meer thuis voelen op de hogeschool. In de literatuur worden voordelen van peer-coaching op de academische prestaties, het zelfvertrouwen, de motivatie bevorderen, maar ook praktische en emotionele ondersteuning beschreven. Wie zien in deze studie bij onze SSC’s dat, hoe kleinschalig of kortdurend dan ook, de peer-to-peer aanpak inderdaad deze voordelen oplevert. Gezien de aard van sommige hulpvragen, is langdurige coaching niet altijd noodzakelijk. Tevens laat deze studie zien dat het ook voordelen voor de studentbuddy’s zelf, zoals meer betrokken worden op de hogeschool en verbeterde vaardigheden, oplevert. Ondanks de behoefte aan peer-coaching en promotieactiviteiten van het SSC, weten studenten de weg naar het SSC nog niet goed te vinden. Er lijken grote verschillen te zijn in de vorm en inhoud van de peer-coaching tussen studentbuddy’s. Een duidelijkere afbakening en routekaart van hulpbronnen binnen de hogeschool, zou het SSC meer draagvlak en bekendheid binnen de organisatie kunnen opleveren. De geïnterviewde studenten gaven daarnaast als tips om vaker langs de klassen te gaan, gadgets in te zetten, de vindbaarheid online te vergroten en in de fysieke locaties te verduidelijken bij wie de student terecht kan.
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The first year of study is very exciting for many students. Everything is new: the school, your schedule, the teachers, and your fellow students. How can a university ensure a smooth transition for first-year students? For this, Inholland launched the Students for Students (S4S) project in the 2019-2020 academic year. In this project, second-year students (studentcoaches) support first-year students with their studies. They do this based on their own experience and the training they receive during their year as studentcoaches. Research shows that peer-mentoring is very successful in aiding first-year students through their first year of the study program. Peer-mentoring has the potential to increase well-being, social bonding, the feeling of belonging, and student resilience. It also ensures smoother academic integration, as peer-mentoring focuses on developing academic skills as well. Additionally, a studentcoach is often a low threshold point of contact for students where they can go with questions.
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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In this article, the outcomes of a survey aimed to investigate how aware of and how capable coaches in higher vocational Dutch education perceive themselves to assist students displaying mental health and well-being issues are presented. Additionally, the article explores coaches’ perceptions regarding the frequency, form of help offered, topics to be tackled and the preferred form in which this help should be provided. The author conducted a survey that gathered qualitative and quantitative data from coaches (N 5 82) at a Dutch University of Applied Sciences in the north of the Netherlands. A differentiation in coaches’ number of years of teaching and coaching experience was considered.
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Just what and how eight experienced teachers in four coaching dyads learned during a 1-year reciprocal peer coaching trajectory was examined in the present study. The learning processes were mapped by providing a detailed description of reported learning activities, reported learning outcomes, and the relations between these two. The sequences of learning activities associated with a particular type of learning outcome were next selected, coded, and analyzed using a variety of quantitative methods. The different activity sequences undertaken by the teachers during a reciprocal peer coaching trajectory were found to trigger different aspects of their professional development.
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Obesity has become a major societal problem worldwide [1][2]. The main reason for severe overweight is excessive intake of energy, in relation to the individual needs of a human body. Obesity is associated with poor eating habits and/or a sedentary lifestyle. A significant part of the obese population (40%) belongs to a vulnerable target group of emotional eaters, who overeat due to negative emotions [3]. There is a need for self-management support and personalized coaching to enhance emotional eaters in recognising and self-regulating their emotions.Over the last years, coaching systems have been developed for behavior change support, healthy lifestyle, and physical activity support [4]-[9]. Existing virtual coach applications lack systematic evaluation of coaching strategies and usually function as (tele-)monitoring systems. They are limited to giving general feedback to the user on achieved goals and/or accomplished (online) assignments.Dialectical Behavior Therapy (DBT) focuses on getting more control over one’s ownemotions by reinforcing skills in mindfulness, emotion regulation, and stress tolerance [10]. Emotion regulation is about recognizing and acknowledging emotions and accepting the fact that they come and go. The behavior change strategies within DBT are based on validation and dialectics [11]. Dialectics changes the users’ attitude and behavior by creating incongruence between an attitude and behavior since stimuli or the given information contradict with each other.The ultimate goal of the virtual coach is to raise awareness of emotional eaters on their own emotions, and to enhance a positive change of attitude towards accepting the negative emotions they experience. This should result in a decrease of overeating and giving in to binges. We believe that the integration of the dialectical behavior change strategies and persuasive features from the Persuasive System Design Model by Kukkonen and Harjumaa [12] will enhance the personalization of the virtual coach for this vulnerable group. We aim at developing a personalized virtual coach ‘Denk je zèlf!’ (Dutch for ‘Develop a wise mind and counsel yourself’) providing support for self-regulation of emotions for young obese emotional eaters. This poster presents an eCoaching model and a research study protocol aiming at the validation of persuasive coaching strategies based on behavior change techniques using dialectical strategies. Based on the context (e.g., location), emotional state of the user, and natural language processing, the virtual coach application enables tailoring of the real-time feedback to the individual user. Virtual coach application communicates with the user over a chat timeline and provides personal feedback.The research protocol decribes the two weeks field study on validating persuasive coaching strategies for emotional eaters. Participants (N=30), recruited via a Dutch franchise organization of dietitian nutritionists, specialized in treating emotional eating behaviors, will voluntarily participate in this research study. Participants will be presented with short dialogues (existing questions and answers) and will be asked to select the preferred coaching strategy (validating or a dialectical), according to their (current) emotions. To trigger a certain emotion (e.g., the affect that fits best with the chosen coaching strategy), a set of pictures will be shown to the user that evoke respectively sadness, anger, fear, and disgust [13].Participants will be asked to fill out the demographics data ((nick) name, age, gender, weight, length, place of residence) and three questionnaires: • Dutch Eating Behavior Questionnaire (DEBQ) [14],• Five Factor Personality Inventory (FFPI) [15], • Quality of Life Index Questionnaire [16].This research study aims at answering the following research questions: “Which coaching strategies do users with a specific type of emotional eating behavior benefit most from while consulting their personalized virtual coach?; “Which coaching strategies are optimal for which emotions?” and “Which coaching approach do users prefer in which context, e.g. time of the day, before/after a craving?”
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A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated form. Even though empirical evidence shows effects of peer coaching and teacher satisfaction about coaching, the actual individual professional development processes have not been studied extensively. This article offers a way to analyze and categorize the learning processes of teachers who take part in a reciprocal peer coaching trajectory by using the Interconnected Model of Teacher Professional Growth as an analytical tool. Learning is understood as a change in the teacher's cognition and/or behavior. The assumption underlying the Interconnected Model of Teacher Professional Growth is that change occurs in four distinct domains that encompass the teacher's professional world: the personal domain, the domain of practice, the domain of consequence and the external domain. Change in one domain does not always lead to change in another, but when changes over domains do occur, different change patterns can be described. Repeated multiple data collection methods were used to obtain a rich description of patterns of change of four experienced secondary school teachers. The data sources were: audiotapes of coaching conferences, audiotapes of semi-structured learning interviews by telephone, and digital diaries with teacher reports of learning experiences. Qualitative analysis of the three data sources resulted in two different types of patterns: including the external domain and not including the external domain. Patterns of change within a context of reciprocal peer coaching do not necessarily have to include reciprocal peer coaching activities. When, however, patterns do include the external reciprocal peer coaching domain, this is often part of a change process in which reactive activities in the domains of practice and consequence are involved as well. These patterns often demonstrate more complex processes of change.
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Purpose This study aims to enhance understanding of the collaboration between chairs of nurse councils (CNCs) and members of executive hospital boards (BM) from a relational leadership perspective. Design/methodology/approach The authors used a qualitative and interpretive methodology. The authors study the daily interactions of BM and CNCs of seven Dutch hospitals through a relational leadership lens. The authors used a combination of observations, interviews and document analysis. The author’s qualitative analysis was used to grasp the process of collaborating between BM and CNCs. Findings Knowing each other, relating with and relating to are distinct but intertwined processes that influence the collaboration between BM and CNC. The absence of conflict is also regarded as a finding in this paper. Combined together, they show the importance of a relational process perspective to understand the complexity of collaboration in hospitals. Originality/value Collaboration between professional groups in hospitals is becoming more important due to increasing interdependence. This is a consequence of the complexity in organizing qualitative care. Nevertheless, research on the process of collaborating between nurse councils (NCs) and executive hospital boards is scarce. Furthermore, the understanding of the workings of boards, in general, is limited. The relational process perspective and the combination of observations, interviewing and document analysis proved valuable in this study and is underrepresented in leadership research. This process perspective is a valuable addition to skills- and competencies-focused leadership literature.
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Objectives: Emotional eating is recognized as a potential contributor to weight gain. Emotional eaters often hide their problems because of feelings of shame about their behavior, making it challenging to provide them with the necessary support. The introduction of a virtual coach might offer a potential solution in assisting them. To find out whether emotional eaters are receptive to online personalized coaching, we presented emotional eaters with two essential proto-typical problem situations for emotional eaters: “experiencing cravings” and “after giving in to cravings,” and asked them whether they preferred one of the three coaching strategies presented: Validating, Focus-on-Change and Dialectical.Methods: An experimental vignette study (2 × 3 design) was carried out. The vignettes featured two distinct personas, each representing one of the two common problem scenarios experienced by emotional eaters, along with three distinct coaching strategies for each scenario. To identify potential predictors for recognition of problem situations, questionnaires on emotional eating (DEBQ), personality traits (Big-5), well-being (PANAS), and BMI were administrated.Results: A total of 62% of the respondents identified themselves with “after giving in to cravings” and 47% with “experiencing cravings.” BMI, emotional eating and emotional stability appeared to be predictors in recognizing both the problem situations. In “experiencing cravings,” the participating women preferred Dialectical and the Validation coaching strategies. In the “after giving in to cravings” condition, they revealed a preference for the Dialectical and the Focus-on-Change coaching strategies.Conclusion: Using vignettes allowed a less threatening way of bringing up sensitive topics for emotional eaters. The personas representing the problem situations were reasonably well recognized. To further enhance this recognition, it is important for the design and content of the personas to be even more closely related to the typical problem scenarios of emotional eaters, rather than focusing on physical characteristics or social backgrounds. This way, users may be less distracted by these factors. With the knowledge gained about the predictors that may influence recognition of the problem situations, design for coaching can be more customized. The participants represented individuals with high emotional eating levels, enhancing external validity.
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