Search results

In order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, the purpose of this paper is to examine the associations of two coaching practice factors (coaching format and external vs internal coaching provision), and coachees’ job complexity with perceived outcomes from coaching.

A survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work).

Analysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. The examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles.

The original contribution of the authors’ findings is in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees’ job situations.

Team coaching (TC) is a popular new addition to the team learning and development toolkit. However, the conceptualization of TC and the distinction between TC, team training, team development and team building interventions remains unclear. The paper aims to discuss these issues.

The authors address this significant gap by abductively exploring how TC is conceptualised in practice (n=410). The authors survey practitioners engaged in delivering TC to ask how they would define TC and distinguish it from other team interventions.

A thematic analysis of the data reveals eight themes, which can be used to define TC and illustrate areas of overlap and distinctiveness with other team interventions.

The absence of a clearly defined construct is hindering the development of a rigorous theory of TC. The contribution of the paper is, therefore, a clear and comprehensive definition of TC, which can be used by researchers and practitioners alike when working within the domain of TC.

The paper provides the first systematic exploration of a definition of TC in relation to alternative team interventions. By utilising an abductive approach in the research, the authors are able to capitalise on practitioner experience in this practice-led field.

A specific area of interest in the coaching literature is focused on exploring the intersection of personality and coaching; however, research has yet to explore whether coaching exerts reciprocal effects on personality traits (i.e. if personality trait change can accompany coaching). Utilizing the explanatory theoretical framing of the Demands-Affordances TrAnsactional framework (Woods et al., 2019), we propose that coaching may indirectly facilitate personality trait change by firstly enabling the coachee to reflect on their behaviors, second, implement desired behavioral changes which consequently facilitate personality trait change.

A quasi-experiment was conducted to explore coaching and personality trait change. Students participating in a demanding, work-based team simulation (N = 258), were assigned to either an intervention group (and received one-to-one coaching) or a control group (who received no intervention). Personality traits were measured before and after coaching and positioned as the dependent variable.

Results indicate that participants in the coaching group exhibited significant changes in self-reported agreeableness, conscientiousness, extraversion and core self-evaluations, which all significantly decreased after coaching; however, no change was observed for the control group.

We provide the first exploration of coaching and personality trait change, contributing to both the coaching literature, by providing evidence regarding the efficacy of coaching to facilitate personality trait change in coachees, and the personality literature, by highlighting coaching as an important tool for those interested in personality trait change. Our research also has implications for other interventions such as mentoring, as we provide support for the notion that interventions can support personality trait change.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

This study is an empirical investigation of receptivity to expatriate assignment in culturally similar and dissimilar environments. The theoretical underpinnings of the study emerge from a model of the expatriate adjustment process which views the determinants as anticipatory adjustment variables antecedent to actual adjustment. Vertical individualism, career distance and corporate career policy along with role clarity and economic development as moderators were found to significantly explain willingness to relocate to culturally similar environments. Economic development, corporate family policy and career distance were significant predictors of mobility to culturally dissimilar environments. The proposed model for culturally similar environments substantially improves explanatory power over an existing model. Implications of the study in conjunction with predictors from the domestic mobility and international adjustment literature are discussed.

In this chapter, we consider music as a tool for emotional regulation in relation to disability, which can be employed to counter the dehumanisation of disabled people that arises from unregulated emotional responses to disability. Responding to Julia Kristeva's presentation of non-disabled encounters with disability as causing a physical or psychical death, Alison Duncan Kerr's arguments on the rationality of regulating emotions in encounters where unregulated emotions have negative effects on the self and others are brought together through Rebecca Jiggens' cultural model of understanding the significance of disability to illustrate the irrationality and moral paucity of ableism. We argue that music can play a role in regulating the emotions typically felt towards the disabled. Kristeva's idea that disability wounds or even kills the abled is insightful, but if we are right, then the tight connection between death and emotional reactions to disability could be overcome through the process of emotion regulation.

The Covid-19 pandemic saw a dramatic rise in the number of people volunteering to support older people shielding at home. This study aimed to determine the processes by which volunteers were rapidly engaged in their communities and their impact on the older people who were supported and health and social care services.

The study took place in South East England between May–August 2020. Semi-structured interviews were conducted with 88 participants including health and social care practitioners (n = 12), leaders of voluntary, community and social enterprise (VCSE) organisations (n = 25), volunteers (n = 26) and older people receiving volunteer support (n = 25). Policy and procedure documents were sourced from the VCSE organisation leaders. Data were analysed thematically according to a framework method.

The authors identified key themes of People, Process and Planning. People: volunteers had a significant, positive impact on older people in their communities, with volunteers themselves, also benefiting. Process: VCSE organisations needed to work together and with health and care providers to avoid gaps and duplication of services. VCSE organisations were able to act quickly, by-passing many complex operational procedures. However, there was a need to ensure the safety of both volunteers and older people. Planning: Looking forward, there were concerns about the long-term funding of VCSE organisations and the availability of volunteers.

This study took place during the first wave of the pandemic, hence, it provides a snapshot of how voluntary organisations operated at this time and highlights the importance of integration with health and care statutory services.

The way organizational actors use language to think about and communicate their organizational experiences is central to how organizational actors enact organizational paradox. However, most inquiries into the role of language in the organizational paradox literature has focused on specific components of language (e.g., discourse), without attention to the complex, multi-level linguistic system that is interconnected to organizational processes. In this chapter, we expand our knowledge of the role of language by integrating paradox research with research from the linguistics discipline. We identify a series of linguistic tensions (i.e., generalizability-specificity, universalism-particularism, and explicitness-implicitness) that are nested within organizational paradoxes. In the process, we reveal how the organizing paradox of control and autonomy is interconnected to other paradoxes (i.e., performing, learning, and belonging) through the instantiation of linguistic paradoxes. We discuss the implications of our findings for research on paradox and language.

A vast and comprehensive body of research highlights the importance of motivation for academic outcomes. More recently, researchers and educators are increasingly becoming aware of the importance of motivation for social and emotional outcomes. In the current chapter, it is argued that motivation is a core component of social and emotional competence because such competence must be actively and willfully applied to have a positive impact on the individual and those around them. Motivation is essential for this application. In this chapter, three well-known motivation constructs are presented as playing a role in promoting positive social and emotional outcomes: social goals, growth mindsets, and autonomous motivation. Then, attention is narrowed down to an in-depth consideration of autonomous motivation and its role in a recently developed conceptual model that articulates the instructional, motivational, and behavioral factors and processes implicated in social and emotional development (Collie, 2020). The conceptual model highlights that instructional practices promote students' perceptions (of autonomy, competence, and relatedness) and, in turn, their autonomous motivation and enactment of socially and emotionally competent behaviors. The chapter concludes with implications for practice and research.

The purpose of this paper is to consider how a South East project approached systems change to improve unsupported temporary accommodation (UTA) and the changes made for people experiencing multiple disadvantage (“multiple and complex needs”). This paper also covers some matters that are hard to change or uncertain, such as housing shortages and financial constraints. The paper focuses on a case study of the East Sussex Temporary Accommodation Action Group (TAAG) – a multi-agency action group.

A qualitative case study involving a thematic analysis of seven semi-structured interviews, with a review of published literature and internal documentation.

This example of setting up a TAAG shows us the value of having a dedicated forum to look at a part of the system that requires changing and to identify what works well. Creating a collaborative and democratic space with a common purpose brings different stakeholders and perspectives together and opens discussions to new ways of working. Equalising partners creates an opportunity to create change from the bottom-up within a system traditionally governed by statutory bodies. This study found that the TAAG has facilitated learning around trauma-informed practice and nurtured more sustainable changes towards a Standards Charter and women-only safe UTA.

This is one of the first qualitative case studies of a local systems change approach to improving UTA for people experiencing multiple disadvantage in East Sussex.