Impact of leadership development and facilitated peer coaching on women's individual, collective, and organizational behaviors in human services

2021 ◽  
Author(s):  
Karen Hopkins ◽  
Megan Meyer ◽  
Jenny Afkinich ◽  
Eva Bialobrzeski ◽  
Venessa Perry
Keyword(s):  
Leadership Development ◽  
Human Services ◽  
Peer Coaching ◽  
Organizational Behaviors

Learning to lead from outsiders

2015 ◽  
Vol 34 (10) ◽  
pp. 1262-1271 ◽  
Author(s):  
Igor Kotlyar ◽  
Julia Richardson ◽  
Len Karakowsky
Keyword(s):  
Leadership Development ◽  
Qualitative Methodology ◽  
Peer Coaching ◽  
Development Program ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
Personal Coaching ◽  
Leadership Development Program ◽  
Depth Interviews

Purpose – An increasingly popular method of facilitating employee and leadership development is via a career community (Parker et al., 2004), where individuals self-organize to obtain career support. This study was driven by the following research question: how do external peer coaching groups – which are a form of career community – impact leadership development? The purpose of this paper is to report the findings of a research study that examined one such career community focussed on providing peer coaching for managers in business organizations. The authors conducted in-depth interviews with participants who attended a leadership development program that was based on harnessing a career community for the purpose of peer coaching. The authors report the results of the study and its implications for leadership development programs. Design/methodology/approach – The authors chose a qualitative methodology to conduct this exploratory examination, where the authors conducted in-depth interviews with participants in a unique leadership development program which involved peer group coaching supplemented by one-on-one personal coaching. A key reason for adopting a qualitative methodology was that the authors were looking for a deeper understanding of interviewees’ perceptions and experiences regarding peer coaching. The first component of the leadership program involved eight peer coaching sessions over a 12-month period. Participants met in small, exclusive groups – typically in cohorts of seven to eight peers, but as many as 12 peers – every six weeks to discuss a variety of topics relevant to their jobs and stage of career and to provide each other with peer coaching and advice. Each group was comprised of people from different organizations. Sessions were led by a facilitator and lasted three hours each. The authors conducted in-depth interviews with 17 graduates of the program. The sample comprised 14 women and three men. Interviews were audio taped and transcribed verbatim and then analyzed using thematic analysis (King, 2004) to identify the key themes in interviewees’ experiences of the respective program. Findings – Thematic interpretation of participants’ responses yielded the following four major themes: first, the value of a learning community; second, the utility of a formal approach to peer coaching; third, the value of diversity and “externality”; and fourth, the value of an open learning environment (each fully described in the manuscript). The study revealed that external peer coaching and personal coaching deliver distinct types of value as part of a complete leadership development program. Research limitations/implications – This was a case study and specific to one leadership development program. Consequently, the authors cannot necessarily generalize the findings. Practical implications – The findings draw critical attention to the major contribution that learning communities can make toward leadership development. Although many leadership development programs assume that “leadership” is best learned from top leaders (e.g. Presidents and CEOs), organizations can acquire unique benefits by leveraging the concept of peer coaching, which can produce substantial results by having managers at the same organizational level learn from each other. In addition, the study underscores the potential value of external sources of peer coaching and leader development. Organizations may further maximize such benefits by sending their mid and senior-level managers to external peer coaching programs, which can deliver unique value in addition to any internal leadership development initiatives. Social implications – This study underscores the need to better bridge the gap between two literatures – careers and leadership development. Career scholars explore the activities involved in developing careers (e.g. career communities) and leadership development scholars explore activities involved in developing leaders. This study demonstrates the value of integrating knowledge from both these literatures to suggest that learning communities can impact leadership development in significant and positive ways. Originality/value – This study makes a novel contribution to the literature addressing leadership development. It draws attention to the use of career communities for leadership development – an issue which has largely been ignored. In addition, while much of the extant research has focussed on either academic or student participants, the study focussed on business professionals. Few studies have examined the use of peers from outside organizations to serve as coaches for leadership development.

scholarly journals Developing positive leadership in health and human services

2013 ◽  
Vol 39 (2) ◽  
Author(s):  
Elizabeth A. Shannon ◽  
Pieter Van Dam
Keyword(s):  
Social Support ◽  
Leadership Development ◽  
Problem Solving ◽  
Self Efficacy ◽  
Human Services ◽  
Online Survey ◽  
The Body ◽  
Strong Increase ◽  
Health And Human Services ◽  
The Impact

Orientation: Measuring the target outcomes of leadership development programmes provides evidence for the effectiveness of these interventions and the validity of their theoretical underpinnings.Research purpose: The aim of this study was to determine whether staff from the Tasmanian Department of Health and Human Services (Australia) experienced increased levels of self-efficacy, social support within the workplace and positive affect, following participation in a leadership development programme.Research design, approach and method: Quantitative and qualitative methods were used, allowing for triangulation of results. The General Self-Efficacy Scale and the Berlin Social-Support Scale (perceived available support, instrumental) were applied in an online survey administered before and nine months following the programme. Participant satisfaction surveys captured immediate responses and semi-structured interviews captured longer-term reflections.Main findings: Descriptive statistics indicated a moderate overall increase in self-efficacy, with strong increases in resilience, dealing with opposition, resourcefulness and problem solving. There was some evidence of greater overall social support and a strong increase in the development of social support networks. There was no support for an increase in participants’ positive orientation towards their jobs in the quantitative data. The impact of adverse environmental factors on participants’ perceptions also became evident through the interviews.Practical implications: Leadership development programmes that strengthen positive psychological resources provide participants with confidence and resilience in times of change. Organisations benefit from increased levels of employee self-efficacy as engagement and problem-solving abilities are enhanced.Contribution/value-add: These results contribute to the body of knowledge associated with effective leadership development.

Developing Students’ Coaching Ability Through Peer Coaching

2019 ◽  
Vol 44 (1) ◽  
pp. 9-38 ◽  
Author(s):  
Matthew Eriksen ◽  
Sarah Collins ◽  
Bailey Finocchio ◽  
Julian Oakley
Keyword(s):  
Leadership Development ◽  
Peer Coaching ◽  
Peer Feedback ◽  
Learning Objectives ◽  
Coaching Process ◽  
Asking Questions ◽  
Peer Coach ◽  
Coaching Effectiveness ◽  
Probing Questions

Our study adds to the existing literature by documenting an improvement in students’ coaching effectiveness over the course of the semester, as well as identifying the most important factors contributing to this improvement. We identify the rationale for the development of the peer coaching process and its learning objectives, as well as describe the employment of the peer coaching process. We found that training, structured peer-feedback, supporting handouts, and consistent practice of peer coaching were the most important factors to becoming an effective peer coach. The most challenging factors to students in becoming an effective peer coach were developing their ability to effectively listen to their peers and the fear associated with asking their partner challenging or probing questions. Rather than listening, students found themselves interjecting their opinions, offering advice, talking about themselves, or relating what their partners were saying to their own lives, if only in their minds. We found the most effective aspects of students’ peer coaching in supporting peers’ leadership development were being nonjudgmental, listening, accountability, and asking questions. We present suggestions to prepare instructors and students to employ a peer coaching process, as well as possible adaptations.

scholarly journals An Exclusive Study of NGOs Leaders Working Style

2012 ◽  
Vol 1 (3) ◽  
pp. 163-172
Author(s):  
Neha Arora
Keyword(s):  
Leadership Development ◽  
Human Services ◽  
Best Practice ◽  
Non Profit ◽  
Secondary Sources ◽  
Leadership Capability ◽  
Workplace Cultures ◽  
Traditional Approaches ◽  
New Generation

NGO leaders often face extraordinary challenges  both at a personal and organisational level. They work for long hours with limited resources in uncertain and volatile political and economic environment to help the most marginalised and disadvantaged members of their communities. NGO leaders are often isolated and lack support of society. There is talk of a leadership deficit, because of the shortage of talented leaders and in non-profit making sector. As a result there is some urgency to develop a new generation of leaders, and to provide relevant support to existing and future leaders. Leadership development programmes designed for NGO leaders must incorporate best practice and current experience rather than rehashing tired, traditional approaches to leadership training. This paper examines the role of leadership development in NGO and assesses some of the challenges in developing a new generation of NGO leaders. The paper draws on the analysis of new and existing research into the dimensions of NGO leadership highlighting the importance of both individual attributes and contextual relevance. Effective NGO leaders are able to balance a range of competing pressures from different stakeholders in ways that do not compromise their individual identity and values. Leadership development programmes therefore need to focus on both the values and identity of individual leaders while also assisting leaders understand and proactively respond to the rapidly changing external environment. Additionally, the research is focussed on the experience of workplace cultures which provide the context for the delivery of human services, and have also discussed the current charitable human services paradigm. The paper also focuses on urgent need to build the capacity of NGOs to develop their leadership capability. The faith and secularity of each NGO also presented opportunities to map organisational intention around leadership, spirituality, ethics and values such that further research opportunities will be highlighted across the results. Unless systems and processes to support this work are put in place then the apocryphal warning that tress die from up will have more than a ring of truth in it. Desk research will be done and will be carefully analysis of data from secondary sources will be made to make this research paper useful for the NGOs.

Benefits and Characteristics of Mentoring Students and Young Professionals

2008 ◽  
Vol 18 (2) ◽  
pp. 67-73 ◽  
Author(s):  
Kristal Mills
Keyword(s):  
Leadership Development ◽  
Clinical Supervision ◽  
Effective Means ◽  
Academic Research ◽  
Mentoring Programs ◽  
Teaching Skills ◽  
Online Mentoring ◽  
Young Professionals ◽  
Research And Teaching ◽  
Workplace Retention

Abstract Mentoring has long been believed to be an effective means of developing students' clinical, research, and teaching skills to become competent professionals. The American Speech-Language-Hearing Association (ASHA) has developed two online mentoring programs, Student to Empowered Professional (S.T.E.P. 1:1) and Mentoring Academic Research Careers (MARC), to aid in the development of students. This paper provides a review of the literature on mentoring and compares and contrasts mentoring/mentors with clinical supervision/preceptors. Characteristics of effective mentors and mentees are offered. Additionally, the benefits of clinical mentoring such as, teambuilding in the workplace, retention of new staff, leadership development, and improved job satisfaction are discussed.

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