An experience of coaching in university students
Article Sidebar
Main Article Content
Abstract
Coaching is a process of growth that has expanded into many areas. From a theoretical perspective the coaching has three major theoretical lines or schools: North American (Leonard), European (Gallwey and Whitmore) and South American (Flores, Echeverría, Olalla and Maturana). An effective coach has empathy, builds trust, is professional and uses methodologies. Finally, an experience is described in the classroom where the students are involved in a process of coaching.
Downloads
Article Details
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Barner, R., y Higgins, J. (2007). Understanding implicit models that guide the coaching process. Journal of Management Development, 26 (2), 148–158.
Bayón, F. (Coord.) (2010). Coaching hoy. Teoría general del coaching. Editorial Universitaria Ramón Areces.
Franckeiss, A. (2009). The coaching dilemma. Training y Management Development Methods, 23(5), 227-232.
Grant, A. M., y Cavanagh, M. J. (2007). Coaching psychology: How did we get here and where are we going? InPsych, June, 6-9.
Grant, A. M. (2011) Workplace, executive and life coaching: An annotated bibliography from the behavioural science and business literature (1st Jan 2011), Coaching Psychology Unit, University of Sydney, Australia.
Gray, D. E. (2006). Executive coaching: Towards a dynamic alliance of psychotherapy and transformative learning processes. Management Learning, 37(4), 475–497.
Hodgetts, W. H. (2002). Using executive coaching in organizations: What can go wrong (and how to prevent it). En C. Fitzgerald y J. Garvey Berger (Eds.), Executive coaching: Practices and perspectives. Palo Alto, CA: Davies-Black.
Kilburg, R. R. (1996). Towards a conceptual understanding and definition of executive coaching. Consulting Psychology Journal: Practice and Research, 48, 134-144.
Kilburg, R. R. (2000). Executive coaching: Developing managerial wisdom in a world of chaos. Washington, DC: American Psychological Association.
Malone, J. W. (2001). Shining a new light on organizational change: Improving self-efficacy through coaching. Organization Development Journal, 19(2), 27-30.
Moen, F., y Allgood, E. (2009). Coaching and the effect on self-efficacy. Organization Development Journal, 27(4), 69-82.
Newsom, G., y Dent, E. B. (2011). A work behaviour analysis of executive coaches. International Journal of Evidence Based Coaching and Mentoring, 9, 1-22.
Peltier, B. (2001). The psychology of executive coaching: Theory and application. Ann Arbor, MI: Brunner-Routledge Taylor and Francis Group.
Peterson, D. B. (1996). Executive coaching at work: The art of one-on-one change. Consulting Psychology Journal: Practice and Research, 48(2), 78–86.
Sperry, L. (1993). Working with executives; Consulting, counseling, and coaching. Individual Psychology, 49(2), 257–266.
Visser, M. (2010). Relating in executive coaching: a behavioural systems approach. The Journal of Management Development, 29(10), 891-901.
Wasylyshyn, K. M. (2003). Executive Coaching: An Outcome Study. Consulting Psychology Journal: Practice and Research, 55, 94 -106.
Witherspoon R., y White, R. P. (1996). Executive coaching: A continuum of roles. Consulting Psychology Journal: Practice and Research, 48, 124–133.