Bibliographic record
Abstract
Coaching is a rapidly evolving field. Its forms are more diverse than those of professional supervision, which is, in fact, an established approach with the characteristics of 'coaching'. Although the origins and development of coaching are different from supervision, there is some connection between concepts and practices of both modalities. Professional supervisors need to be fully familiar with the field of coaching, so as to be able to (re)define their position within professional supervision. In order to do this, they should study the developments in coaching. This paper offers an overview of coaching in the English speaking world. It can be used as an informative guide by practitioners and as a basis for further research comparing coaching and professional supervision and more clearly defining their similarities and differences.est growing field within consulting (Liljenstrand, 2003.:1,referring to Eggers & Clark, 2000.and to Hall et al.,1999.).Many companies have substituted the coaching process for all other sorts of executive training (Judge & Cowell, 1997.).The number of publications on coaching is growing rapidly.An Email-Newsletter in German is sent out to 22,950 recipients. 2 The Internet search engine Google returns over 37,800,000 results for the query 'Business coaching Personal coaching'.At least four international (scientific) journals on coaching have been established in the past several years 3 .However, like consulting, coaching is a 'buyer beware' business (Shuit, 2005.a).It is flourishing without an established theoretical framework.It exists in many different forms and approaches.People who are professionally connected with the field of supervision as an educational form of coaching (semi-)professionals to handle their professional tasks (and who nowadays increasingly refer to themselves as 'professional supervisor/coach') must have at their disposal a solid knowledge base of the rapidly emerging field of coaching (Van Kessel/Fellermann, 2002.; Van Kessel, 2002.a;Van Kessel, 2002.b;Van Kessel, 2002.c;Van Kessel, 2002.d).What does the term 'coaching' represent and what do activities subsumed under the term 'coaching' offer their clients and commissioners/sponsors?What are the differences and similarities between coaching and supervision as a method of coaching (semi-)professionals with a tradition of over a hundred years? 4 These questions are the topic of this article.In discussing them we will shed light on the following topics: The world of coaching (section 2); What does the term coaching stand for?(section 3); Domains of coaching (section 4); Types of coaching (section 5); The position and roles of coaches (section 6); The focus and forms of coaching (section 7); Coaching methods and principles (section 8); Methodological approaches to coaching (section 9); Outcomes of coaching (section 10); Competences of coaches (section 11); Coaching as a distinct area of practice and study (section 12); Coaching, mentoring and consultancy (section 13); Coaching and professional supervision (section 14).The article ends with conclusions (section 15).The aim of this paper is to present an overview of the field, as an aid in finding one's way in the jungle of coaching.It is based on resources which mainly reflect trends in the Anglo-Saxon world (the USA, Canada, Great Britain, and Australia).It will be clear that 2 www.coaching-newsletter.de 3 a.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".