Seite - 48 - in Coaching im digitalen Wandel
Bild der Seite - 48 -
Text der Seite - 48 -
Kanatouri48
the coaching interaction in ways that may challenge coaches and call for them
to develop enhanced skills.
There are several issues to be addressed if digital coaching practice is to
mitigate its challenges. Given that technology is a moving target, coaches need
to maintain an overview of the plethora of digital tools available and have to
develop their ability to evaluate different tools, in terms of the suitability for
their clients’ individual needs. Offering specialised training might be useful to
support coaches in evaluating the different tools, adapting their skills, under-
standing how to build rapport and to offer support via different media. Eth-
ical issues that could arise through the use of technology should also not be
neglected and should be included in the coach training curriculum. Finally, the
way and the extent to which media attributes or coaching skill, or the interplay
between the two, affect the coaching experience warrants further investigation.
References
Amichai-Hamburger, Y., Klomek, A. B., Friedman, D., Zuckerman, O., Shani-Sherman, T. (2014).
The future of online therapy. Computers in Human Behaviour, 41, 288–294.
Barak, A., Hen, L., Boniel-Nissim, M., Shapira, N. (2008). A comprehensive review and a meta-anal-
ysis of the effectiveness of internet-based psychotherapeutic interventions. Journal of Technol-
ogy in Human Services, 26 (2–4), 109–160.
Berry, R. M. (2005). A comparison of face-to-face and distance coaching practices: The role of the
working alliance in problem resolution. Unpublished doctoral dissertation, Georgia State Uni-
versity, Atlanta, GA.
Bresser, F. (2013). The state of coaching across the globe: Results of the Global Coaching Survey
2008/2009 (August 2009). https://cdn.ymaws.com/www.associationforcoaching.com/resource/
resmgr/Research/globalcoachingsurvey09-execu.pdf [9.4.2020].
Carlson, J. R., Zmud, R. W. (1999). Channel expansion theory and the experiential nature of media
richness perceptions. The Academy of Management Journal, 42 (2), 153–170.
Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research,
53 (4), 445–459.
Clark, R. E. (1985). Confounding in educational computing research. Journal of Educational Com-
puting Research, 1 (2), 137–148.
Cook, J., Doyle, D. (2002). Working alliance in online therapy as compared to face-to-face ther-
apy: Preliminary results. CyberPsychology and Behavior, 5 (2), 95–105.
Daft, R. L., Lengel, R. H. (1986). Organizational Information Requirements, Media Richness and
Structural Design. Management Science, 32 (5), 554–571.
Daft, R. L., Lengel, R. H., Trevino, L. K. (1987). Message equivocality, media selection, and man-
ager performance: Implications for information systems. MIS Quarterly, 11 (3), 355–366.
Dennis, A. R., Kinney, S. T. (1998). Testing media richness theory in the new media: The effects of
cues, feedback, and task equivocality. Information Systems Research, 9 (3), 256–274.
D’Urso, S. C., Rains, S. A. (2008). Examining the scope of channel expansion: A test of channel
expansion theory with new and traditional communication media. Management Communi-
cation Quarterly, 21 (4), 486–507.
Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0
zurĂĽck zum
Buch Coaching im digitalen Wandel"
Coaching im digitalen Wandel
- Titel
- Coaching im digitalen Wandel
- Herausgeber
- Robert Wegener
- Silvano Ackermann
- Jeremias Amstutz
- Silvia Deplazes
- Hansjörg Künzli
- Annamarie Ryter
- Verlag
- Vandenhoeck & Ruprecht GmbH & Co
- Datum
- 2020
- Sprache
- deutsch, englisch
- Lizenz
- CC BY-NC-ND 4.0
- ISBN
- 978-3-666-40742-0
- Abmessungen
- 15.5 x 23.2 cm
- Seiten
- 166
- Kategorie
- Technik