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Terblanche70 Conclusion Many who attempt a senior leadership transition fail. This research showed that it is possible to design a fit-for-purpose transition coaching model that incor- porates transformative learning theory to facilitate deep, permanent shifts in people to help equip them to succeed in their new role. References Avolio, B. J., Hannah, S. T. (2008). Developmental Readiness: Accelerating Leader Development. Consulting Psychology Journal: Practice and Research, 60 (4), 331–347. Bebb, S. (2009). The structure of role transition: A phenomenological study of successful execu- tives from five countries. International Journal of Leadership Studies, 4 (2), 223–243. Bond, A., Naughton, N. (2011). The role of coaching in managing leadership transitions. Interna- tional Coaching Psychology Review, 6 (2), 165–179. Charmaz, K. (2014). Constructing grounded theory. London: Sage. Cox, E., Bachkirova, T., Clutterbuck, D. (2014). Theoretical traditions and coaching genres: Map- ping the territory. Advances in Developing Human Resources, 16 (2), 139–160. Cranton, P. (2005). Transformative Learning. In L. M. English (Ed.), International encyclopedia of adult education (pp. 630–637). New York: Palgrave Macmillan. Davison, R., Martinsons, M., Ou, C. (2012). The role of theory in Canonical Action Research. MIS Quarterly, 36 (3), 763–786. Freedman, A. M. (2011). Some Implications of Validation of the Leadership Pipeline Concept: Guide- lines for Assisting Managers-in-Transition. The Psychologist-Manager Journal, 14 (2), 140–159. Hoggan, C. (2016). Transformative Learning as a Metatheory: Definition, Criteria, and Typology. Adult Education Quarterly, 66 (1), 57–75. Kauffman, C., Coutu, D. (2009). The realities of executive coaching. Harvard Business Review, 87 (1), 6–7. Martin, J. F. (2015). Ascending to the C-suite. New York: McKinsey & Company. Martin, J., Gentry, W. (2011). Derailment Signs across Generations: More in Common than Expected. The Psychologist-Manager Journal, 14 (3), 177–195. Mezirow, J. (1994). Understanding transformation theory. Adult Education Quarterly, 44 (4), 222–232. Mezirow, J., Associates (2000). Learning as transformation: Critical perspectives on a theory in prog- ress. San Francisco, CA: Jossey-Bass. Mezirow, J. (2008). An overview on transformative learning. In J. Crowther, P. Sutherland (Eds.), Lifelong learning: Concepts and contexts (pp. 24–38). Abingdon, Oxon: Routledge. Passmore, J., Fillery-Travis, A. (2011). A critical review of executive coaching research: A decade of progress and what’s to come. Coaching: An International Journal of Theory, Research and Practice, 4 (2), 70–88. Reynolds, G. (2011). Exploring the meaning of coaching for newly appointed senior leaders in their first twelve to eighteen months in role. International Journal of Evidence Based Coaching and Mentoring, (Special Issue 5), 39–53. Sparrow, S. (2007). Leading the leaders. Training & Coaching Today, (July/August), 22–23. Sutton, J. (2008). Coaching leadership transitions. In J. L. Noel, D. L. Dotlich (Eds.), The 2008 Pfeiffer Annual Leadership Development (pp. 199–207). Hoboken, NJ: Wiley & Sons. 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
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Coaching im digitalen Wandel