Page - 90 - in Coaching im digitalen Wandel

Deniers90 Three aspects of career coaching via Skype that are not covered in this study stand out as needing investigation: firstly, an analysis of Skype-mediated coach- ing from both the coachee and the coach’s perspective could give insights into the interaction and mutual influence on behaviour and perception taking place in video-mediated coaching. Secondly, cultural differences in attitudes and valuations of coaching through a web cam are worth researching. With the different levels of comfort with eye contact in different cultures being a well researched fact (Bohannon et al., 2012, p. 178), it would be helpful to understand how this impacts the effect of a form of coaching where constant eye contact is enforced by the medium. And finally, it remains to be analysed whether there are differences in how people from var- ious age groups engage with this type of coaching. This research interest could be geared towards coachees of different age groups; but with many career prac- titioners being »digital immigrants« working with »digital natives« (Bimrose & Barnes, 2010), it is also worth investigating how coaches and coachees work together across a possible digital generation gap. References Anthony, K. (2015). Training therapists to work effectively online and offline within digital culture. British Journal of Guidance & Counselling, 43 (1), 36–42. 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 Unpublished doctoral dissertation, Georgia State Uni- versity, Atlanta, GA. Berry, R. M., Ashby, J. S., Gnilka, P. B., Matheny, K. B. (2011). A comparison of face-to-face and distance coaching practices: Coaches’ perceptions of the role of the working alliance in prob- lem resolution. Consulting Psychology Journal: Practice and Research, 63 (4), 243–253. Bimrose, J., Barnes, S.-A. (2010). Labour Market Information (LMI), Information Communication Technologies (ICT) and Information, Advice and Guidance (IAG): the way forward. UKCES. https:// www2.warwick.ac.uk/fac/soc/ier/publications/2010/bimrose_lmi_and_ict_2010.pdf [11.3.2016]. Blake Buffini, K., Gordon, M. (2015). One-to-one support for crisis intervention using online synchronous instant messaging: evaluating working alliance and client satisfaction. British Journal of Guidance & Counselling, 43 (1), 105–116. Bohannon, L. S., Herbert, A. M., Pelz, J. B., Rantanen, E. M. (2013). Eye contact and video-medi- ated communication: A review. Displays, 34 (2), 177–185. Bordin, E. S. (1979). The generalizability of the psychoanalytic concept of the working alliance. Psychotherapy: Theory, Research & Practice, 16 (3), 252–260. Boyce, L. A., Hernez-Broome, G. (2010). E-coaching: Consideration of leadership coaching in a virtual environment. In D. Clutterbuck, Z. Hussain (Eds.), Virtual coach, virtual mentor (pp. 139–174). Charlotte, NC: IAP Information Age Publishing. British Psychological Society (2010). Code of Human Research Ethics. Leicester. Brocki, J., Wearden, A. (2006). A critical evaluation of the use of interpretative phenomenological analysis (IPA) in health psychology. Psychology and Health, 21 (1), 87–108. Open-Access-Publikation im Sinne der CC-Lizenz BY-NC-ND 4.0