SAGE Journal Articles

Select SAGE journal articles are available to give you more insight into chapter topics. These are also an ideal resource to help support your literature reviews, dissertations and assignments.

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Chapter1: The Meaning of Coaching and Mentoring

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Ellinger, A. D.,&Kim, S. (2014). Coaching and human resource development: Examining relevant theories coaching genres and scales to advance research &practice.Advances in Developing Human Resource, 16(2), 127-138.

Coaching is a pervasive form of development that has garnered significant attention among scholars and practitioners. Although interest in coaching has grown considerably in recent years, coaching has been criticized as being opinion and best-practice-based, as well as atheoretical. It has been critiqued as being an under-examined and researched concept.

D’Abate, C. P., Eddy, E. R.,&Tannenbaum, S. I. (2003).What’s in a name? A literature-based approach to understanding mentoring, coaching and other constructs that describe developmental interactions.Human Resource Development Review,2(4), 360-384.

The broad literature on approaches to development lacks agreement on what these constructs represent. A qualitative, literature-based approach developed a nomological network of 13 common developmental interaction constructs. A model (i.e., nomological network) was developed to summarise the current understanding of developmental interaction constructs.

Chapter 2: Researching Coaching and Mentoring

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Feldman, D. C., & Lankau, M. J. (2005).Executive coaching: A review and agenda for future research.Journal of Management, 31,(6), 829-848.

Empirical research on executive coaching and theoretical work on the processes underlying effective coaching has been limited. In this review, we investigate the construct of executive coaching and examine how coaches’professional training, client characteristics, and types of coaching impact the effectiveness of this intervention.

Rhodes, J. E., Schwartz, E. O., Willis, M. M.,& Wu, M. B. (2017). Validating a mentoring relationship quality scale: Does match strength predict match length? Youth and Society,49(4), 415-437.

Although some attention has been paid to youth’s experience of relationship quality, few studies have focused on mentors’ experience of relationship quality, and this article seeks to correct this.

Chapter 3: Creating a Coaching and Mentoring Culture

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Jyoti, J., & Sharma, P. (2015).Exploring the role of mentoring structure and culture between mentoring functions and job satisfaction: A study of Indian call centre employees. Vision, 19(4), 336-348.

The present study examines the impact of mentoring functions, namely, protection, coaching, counselling, role modelling, exposure, acceptance and friendship, on job satisfaction of Indian call centre employees. Furthermore, it also explores two variables which strengthen this relationship, namely, mentoring culture and mentoring structure.

Perketi, A. A.,& Moeller, M. (2015).n-Culturals, the next cross-cultural challenge: Introducing a multicultural mentoring model program.International Journal of Cross Cultural Management,15(1), 5-25.

This new conceptualization is labelled n-Culturalism and posits that there are individuals who operate at the intersection of multiple cultures by maintaining salience of their multiple cultural identities

Chapter 4: Design and Evaluation

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Reagan-Porras, L. L. (2013).Dynamic duos: A case review of effective mentoring program evaluations.Journal of Applied Social Science, 7(2), 208-219.

Youth mentoring program evaluations at the Boys & Girls Club of McAllen Metro (BGCMM) yield a framework that illuminates the content of relating inside mentoring relationships. The mentoring model identified is established primarily by qualitative methods with a phenomenological approach and supported by young adult alumni findings.

Chapter 5: Models and Perspectives on Coaching andMentoring

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Cox, E., Backkirova, T.,& Clutterbuck, D. (2014).Theoretical traditions and coaching genres: Mapping the territory.Advances in Developing Human Resources,16(2), 139-160.

It is a difficult task for human resource development (HRD) professionals and particularly buyers of coaching to judge the relevance of numerous traditions of coaching and evaluate them for their HRD agenda. We highlight the theoretical foundations of coaching and develop a structural analysis of coaching engagement to indicate the potential interplays.

Chapter 6: Conversational Learning

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Cranmer, G. A., Brann, M., and Weber, K. D. (2016).Challenge me! Using confirmation theory to understand coach confirmation as an effective coaching behaviour.Communication & Sport, 1-21.

Confirmation theory is a theoretical framework that forwards that the communication of acceptance and challenge to recipients promotes prosocial environments that foster positive affect, attitudes, and behaviors. This study utilisedconfirmation theory to better understand the influence of coaches’ use of confirmation on athletes’ satisfaction and motivation to play their sport.

Chapter 7: Power in Coaching and Mentoring

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Mills, J. P.,& Denison, J. (2016).How power moves: A foucauldian analysis of (in)effective coaching. International Review for the Sociology of Sport, 1-17

In our analysis we show how discipline’s instruments and the confession operate in ways that significantly restrict and limit endurance running coaches’ efforts to develop their athletes and progress their practices.

Chapter 8: The Skilled Coachee

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Fischler, L. A.,&Zachary, L. J. (2009).Shifting gears: The mentee in the driver’s seat.Adult Learning,20(1), 5-9.

Presenting a more learner-centered approach, one that requires a conscious shift in roles for both mentor and mentee and a re-orienting of the learning process.

Allen, T., Johnson, H. M., Xu, X., Biga, A., Rodopman, O. B., & Ottinot, R. C. (2008). Mentoring and protégé narcissistic entitlement.Journal of Career Development, 35(4), 385-405.

The relationship between prote´ge´ narcissistic entitlement and prote´ge´ mentoring outcomes is examined among a total sample of 132 prote´ge´s employed in a variety of settings. Exploring the concept on Narcissistic Entitlement (NE).

Chapter 9: Multiple Relationships

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Dobrow, S. R., Chandler, D. E., Murphy, W. E., &Kram, K. E. (2012).A review of developmental networks: Incorporating a mutuality perspective.Journal of Management, 38(1), 210-242.

During the past decade, mentoring research has broadened from its traditional dyadic perspective to examine the support provided by ‘developmental network’. This article reviews the literature on developmental networks—groups of people who take an active interest in and action toward advancing a protégé’s career.

San Miguel, A. M., &Mikyong, M. K. (2014). Successful Latina scientists and engineers: Their lived mentoring experiences and career development.Journal of Career Development, 42(2), 133-148.

Utilisinga phenomenological perspective and method, this study aimed to reveal the lived career mentoring experiences of Latinas in science and engineering and to understand how selected Latina scientists and engineers achieved high-level positions.

Chapter 10: E-Development

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Mammadov, S.,& Abdullah, T. (2014).The role of E-mentoring in mathematically gifted students’academic life: A case study.Journal for the Education of the Gifted, 37(3), 220-244.

This qualitative inquiry presents the case study of five gifted eighth-grade students who engaged in an e-mentoring project in mathematics. The study reported in this article investigated the role of e-mentoring in gifted students’ academic life.

Chapter 11: The Goal Assumption: A Mindset Issue in Organisations?

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Mosteo, L. P., Batista-Foguet, J. M., Mckeever, D. J.,&Servalos,M. S.(2016) Understanding cognitive-emotional processing through a coaching process: The influence of coaching on vision, goal directed energy, and resilence.Journal of Applied Behavioural Science,52(1), 64-96.

This study is based on intentional change theory and supports cognitive-emotion and social complexity perspectives regarding positive and negative affect. We examine how a coaching experience guided by a specific theoretical approach within a leadership development program at a European business school influences cognitiveemotional processing of MBA students.

Chapter 12: Supervision

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Newton, T. (2012).The supervision triangle: An integrating model.Transactional Analysis Journal, 42(2), 103-109.

The supervision triangle is a new framework for enabling beginning and trainee supervisors to understand the process and to organize the content of their supervision. It can also be a self-monitoring tool for experienced supervisors and a teaching aid in supervisor training.

Chapter 13: Coaching and Mentoring and Diversity

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Norman, L. (2016). The impact of an ‘equal opportunities’ ideological framework on coaches’ knowledge and practice.International Review for the Sociology of Sport, 51.

This study focuses upon UK professional coaches’ experiences of equity training and the impact of the conceptualisation of equity as a matter of equal opportunities on this education and subsequent coaching practice. The research employs a critical feminist approach.

Ramaswami, A., Huang, J.,&Dreher, G. (2014). Interaction of gender, mentoring, and power distance on career attainment:A cross cultural comparison.Human Relations, 67(2), 153-173.

This article examines how demographics (gender) and cultural values (power distance) differentially moderate the relationship between mentoring (mentor presence) and career attainment (compensation and organisationalposition) among 390 managers and professionals in two contrasting cultures (Taiwan versus the USA).

Chapter 14: The Question of Ethics in Coaching  

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Milton, C. L. (2017).Ethics with mentoring.Nursing Science Quarterly, 30(2), 105-1016.

The concept of mentoring is a phenomenon critical to teaching-learning in coming to know in the performing art of leadership. The author of this article discusses the mentoring relationship from an alternative view through the human becoming lens of understanding.

Chapter 15: Competencies, Standards and Professionalisation

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Maltbia, T. E., Marsick, V. J.,&Ghosh, R. (2014).Executive and organizational coaching: A review of insights drawn from literature to inform HRD practice.Advances in Developing Human Resources, 16(2), 161-183.

Differing perceptions of what constitutes executive coaching core competenciesby academic and coach preparation programs, credentialing associations, andpractitioners obfuscates clarity of definition, roles, and implementation.

Chapter 16: Perspectives from Around the Globe on Coaching and Mentoring

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Lee, Y., Reiche, S.,& Song, D. (2010).How do newcomers fit in? The dynamics between person- environment fit and social capital across cultures.International Journal of Cross Cultural Management, 10(2), 153-174.

This paper integrates the concepts of person–environment (PE) fit and social capital and examines the social dynamics of organizational newcomers’ development of fit with their new environment in the light of national cultural variations. Specifically, we present a conceptual framework that illustrates how newcomers fit in with their work environment.

Chapter 17: Towards a Theory of Coaching and Mentoring

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Blackman, A., Moscardo, G.,&Gray, D. E. (2016).Challenges for the theory and practice of business coaching: A systematic review of empirical evidence.Human Resource Development Review, 15(4), 459-486.

This article reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes, and outcomes. The present article identifies a significantly larger body of empirical research than covered in previous reviews and uses a systematic review methodology.