In this article, the authors describe their experiences of in corporating coaching behaviors into their practices as management educators. They define coaching in the classroom environment as working with students to develop their self-awareness and capacity for self-discovery, while motivatingthem to begin a process of continuous learning and development. They describe three key elements of the role of the teacher as coach: relationship building, increasing students’ self-discovery and self-knowledge through co-inquiry, and combining theory with practice via a pragmatic orientation. Two pedagogical choices that the teacher as coach needs to manage when working with students are elaborated.
Get full access to this article
View all access options for this article.
References
1.
Bolton, M. K.
(1999). The role of coachingin student teams: A “just-in-time” approach to learn ing. Journal of Management Education, 23(3), 233-250.
2.
Boyer, G.
, & Weiner, J. (1987). Winners get coached. Journal of Management Education, 12(4), 90-93.
3.
Dutton, G.
(1997, February). Executive coaches call the plays. Management Review, 39-43.
4.
Eisenbach, R.
, & Curry, R. R. (1999). The emotional reaction to classroom visitation and peer coaching. Journal of Management Education, 23(4), 416-427.
5.
Flaherty, J.
(1999). Coaching: Evoking excellence in others. Boston: Butterworth Heinemann.
6.
Ford, R.
(1992). Professional coachingin leadership development. Executive Development, 5(4), 21-23.
7.
Goleman, D.
(1998). Working with emotional intelligence. New York: Bantam Books.
8.
Grasha, A. F.
(1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42, 142-149.
9.
Hodes, B.
(1992). A new foundation in business culture: Managerial coaching. Industrial Management, 34(5), 27-28.
10.
Hudson, F. M.
(1999). The handbook of coaching. San Francisco: Jossey-Bass.
11.
Kanter, R. M.
, & Zolner, J. P. (1986). What the “new” coaches can teach managers. Management Review, 75(11), 10-11.
12.
Longenecker, C. O.
, & Pinkel, G. (1997). Coaching to win at work. Manage, 48(2), 19-21.
13.
Manz, C. C.
, & Sims, H. P., Jr. (1991). SuperLeadership: Beyond the myth of heroic leadership. Organizational Dynamics, 19(4), 18-35.
14.
Phillips, R.
(1995). Coachingfor higher performance. Executive Development, 8(7), 5-7.
15.
Popper, M.
, & Lipshitz, R. (1992). Coachingon leadership. Leadership and Organizational Development Journal, 13(7), 15-18.
16.
Reason, P.
(1994). Three approaches to participative inquiry. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research. Thousand Oaks, CA: Sage.
17.
Reinsmith, W. A.
(1994). Archetypal forms in teaching. College Teaching, 42, 131-136.
18.
Salters, L.
(1997). Coachingand counselingfor peak performance. Business and Economic Review, 44(1), 26-28.
19.
Senge, P.
(1990). The fifth discipline. New York: Doubleday.
20.
Tiberius, R. G.
(1986). Metaphors underlying the improvement of teaching and learning. British Journal of Educational Technology, 17, 144-156.
21.
Waldroop, J.
, & Butler, T. (1996). The executive as coach. Harvard Business Review, 74(6), 111-117.
