PUBLICAÇÕES

What do coaches actually do to learn and develop? A qualitative exploration of the development narratives of experienced coaches – Stephen Burt, Duminda Rajasinghe, Bob Garvey, Alexandra Barosa-Pereira, David Clutterbuck. International Journal of Evidence Based Coaching and Mentoring 2024, Vol. 22(2), pp.80-97. DOI: 10.24384/a16t-f341

Abstract:
Coach development is an under-researched phenomenon and our understanding of how coaches learn and develop is therefore limited. The current discourse of coach development is largely framed by professional bodies who have a stake, to varying degrees, in the dominant paradigm. That paradigm is informed by linear stage models of learning and development which, we argue, do not fully address the diversity of coaches, their different developmental needs nor the range of paths they follow to become experienced coaches. To access that diversity, we explore coaches’ experience of their development journey using Interpretative Phenomenological Analysis. We found no universal set of development activities with which coaches engage, but considerable commonality. Our study revealed that how coaches resource and support themselves, influences, and grounds their development. Life events impact professional growth and becoming a coach affects personal identity. Rather than the transmission and mastery of a pre-determined set of skills and knowledge, facility and investment in reflexive learning emerges as the key motor of coaching excellence.

What do coaches do that enables them to develop? – Alexandra Barosa-Pereira, Duminda Rajasinghe, Stephen Burt. AMED · Jun 2, 2024. v29n1 2024 June

Quote:
When coaches meet, the discussion often turns to the practice of coaching: the things they are learning, what they are trying, and what is currently challenging them. Similarly, when coaches teach or supervise, they often learn from the insights and innovations of relative novice. And when coaches write about their practice, often their practice changes. These phenomena suggest a multi-faceted, socially interactive process driving and facilitating coaches’ professional development. However, the dominant frames for thinking about coach development are competence frameworks that feel abstract rather than human. In parallel, most CPD promotes new models or approaches that focus on process and skill, rather than connecting with the diverse variety of ways in which coaches learn.

Innovative interpretative phenomenological analysis (IPA) approach in a coaching research project: implications for future qualitative coaching research and beyond – Rajasinghe, D., Garvey, B., Burt, S., Barosa-Pereira, A., & Clutterbuck, D. (2024). Coaching: An International Journal of Theory, Research and Practice, 17(2), 301–318. https://doi.org/10.1080/17521882.2024.2358771

Abstract:
This paper discusses an innovative use of Interpretative Phenomenological Analysis (IPA) within a coach development research project. Since its introduction, key authors of IPA have been inviting researchers to innovate within the methodology. However, the response to the invitation has, to-date, been limited. In this paper, we address this absence by reflecting on the methodological choices within a recent global coaching study. This study is innovative compared to many IPA studies due to (a) the relatively large sample size; (b) involvement of multiple researchers and analysts; (c) researchers being part of the community and having direct experience of the phenomenon being investigated and (d) introduction of additional analytical steps. These individually and taken together within one project, provide a unique IPA research design. Our innovation facilitated a detailed account of the participants’ experience and a clear research output with implications for practice and research. This novel approach to IPA may help improve the scholarly confidence to innovate within qualitative methodologies in general, but particularly within IPA studies. The benefits of our approach – such as richness and enhanced understanding of the diversity of the phenomenon – may encourage scholars to explore bolder research designs to uncover hidden phenomena.

On becoming a coach: Narratives of learning and development – Rajasinghe, D., Garvey, B., Smith, W.A., Burt, S., Barosa-Pereira, A., Clutterbuck, D., Csigas, Z. The Coaching Psychologist. Vol 18 Issue 2. DOI: https://doi.org/10.53841/bpstcp.2022.18.2.4

Abstract:
Coach maturation: understanding the why, what and how has the potential to influence the coaching profession in its own journey of professionalisation. This paper seeks to provide some insight to how experienced coaches understand their own development processes. With a few exceptions, little has been published on coach development and the literature evidences its strong emphasis on client development leaving a vital knowledge gap in coaches’ learning and development. This study aims to address this void by exploring experienced coaches’ experience of their developmental journeys by employing Interpretative Phenomenological Analysis (IPA) as a research methodology. We purposively selected 46 experienced coaches and interviewed 32 using semi-structured interviews. The findings appeared as a series of narratives, nonlinear, and no logical sequence, it could be defined as ‘messy’. The narratives are: Vehicles of Development, Awareness, Letting Go, Ethical Practice and Characteristics of the Becoming of a Coach. These narratives collectively explain how coaches subjectively approach their often-unplanned development. The findings offer a unique research-based contribution to the literature on coach development with implications for coach education.

Coaching em Portugal – Teoria e Prática – primeiro livro de Alexandra Barosa Pereira, lançado em 2007, pelas Edições Sílabo. Distinguido pela Mercer HR Consulting com o Prémio Distinção

Sinopse:
O Coaching entrou definitivamente no vocabulário moderno das empresas, e dos seus recursos humanos. Não obstante serem cada vez mais frequentes, a nível nacional e internacional, publicações e artigos em jornais ou revistas sobre o tema – tornou-se usual as empresas de consultoria oferecerem serviços de Coaching – a realidade revela que ainda subsistem muitas dúvidas sobre o modo como funciona o Coaching e muitos profissionais ainda não ouviram sequer falar em Coaching aplicado aos recursos humanos. Nesta obra, numa linguagem acessível e direta, a autora expõe as respostas que permitirão ao leitor, de um modo prático, apreender o que é o Coaching, como se faz, quem o faz e para que se faz.

Recursos Humanos – Das Teorias às Boas Práticas Editoras, de Viviana Meirinhos e Ester Vaz, lançado em 2010, pela Editorial Novembro. Alexandra Barosa Pereira com o artigo “A prática do coaching corporativo nas organizações do séc. XXI” e o artigo “Coaching em Portugal – evolução das práticas dos coaches” em co-autoria

Sinopse:
A gestão e o desenvolvimento das pessoas é uma problemática que hoje se reconhece como central e transversal a todas as atividades e contextos. As transformações profundas do sistema social, económico e financeiro reclamam uma nova visão dos conceitos e dos modelos teóricos e de intervenção em Recursos Humanos. Esta coletânea de artigos, no âmbito da Gestão e Desenvolvimento dos Recursos Humanos apresenta a atual complexidade epistemológica desta área de conhecimento, disponibilizando ao leitor textos que aliam a investigação e a teoria às boas práticas profissionais.

Coaching – Ir mais longe cá dentro, Autor ICF (International Coach Federation). Alexandra Barosa Pereira, autora do capítulo “Mentor Coaching”

Sinopse:
«Este livro é diferente de todos os outros que já leu sobre Coaching. É escrito por 24 coaches profissionais, membros efetivos da ICF (International Coach Federation) – a comunidade internacional de coaching profissional mais conhecida e prestigiada a nível mundial -, quanto esta comunidade comemora o 10.º aniversário da sua existência em Portugal (2006-2016).
Mais do que um repositório de conhecimento, é uma compilação de saberes e de partilha de experiências — um pequeno tesouro para ser folheado e saboreado, como e quando se quiser. Nestas páginas, encontrará muitas (senão todas) das respostas que procura sobre coaching.
Queremos dar um contributo para um mundo melhor, um contributo feito de esperança. Nas pessoas e no futuro.»

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PUBLICAÇÕES

What do coaches do that enables them to develop? – Alexandra Barosa-Pereira, Duminda Rajasinghe, Stephen Burt. AMED · Jun 2, 2024. v29n1 2024 June

On becoming a coach: Narratives of learning and development – Rajasinghe, D., Garvey, B., Smith, W.A., Burt, S., Barosa-Pereira, A., Clutterbuck, D., Csigas, Z. The Coaching Psychologist. Vol 18 Issue 2. DOI: https://doi.org/10.53841/bpstcp.2022.18.2.4

Coaching em Portugal – Teoria e Prática – primeiro livro de Alexandra Barosa Pereira, lançado em 2007, pelas Edições Sílabo. Distinguido pela Mercer HR Consulting com o Prémio Distinção

Coaching – Ir mais longe cá dentro, Autor ICF (International Coach Federation). Alexandra Barosa Pereira, autora do capítulo “Mentor Coaching”

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