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E-coaching in organizations: A study...

University of San Diego.

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E-coaching in organizations: A study of features, practices, and determinants of use.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	E-coaching in organizations: A study of features, practices, and determinants of use./
作者:	Frazee, Rebecca Vaughan.
面頁冊數:	237 p.
附註:	Adviser: Allison Rossett.
Contained By:	Dissertation Abstracts International69-05A.
標題:	Education, Adult and Continuing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3314978
ISBN:	9780549640158

E-coaching in organizations: A study of features, practices, and determinants of use.
Frazee, Rebecca Vaughan.

E-coaching in organizations: A study of features, practices, and determinants of use. - 237 p.

Adviser: Allison Rossett.

Thesis (Ed.D.)--University of San Diego, 2008.

Employee development in organizations is moving away from classroom instruction to more individualized, flexible forms of just-in-time learning and support, such as e-coaching. E-coaching, conducted partially or entirely at a distance, offers convenience, cost-savings, efficiency, and improved access to people and resources. However, research on e-coaching for work-related purposes is limited. This descriptive and exploratory study used mixed methods to examine e-coaching extent, technologies and practices, and factors that influence deployment and success in organizations. A web-based survey gathered opinions from over two hundred workforce learning and performance professionals. Semi-structured interviews gathered critical incidents from twenty e-coaches. The researcher used Chi-square, analyses of variance, and regression analyses to examine differences by e-coaching level and the influence of individual, organization, and innovation factors.

ISBN: 9780549640158Subjects--Topical Terms:

626632
Education, Adult and Continuing.

E-coaching in organizations: A study of features, practices, and determinants of use.
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520 $a Employee development in organizations is moving away from classroom instruction to more individualized, flexible forms of just-in-time learning and support, such as e-coaching. E-coaching, conducted partially or entirely at a distance, offers convenience, cost-savings, efficiency, and improved access to people and resources. However, research on e-coaching for work-related purposes is limited. This descriptive and exploratory study used mixed methods to examine e-coaching extent, technologies and practices, and factors that influence deployment and success in organizations. A web-based survey gathered opinions from over two hundred workforce learning and performance professionals. Semi-structured interviews gathered critical incidents from twenty e-coaches. The researcher used Chi-square, analyses of variance, and regression analyses to examine differences by e-coaching level and the influence of individual, organization, and innovation factors.
520 $a Data showed that most coaching was delivered with little technology, with strong expectations for growth despite weak perceptions of coaching success and organizational support. E-coaching was more typically used as an alternative to face-to-face rather than as an opportunity to do something altogether new, and typically used to serve geographically dispersed employees, provide just-in-time support, address issues of scheduling, provide greater access to expertise and multiple perspectives, and reduce costs. E-coaching involved mostly e-mail, land line telephone, and sharing electronic files, with limited use of video conferencing, and was typically part of a formal and blended learning and development initiative rather than an ad hoc or standalone activity.
520 $a Certain coaching purposes, topics, and beliefs about e-coaching usefulness as well as a supportive environment were strong predictors of e-coaching level, technology choices, and perceived efficacy. Coaches valued relative advantage, compatibility, and familiarity over media richness, and they used technology-based tools to increase presence, humanize the experience, connect proteges to peers and resources, and track client progress. Many respondents felt that face-to-face contact was necessary for sensitive feedback, physical interactions, or addressing deeper issues. Group and just-in-time coaching received enthusiasm which supports the importance of learning by doing and on-demand resources. Findings converge with the literature and suggest several practical implications for organizations, individual coaches, and others interested in the effective design, support, and implementation of e-coaching for development and performance support.
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