To provide a concise briefing on the potential advantages of executive coaching.
Abstract
Purpose
To provide a concise briefing on the potential advantages of executive coaching.
Design/methodology/approach
This briefing is prepared by an independent writer who adds his own impartial comments and places the argument in context.
Findings
Axmith's article focuses on the circumstances that prompt organizations to use executive coaching as a form of intervention to support the chief executive, and highlights the effectiveness of that intervention with a series of situations and how they are resolved. Brown and Wilkes promote the idea that coaching is the most cost‐effective way to learn – little and often. Johnson reviews the rise in awareness among US companies of achievements that can result from executive coaching and balances the benefits and drawbacks for a company of outsourcing or recruiting coaches internally, or even using a mixture of the two. Parsloe and Rolph use the findings of the 2004 training and development survey, from the Chartered Institute of Personnel and Development, to explore the growing popularity of coaching, how its value is perceived and how it fits in with other methods of corporate performance and development activity.
Practical implications
Illustrates the situations in which coaching has proved its worth. Contains plenty of practical advice for any organization considering the implementation of a coaching program.
Originality/value
Provides some useful information about executive coaching.
Details
Keywords
I'd like to look at two things this month, not entirely unrelated. I wrote last time about compatibility and interfaces. Since then, a number of experts in the field, several of…
Abstract
I'd like to look at two things this month, not entirely unrelated. I wrote last time about compatibility and interfaces. Since then, a number of experts in the field, several of them American, met at a conference in London during October; I'd like to summarise for you some of what they said. At the same time, I'd like to consider the subject of ‘authoring’, the process which has put interactive design into the hands of users with real needs but no computer background.
I am an unashamed convert to interactive video. But in my process of conversion I have had to learn some key terms from my new technical catechism. It has been painful but…
Abstract
I am an unashamed convert to interactive video. But in my process of conversion I have had to learn some key terms from my new technical catechism. It has been painful but inevitable and in this article I want to offer a quick summary by discussing one key issue — COMPATIBILITY. Will what you want go with what you've got? Should you dump your existing system for a new one? Will you be able to add more later? Will another manufacturing technology render your system obsolete in a few years' time on price, technical or incompatibility grounds? These are the problems facing users and worrying potential users right now — and not all of them have easy (or indeed any) answers.
Resistance to new buzz words and the latest technical jargon used to be almost a matter of principle for me. I don't know if we can blame the Government for dreaming up…
Abstract
Resistance to new buzz words and the latest technical jargon used to be almost a matter of principle for me. I don't know if we can blame the Government for dreaming up Information Technology Year, or whether the buzzword technocrats are truly irrestistible. But I've been converted. And, like many reluctant converts, I've become an enthusiast. My particular interest is INTERACTIVE VIDEO and, over the next few months, I will try to share my enthusiasm and keep readers up to date with new developments.
This survey of interactive video concentrates on training applications and British projects after the first year of British activity in this market.
Abstract
This survey of interactive video concentrates on training applications and British projects after the first year of British activity in this market.
Details
Keywords
Interactive video: is it all talk, or is somebody out there actually doing something? Having discussed theoretical and technical questions in this series in past months, I would…
Abstract
Interactive video: is it all talk, or is somebody out there actually doing something? Having discussed theoretical and technical questions in this series in past months, I would now like to describe some practical applications. If you attended EPIC's Interactive Video Briefing in London in November, you heard about a number of pilot projects, here and in America — and saw three demonstrated. The theme of the briefing was ‘Practice Not Theory’, and the day included presentations, in graduated degrees of complexity, on three pilot projects currently under way in Britain. The Royal Military Police demonstrated the tape‐based Sony Responder; Smith Kline & French introduced their videodisc, produced by EPIC, for use on the Pioneer PR‐7820 disc player with micro‐processor onboard; and the University of Wales Institute of Science and Technology (UWIST) unveiled a project undertaken for Texaco Overseas Tankship to produce an interface between the Pioneer disc player and an external Commodore PET micro‐computer. Let's just recap on these to begin.
What Is “Interactive Video”? Interactive video is a phrase which is suddenly cropping up all over the place, in journals, at seminars, in the popular press. But what does it mean…
Abstract
What Is “Interactive Video”? Interactive video is a phrase which is suddenly cropping up all over the place, in journals, at seminars, in the popular press. But what does it mean? And what does it mean to you? Is it just another buzz‐phrase? Or is it a term which is soon going to enter our training vocabulary? Well, I think it is a revolutionary new medium — and in the course of this article, I mean to convince you of my belief.
This is just a random selection of headlines from my clippings file. It seems, these days, that just about every magazine concerned with either video or training has at least a…
Abstract
This is just a random selection of headlines from my clippings file. It seems, these days, that just about every magazine concerned with either video or training has at least a news snippet about some well‐known organisation establishing (or expanding) a video training programme. A single article in the Financial Times mentions the National Westminster Bank, British Home Stores, Marks and Spencer, Selfridges, the Electricity Council, the Industrial Society, the British Institute of Management, the Welding Institute, General Motors, Ford, IBM, American Express and the Distributive Industry Training Board — as varied a selection as one could imagine, and all using television and video.
If you've been following this series over the last five months, you've read about the concept of interactive video and its use in training, about production standards and…
Abstract
If you've been following this series over the last five months, you've read about the concept of interactive video and its use in training, about production standards and compatibility, about instructional design and authoring systems, about what people in the industry here and in America are thinking and doing. I hope that by now you're also thinking about doing a programme yourself, so I'd like to devote the last article of the series to some notes on making video interactive.