• Journal of the Korean Applied Science and Technology
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• v.39 no.2
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• pp.220-232
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• 2022

In this study, 223 people were sampled from February 1 to March 11, 2022, and causal relationship analysis (SEM) was performed. First, a causal relationship was established between coaching behavior and leader trust, and second, a causal relationship was established between leader trust and re-enrollment. Finally, although it was partially adopted between coaching behavior and re-registration, an indirect effect was also derived that the effectiveness of behavior existed as an indirect effect of trust in the leader in the relationship between autonomous behavior and re-registration. Therefore, coaching behavior perceived by customers is influenced by various variables, and trust in leaders appears to exert a huge influence on golf course management performance, emphasizing that human service is a part that needs attention in the changing golf market. It is thought that a management strategy based on the results and this study is necessary.

• The Journal of the Convergence on Culture Technology
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• v.7 no.4
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• pp.369-376
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• 2021

The purpose of this study is to develop a coaching model which can enhance teaching ability of lifelong educator. To achieve this purpose, this study verifies and analyzes several documentary records related with diverse teaching capabilities, operation reality and coaching method run by lifelong educator. Furthermore, an in-depth interview about teaching capability was undertaken for field experts who have worked at the institutions of lifelong education for more than 10 years. As a result, the study could develop a coaching model to identify teaching capability of lifelong educator by conducting matrix analysis. First, according to the documentary studies, the paradigm for lifelong education has been shifted to centralize learner's demand with the advent of 4th industrial revolution and it suggests coaching capability which could enhance educator's capability should come first. A lifelong educator should have capabilities including identification of vision and goal, creation of mission declaration, development of coaching skill and procedure, management of crisis and coaching capability as an expert in the lifelong education field. Second, a model which can centralize learners could be developed for lifelong teaching capability by adopting a teaching capability suggested by field experts, According to the experts, it is essential to develop a program model to acquire professional knowledge, communication capability, understanding of adult learner, personal relations capability. If there is a model which can develop such capabilities, it is able to strengthen lifelong teaching capability to focus on learner's demand, mainly adult learners, a major consumer of the field. Third, a coaching model to enhance teaching capability for an educator is to acquire and implement sufficient step-by-step teaching capability which has been suggested from a procedure comprised of entrance, progress, critique and return. This, present study suggests, after the critique, a lifelong educator oneself can newly develop and extend a teaching capability basis on pursuing teaching capability as a lifelong educator through the return process.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.17 no.12
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• pp.138-145
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• 2016

This study was conducted to examine the effects of a career coaching program on nursing students' career decision making self efficacy, self-leadership, and employment-stress. The study was designed using a nonequivalent control group pretest-posttest design, and data were collected between June 15 and July 31, 2016. The participants consisted of 62 4-year nursing students in D College of B City who were assigned to an experimental group (n=32) or a control group (n=34). The career coaching program consisted of 10 sessions of combined individual coaching, small group coaching and group coaching. The data were analyzed using descriptive analysis, a t-test, ${\chi}^2$ test, and paired t-test with the SPSS/WIN 21.0 program. After receiving the career coaching program, a difference was observed in career decision making self efficacy (t=4.99, p<0.001), self-leadership (t=5.08, p<0.001), and employment-stress (t=5.08, p<0.001) of the experimental group. The results of this study indicate that the career coaching program was effective at increasing career decision making self efficacy and self-leadership, as well as decreasing employment-stress in nursing students.

• The Journal of the Korea Contents Association
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• v.20 no.3
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• pp.400-423
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• 2020

In the era of the fourth industrial revolution, IT workers' use of creativity has become more important than workers' in other fields in that they should apply new digital technologies to their companies for organizational innovation. In this regard, this study is to verify the effect of managerial coaching behavior on the creativity of employees in the IT field and identify the mediating effect of unlearning and the moderating effect of creative self-efficacy. A survey was conducted on IT workers in Seoul and the metropolitan area and a total of 439 copies of the questionnaire survey were used for confirmatory factor analysis on SPSS 25.0 and AMOS 25.0 and for mediating and moderating effect analysis on SPSS Process Macro 3.0. The results suggested that managerial coaching behavior has a positive effect on the creativity and unlearning ability of employees. They also showed that unlearning has a significant effect on one's creativity, mediating the relationship between managerial coaching behavior and the creativity of employees. Also, they identified that creative self-efficacy moderates the relationship between managerial coaching behavior and unlearning. This study has theoretical and practical significance in that it makes a timely contribution to expand the research area for coaching effect and identifies the influential mechanism behind managerial coaching by verifying the direct effects of managerial coaching behavior on the creativity of the IT sector workers and finding indirect influential factors.

• The Journal of the Korea Contents Association
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• v.22 no.6
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• pp.729-754
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• 2022

The purpose of this study is to analyze the influence of coaching leadership on the employability of organizational members and to investigate the mediating effect of protean career attitude and the moderating effect of leader trust. A questionnaire was conducted on domestic office workers, and analysis was conducted using AMOS and Process macro (Hayes, 2013) based on the effective questionnaire of 389 people. As a result of the study, first, the direct effect between coaching leadership and employee employability was significant. Second, it was confirmed that the mediating effect of coaching leadership strengthening the protean career attitude of members and improving employability through this was significant. Third, the moderating effect of leader trust was confirmed in the relationship between coaching leadership and protean career attitude. Fourth, the moderated mediating effect of coaching leadership on employability through protean career attitude was reinforced by leader trust was confirmed. This study contributes to the expansion of leadership research by empirically identifying the mechanism between coaching leadership and employability of organizational members, which has been lacking in research. In addition, theoretical and practical implications of the research results, limitations of the research, and directions for future research were presented.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.1-20
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• 2023

The purpose of this study is to determine the effect of innovation-oriented organizational culture on organizational members' innovation behavior, and to confirm the sequential mediating effect of the boss's coaching leadership and the basic psychological needs of organizational members. For this purpose, an online survey was conducted targeting 377 office workers who had been working with the same boss for more than 6 months. The collected data was analyzed using Hayes' SPSS PROCESS Macro. The results of this study are as follows. First, it was confirmed that the relationship between organizational culture and innovative behavior was statically significant. Second, it was confirmed that coaching leadership and basic psychological needs sequentially mediate in the relationship between organizational culture and innovative behavior. In other words, the innovation-oriented organizational culture does not directly affect innovative behavior, but rather leads to the exertion of coaching leadership by boss, and coaching leadership promotes more innovative behavior by influencing the satisfaction of members' basic psychological needs. This is meaningful as a basic study on how environmental variables, such as organizational culture and superior leadership, affect individual motivational variables, desire, and thus affect individual behavioral variables. In addition, based on the results of this study, academic and practical implications were discussed, and limitations of this study and suggestions for follow-up studies were discussed.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.21-46
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• 2023

The current study aimed to develop and evaluate the effectiveness of a group coaching program to improve college students' career exploration behaviors based on the self-affirmation theory. Participants were undergraduate students at a University in Seoul and volunteered in the program during the break. The group coaching program was conducted twice a week during three weeks, a total of six times, and each session lasted 2 to 2.5 hours. In this study, the effect of self-affirmation embedded in the group coaching program on various psychological variables and college students' career exploration behaviors were examined. A mixed-randomized analysis was conducted to compare the pre, post, and follow-up tests of the experimental, comparison, and no-treatment control groups, each consisting of 18 participants. The results showed that participants in the experimental group coaching condition showed more significant improvements in psychological resources, career self-efficacy, openness, problem-focused coping, and career exploration behaviors compared to the comparison and control groups, and these results were maintained even after the program ended. The implications of this study for coaching theory and practice, as well as limitations and future research directions, were discussed.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.47-74
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• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.

• Journal of Korea Entertainment Industry Association
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• v.13 no.4
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• pp.331-339
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• 2019

This study investigated the effects of coaching leadership for life care of estheticians on self-efficacy and job satisfaction and the results are presented as follows: First, as a result of analysing the effects of coaching leadership of the subjects on self-efficacy, it was discovered that all the factors of relations (β=.261, p<.001), presentation of direction(β=.238, p<.01), assessment(β=.175, p<.01) and development(β=.170, p<.01) had a statistically significant positive (+) effect on it. Second, as a result of analysing the effects of coaching leadership of the subjects on job satisfaction, it was discovered that relations(β=.403, p<.001), presentation of direction(β=.384, p<.001) and assessment (β=.170, p<.01) had a statistically significant positive(+) effect on it. Third, as a results of analysing the effects of self-efficacy of the subjects on job satisfaction, it was discovered that self-efficacy (β =.707, p<.001) has a statistically significant positive(+) effect on job satisfaction. Fourth, as for the relations between coaching leadership and job satisfaction, it was discovered that self-efficacy as a mediator of self-efficacy satisfied a partial mediation condition between presentation of direction, development, assessment, relations and job satisfaction.

• The Korean Journal of Coaching Psychology
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• v.5 no.2
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• pp.1-24
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• 2021

This study is an experimental study to examine the effect of the 1:1 coaching and example ideas with the GROW model on the creativity of new product ideas. Participants were composed of 32 adults who did not know coaching and were not related to new product development-related industries, and the experiment was randomly assigned to 1:1 coaching group, example idea group, and control group. The ideas answered by the participants were evaluated by measuring novelty, appropriateness, and willingness to pay after the experiment, and 30 experimental data and 3 expert group evaluation data were used for the final analysis. As a result of the study, the 1:1 coaching using the GROW model had a significant effect on the creativity of new product ideas, and in particular, had a positive effect on novelty. The example idea group received the lowest score among the three groups, including the control group, in novelty and suitability, and was found to have a negative effect on idea creativity. Based on these results, implications and limitations for the use of coaching in the work or situation of presenting creative ideas were discussed, and suggestions for follow-up studies were made.