Social media and research

For those interested in promoting your coaching and mentoring research, I would recommend the following web sites:
Www.academia.edu
Www.scholar.google.com
Www.researchgate.com
Www.mendelay.com

Academic articles

You can download many of my academic articles on coaching and other subjects at:
http://gre.academia.edu/DavidEGray

On the move

I have now moved from the University of Surrey to take up the post of Professor of Leadership and Organisational Behaviour at the University of Greenwich. My new email address is: d.e.gray@gre.ac.uk

Y. Gabriel, D.E. Gray, & H. Goregaokar (2013): 'Job loss and its aftermath among managers: wounded, fragmented and flexible'

I am pleased to announce that this article is to be published in early 2013 in Work, Employment and Society.

Abstract: 

Based on longitudinal fieldwork with unemployed managers and professionals in their 50s, the article examines the meaning of job loss to these people and charts their subsequent efforts to restore their lives. The article identifies core similarities in their experiences and discerns different narrative strategies through which they have tried to make sense of their dismissal and sustain their selfhood. For all, job loss was a considerable trauma leading to a fragmentation of identity; this was compounded by subsequent rejection and perceived discrimination. Few were able to resume their earlier careers; the majority had to adjust their expectations downwards and opt for either virtual deskilling in less well paid and less demanding jobs or for an assortment of part-time, casual and voluntary work. Best ‘adapted’ (and least fragmented) were those who were prepared to forsake hopes of a return to high-powered jobs and display flexibility, resourcefulness and opportunism in adapting to their reduced circumstance.

New article: International Journal of Selection and Assessment

I'm please to announce that an article entitled: A Five-Dimensional Model of Attributes:
Some precursors of executive coach selection is to be published in the above journal in December 2011. Here is a copy of the abstract:


The purpose of this study was to specify a set of attributes, identified as important precursors
to coach selection. Executive coaching has grown exponentially, but there have been few
studies as to the efficacy of coaching, including the factors that influence a manager’s choice
of coach.This study sought to identify these factors.The 45-item, online survey produced 267
useable responses. Results of the principal component analysis suggested a five-factor solution,
with women showing a statistically significant preference over men for coaches who have
the Ability to Develop Critical Thinking and Action, the Ability to Forge the Coaching Partnership ,and Coach Experience and Qualifications.The impact of coachee age was not significant in selecting executive coaches.The findings show a statistically significant relationship between coach attributes and the intention to continue with coaching. The implications of these
findings for the selection of coaches, and for the coaching profession are discussed.

Article: Professionalisation of coaching

I am pleased to announce that my latest article: 'Journeys towards the professionalisation of coaching: Dilemmas, dialogues and decisions along the global pathway' has just been accepted by the journal: Coaching: An International Journal of Theory, Research and Practice. The article should appear early in 2011.

Team Coaching and Action Learning

The Leadership Academy (http://www2.surrey.ac.uk/leadershipacademy/) held another successful event on 27th May, this on the theme of action learning. Designed and facilitated in collaboration with the International Foundation for Action Learning (http://www.ifal.org.uk/) the event explored definitions of action learning (the ‘classic’ Revans model compared with more flexible approaches) and included a number of experiential sessions.

One question which arose was: what is the difference between action learning and team coaching? Both, it would seem, are growing in popularity, but are they just different ways of describing the same thing? The answer which emerged from the event was probably not. In action learning, the role of the facilitator is to help the group give ‘space/air time’ to the person presenting their problem and to ensure that other members of the set ask open, insightful questions (not closed questions, or observations/opinions). The task of the set is focused on helping the presenter of the problem to gain insight into the problem and to formulate action. In team coaching, the facilitator’s role is that of coach. Here, the coaching conversation may be held with and between all members of the group, with the coach (rather than the set members) posing questions.

It is probable that both approaches offer powerful opportunities for learning. An interesting research question would be: does a combination of coaching and action learning work more effectively as a catalyst for learning than each intervention experienced separately?