Coaching and Being Coached: A Qualitative Study of the Experiences of Education Leaders in the Florida Conference of Seventh-day Adventists

Problem The Florida Conference of Seventh-day Adventists administration was concerned about its effectiveness as an evangelistic organization due to changes in societal norms. They felt a need for a paradigm shift to keep ministry relevant to its membership and to find new methods to reach people for Christ. There was an intentional focus on developing a model for effective ministry by equipping pastors and educators with new and different skills for the purpose of effecting personal and organizational transformation. For change to occur, it was decided to put in place a support system for leaders utilizing co-active coaching as the delivery mechanism for equipping and reeducation its key leaders. The Florida Conference has been intentional about developing leaders of transformation. To effect change, and to properly equip and re-educate its leaders, workshops and seminars introduce leaders to a process or system of support called “Leadership Training.” A framework for these trainings is the executive coaching model, known as Co-Active Coaching, and referred to as “Peer Coaching” in the Florida Conference due to its uniqueness of training and delivery. Through the Leadership Training process, leaders are taught skills to move them toward confidence in their leadership ability, to make them accountable to themselves for their dreams and vision, and to allow them the vulnerability to engage in the coaching process. Considerable investment of time and financial resources are provided to ensure the success of these leadership workshops and seminars, and exposure to the perceived benefits of coaching and being coached. To date, there has been no study to see if the coaching initiative in the Florida Conference is producing the desired outcome of restoration and transformation of its ministry and education leaders. Method The research design chosen for this study followed the outline and protocols written by Bloomberg, Volpe, and Creswell. This study was based on a phenomenological approach, utilizing narrative inquiry through semi-structured interviews, in a face-to-face setting at a location chosen by the participant. These methods were chosen because the participants have all shared similar leadership training and coaching experiences in the Florida Conference. The sample size was eleven education leaders. A constructivist approach was used to allow for flexible guidelines, interpretation, and inquiry that may be influenced by the researcher. In addition, this study utilized a hermeneutic phenomenological approach because it provided a clear method to understand the participants lived experiences and an endeavor to describe meaning to that lived experience as it relates to the broader context of their personal and professional lives. Also, the multi-case-study research method was chosen because it simplifies and brings understanding to an issue, it is focused, it has a time frame and boundaries, it can extend the experience, and it can add strength to what is already known from previous research. Results The study revealed that participants recognized the importance of peer coaching, perceived coaching as a safe space for personal discovery combining theory and practice, identified some drawbacks of the coaching training process, experienced significant benefits to the coaching training experience, and unexpectedly found the visioning exercise and subsequent core values assignment having a major impact on their relationships during their tenure as leaders. Conclusions The study affirmed the intended outcomes of the peer coaching training. The model is easily replicated and transferable. Outcomes are optimized by a prior knowledge of coaching skills and theory. Some modalities of coaching should be continued for leaders wanting to affect personal and professional transformation. Coaching skills can be used in both professional and personal interactions. Tertiary institutions should consider offering courses that support coaching skills. Peer coaching can serve as a framework for leadership development and support

Generation and origin of natural gas in Lower Palaeozoic shales from southern Sweden

The Lower Palaeozoic succession in Scandinavia includes several excellent marine source rocks notably the Alum Shale, the Dicellograptus shale and the Rastrites Shale that have been targets for shale gas exploration since 2008. We here report on samples of these source rocks from cored shallow scientific wells in southern Sweden. The samples contain both free and sorbed hydrocarbon gases with concentrations significantly above the background gas level. The gases consist of a mixture of thermogenic and bacterially derived gas. The latter likely derives from both carbonate reduction and methyl fermentation processes. The presence of both thermogenic and biogenic gas in the Lower Palaeozoic shales is in agreement with results from past and present exploration activities; thermogenic gas is a target in deeply buried, gas-mature shales in southernmost Sweden, Denmark and northern Poland, whereas biogenic gas is a target in shallow, immature-marginally mature shales in south central Sweden. We here document that biogenic gas signatures are present also in gas-mature shallow buried shales in Skåne in southernmost Sweden

Algorithms for Simultaneous Pad\'e Approximations

We describe how to solve simultaneous Pad\'e approximations over a power series ring $K[[x]]$ for a field $K$ using $O~(n^{\omega - 1} d)$ operations in $K$, where $d$ is the sought precision and $n$ is the number of power series to approximate. We develop two algorithms using different approaches. Both algorithms return a reduced sub-bases that generates the complete set of solutions to the input approximations problem that satisfy the given degree constraints. Our results are made possible by recent breakthroughs in fast computations of minimal approximant bases and Hermite Pad\'e approximations.Comment: ISSAC 201