Dromantaitė, Aistė

Koučingas jau seniai peržengė asmeninio tobulėjimo ribas ir tapo svarbia organizacijų augimo priemone. Iš pradžių jis buvo siejamas su individualiomis sesijomis ar aukščiausio lygio vadovų ugdymu, tačiau šiandien koučingas integruojamas daug plačiau. Jis tampa organizacinės kultūros dalimi – daro įtaką tam, kaip pritraukiami ir ugdomi talentai, kaip komandos sprendžia problemas, ir net tam, kaip organizacija kuria inovacijas. Šiame skyriuje nagrinėsime, kaip koučingas veikia organizacijas strateginiu lygmeniu, aptarsime, kokiais būdais jis gali būti integruojamas į kasdienį gyvenimą: nuo vadovo pokalbio su darbuotoju iki organizacinio mokymosi procesų, suprasime, kad koučingas yra daugiau nei vien vadovavimo stilius – tai priemonė, padedanti žmonėms ir organizacijoms išlikti lanksčioms nuolat kintančioje aplinkoje. Be to, skyriuje pažvelgsime į vidinio ir išorinio koučingo skirtumus, aptarsime koučingo kultūros reikšmę organizacijų sėkmei bei iššūkius, kurie kyla siekiant koučingą įtvirtinti kaip neatsiejamą organizacijos vystymo dalį. Svarbu, kad šis skyrius nėra tik teorinis – jis kviečia apmąstyti kritiškai, diskutuoti ir reflektuoti pateikiamas įžvalgas ir teoriją, tad jo pabaigoje rasite klausimus diskusijoms bei savirefleksijai, taip pat užduočių, kurios leis pasitikrinti, ką supratote ir kaip tai, ką perskaitėte, galite susieti su praktine patirtimi. Skyrius skirtas aukštųjų mokyklų studentams, Žmonių išteklių specialistams, vadovams bei visiems, kurie nori giliau suprasti, kaip koučingas veikia organizacijose. Kitaip tariant, ji naudinga visiems, kurie domisi, kaip koučingas gali padėti tiek kasdienėje lyderystėje, tiek priimant strateginius sprendimus.

This paper examines the potential of integrating Scientific Research-Based Learning (SRBL) and Team-Based Learning (TBL) as a combined pedagogical approach to enhance student engagement, critical thinking, and problem-solving in higher education. SRBL places an emphasis on active student involvement in research, allowing learners to create knowledge and apply scientific principles. TBL, meanwhile, is centred on collaboration and peer feedback to solve complex problems. Together, these methods foster a dynamic learning environment that prepares students for real-world challenges by promoting both individual inquiry and teamwork. The study draws on constructivist learning theory to review existing literature and case studies, demonstrating the effectiveness of combining SRBL and TBL across various academic disciplines. SRBL encourages students to investigate, analyse and apply research findings to real-world problems, while TBL enhances interpersonal and leadership skills through structured teamwork. The combined approach facilitates deeper comprehension of complex concepts and enhances the capacity to critically evaluate information and collaborate effectively. The findings demonstrate that the combination of SRBL and TBL leads to enhanced student learning outcomes, including improved critical thinking, research skills and the ability to discern credible information in an age of misinformation. Professors play a crucial role in facilitating this approach, acting as mentors and providing guidance throughout the research and collaboration processes. The integration of SRBL and TBL not only improves academic success but also prepares students for professional environments that require interdisciplinary knowledge and teamwork. Furthermore, the paper presents a case study approach to demonstrate the practical applications of SRBL and TBL. The findings of case studies indicate that inclusive learning approaches facilitate exemplary learning outcomes and enhance the acquisition of comprehensive knowledge and a profound understanding of the subject matter.

Leadership in organizations can not only be discussed from the positive side, with the focus on positive perspectives of leadership, ideal qualities and behaviors of effective leadership, it can also be dark and destructive. The analysis of the expression of leadership with trait theory, empowers us better understand destructive leaders. Such leaders share common personality traits, including narcissism, arrogance, and Machiavellianism, and it is important for organizations to identify such leaders and ensure that they are kept out of leadership positions. This focus on the shadow side of leadership has been fuelled by various politi- cal events in recent years, as well as attention to how destructive leaders can undermine the value of their followers. The article aims to discuss the theory of leadership in the context of the Ukrainian-Russian war, as well as to discuss the assumptions of leadership formation in general, especially the shadow side of leadership, to present the characteristics of an ethical and unethical leader, and what organizations can do to recognize destructive leadership and timely reduce the impact of such destructive leadership.

In analyzing the theoretical literature on managerial growth in the context of organizational change, an absence of research has been observed, especially that which comprehensively analyzes growth prospects and opportunities at the micro (individual), meso (group), and macro (organizational) levels, which considers organizational, social, emotional, and spiritual aspects. Therefore, one of the outstanding problems of this research was to select the relevant scientific literature to synthesize the theory and create a conceptual theoretical model based on it. The aim of this paper is to explore the context and preconditions for managerial growth during an organizational change at different levels and aspects of organizations. Therefore, six theoretical approaches from the fields of management, psychology, and education were chosen (Hiatt, Kotter, Kübler-Ross, Goleman, Mezirow, and Marcia). Conclusions provide insights into the context, aims, and directions of managerial growth within organizational change. First, the context of organizational change is understood as an educational environment that creates incentives for managerial growth at the macro, meso, and micro levels and encompasses the development of personal and professional skills and the conscious evolution of inner perceptions related to work. Second, managerial growth in the context of organizational change is targeted toward three objectives at the organizational, group, and individual levels: productivity, connection, and self-realization. Third, managerial growth in the context of organizational change is directed toward three dimensions: (1) the strategic-operational dimension overlaps with the development of leadership skills to ensure successful change implementation in the organization; (2) the social-emotional dimension overlaps with the development of psychosocial skills, enabling coping with challenges through relationships and an emotionally supportive workplace environment; and (3) the perceptual-spiritual dimension overlaps with the development of personal maturity and professional motivation, disclosing authentic performance during organizational change. These findings become a framework for further research but also provide practical guidelines for managers, HR specialists, and organizational leaders.

The aim of this paper is to demonstrate the successful transfer of transformational leadership program and coaching practice to Lithuanian military education. The authors of this paper propose that the universal nature and theory of transformational leadership is fully applicable to any military organization. Through enhanced learning, feedback and interaction practices any organization will achieve a permanent competitive advantage. A case study of educational system transfer from Finland to Lithuania based on results in Gen. J.Žemaitis Military Academy (MAL) is presented. As a conclusion further interest should be placed on troop level competence development and measurement.