No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Can Working with an Executive Coach Improve Multisource Feedback Ratings over Time? A Quasi-Experimental Field Study
Abstract
This study examined the effects of executive coaching on multisource feedback over time. Participants were 1,361 senior managers who received multisource feedback; 404 of these senior managers worked with an executive coach (EC) to review their feedback and set goals. One year later, 1,202 senior managers (88% of the original sample) received multisource feedback from another survey. Managers who worked with an EC were more likely than other managers to set specific (rather than vague) goals (d= .16) and to solicit ideas for improvement from their supervisors (d= .36). Managers who worked with an EC improved more than other managers in terms of direct report and supervisor ratings, however, the effect size (d= .17) was small.
... On a general level, coaching effectiveness refers to an optimization of a person's work-related functioning (Bozer & Jones, 2018;Theeboom et al., 2014). Several studies in our review operationalized effectiveness in terms of coaching goal achievement (Bachkirova et al., 2015;Bickerich et al., 2018;Dolot, 2017;Gessnitzer & Kauffeld, 2015;Ianiro et al., 2013Ianiro et al., , 2015Jordan & Kauffeld, 2020;Smither et al., 2003;Zimmermann & Antoni, 2018). Besides, general coaching effectivity was used as an outcome measure in several studies (Bachkirova et al., 2015;Bono et al., 2009;De Haan, 2008;De Haan et al., 2009). ...
... The latter outcome measures were more prevalent in studies focusing on recurring coaching behaviors. By contrast, outcomes related to behaviors of the exploration phase and the operational phase include coaching satisfaction (Zimmermann & Antoni, 2018), improvement in direct reports and supervisors' reports (Smither et al., 2003), self-efficacy , learning (Griffiths & Campbell, 2009), well-being (Zimmermann & Antoni, 2018), and improvements in managing one's own team more efficiently, communicating with coworkers, and teamwork (Dolot, 2017). Supplemental Table A provides an overview of all outcome measures. ...
... The articulation of goals can occur along a continuum ranging from the more concrete ("highly specific") to the more abstract ("very general"; Zimmermann & Antoni, 2018). Adequate specification of goals has been linked to performance improvement (Smither et al., 2003). ...
In recent years there has been an increase in research about factors that make executive coaching effective. These are termed success factors and shape the coaching process as well as different coaching outcomes. The current review aims to contribute to this stream of research by specifying (a) the actual behaviors underlying success factors and (b) the temporal order in which they should be implemented over the course of the coaching process. Coaching behaviors are influenced by success factors and describe what coaches actually do during the coaching process. Specifically, actual behavior constitutes the visible and observable part of success factors. We contend that it is not sufficient to know which success factors are important because it remains unclear “how” and “when” they are implemented. We found 19 empirical studies that assessed actual coaching behavior in the context of executive coaching. The identified behaviors were summarized and classified into common themes using thematic analysis and in the next step arranged in a temporal order to specific coaching phases. The temporal order was informed by the GROW model by Whitmore (1996). The resulting temporal model of executive coaching behavior includes five categories: contact phase, exploration phase, operationalization phase, conclusion phase, and recurring coaching behavior category. Results indicate that coaching behavior differs across phases. Our findings contribute to a more detailed picture of what happens within executive coaching on a behavioral level. Moreover, understanding the underlying mechanisms of effectiveness helps identify the coaching behaviors that need further investigation.
... However, if we do not address these questions we may find it difficult to justify our fees; difficult to assert unequivocally that coaching conversations are indeed beneficial and difficult to avoid the potential risks of executive coaching, such as misjudging the situation, aggravating the status quo or abusing our influence (Berglas, 2002). It is for these reasons that in this article we want to give a brief overview of the existing coaching outcome literature, including the three articles that approximate a proper research design with effectiveness ratings not influenced by the client or coach themselves, a control group as part of randomised controlled trials, and N large enough to ensure convincing statistical power (Smither et al., 2003;Sue-Chan & Latham, 2004;Evers et al., 2006). We also want to briefly summarise the more extensive and convincing outcome research findings in another area of one-to-one conversations: psychotherapy, where research budgets have traditionally been much higher. ...
... A significant impact of executive coaching when compared with a control group has been found by Smither et al. (2003), Sue-Chan and Latham (2004), and Evers et al. (2006). Sue-Chan and Latham (2004) compared the impact of internal and external coaches with a wide difference in reputation in terms of (perceived) expertise and credibility. ...
... One of the most thorough studies on the impact of executive coaching was undertaken by Smither et al. (2003). This study worked with a (non-randomised) control group and conclusions were based on more objective criteria than evaluations by the clients. ...
Purpose
This contribution argues for a new way of studying executive-coaching outcome. The argument accepts that we are not likely to get rigorous data on coaching outcome from well-designed clinical trials in the near future, and assumes a degree of effectiveness that is based upon the first indications and the more rigorous studies that have been undertaken in psychotherapy. Assuming a moderate degree of effectiveness has afforded a concerted effort amongst researchers to identify the ‘active ingredients’ which predict the effectiveness of executive coaching.
Design/Methodology
This article contains a detailed overview of the quantitative studies of executive coaching undertaken to date. It covers both the body of evidence which we believe substantiates our key assumption of general effectiveness and some early research findings resulting from using that assumption. It also gives a brief overview of the findings of the more rigorous randomised control trials in psychotherapy outcome. Altogether we believe we have demonstrated that there are sufficient parallels between the new path of coaching outcome research and the well-trodden path of psychotherapy research to enable the exploration of ‘active ingredients’ research in executive coaching.
Results
By combining the early results in coaching research described in this paper and the overview of meta-analysis studies in the parallel field of psychotherapy, we have been able: (1) to show that – although the effect sizes in coaching are generally found to be smaller than in psychotherapy – it is safe to assume that executive coaching is generally an effective intervention, and: (2) to use that assumption as a basis for further coaching research. We have used this assumption ourselves to carry out research into the ‘active ingredients’ of effective coaching and to design a new research programme on a scale that has not previously been possible.
Conclusions
It is time now to be creative and pull together the limited resources for research we have in coaching psychology. As a profession we should make the most of this opportunity to discover how we might improve our service to our clients.
... Research has shown that there are numerous reasons for which Cognitive Behavioural Coaching can be used, including greatly improving goal stiving, hope and well-being; enhancing goal setting as well as seeking ideas to improve organisational settings; improving levels of cognitive hardiness and hope (David & Cobeanu, 2016;Smither, London, Flautt, Vargas & Kucine, 2003). ...
... Firstly, is the coachee factors, which include the coachee's readiness for change and coachability (Koroleva, 2016). Secondly, is the coaching relationship (Koroleva, 2016) and thirdly, the coaching related factors such as the setting of clear objectives, the action of the coachee as well as the coach's feedback (Koroleva, 2016;Nanduri, 2018;Smither, London, Flautt, Vargas, & Kucine, 2003). ...
Due to the executives’ key role in the business sphere, organisations have shown great interest and
investment in developing their executives to understand their work context and the people they
work with so that a constructive, productive and healthy environment can be created in the
workplace. One way in which executives can be assisted to learn as well as develop themselves is
executive coaching. However, executive coaching is still a young research field, with the practice
in this field ahead of the relevant theory. It is necessary for executive leadership coaching theory,
frameworks, and models to be critically reviewed, and a focus on Positive Psychology Coaching
as well as Cognitive Behavioural Coaching will offer greater insight.
This study used an exploratory qualitative constructivist research approach, to gain insight into
executive leadership coaching, allowing the researcher to focus on greater understanding of this
complex social phenomenon. The researcher adopted a critical analysis strategy of existing
secondary sources, followed by a deductive content analysis to retest the existing knowledge in a
new setting, through the analysis of models, concepts, and categories. The research was limited to
testing existing exploratory models or theories about executive leadership coaching against the
data, moving from a more general and abstract focus to a more specific and concrete one. However,
the study does not seek to operationalise the findings.
The critical content analysis in the study discovered various elements necessary for effective
executive leadership coaching and these are: coaching process aspects; personal development;
leader and leadership competencies; personality traits and behaviour; business environment and
context; relational and team leadership; diversity and culture; and leadership style and influence.
The main contribution of the study was the development of an executive leadership coaching
framework that describes all the steps in a full coaching intervention.
... The distal outcomes strive for a smooth leadership transfer to the successor and reflect individual and organizational experiences. Smither et al. (2003) reported that people who work with executive coaches create more defined objectives and have overall superior performance ratings. The organizational outcome can range from improved commitment and satisfaction to all stakeholders, leading to a seamless transfer and support for the new leadership (Jarvis, 2004). ...
... Leadership transfers are smoother when successors are better equipped and supported by high trust levels and solid connections with family members and colleagues (Ghee et al., 2015). People who work with executive coaches create more defined objectives and have overall superior performance ratings (Smither et al., 2003). The organizational outcome can range from an improved commitment level and satisfaction to all stakeholders, supporting a smoother transition, leading to better transfer and support for the new leadership (Jarvis, 2004). ...
... The favorability and specificity of the feedback and the environment in which it is given are likely to affect how it is received (Borovoi, Schmidtke, & Vlaev, 2020;Bracken & Rotolo, 2019;Larson, Glynn, Fleenor, & Scontrino, 1986). Feedback that focuses on behaviors that can be changed is likely to be sought, accepted, and used, especially if it is accompanied by ongoing coaching for behavior change (Joo, 2005;Smither, London, Flautt, Vargas, & Kucine, 2003). Yet this may be missed by team members with an avoidant attachment style who do not care about pleasing or building a close relationship with the leader. ...
... As an example, motivation to lead through dominance or prestige (Maner, 2017) may be ways leaders enact their attachment style. Feedback orientation (Linderbaum & Levy, 2010;Smither et al., 2003), mastery learning (Dweck & Leggett, 1988), and goal orientation (VandeWalle, Cron, & Slocum Jr., 2001;Xing, Sun, Jepsen, & Zhang, 2021) may stem from members attachment style and influence how they react to feedback. Research can explore the nomological network of individual difference characteristics influence feedback acceptance. ...
This conceptual article develops a model of how attachment style affects how leaders give feedback and members' react to it. Drawing on attachment theory, we propose that leaders whose trait attachment style is grounded in a desire for security are likely to deliver feedback that is constructive—that is, specific, frequent, timely, behavioral, and future-focused expressed in a way that establishes psychological safety. Leaders who have an anxious attachment style do not want to give members unfavorable feedback that may cause a negative reaction. Leaders who avoid attachment are likely to present little feedback or present unfavorable feedback in a manner that is not constructive—potentially blunt and ego-threatening. Our model also predicts that team members' trait attachment style influences their feedback acceptance mediated by their feelings of psychological safety, with secure attachment style members benefiting most from constructive feedback. Further, we consider how the match (or mismatch) in attachment style between the leader and member influences their reactions to each other as the leader offers feedback and the member reacts. This has implications for assessing the fit between the leader's and team member's attachment styles and designing HR interventions for more constructive feedback and positive reactions.
... Danach führt Coaching in allen untersuchten Fällen zu kognitiven Veränderungen bei den Coachingnehmern, wobei sich ein Teil der Effekte in unmittelbaren Verbesserungen des Handelns, ein anderer Teil in einer Erhöhung der Selbsterkenntnis niederschlägt. Eine groß angelegte Studie mit 1202 Führungskräften zeigt, dass sich ein Führungskräfte-Coaching positiv auf das Führungsverhalten -eingeschätzt durch Kollegen, Vorgesetzte und Mitarbeiter -auswirkt (Smither, London, Flautt, Vargas & Kucine, 2003 Mentoring muss nicht auf eine einzelne Organisation beschränkt sein. Beim "Cross-Mentoring" kooperieren zwei oder mehrere nicht konkurrierende Unternehmen, so dass die Mentor-Protegé-"Tandems" unternehmensübergreifend zusammengestellt werden. ...
... Es werden mehr Entwicklungsideen generiert und spezifischere Entwicklungsziele gesetzt. So kommt es nachweislich zu Verhaltensänderungen, eingeschätzt durch Mitarbeiter und Vorgesetzte(Smither, London, Flautt, Vargas & Kucine, 2003). Smither, London und Reilly (2005) integrieren verschiedene Bedingungen für den Erfolg von Feedback in einen theoretischen Rahmen und geben mit einer Metaanalyse einen umfassenden Überblick über die Forschung. ...
Im Rahmen der beratungs- und betreuungsorientierten Ansätze werden Instrumente der Personalentwicklung (PE) vorgestellt, bei denen der einzelne Mitarbeiter individuelle Unterstützung erhält bei der Analyse seiner spezifischen Situation, der Herausarbei- tung von Zielen, der Entwicklung von Lösungswegen und konkreten Maßnahmen zur Zielerreichung sowie der Umsetzungsbegleitung und Überprüfung der Zielerreichung. Folgende Instrumente werden vorgestellt: Mitarbeitergespräch, Coaching, Mentoring, kollegiale Beratung, 360°-, Führungs- und Peer-Feedback, Karriereberatung.
... Managerial coaching skill was measured adapting Smither et al. (2003) scale, which exclusively measures the coachees' perceptions of the coach's effectiveness contrary to other skill-based coaching scales (e.g., McLean, et al., 2005) more appropriate for self-reporting research designs (Hagen & Peterson, 2015). The scale's Cronbach's alpha reliability was 0.92. ...
... How to cite this article: Nyfoudi, M., Shipton, H., Theodorakopoulos, N., & Budhwar, P. (2022) Smither et al., 2003) i. Helping you interpret your feedback results by asking questions to uncover reasons for the feedback. ...
Empirical evidence about whether and how managerial coaching relates to team performance continues to lag behind research conducted on individual employee outcomes. We address this question by drawing on social cognition theory and turning the spotlight on the moderating role of managers' learning goal orientation and the mediating role of team-level architectural knowledge. We employ dual-source data from 182 knowledge workers and their managers nested in 60 teams in knowledge-based organisations. Our findings indicate that team-level architectural knowledge mediates the relationship between managerial coaching skill and team performance when the managers' learning goal orientation is high rather than low. Our study contributes to the human resources literature by highlighting the importance of managers in devolved developmental interventions and offers practical implications for the informed workplace use of managerial coaching.
... In summary, through the data collection, it became clear that the participants made a positive evaluation of the Program, as it evolved through the four phases. This finding is consistent with the results of other research that highlights the positive results of similar programs for the educational leader, both personally and professionally (Luthans & Peterson, 2003;Smither et al., 2003). ...
... At the same time, due to the lack of research data on the potential impact of counseling in the longer term (Smither et al., 2003;Ellison & Hayes, 2006), there is a strong need to assess the value of such a program for the school. Therefore, the impact of the Program on the educational leader's day-to-day practice itself needs further investigation. ...
Актуальність дослідження зумовлена потребою у визначенні ефективності програм для підготовки лідерів у сфері освіти як головних рушіїв змін та вдосконалення у школах. У статті представлені результати оцінювання впровадження інноваційної програми розвитку лідерів у сфері освіти «Професійне навчання через зворотній зв’язок та коучинг» (PROFLEC) у Греції. Програма включала забезпечення учасників діагностичним інструментарієм CPSM-CY, надання індивідуального зворотнього зв’язку, наставництво впродовж навчального дня та організацію групових зустрічей для консультування учасників. Проведене дослідження мало на меті оцінити ефективність програми на всіх етапах її реалізації. Його результати засвідчили, що загалом оцінка програми зацікавленими сторонами за результатами проведеного анкетування та інтерв'ю була позитивною. Учасниками також були визначені умови, необхідні для ефективної реалізації кожного з її елементів. За результатами проведеного дослідження встановлено, що зворотній зв’язок та консультування як стратегії, що сприяють рефлексії над діями, сприяють професійному та особистісному розвитку педагогів, вдосконаленню їх практичної діяльності та діяльності навчального закладу вцілому. Встановлено, що педагоги-лідери, володіючи необхідними знаннями, при створенні відповідних можливостей, можуть ефективно впливати на вирішення професійних проблем.
... Another avenue for future research concerns whether versatility can be improved with 360 feedback, executive coaching, and leadership training. Of course, it is well documented that feedback, coaching, and training can have a significant impact on improving leader behavior and effectiveness (Day, 2011;Lacerenza et al., 2017;Smither et al., 2003Smither et al., , 2005. But their efficacy at improving versatility has yet to be studied in peer-reviewed research. ...
Leadership versatility refers to the flexible, balanced, and situationally appropriate use of a broad range of opposing yet complementary leader behaviors. This article presents a definition and measure of versatility along with an explanation for its increasing importance in modern organizations and empirically examines two general propositions: first, that leader versatility can be quantified in terms of a hierarchical structure that distinguishes complementary behaviors in the interpersonal domain and in the organizational-task domain which, together, cohere in a higher order factor; second, that leader versatility predicts team performance and leader effectiveness with differential effects for versatility in the interpersonal and organizational-task domains. Analyses of ratings for 1,861 upper level managers and executives from dozens of American corporations representing several industries provided support for both the measurement of versatility and its relationship with team engagement, team productivity, and overall leader effectiveness. Implications are considered in terms of future research on versatility and recent, conceptually similar models of leadership for disruptive environments.
... Each measurement item used in this study was taken and modified from previously published research. To measure competencies adapted from Yi et al. (2021) and Spencer & Spencer (2006), then to measure e-training adapted from Ozturan & Kutlu (2010 to measure e-coaching was adapted from Nyfoudi (2022) and Smither et al.( (2006) to measure performance was adapted from Rani et al.(2024) (Appendix 1.). Responses were collected using a 5-point Likert scale, with the words "strongly agree" denoted as 1 and "strongly disagree" denoted as 5. ...
The purpose of this study is to analyze the relationship between competence and e-training on the performance of bank salespersons with e-coaching as a moderation. The literature referred to in this study is the concept of competence, e-training, e-coaching. The approach to this research is a quantitative approach, data collection is carried out by distributing surveys to Bank X's salespersons spread across 18 regional offices, from the results of the survey distribution 88 respondents were obtained. For the data analysis technique, this study uses the partial least square structural equality modeling approach. The results of the analysis show that e-coaching does not significantly moderate the effect of competence on performance or e-training on performance. In improving the competency in the form of hard skills in salespersons at Bank X, it can be done by holding workshops on presentation skills so that salespersons can convey product information effectively to customers. This skill is important to attract attention and convince potential customers. In addition, it also provides training on the latest sales techniques, including negotiation strategies and how to build strong relationships with customers. These skills will help salespersons improve their effectiveness in selling banking products.
... Interestingly, neither the qualitative nor quantitative data showed that clients and coaches views of the nature, quality, or occasions when empathy was occurring overlapped. A broader study examined managers' 360°a ssessment after a year of coaching (Smither et al., 2003). Researchers found that the observations from direct reports and supervisors showed improvements, but the effect size was small. ...
Coaching's rapid growth has increased pressure to have effective coaches. The competency models currently used for training and certification are based on opinion surveys. In management, such a process for developing competency models has been shown to confuse standards of excellence with prejudicial fads. This study examined competencies demonstrated in critical incident work samples of coaching by more effective and less effective coaches as measured by client behavioral change over 2 years. Effective coaches more frequently demonstrated the competencies of achievement orientation, empathy, emotional self-awareness, and coaching and mentoring as well as the total number of emotional and social intelligence competencies shown by a coach as compared to their less effective counterparts. More effective coaches discussed more role differentiation as a coach from other related roles as compared to less effective coaches. Implications for future research and practice in coach training and certification are discussed.
... Research indicates that coaching can lead to increased self-awareness, goal attainment, and performance improvement (Smither et al., 2003). However, the effectiveness of coaching depends on factors like the coach's expertise, the coaching model used, and the client's readiness for change. ...
Background: Self-awareness is a critical component of personal development, influencing emotional regulation, decision-making, interpersonal relationships, and overall well-being. Traditional self-awareness practices often overlook the impact of external biases and social conditioning on an individual's authentic self-perception. The 'Decontaminated Self-Awareness' approach emerges as a novel methodology aimed at eliminating these external influences to facilitate a purer form of self-understanding.
Objective: This study investigates the effectiveness of guided self-awareness coaching using the 'Decontaminated Self-Awareness' approach in enhancing individuals' well-being across professional, social, and personal domains. It also examines whether guided coaching yields greater benefits than self-directed learning and explores the universality of the approach across different demographic groups.
Methods: A total of 400 participants were assigned to either a 300-person experimental group receiving guided self-awareness coaching or a 100-person control group engaging in self-directed self-awareness exploration. The experiment spanned seven weeks and included a pre-and post-intervention assessments focused on areas of emotional regulation, decision-making clarity, interpersonal relationships, and goal alignment. In addition to quantitative data, qualitative data were collected through participant testimonials and observations. Statistical analyses were conducted using paired samples t-tests and descriptive statistics to evaluate the hypotheses.
Results: The experimental group demonstrated high improvements (≥20% increase in scores) across all measured domains, significantly outperforming the control group, which showed only slight improvements (1-9% increase). Participants attributed their personal growth to the 3 self-awareness coaching session. The session used the novel 'Decontaminated Self-Awareness' approach, which focuses on eliminating external biases and uncovering the participants' authentic selves. The results highlight the effectiveness of such an approach. No significant differences were found across age or demographic groups, indicating the approach's universal applicability.
Conclusion: Guided self-awareness coaching using the 'Decontaminated Self-Awareness' methodology significantly enhances individuals' well-being in emotional, cognitive, and social domains. The approach proves more effective than self-directed methods and is universally beneficial across diverse populations. These findings suggest that integrating guided self-awareness coaching into personal development programs can facilitate personal growth and offer a valuable tool for individuals seeking meaningful personal transformation.
... MCS measurement uses four indicators from Smither et al. (2003), while the TLAK variable uses six indicators from (Spreitzer et al., 1997;Karamitri et al., 2020), then the MLGO variable uses seven indicators from (Vandewalle, 1997;Ruysseveldt & Valkenburg, 2021) and the TP variable uses five indicators from (Erdem et al., 2003;Sparrow et al., 2014). ...
Managerial coaching skills play an important role in human resource strategy which can be utilized by companies by providing the impact of training to broaden employ-ee perspectives and improve employee performance. The goal of this study is con-ducted to investigate the connection between Managerial coaching skills to team-level architectural knowledge and team performance. Quantitative research is used in this field with the technique purposive sampling was used, and questionnaires were handed out to 120 permanent employee respondents at Indonesian sharia non-banking financial institutions aged 23-50 years and are in the Tangerang Regency area. The primary data was analyzed using the method of Structural Equation Mod-eling (SEM). The three assumptions put forth are supported by the study's findings, which also show that team-level architectural knowledge has the biggest direct impact on team performance. Then managerial coaching skill has the greatest indirect effect on relationships between team-level architectural knowledge with team performance. This research contributes to companies in maintaining and improving team performance looking at several factors, team-level architectural knowledge is formed from optimal and measurable managerial coaching skill. The researcher advises broadening the study's scope and seeking objects in related domains as subsequent investigation.
... Dieser Beitrag ist in leicht veränderter Form im Jahr 2008 auch als Artikel in der Zeitschrift Organisationsberatung -Supervision -Coaching erschienen. /Peterson 2003;Smither et al. 2003). ...
... Organisation-level findings such as heightened productivity and leadership effectiveness have also been observed. These recent studies back up early work by Olivero, Bane and Kopelman (1997), Hall, Otazo and Hollenbeck (1999) and Smither et al. (2003). ...
Performance improvement interventions undertaken by management consultants, like many others, can experience difficulty in ensuring that the bulk of the effort put into the intervention translates into the desired change. While consultants themselves are limited in what they can control once their work is completed, there are nevertheless activities they can carry out or at least initiate to improve the chances of change being brought about. Goal setting, self-management and action planning have demonstrated positive effects, particularly where behavioural change is required. Similarly, based on a tested model of learning transfer, other activities relating to peer support, manager support and external coaching can be encouraged and set in train.
... The coachability competency survey developed can enable assessment from multiple perspectives, moving toward 360-degree feedback, involving coaches, educators, students, expert-assessors, peers. The 360-degree feedback is a multiple-source feedback that has been used to measure the effect of coaching (Smither, London, Flautt, Vargas, & Kucine, 2003) and in many executive education program that provide coaching interventions (Hooijberg & Lane, 2009). Using the survey developed to assess both the level of importance and of possession of the coachability competencies enable the identification of training needs, from different perspectives, that require coaching support. ...
As coaching and alumni mentoring are used to develop student startup talent the coachability of students becomes an enabling factor for reflection-and action-based learning methods in entre-preneurship education. There is limited research on how to assess and develop coachability, especially in entrepreneurship education. This paper aims to narrow the gap. This study adopts a competency-based approach by devising competency assessment tools, undertaking a coach-ability survey and using Behavioral Event Interviews. It thus adopts a mixed method design, combining quantitative and qualitative techniques. Our exploratory research shows that coachability has a positive relationship with educational outcomes and that coachability competencies, such as self-awareness and flexibility, are important. We show that coachability can be developed through experiential learning and that such learning enables the acquisition of competencies, such as transferring learning into action and taking initiative. The opportunity to develop coachability through entrepreneurship education fosters the design of experiential learning and strengthens students' coachability competencies, thereby aiding graduates' capacity to attract venture funding. We make an original contribution to assessing coachability by adopting a multi-method and multi-perspective approach and provide a way of creating greater impact when assessing and developing coachability.
... Despite this, many coaching programs teach to a set of competencies developed by governing bodies such as the International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC). However, the research upon which those are built is not transparent, and is typically based upon survey data, which is considered to be unreliable (Smither, London, Flautt, Vargas, & Kucine, 2003). This is not a criticism of those coaching programs that rely on coaching competencies as scaffolding for students and in curriculum development. ...
Leadership coaches continue to explore ways to move clients toward more complex
ways of seeing, thinking about, and responding to the complexities in their environments. One overlooked area is the process of becoming a coach. Many coaches report their coach training as transformational regardless of the program they attended. What is the nature of these transformations? New coaching students are often surprised that something as simple as a coaching conversation is so challenging to execute artfully. This article describes research that substantiates these claims of transformation and proposes a Coaching Dialectics Model to illuminate the complexities that coaching students face as they train to become coaches. The model helps educators understand in a more complete way what coaching students grapple with. Understanding these dialectics helps coaches understand the complexity of their work. Finally, the model assists organizations in their efforts to develop coaching leaders and coaching cultures.
... Despite this, many coaching programs teach to a set of competencies developed by governing bodies such as the International Coaching Federation (ICF) and the European Mentoring and Coaching Council (EMCC). However, the research upon which those are built is not transparent, and is typically based upon survey data, which is considered to be unreliable (Smither, London, Flautt, Vargas, & Kucine, 2003). This is not a criticism of those coaching programs that rely on coaching competencies as scaffolding for students and in curriculum development. ...
While literature on coaching has grown exponentially in the past two decades, there have been only a handful of articles that discuss coach education and few have discussed what constitutes good pedagogy. In this conceptual article based upon observations from the field and our own ongoing action research, we review those discussions and offer a pragmatic, scholar-practitioner approach to coach education that supports the five intentions of coach education (Bachkirova et al., 2017). We offer Ostrowski’s The Four Provinces model (2022) – which includes the coaching context, relationship, process, and self – as a navigational map for coaching students as they begin their journey to becoming a coach. Because it is agnostic of any specific knowledge areas, the model affords coach educators the flexibility to emphasise their preferred coaching knowledge areas (such as systems theory, humanistic psychology, adult learning theory, and developmental psychology), while providing structure to their curriculum development. We also share early feedback resulting from the implementation of the Four Provinces within a credit-earning graduate-level concentration in Leadership Coaching and explore implications for future research and practice.
... Η προσπάθεια προσέγγισης και επιμέλειας των ιδιαίτερων και εξατομικευμένων αναγκών των ηγετών και συνάμα τις απαιτήσεις των οργανισμών τους αντικατοπτρίζει και την ιδιαιτερότητα της προπονητικής ηγετών η οποία στηρίζεται σε αυτού του τύπου την ευέλικτα εστιασμένη πρακτική για την επίτευξη των επιθυμητών αποτελεσμάτων (Smither et al., 2003). Κύρια κριτήρια της επιτυχίας της προπονητικής ηγετών αποτελούν τόσο η εμπιστοσύνη των ηγετών στους υφισταμένους τους όσο και η αποδοτικότητα του ρόλου του ηγέτη (Ladegard & Gjerde, 2014). ...
Η παρούσα μελέτη αποτελεί μια πρώτη ερευνητική προσπάθεια για τα ελληνικά δεδομένα να μελετηθεί η Ελληνική Νοηματική Γλώσσα (ΕΝΓ) ως Δεύτερη Γλώσσα (Γ2) μέσω της Ανάλυσης Λαθών (Errors Analysis). Ενώ σε διεθνές επίπεδο η έρευνα για τις νοηματικές γλώσσες ως Γ2 είναι αριθμητικά περισσότερες, συχνά επικεντρώνεται στη διαγλωσσική επιρροή και τη γλωσσική μεταφορά από την πρώτη γλώσσα στη δεύτερη γλώσσα κατά τη διαδικασία απόκτησης τους και λιγότερο στη φύση της επίδρασης μιας διαφορετικής τροπικότητας (από την ακουστικοφωνητική στην οπτικοκινητική), δηλαδή στο πως οι ακούοντες ενήλικες μαθαίνουν μια νέα δεύτερη γλώσσα σε διαφορετική τροπικότητα. Η παρούσα πιλοτική μελέτη διερευνά τις αποκλίνουσες γλωσσικές συμπεριφορές των μη φυσικών νοηματιστών/τριών της ΕΝΓ, ως απόρροια της διαφορετικής τροπικότητας μέσα από τις αναπαραγωγές τους. Ακολουθώντας τη μέθοδο Ανάλυσης Λαθών, οι
γλωσσικές αναπαραγωγές των συμμετεχόντων/ουσών βιντεοσκοπήθηκαν με τη βοήθεια δύο ειδών ερεθισμάτων: α) μιας στατικής εικονοϊστορίας και β) ενός βίντεο κινουμένων σχεδίων ενός λεπτού. Τα λάθη τους κατηγοριοποιήθηκαν και κωδικοποιήθηκαν μέσω του ψυχογλωσσολογικού εργαλείου ELAN. Για τις
στατιστικές αναλύσεις των αποτελεσμάτων χρησιμοποιήθηκαν το SPSS v.23 και το Excel. Τα αποτελέσματα ανέδειξαν τα πιο επίμονα λάθη στην απεικόνιση και στον λεξικο-σημασιολογικό τομέα, υποδεικνύοντας την ιδιαίτερη τρισδιάστατη φύση των νοηματικών γλωσσών και τη σημασιολογική διαφορά ανάμεσα των δύο
διαφορετικών γλωσσικών τροπικότητων στον ίδιο γεωγραφικό χώρο. Επιπλέον, συγκρίθηκε ο συνολικός χρόνος παραγωγής των μη φυσικών νοηματιστών με αυτόν των φυσικών νοηματιστών, καθώς και ο χρόνος χρήσης απεικονιστικών μη γραμμικών στοιχείων σε υπερπροτασιακό επίπεδο. Τα ευρήματα από τις χρονικές
μεταβλητές έδειξαν ότι σε ακούοντες ενήλικες νοηματιστές αντιστοιχεί μεγαλύτερη διάρκεια παραγωγής, γεγονός που οφείλεται στην τάση τους να χρησιμοποιούν περισσότερο λεξιλογικά και προτασιακά σχήματα γραμμικής φύσεως, ενώ οι κωφοί/ες νοηματιστές/τριες παράγουν μέσα σε μικρότερη διάρκεια πλούσια τρισδιάστατη παραγωγή με υψηλό βαθμό απεικονιστικότητας σε ποσοστό 67%, ενώ τα γραμμικά στοιχεία καταλαμβάνουν το 33% της παραγωγής τους.
... Pelatih atau yang dikenal dengan coaching adalah rekan atau manajer yang bekerja dengan seorang karyawan untuk memotivasi karyawan, membantunya mengembangkan keterampilan, dan memberikan penguatan. Penelitian yang dilakukan (Smither et al., 2003) menunjukkan bahwa pembinaan membantu manajer meningkatkan dengan mengidentifikasi area untuk perbaikan dan menetapkan tujuan. Pembinaan kemungkinan besar akan berhasil jika pelatih demikian berempati, suportif, praktis, dan percaya diri tetapi jangan bertindak sempurna atau mencoba untuk memberitahu orang lain apa yang harus dilakukan. ...
Pembahasan dalam buku ini meliputi Sumber Daya Manusia
dan Manajemen Sumber Daya Manusia, Dimensi Strategis
Pengembangan Sumber Daya Manusia, Peran Strategik
Pengembangan Sumber Daya Manusia, Ruang Lingkup
Pengembangan Sumber Daya Manusia, Perspektif Pengembangan
Sumber Daya Manusia, Prosedur Evaluasi dan Akuntabilitas
Pengembangan Sumber Daya Manusia, Competitive Advantage
Organisasi Melalui Pengembangan Sumber Daya Manusia,
Perencanaan Sumber Daya Manusia, Mengelola Budaya Organisasi,
Gaya Dan Model Kepemimpinan, Pengembangan Kompetensi,
Peningkatan Kinerja Dan Keterampilan Manajerial, Manajemen
Pengetahuan Sumber Daya Manusia, Pemutusan Hubungan Kerja
(PHK), dan Work-Life Balance.
Pembahasan materi dalam buku ini telah disusun secara
sistematis dengan tujuan memudahkan pembaca. Buku ini
dihadirkan sebagai bahan referensi bagi praktisi, akademisi,
terkhusus mahasiswa yang sedang mengikuti mata kuliah yang
berhubungan dengan Manajemen Sumber Daya Manusia ataupun
siapa saja yang ingin mendalami lebih jauh. Terbitnya buku ini
diharapkan mampu memberikan pemahaman kepada para
pembaca mengenai konsep Pengembangan Sumber Daya Manusia.
... The executive coaching profession is still young and although there are several studies on coaching outcome (e.g. Ragins, Cotton & Miller, 2000;Smither et al., 2003;Evers, Brouwers & Tomic, 2006), all rigorous quantitative research papers can probably be counted on the fingers of one hand. For recent overview studies that together cover some 20 serious coaching outcome research papers, see Kampa-Kokesch and Anderson (2001), Feldman and Lankau (2005) and Greif (2007). ...
‘I don’t understand. I just don’t understand. (…) I don’t understand it at all. I just don’t understand.’ ‘What’s wrong? What don’t you understand?’ ‘I’ve never heard such a strange story.’ ‘Why don’t you tell me about it?’ Opening lines of Rashomon (1950), Akira Kurosawa.
Purpose: In this study descriptions of critical moments of coaching as experienced by both executive coaches and their clients are analysed and compared, to find out more about what works in coaching conversations.
Design/Methodology: This is a real-time direct-comparison study of coaches’ and clients’ critical-moment experiences with data collected straight after mutual coaching conversations. Eighty-six critical-moments descriptions were collected by independent researchers (not the authors) from measurements straight after independent coaching conversations (not with the authors). Exactly half of these descriptions were taken from clients and the other half from their coaches. They are analysed with reference to the full dataset of 352 critical-moment descriptions (102 by clients and 250 by executive coaches).
Results: Both coaches and clients report new realisations and insights as most critical in their direct experience of coaching, and they are also in substantial agreement about the specific moments that were critical in the sessions and why. Hence we find no evidence for the so-called ‘Rashomon experience’ in executive coaching. Differences with earlier coach data which showed a completely different picture could be explained by drawing attention to the fact that those earlier data were biased towards moments of exceptional tension experienced by the coach, verging on ‘ruptures’ within the coaching relationship.
Conclusions: This study has produced both a confirmation of earlier work when studying critical moments in executive coaching as well as a connection between the various diverging results hitherto found. The findings help us to understand better: (1) why clients’ and coaches’ descriptions in earlier studies were so different; and (2) how descriptions from clients and coaches coming out of coaching sessions can be extremely similar, as was the case here. The main conclusion is that coaches need to be prepared for quite different circumstances in ‘run-of-the-mill’ coaching and in the presence of exceptional tensions and ruptures.
... At its essence, both coaches and therapists often, if not always, exist to drive behavioral change. Second, both coaching and therapy embrace a growth mindset and goal orientation (McKenna and Davis, 2009;Smither, 2011;Smither et al., 2003). This shared appreciation for growth, learning and goal setting is likely driven by the psychological frameworks that underpin both therapy and coaching (Latham, 2007). ...
Purpose
The purpose of this paper is to better understand the “black box” of how coaching is enacted and how it unfolds in practice. Indeed, some of the mixed results concerning the efficacy of executive coaching appear anchored to the confusion and surrounding ambiguity of the episodic and processual nature of coaching. In this conceptual paper, the authors turn to the power of metaphor to explore how executive coaches, either consciously or subconsciously, approach and enact their role.
Design/methodology/approach
This paper is a conceptual or theory paper with a heavy practitioner focus. The authors did augment and enhance their assertions with semi-structured interviews of coaches, a therapist, a pastor and physical trainers. Institutional review board approval was granted.
Findings
The authors identify two core metaphors that enjoy some dominance in how executive coaches make sense of their role and duties: coach-as-pastor and coach-as-therapist. Considering some of the limitations of the existing metaphors, the authors offer an alternative metaphor, coach-as-physical trainer, that may offer a more compelling, comprehensive and accurate portrayal of the executive coach.
Practical implications
The metaphors that coaches embrace, inarguably, impact how they perceive and enact their role. For these reasons, the authors suggest that expanding the domain of possible metaphors serves both the study and practice of executive coaching. The authors offer a new, alternative, metaphor that may change how coaches think about and execute their role.
Originality/value
The authors challenge two widely accepted metaphors that are often used in how coaches approach and enact their roles. They provocatively dissect these metaphors to expose limitations and inaccuracies. Given these limitations, the authors offer a new metaphor in which to view the study and practice of coaching.
... Most of these models recognise the importance of providing the ratee with the opportunity to make sense of their feedback through various forms of facilitation process. Some authors point specifically to the value of a coach (e.g., DeNisi & Griffin, 2001;Luthans & Peterson, 2003;Maxwell, 2017;McCauley & Brutus, 2019;Smither et al., 2003;Thach, 2002). Some writers go so far as to suggest that providing feedback is the fundamental role of a coach (Zeus & Skiffington, 2000). ...
Multi-rater feedback instruments have been an established way of providing feedback to employees in organisations for nearly three decades, yet it remains debatable whether the use of these instruments adds value for recipients or their organisations. In this paper we question some of the underlying assumptions behind the design of these instruments and challenge the way they are implemented. Our inquiry is based on critical reviews of the literature relating to multi-rater instruments and recent developments in theories of self and multiplicity of self, and an exploratory case study in an organisational context. Without questioning the value of the multi-rater feedback in principle, we identify prevailing assumptions that minimise its effectiveness and advocate for a different, more fruitful, approach.
... Sin embargo, ha habido algunos basados en diseños rigurosos que han conducido a resultados positivos, como por ejemplo ayudar a los líderes a focalizar y conseguir metas (HERNEZ-BROOM, 2002;SMITHER et al., 2003), y también en el campo de las creencias o expectativas de autoeficacia (EVERS, BROUWERS y TOMIC, 2006). Tomando el liderazgo como criterio principal, KOMABARAKARAN et al. (2008) mostraron en un trabajo empírico que el coaching ejecutivo es un método efectivo y que el cambio que produce ocurre en cinco áreas: dirección de personas, relaciones con gerentes, establecimiento y priorización de metas, involucración y productividad y diálogo y comunicación. ...
Durante años, directivos de todas las partes del mundo han pasado por seminarios y cursillos para aprender a ser mejores líderes. Los resultados sin embargo han sido desiguales. En unos casos la percepción es de que no se ha mejorado mucho. En otros casos ni siquiera se ha podido estar seguro de si se ha mejorado o no. La explicación de estos pobres resultados no es sencilla. Puede que hayan fallado el diseño, los métodos, los docentes, los medios, el entorno, los alumnos, varios de ellos o todos al mismo tiempo. Para poder aclarar esta situación es necesario profundizar en cada uno de estos factores para delimitar su peso en la búsqueda de la eficacia del desarrollo directivo. Basándonos en un planteamiento que antepone pautas de trabajo frente a técnicas concretas, en este trabajo se realiza un examen detenido de los requerimientos actuales de la función gerencial y de los elementos (ejes) que intervienen en todo programa de desarrollo directivo (qué, a quién, dónde y cómo desarrollar) y se proponen cinco pautas para mejorar la eficacia de este tipo de programas, que deben tener en cuenta los hallazgos más relevantes de las ciencias de la conducta. Tras mostrar que el desarrollo directivo es más un proceso sistemático de autoactualización (directivos en desarrollo), en donde cobra especial protagonismo la actitud y el esfuerzo del propio directivo como sujeto de aprendizaje, que un evento aislado donde los métodos pasan a un segundo plano, se concluye con la necesidad de desarrollar nuevas formas de pensar sobre el liderazgo, hacer más investigación aplicada sobre la eficacia de los diferentes métodos y de crear modelos específicos de trabajo que nos guíen en la búsqueda de los mejores resultados, que tengan en cuenta lo particular de la situación y que sean contingentes en lugar de generalistas.
... Dans plusieurs recherches récentes, le coaching appliqué aux organisations (coaching managérial et/ou coaching de dirigeant) est reconnu comme générateur de performance, tant au niveau financier qu'en termes d'implication et de posture managériale. Plus particulièrement, des travaux montrent que le coaching permet : l'amélioration du leadership (Kampa-Kokesch et Anderson, 2001 ;Feggetter, 2007 ;Kutzhanova, lyons et Lichtenstein, 2009) ; un meilleur sentiment d'auto-efficacité (Hunt, Fielden et Woolnough, 2019) ; amélioration du bien-être (Schermuly et al., 2020) ; amélioration de la performance (Smither and London, 2003 ;Jones, Woods et Guillaume, 2016 ;Bozer et Jones, 2018) ; amélioration de l'implication des cadres dans l'entreprise (Bush, 2005), ou encore meilleure performance et communication interpersonnelle dans les équipes de travail (Schaubroeck, Carmeli, Bhatia et Paz, 2016). Quelques études récentes proposent des opérationnalisations (Orenstein 2006 ;Spence, 2007 ;Bozer et Jones, 2018 ;Salem et Lakhal, 2018 ;Schermuly et al., 2020), mais les études restent pour la plupart sans consensus définitionnel. ...
This study explores whether coaching can improve employee performance, employing a mixed-methods research design that combines a quantitative survey and qualitative study. A sample of 42 managers and 100 employees participated in interviews and focus groups. The quantitative component assesses job performance and satisfaction using validated tools and statistical analysis, while the qualitative component provides in-depth insights into the coaching experience through thematic analysis of interviews and focus group discussions. Coaching was found to significantly enhance individual and team performance, aligning with prior studies. Mean scores of 4.2, 4.1, 4.4, and 4.3 for job function, job satisfaction, team performance, and collaboration, respectively, highlight the strong positive impact of coaching in business. The surveys confirm that established coaching models, such as the GROW model and Cognitive Behavioural Coaching, are effective in real-world settings. The study highlights the importance of goal setting and feedback in the coaching process. The findings are valuable both theoretically, demonstrating the utility of core coaching models, and practically, suggesting that organizations should implement structured coaching programs to support performance goals. Overall, the study underscores the role of a supportive coach in helping employees overcome challenges, accomplish goals, and reach their potential.
The alignment between organizational and employee human values is critical in institutions that base their management on values. This research aims to link Schwartz's 10 human values to workplace authenticity, determining prevalent values in organizations. In tandem, nonprofit organizations are intricately intertwined with the values held by their members, forming the bedrock of their identity. To achieve this goal, an in‐depth analysis is conducted on three nonprofit and faith‐based organizations. The study proposes a hybrid model, merging a genetic algorithm with a linear mixed model, to comprehensively explore the intricate relationship between employees’ human values and authenticity in organizational settings. The underlying model is estimated from data to theory using a genetic algorithm (global optimization) to dynamically determine the best set of human values regressors (also considering interaction effects). The regressors selected to explain the authenticity construct the most from two perspectives, namely, the general model (fixed effects) and the particular model (random effects).
Objectives
This study sought to understand the effects of comeback coaching as perceived by clients several months after the completion of coaching to support their return to work. Specifically, the main effects, enduring effects and how other employees and the wider organisation were affected by the coaching.
Design
The study used a semi-structured interview design within a qualitative approach. Twelve participants from five different commercial organisations were recruited. All had received coaching as they returned to work from maternity leave or maternity + career break in one case. Participants reflected on their coaching experience between 3–11 months after their final coaching session.
Methods
Interviews were manually transcribed. Inductive thematic analysis was used to analyse the transcripts and build a series of descriptive and conceptual codes and develop themes.
Results
Five themes emerged: Sense making and better-quality thinking; Better performance-related behaviours; Boosted confidence and self-awareness; Better health and Feeling energised and positively impacting colleagues. Comeback coaching was perceived to be a positive experience which served the participants’ needs at the point they returned to work and had a variety of lasting positive effects.
Conclusions
Comeback coaching is a useful tool to support employees returning to work. Employers may want to offer returning employees coaching because of the likely positive impact on performance, potential ‘protective effect’ on mental health and positive ripple effects on clients’ colleagues.
Reviewing 25 years of research, we observed that the science of feedback at work is not yet a story of coherent and cumulative progress. Feedback is often generically defined, and assumptions substantially diverge. Consequently, insights often appear disconnected from the way feedback is practiced and experienced in organizations. We organize the literature by making three core assumptions explicit and identifying six distinct substreams of feedback research. For each substream, we highlight insights and limitations and point to seeming contradictions and departures from the daily reality of managers and employees. We call on scholars to explicate assumptions and develop coherent paradigms that mirror the complex realities of feedback in organizational life. We end with five recommendations for building a cumulative science of feedback.
This study draws from feedback intervention theory and professional communications theory to present a versatile, experiential class project to develop and improve students’ virtual communications and presentation skills by combining hard and soft‐skill development, multisource feedback, and self‐reflection. After successfully using this class project for four semesters, data were collected from six graduate classes ( N = 145) to assess the project's effectiveness and students’ perceptions. Positive student feedback, control group–trained group comparisons, and the trained group's Time 1–Time 2 performance comparisons provide supportive evidence for the effectiveness of the project as a valuable learning tool in helping students develop virtual communication and presentation skills. As companies and institutions across industries continue to utilize virtual work arrangements, this project will be a useful tool for preparing students for the postpandemic digital business world.
Background
A growing number of studies emphasize executive coaching as an effective developmental tool that managers can use to increase their performance in organizational settings. However, the coaching research suggests a large variety of processes and outcomes, lacking clarity on the primary psychological dimensions most impacted.
Method
Reviewing 20 studies with a rigorous methodological design that used control trials and pre-post tests, we evaluated and compared the relative effects of coaching on different types and sub-types of outcomes by means of a classification of coaching outcomes based on previously used taxonomies.
Results
The results indicate that the impact of coaching on behavioral outcomes was higher compared to attitudes and person characteristics outcomes, suggesting that behavioral coaching outcomes, especially cognitive behavioral activities, are the most impacted by executive coaching. Moreover, we found significant positive effects for some specific outcomes, such as self-efficacy, psychological capital, and resilience, indicating that executive coaching is effective in producing change even on dimensions considered relatively stable over time. The results show no moderation effects of the number of sessions. The length of the coaching program was a significant moderator only for the attitudes outcomes.
Discussion
These findings provide evidence that executive coaching is a powerful instrument for organizations to support positive change and personal development.
There is a considerable body of literature on goals and goal setting in the psychological literature, but little of this has found its way into the scholarly coaching literature. This article draws on the goal-setting literature from the behavioural sciences. It discusses a range of approaches to understanding the goal construct, presents a definition of goals relevant to coaching, and details a new and comprehensive model of goal-focused coaching that can be helpful both in teaching and in applied coaching practice. It also outlines new empirical research that highlights the vital role that coaches’ goal-focused coaching skills play in determining successful coaching outcomes. This preliminary research suggests that the use of a goal-focused coaching style is more effective than a ‘common factors’ or person-centred coaching style in facilitating goal attainment in coaching. It is argued that, by understanding the different types of goals and their relationship to the process of change, professional coaches can work more efficiently with their clients, helping them to achieve insight and behavioural change that enhances their workplace performance, their professional working lives and, most importantly, their personal well-being and sense of self.
Resistance from coachees is a problem met by executive coaches in all fields. The continued interest in executive coaching by organisations has seen coaching beginning to be used more widely. An increasing number of low and average performing managers are following theirhigh performing peers into the executive coaching room. One particular challenge facing the coaching psychologist is how to engage individuals where motivation for change is low.
This paper draws on a five-stage model for behaviour change and an approach developed in the clinical setting which can usefully be applied to executive coaching to help the coaching psychologist address some of these behavioural challenges and add to their core coachingtechniques through combining Motivational Interviewing (MI) techniques with their existing repertoire of skills.
The paper starts with a review of the development of motivational interviewing, before moving to explore the evidence for MI as an intervention, which is largely within the health sector. The paper builds on this evidence by exploring how MI may be applied within non-clinical settings, as a tool to address poor performance resulting from low motivation to change.The paper also suggests other potential uses for MI such as in health coaching around stop smoking campaigns or obesity.
Objectives
Until now, rather limited empirical research has been conducted as regards managers who coach their employees (Crabb, 2011). The aim of this research was to investigate the managers’ challenging and successful experience when coaching their employees and how these coaching sessions were assessed by their employees.
Design
The overall study investigated 15 middle managers – from a major Danish nationwide company who were trained to coach by two coaching psychologists through theoretical presentations, individual coaching and peer coaching sessions with direct supervision (learning-by-doing: Spaten, 2011b) – when they were coaching their 75 employees through an online survey and semi-structured interviews.
Methods
Four middle managers and employees were interviewed after the intervention. Thematic analysis was chosen and elicited three main themes: (1) coaching skills; (2) professional and personal development; and (3) the coaching relationship and power relation.
Results
The study found that the manager as coach should be highly sensitive and empathetic in building the coaching relationship, should be aware of the power relation, and should draw clear boundaries between their role as leader and their role as coach. The middle managers’ coaching skills were assessed very positively by employees.
Objectives: To contribute to research on the return on investment and business benefit of workplace coaching by using a quasi-experimental design. Specifically, to investigate the impact that in-house coaches, using developmental coaching approaches, had on levels of coachee self-efficacy.
Design: The study used action research (Lewin, 1946) and a quasi-experimental method to investigate the impact and process of developmental coaching, evaluating coaching which took place over a two-year period. A large sample and multiple data collection methods were utilised to ensure research was a valid reflection of the current status and perception of coaching within the organisation in the reported study.
Methodology: Thematic analysis of qualitative research informed the content of coach and coachee questionnaires, supported by a holistic literature review. Coachees and the comparative group of non-coached staff completed questionnaires assessing their general levels of self-efficacy and personal experiences of development. Coaches completed a self-perception questionnaire to capture their personal views on the experience and if any changes had been observed in the coachee which could relate to the construct of self-efficacy.
Results: Participants that had received developmental coaching (N=61) had higher levels of self-efficacy than the control group of participants (N=57) who had not received coaching.
Conclusions: This research aimed to explore whether developmental coaching does actually deliver business benefits and results suggest that coaching can impact positively upon an individual’s level of self-efficacy.
Objectives: Findings from a study exploring the links between leadership development coaching and performance are reported in this paper.
Design: The study adopted a mixed-method approach. The participants were drawn from an opportunity sample of 36 senior managers who took part in a leadership development programme in a metropolitan borough council. Surveys were used to assess the impact of coaching on performance before, during and after several one-to-one coaching sessions. Semi-structured interviews were also undertaken with 10 coachees at the end of the coaching.
Methods: Surveys assessed individual and organisational benefits of coaching, including interpersonal relationship and task accomplishment skills. Semi-structured interviews focused on the impact of coaching on individual and organisational performance, together with its impact on the organisational client base: the public.
Results: There was a difference in leadership skills in the pre- and post-survey results. Both the quantitative and qualitative results indicate improved individual and organisational performance. The qualitative data also illustrate a positive impact on the organisational client base: the public.
Conclusions: Coaching impacts positively on individual and organisational performance. It enhances well being and reduces stress as well as helping coachees to move towards a more transformational style of leadership. Despite methodological difficulties in evaluating the impact of coaching, further well designed evaluation research is required if the true impact of coaching on different aspects of performance is to be demonstrated.
Objectives: This study evaluated the outcomes of a new delivery format for coaching in a volatile, uncertain, complex and ambiguous (VUCA) environment. It reviewed the impact on individuals of making external executive coaches available for individual coaching conversations to all employees at the TalkTalk Telecom Group. The research objective was to identify the potential contribution of this Spot-Coaching approach to individual development in a complex rapidly changing business environment.
Design: A case study methodology was used to gather data from multiple stakeholders over a three-month period by independent researchers.
Methods: The mixed method data collection included an online questionnaire, one-to-one interviews and a focus group.
Results: Findings reported by participants included increases in confidence and communication skills, the development of personal responsibility and enhanced resilience. Results indicate that the Spot-Coaching model can be a valuable development tool for a wide group beyond the executive level. It also suggests that the delivery format common to executive coaching based on fixed and regular sessions with a consistent coach, may not be necessary or appropriate for all contexts in order to show positive results.
Conclusions: Adapting coaching delivery to a more flexible and inclusive format that is in greater alignment with the culture operating in such VUCA contexts can deliver enhanced skills to organisations. In this study it appeared to encourage individuals to take greater personal responsibility for their own contribution and learning thus becoming more agile workers who can thrive in a constantly changing environment.
This systematic review explores the enduring, individual effects on managers following executive coaching, which is a widely used, expensive intervention. To date, short-term effects appear largely positive, although the medium and long-term individual effects are largely under-investigated. The data for the review comprise primary studies published in peer-reviewed journals reporting individual outcomes on managers from executive coaching where data were collected at least one month after the end of the coaching. Evidence of enduring outcomes from the 16 retained studies was integrated using narrative synthesis. Research insights from the studies were integrated using techniques of meta-synthesis. The synthesis of evidence suggests that effects in the cognitive, behavioural and affective domains persist in the months following the coaching and that some effects may emerge only after the intervention has ended. The insights from the retained studies suggest that enduring outcomes involve two key sub-processes occurring within the overall coaching process: ‘psychological resourcing’ and ‘leader identity development’. Overall, the systematic review highlights the paucity of research on how the effects of executive coaching unfold over time and the absence of a theoretical framework to guide research in this area. Specific knowledge gaps are identified and future research strategies are proposed.
Background
Research has shown that top performers (10 per cent) often differ from median performers in terms of emotional and social intelligence.
Objective
The purpose of this study is to review a one-year, one-to-one, person-centered business coaching programme with the management and the production team members within an organisation, exploring the development of emotional and social intelligence skills.
Design
The research used an experimental design and applied paired t -test in preand post-intervention conditions, using the ESCI-360° as a measurement tool to measure changes in emotional and social intelligence over the period .
Results
The analysis showed that the intervention had a strong effect in all measures (targeted competencies, overall score, targeted versus non-targeted competencies, EI versus SI competencies) of the production team (N = 34) and a significant effect on the targeted competencies of the management team (N = 10).
Conclusions
A person-centered coaching approach can assist in the development of the levels of emotional and social intelligence competencies scores.
What does it mean to be a ‘coaching psychologist’? At the turn of this century, the phrases ‘coaching psychology’ and ‘coaching psychologist’ had rarely been conceived and infrequently used. Here, in 2008, we find an emergent profession of Coaching Psychology and with thousands of practitioners spread across the globe, characterised by the diversity of their contribution and the energy that they bring to this area of practice. What has enabled coaching psychology to progress to this point, apparently so quickly?
What is the scientific basis for coaching psychology? The research base informing coaching psychology has started to shift. Rather than relying on findings from other psychological applications, underpinning evidence to support the application of psychological theories, frameworks and concepts specifically in coaching practice is strengthening.
What do coaching psychologists do? How do they serve their clients? How do psychologists and coaches become coaching psychologists? These questions require us to make explicit our shared framework and standards of practice as a profession. It is also strongly argued that individual coaching psychologist practitioners clearly articulate their framework of practice.
In this paper, I look forward to exploring these dimensions of coaching psychology and what that might mean for this emergent professional area of psychological practice.
Objectives: There is a need for a more comprehensive understanding of how coaching processes psychologically operate. This paper presents the findings from a study aimed to characterise the coaching process experience and to identify how specific experiences contribute to coaching outcomes.
Design: A qualitative design was adopted. Data was analysed by Interpretative Phenomenological Analysis (Smith, 2008).
Method: Data was collected from 10 participants, this included coaches (N=4), coachees (N=5) and one commissioner, three times along the coaching process. A total of 30 interviews were undertaken.
Findings: Coaching outcomes can be generated by three essential mechanisms: Projection of Future Self; Perspectivation of Present Self; and Confirmation of Past/Present Self. Each mechanism’s name represents a particular effect on coachee’s self and may evolve diverse coaching behaviours. Although they all can be actively managed to generate sustainability of outcomes, each mechanism tends to contribute differently to that sustainability.
Conclusion: The study provides a comprehensive understanding of the different methodological and experiential ingredients of the coaching process and its implications. While most coaching research is focused on identifying coaching results based on a retrospective analysis, this is one of the first studies accompanying longitudinally the coaching process and capturing an integrative understanding of its dynamics. Moreover, the study provides evidence of how coaching can differently deliver sustainable outcomes and be used as a valuable developmental tool in organisations. The study contributes to our understanding of theory building and raises questions for further research on the uniqueness of coaching interventions.
This study examined the role of the feedback environment and the individual attributes of feedback orientation, self-awareness, and learning agility on leadership-development outcomes after participation in a leadership-development program that had 360-degree feedback as its basis. Participants included 55 leaders who participated in the program and their supervisors who rated their improvement in leader effectiveness and capability 2 months after the program. The feedback environment, self-awareness, and learning agility were associated with improved leader performance. This finding suggests that contextual and individual factors play an important role in the outcomes of a feedback-intensive leader-development program. Focus on these factors should improve the return on the investment of these programs in terms of improved leader performance. Although feedback orientation was not directly associated with perceptions of improved performance, it did interact with the feedback environment in an unexpected way. Those with low feedback orientation had the most improvement under a favorable feedback environment. This suggests that the feedback environment plays a particularly strong role for those who value feedback the least. It is also possible that those who value feedback but do not have the good fortune to work in a favorable feedback environment will still embrace the opportunity to receive feedback in a leader-development program.
With the presence of five generations in organisations today, there is growing interest in finding new ways to manage and leverage a multigenerational workforce for individual and collective success. With rapidly evolving technology and the ever-changing nature of the workspace, a deeper look to understand the correlation between generation and development is required. Coaching is gaining traction as a means of enabling development for professionals. This article uses data from eight coaching case studies across four generations to analyse dominant coaching themes and preferences. We present seven key findings that point to some startling similarities and differences between and within generations, the need for an adaptive approach, and four implications for organisations and coaches, including the opportunity to look beyond generation and age.
This chapter introduces the third, fundamental purpose for coaching in community and organisational settings—to effect behavioural change. It explores how traditional psychology research identified the ways in which behaviour is shaped by reward and punishment. Goals are the ‘rewards’ that clients work towards, away from the ‘pain’ in their life. Coaching focuses on ‘toward’ goals, that is, moving the client towards a more positive future and away from ‘learned helplessness’. Behaviour is shaped not only by the internal cognitions of the client but also in response to the social situations in which they find themself, and the social norms that apply in certain circumstances. Developmental psychology revealed that clients who are ready for change, motivated to change, and have self-efficacy, behave in ways which acknowledge that their behaviour is not fixed but can be moulded and reinforced to achieve a better outcome. Positive psychology research focuses on finding solutions rather than dwelling on problems. Coaches use goal-oriented and solution-focused techniques aligned with the client’s core values and beliefs to motivate and support self-efficacy to achieve their behavioural goals.
Introduction:
Organizations have offered executive coaching to their senior leaders for several decades and report improvement in performance, leadership, self-efficacy, and goal attainment. Despite this success, little research exists on coaching programs for faculty who may also benefit from this resource. We sought to develop, implement, and evaluate a professional development coaching program for diverse graduate faculty at a health professions university.
Methods:
We implemented a professional development coaching program to provide one-on-one support for interested faculty. Faculty were offered four 1-hour or eight half-hour sessions each academic semester by eight trained volunteer coaches unaffiliated with the university. We had 67 faculty members participate across the academic year. They were asked to complete a brief impact survey at the end of each semester.
Results:
The coaches provided 378 sessions, totaling 281 hours of coaching. Survey results revealed that coaching was effective in helping faculty achieve their professional goals and empowered them for future professional success. Faculty were highly satisfied with the program.
Discussion:
There is early evidence that professional development coaching can help faculty reach their professional goals and add value to an institution. The program may be a helpful model for developing and implementing coaching programs on other campuses.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators. (46 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This action research is the first reported attempt to examine the effects of executive coaching in a public sector municipal agency. Thirty-one managers underwent a conventional managerial training program, which was followed by eight weeks of one-on-one executive coaching. Training increased productivity by 22.4 percent. The coaching, which included: goal setting, collaborative problem solving, practice, feedback, supervisory involvement, evaluation of end-results, and a public presentation, increased productivity by 88.0 percent, a significantly greater gain compared to training alone. Descriptions of procedures, explanations for the results obtained, and suggestions for future research and practice are offered.
The authors argue that multisource feedback will have little impact when (a) ratees are not accountable for using the feedback, (b) raters are not accountable for the accuracy or usefulness of the feedback they provide, and (c) management does not accept accountability for providing resources to support behavior change. They review the literature on accountability in performance appraisal and decision making and outline an accountability model applied to raters and ratees. Components of the model include sources of accountability (e.g., the boss and organizational policies), the objective (i.e., the behavior or outcomes for which the actor is accountable), forces used by the sources to affect the actor's feelings of accountability (such as reinforcement for performance improvement), and mechanisms for activating these forces and holding someone accountable. Interventions are described to increase the effectiveness of the accountability mechanisms.
Determined whether feedback of subordinates' ratings of supervisors leads to positive changes in the supervisors' behavior. The employees of the 56 supervisors in the experimental and control groups completed an information-opinion survey using a modified Likert scale format. Feedback reports were given to the experimental supervisors, and a 2nd survey was conducted 10 wks later to measure change. 2 independent measures showed significant positive change for the experimental supervisors. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executive coaching requires the ability on the part of the coach to differentiate coaching from psychotherapy while using basic psychological skills and insights. It is usually short term and issue focused. At high executive levels, its success depends heavily on the consultant's knowledge about contemporary management and political issues. The case study of a 60-yr-old male CEO is included here to illustrate this process. Fundamentally, psychoanalytically oriented consultants help their clients attain greater psychological freedom to make their own choices and assume responsibility for their own behavior. Unlike psychoanalytic practice, however, coaching consultants may offer suggestions, information, and guidance consistent with their understanding of the psychology of the client in his or her organizational context. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examines procedures previously recommended by various authors for the estimation of "change" scores, "residual," or "basefree" measures of change, and other kinds of difference scores. A procedure proposed by F. M. Lord is extended to obtain more precise estimates, and an alternative to the L. R. Tucker, F. Damarin, and S. A. Messick (see 41:3) procedure is offered. A consideration of the purposes for which change measures have been sought in the past leads to a series of recommended procedures which solve research and personnel-decision problems without estimation of change scores for individuals. (22 ref.) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Some executives use coaching to learn specific skills, others to improve performance on the job or to prepare for advancement in business or professional life. Still others see coaching as a way to support broader purposes, such as an executive's agenda for major organizational change. To an outsider, these coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and executive. Yet each coaching situation is different and some of these distinctions are important to recognize, if only to foster informed choice by everyone involved. This article defines and explores key distinguishing features among coaching situations encountered in daily practice. Taking account of these factors, the authors suggest 4 distinctly different coaching roles. Case examples explore how these roles apply to common coaching issues facing executives and their organizations today. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The author suggests the use of Arnold A. Lazarus's multimodal therapy model as an integrative and holistic approach to executive coaching. So as not to overlook any significant factors, the coach evaluates the executive on seven dimensions. The eclectic-oriented practitioner is encouraged to use a variety of interventions and tests that uniquely suit the client. Suggestions on potential new markets for consultants are discussed. A case study is presented of an executive whose new job demands the undertaking of a major reorganization and corporate culture change. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A review of the literature on coaching reveals that very little empirical research has focused on the executive coaching methods used by consultants with managers and leaders in organizations. Within the framework of a 17-dimensional model of systems and psychodynamic theory, the author provides an overview of a conceptual approach to coaching activities that incorporates 5 identifiable components plus an emphasis on goal setting, intervention methods, and hypothesized factors in negative consulting outcomes. A definition of executive coaching is offered as a way of summarizing the literature and differentiating these consulting activities from others for the purpose of improving conceptual clarity and encouraging specific research on the concepts, methods, and outcomes of such activities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Notes that ratings for performance appraisal are frequently made by supervisors. In the present study, judgments of effectiveness for 153 hospital nurses were obtained from the nurse herself and her peers in addition to her supervisor, using the same rating form. Factor analysis indicated that each rating source could be clearly identified and characterized. The data reaffirm the notion that interrater disagreement may reflect systematic rater bias as well as meaningful differences in the ways in which judgments are made. Implications for comprehensive appraisals are suggested. (29 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article outlines a coaching paradigm derived from constructive-developmental psychology, family therapy supervision, and theories of organizational cognition. The paradigm is one of transformative, developmental coaching, and thus it differs from both cognitive-behavioral and psychodynamic approaches. The paradigm is exemplified by a model of the mental space (topology) in which executive coaching is thought to take place. The paradigm and the model are developmental in a twofold sense, that of "ontic" development occurring in cognitive organisms maturing over their lifetime ("nature") and of "agentic" development brought about by humans ("nurture"). An introduction to the model is presented, followed by the topology of the mental space of coaching, a summary, and suggested topics for future research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article explores three major problems often encountered by consultants who are engaged to coach executives and who confront difficulties related to the character of their clients: executive character as a complex adaptive system that influences the unconscious aspects of organizational life, unconscious psychological conflict as a key motivating factor in individual and organizational behavior, and the challenges of changing executive character and behavior to improve organizational performance. Conceptual approaches to understanding these problems are provided. Specific methods and techniques for managing several of the more difficult issues in creating change in the behavior of executives are presented and briefly explored. A case study illustrates the material. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The effects of eye movement desensitization and reprocessing (EMDR) integrated into executive coaching are reported in 4 case studies illustrating varied job titles and industries. Participants received 1–10 hrs of coaching in which EMDR was used to desensitize an upsetting event that had impaired their performance at work. Outcomes indicated that EMDR desensitized the disturbing incident and that participants shifted their negative view to a more positive one. Work performance was restored or enhanced. In the 4th case EMDR appeared to decrease anxiety about job interviewing and the participant reported a satisfactory result. Findings suggest that EMDR is a promising adjunct to coaching for workplace performance enhancement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
How people intentionally change addictive behaviors with and without treatment is not well understood by behavioral scientists. This article summarizes research on self-initiated and professionally facilitated change of addictive behaviors using the key transtheoretical constructs of stages and processes of change. Modification of addictive behaviors involves progression through five stages—pre-contemplation, contemplation, preparation, action, and maintenance—and individuals typically recycle through these stages several times before termination of the addiction. Multiple studies provide strong support for these stages as well as for a finite and common set of change processes used to progress through the stages. Research to date supports a transtheoretical model of change that systematically integrates the stages with processes of change from diverse theories of psychotherapy.
In this article, we attempt to distinguish between the properties of moderator and mediator variables at a number of levels. First, we seek to make theorists and researchers aware of the importance of not using the terms moderator and mediator interchangeably by carefully elaborating, both conceptually and strategically, the many ways in which moderators and mediators differ. We then go beyond this largely pedagogical function and delineate the conceptual and strategic implications of making use of such distinctions with regard to a wide range of phenomena, including control and stress, attitudes, and personality traits. We also provide a specific compendium of analytic procedures appropriate for making the most effective use of the moderator and mediator distinction, both separately and in terms of a broader causal system that includes both moderators and mediators.
The author suggests the use of Arnold A. Lazarus's multimodal therapy model as an integrative and holistic approach to executive coaching. So as not to overlook any significant factors, the coach evaluates the executive on seven dimensions. The eclectic-oriented practitioner is encouraged to use a variety of interventions and tests that uniquely suit the client. Suggestions on potential new markets for consultants are discussed. A case study is presented of an executive whose new job demands the undertaking of a major reorganization and corporate culture change.
This article explores three major problems often encountered by consultants who are engaged to coach executives and who confront difficulties related to the character of their clients: executive character as a complex adaptive system that influences the unconscious aspects of organizational life, unconscious psychological conflict as a key motivating factor in individual and organizational behavior, and the challenges of changing executive character and behavior to improve organizational performance. Conceptual approaches to understanding these problems are provided. Specific methods and techniques for managing several of the more difficult issues in creating change in the behavior of executives are presented and briefly explored. A case study illustrates the material.
Ways in which organizations can enhance their use of "360-degree feedback" are presented. The book begins with a review of the process itself, emphasizing that 360-degree feedback should be a core element of self-development. The book is divided into three parts. Part 1 describes how to maximize the value of the process for individual development, defining the process and providing information on how its basic elements can be enhanced by making it part of a development program. In part 2, the benefits of the process are explored, as are the major ways that it can promote organizational development, can involve customers in the process, and can graft 360-degree feedback into a continuous learning culture. The last part presents the evaluation process from administrative and technical perspectives, providing an evaluation of alternative designs for feedback instruments, discussing what is involved in applying the process in different countries, and addressing the question surrounding success. The text concludes with an overall view of the challenges of using the process, and it reflects on issues surrounding the use of 360-degree feedback. (Contains approximately 300 references and an index.) (RJM)
Presents the results of a study sponsored by Boston University's Executive Development Roundtable that allow a critical review of the state of the practice of executive coaching. The study consisted of interviews with over 75 executives in Fortune 100 companies, as well as interviews with 15 executive coaches referred to the researchers as leaders in the field. The study was also informed by the practical executive coaching experiences of the authors, who work in a range of institutional settings. When done as intended, coaching can be an effective means of improving business results while contributing to executive development. However, coaching can grow beyond the control of top management as the demand grows for having a "personal trainer." Not only does this aspect add considerably to the cost of doing business, but there is also the risk of wrong advice by external coaches who do not really understand the business, sometimes resulting in disastrous consequences for both the manager and organization. Although the data indicate generally positive outcomes from executive coaching activities, there were three primary areas of concern: managing the growth of demand, addressing ethical issues arising from the coaching process, and defining program scope and controlling costs. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the inner world and needs of today's executives and how psychologists and psychiatrists can respond to their need for consulting, coaching, and counseling. Profiles of the healthy, distressed, and impaired executive are sketched, and 3 types of services are described: executive consulting, executive counseling, and executive coaching. Although there is some overlap among these 3 services, there are considerable differences requiring specific competencies. Even though the numbers of psychological and psychiatric consultants who are attuned to the inner world and the process of executive consulting, counseling, and coaching are increasing, the demand seems greater. Networking among such professionals (especially in the division of consulting psychology of the American Psychological Association and the Academy of Organizational and Occupational Psychiatry) must be encouraged. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
We present results for 252 target managers over 5 annual administrations of an upward feedback program (i.e., twice as long as any previous study in this area). We show that managers initially rated poor or moderate showed significant improvements in upward feedback ratings over the 5-year period, and that these improvements were beyond what could be expected due to regression to the mean. We also found that (a) managers who met with direct reports to discuss their upward feedback improved more than other managers, and (b) managers improved more in years when they discussed the previous year's feedback with direct reports than in years when they did not discuss the previous year's feedback with direct reports. This is important because it is the first research evidence demonstrating that what managers do with upward feedback is related to its benefits. We use an accountability framework to discuss our results and suggest directions for future research.
This paper conceptualizes feedback as part of a longitudinal performance management process influenced by, and contributing to, the individual's feedback orientation and the organization's feedback culture. Feedback orientation refers to an individual's overall receptivity to feedback, including comfort with feedback, tendency to seek feedback and process it mindfully, and the likelihood of acting on the feedback to guide behavior change and performance improvement. Feedback culture refers to the organization's support for feedback, including nonthreatening, behaviorally focused feedback, coaching to help interpret and use feedback, and a strong link between performance improvement and valued outcomes. Critical events direct attention to the value of feedback and thereby start a performance management cycle of receiving, absorbing, and applying feedback in the following days, weeks, and months. Human resource research and practice need to measure feedback orientation and culture and capture longitudinal feedback processes to better understand and influence the effects of feedback on self-awareness, self-confidence, and job performance.
How people intentionally change addictive behaviors with and without treatment is not well understood by behavioral scientists. This article summarizes research on self-initiated and professionally facilitated change of addictive behaviors using the key trans-theoretical constructs of stages and processes of change. Modification of addictive behaviors involves progression through five stages--pre-contemplation, contemplation, preparation, action, and maintenance--and individuals typically recycle through these stages several times before termination of the addiction. Multiple studies provide strong support for these stages as well as for a finite and common set of change processes used to progress through the stages. Research to date supports a trans-theoretical model of change that systematically integrates the stages with processes of change from diverse theories of psychotherapy.
The power of 360-depe feedback How to leverage performance evaluations for top pductivify
- Da Waldman
- Le Atwater
Waldman DA, Atwater LE. (1998). The power of 360-depe feedback How to leverage performance evaluations for top pductivify. Houston, Tx: Gulf.
- Olivero G
A model for executive development
- Edelstein BC
Maximizing the impact of executive coaching: Behavioral change, organizational outcomes, and return on investment
- McGovern J
Practice network: Look, it's an I‐O psychologist… no, it's a trainer… no, it's an executive coach!
- Harris M.
The effect of upward feedback on managerial behavior.Paper presented at the 16th Annual Conference of the Society for Industrial and Organizational Psychology
- Heslinpa Lathamgp