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Evaluating leadership coaching: A review and integrated framework
Abstract
Leadership coaching reflects an evolving dynamic between the client and coach that is qualitatively different from most approaches to leadership development and therefore holds particular challenges for evaluation. Based on reviews of academic and practitioner literatures, this paper presents an integrated framework of coaching evaluation that includes formative evaluations of the client, coach, client–coach relationship, and coaching process, as well as summative evaluations based on coaching outcomes. The paper also includes a quantitative synthesis examining evaluation methodologies in 49 leadership coaching studies. The results revealed that self-reported changes in clients' leadership behaviors are the most frequently assessed coaching outcome, followed by clients' perceptions of the effectiveness of coaching. Recommendations to advance coaching evaluation research include the creation of collaborative partnerships between the evaluation stakeholders (client, coach, client's organization, and coaching organization) to facilitate systematic formative evaluations, the collection of multi-source and multi-level data, and the inclusion of distal outcomes in evaluation plans.
... These two concepts are intertwined because the coach is the facilitator of the relationship, and the relationship is formed through the way the coaching unfolds in the session and the use of the coach's techniques to manage the conversation. The coaching process is an individualized approach that is tailored to the unique needs of each client in relation to their own situation and personal goals (Ely et al., 2010;Joo, 2005). Working alliance is defined as the measure of the client and coach's active and shared commitment to purposeful collaboration within their relationship (O'Broin and Palmer, 2007, p. 305). ...
... The working alliance between the coach and the client is one of the most important tools in effecting change and is a prerequisite for coaching effectiveness (Baron and Morin, 2009;Ely et al., 2010;Kampa-Kokesch and Anderson, 2001;Peterson, 2010). Working alliance has been shown as a key factor for impacting client outcomes from coaching, as indicated in dozens of studies (Graßmann and Schermuly, 2020). ...
... The coaching literature contains a wide variety of ways that coaching effectiveness and outcomes have been measured over the past few decades. Several meta-analyses and systematic reviews are available (Athanasopoulou and Dopson, 2018;Burt and Talati, 2017;Ely et al., 2010;Grover and Furnham, 2016;Jones et al., 2016;Sonesh et al., 2015;Theeboom et al., 2014), with the two recent ones by de Haan and Nilsson (2023) and Nicolau et al. (2023) that focused only on results from RCTs. ...
The collaborative relationship, or working alliance, between a client and their coach is a well-recognized factor that contributes to the effectiveness of coaching. The rise of artificial intelligence (AI) challenges us to explore whether human-to-human relationships can extend to AI, potentially reshaping the future of coaching. Our presumption that the skills of professional human coaches surpass AI in forging effective relationships stands untested — but can we really claim this advantage? The purpose of this study was to examine client perceptions of being coached by a simulated AI coach, who was embodied as a conversational vocal live-motion avatar, compared to client perceptions of partnering with a human coach. The mixed methods randomized controlled trial explored if and how client ratings of working alliance and the coaching process aligned between the two coach types in an alternative treatments design. Both treatment groups identified a personal goal to pursue and had one 60-min session guided by the CLEAR (contract, listen, explore, action, review) coaching model. Quantitative data were captured through surveys and qualitative input was captured through open-ended survey questions and debrief interviews. To sidestep the rapid obsolescence of technology, the study was engineered using the Wizard of Oz approach to facilitate an advanced AI coaching experience, with participants unknowingly interacting with expert human coaches. The aim was to glean insights into client reactions to a future, fully autonomous AI with the capabilities of a human coach. The results showed that participants built similar moderately high levels of working alliance with both coach types, with no significant difference between treatments. Qualitative themes indicated the client’s connection with their coach existed within the context of the study wherein the coach was a guide who used a variety of techniques to support the client to plan towards their goal. Overall, participants believed they were engaging with their assigned coach type, while the five professional coaches, acting as confederates, were blinded to their roles. Clients are willing to and appreciate building coaching partnerships with AI, which has both research and practical implications.
... Until recently, the coaching literature was described as disjointed and lacking in empirical rigor and theoretical contributions (Theeboom et al., 2014). Ely et al. (2010) note that the uniqueness of coaching relationships in existing studies (e.g. purpose, duration, internal vs external coach) and the breadth of evaluation outcomes for different stakeholders (e.g. ...
... Bozer and Jones (2018) lament that few studies have explored the impact of coaching over multiple time points. By doing so, our study examines executive coaching as a developmental process, which also meets Ely et al.'s (2010) call for research to focus on formative assessments where aspects of the client, coach, client-coach relationship and coaching process are studied so that knowledge about the process can inform and guide individuals on how to effectively approach coaching to achieve desired results. ...
... Despite the rationale presented earlier suggesting the importance of trust in coaching relationships, several coaching studies (i.e. Boyce et al., 2010;Gan and Chong, 2015) found that coachee perceptions of trust in their coach did not significantly predict coaching effectiveness and performance following coaching. However, as summarized by Bozer and Jones (2018), trust in one's coach produces higher expectations that the coach will maintain confidentiality and therefore empower the coachee to engage in more vulnerability within the coaching relationship. ...
Purpose
We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.
Design/methodology/approach
This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.
Findings
Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.
Research limitations/implications
While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.
Practical implications
The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.
Originality/value
Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.
... However, the skills required to perform in the current business environment appear to remain unimproved and conventional development programmes are becoming increasingly obsolete as the "challenges facing contemporary leaders (…) tend to be too complex and ill-defined to be addressed successfully through (…) traditional developmental interventions" (Day et al., 2014, p.64). Executive coaching has been identified as a remedy to address such complex leadership demands (Ely et al., 2010;Korotov, 2017). ...
... There are also diverse discourses of coaching (see Garvey, 2017). Within the adult development discourse, which appears dominant in the coaching literature (Gray et al., 2016), coaching as a leadership development intervention is prevalent, widely used in business organisations (Maltbia, 2014;Western, 2012) and is popularly known as leadership or executive coaching (Ely et al., 2010;Ladegard and Gjerde, 2014). ...
... This translates into the executive coaching process where the coachee is encouraged to accept ownership of their learning. It also appears to influence individual motivation and commitment and therefore it allows participants to reach their developmental purpose (Ely et al., 2010). ...
Executive coaching is a popular leadership development intervention. Despite the popularity, our understanding of how executive coaching facilitates learning and development is under-researched. We addressed this research gap by exploring how business leaders interpreted their executive coaching experience using interpretative phenomenological analysis as the research methodology. After purposively selecting three coachees and two coaches, we conducted two semi-structured interviews with each participant. The data analysis revealed that executive coaching helped coachees to become independent learners and to coach themselves and others. These findings establish an enhanced understanding of how coaching may facilitate leadership learning and development.
... Although there is no standard evaluation model for women's leadership programs, Kirkpatrick's (1979Kirkpatrick's ( , 1996 four-step taxonomy (measuring reactions, learning, behaviour and results) dominates the general training evaluation literature (K. Ely et al., 2010;Ford & Sinha, 2008;Hirsh et al., 2011), and provides a useful framework for mapping program outcomes. Reactions (level 1) refers to individuals' subjective evaluations of their training experiences. ...
... As such, the evaluation of women's leadership programs requires a long-term perspective (K. Ely et al., 2010). More than two-thirds of studies in this review evaluated a women's leadership program at a single time point, leading to indeterminate conclusions about the sustainability of program impact. ...
... In addition to being a continuous process, leadership development is also intensely personal (K. Ely et al., 2010), making participants logical sources of program feedback. However, self-assessments are notoriously subject to bias (Collins & Holton, 2004;Kruger & Dunning, 1999) and may be significantly different to outcomes reported by other stakeholders (Alhejji et al., 2016). ...
... A coach focuses on what their clients say and what they do not say explicitly to fully understand the subject of communication concerning the given circumstances in which the client is, thereby supporting the client in expressing their thoughts and feelings. In addition, the coach considers the client's identity, environment, experiences, values, and beliefs to be er understand what the client is communicating (Boya is et al. 2024;O'Connor 2023;Seemann and Repková 2017;Sherman and Freas 2004;Ely et al. 2010). The coach entirely focuses on the client and supports the client's self-expression, awareness, and prospects into action and learning. ...
... A coach focuses on what their clients say and what they do not say explicitly to fully understand the subject of communication concerning the given circumstances in which the client is, thereby supporting the client in expressing their thoughts and feelings. In addition, the coach considers the client's identity, environment, experiences, values, and beliefs to better understand what the client is communicating (Boyatzis et al. 2024;O'Connor 2023;Seemann and Repková 2017;Sherman and Freas 2004;Ely et al. 2010). Asking questions is another crucial coaching skill. ...
The impetus for the development of coaching as a professional managerial activity is based on the needs and requirements of a modern sustainable society. This paper aims to explore the awareness of academic students about the coaching approach and to formulate recommendations for its application in the academic environment so that students are prepared for the requirements of practice. This article focuses on the views of experts in the field of the coaching approach as a means of improving communication in the academic environment, characterizes communication skills and the coaching approach, and describes coaching models and their benefits and barriers. This research aims to survey the awareness of the coaching approach among college and university students in Slovakia and the possibilities of its application in the academic environment. The primary research was carried out by the inquiry method with 689 students. An evaluation of the questionnaire and a statistical evaluation of the established hypotheses and assumptions concerning the coaching approach were conducted. According to the survey, 468 students, representing 68% of respondents, had knowledge about coaching. Furthermore, 68% of students had or have doubts about achieving their goals during their studies. According to the results of the survey, only 24% of students had experience with coaching. Cooperation with a coach was regarded as beneficial for 76% of the students who had already experienced coaching lectures who took part in the survey. The proposition of the students was the implementation of the subject “Foundations of coaching”, which could be offered to be taught to all students at the University of Zilina, Slovakia. The students of managerial fields would benefit by enhancing their leadership skills and providing support to their working teams, completing their final thesis, searching for professional job opportunities, and also coping with everyday life and stressful situations. Finally, we suggest the organization of introductory full-day workshops in specific areas of coaching for students of management, who are future managers. This will help to raise the awareness of the coaching approach at the University of Zilina in cooperation with the Counseling and Career Center and its activities.
... Coaching focuses on improving performance related to a problem of practice; it is a collaborative partnership between colleagues. The coach gains a better understanding of the school context, and the leader learns through reflecting and refining their leadership practices while enacting them (Ely et al., 2010;Lochmiller, 2014). ...
... Meyer-Looze and Vandermolen (2021) found that principals' learning transfer was positively impacted by their time with leadership coaches and by their interaction with peers. Others noted that the personalized nature of learning is a benefit of coaching (Carey et al., 2011;Ely et al., 2010;Lochmiller, 2014;Reiss, 2015). In a study involving 12 professional development days and 70 job-embedded coaching sessions over a two-year period, leadership coaching capacities were improved through formal learning initia-91 CJEAP, 204 tives that were structured and responsive to learning needs (Huggins et al., 2021). ...
p>Given the substantial impact school leaders have on school improvement, the imperative for continuous professional learning for leaders is evident. In this two-year action research study, researchers collaborated with a school division, forming a research-practice partnership, to design and explore a collaborative professional learning and coaching program. The primary objective of this program was to align with local leadership standards and foster leadership development. The central research question was: How does implementation of a collaborative professional learning and coaching program contribute to leadership development? Data were collected from district and school leaders and included pre and post surveys, interviews, and focus groups. The findings of this study indicate that district leadership practices show promising potential in fostering inservice opportunities for leadership development. These practices include the following: (a) ensure programs are sustained with a consistent focus, (b) utilize collaborative learning approaches, (c) assess growth through reflection and feedback, and (d) use action research to support continual improvement. This study aims to provide valuable insights to school districts and researchers regarding the implementation of sustained and job-embedded professional development for school leaders, with a specific focus on leadership development.</p
... Executive coaching, which is also referred to as leadership coaching, workplace coaching, or business coaching (Bozer & Jones, 2018;Ely et al., 2010;E.-M. Graf, 2015E.-M. ...
... This somewhat limits the applicability of our model to executive coaching. Furthermore, executive coaching has been defined and referred to in different ways, for instance as leadership coaching, workplace coaching, or business coaching (Bozer & Jones, 2018;Ely et al., 2010;E.-M. Graf, 2015E.-M. ...
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.
... Particularly, leadership coaching is a way for Black women to share their vulnerabilities with experts who assist their clients with identifying sustainable habits to navigate challenging situations and achieve a greater sense of well-being. Leadership coaching has been a promising intervention for developing leaders involving a one-on-one relationship where coaches help executives and managers improve their leadership effectiveness (Bono et al., 2009;Day, 2000, Ely et al., 2010Feldman & Lankau, 2005;Ladegard & Gjerde, 2014). The coaching relationship is one "in which the coachee and coach collaborate to assess and understand the coachee and his or her leadership developmental tasks, to challenge current constraints while exploring new possibilities, and to ensure accountability and support for reaching goals and sustaining development" (Ting & Hart, 2004, p. 116). ...
... The coaching relationship is one "in which the coachee and coach collaborate to assess and understand the coachee and his or her leadership developmental tasks, to challenge current constraints while exploring new possibilities, and to ensure accountability and support for reaching goals and sustaining development" (Ting & Hart, 2004, p. 116). The efficacy of this developmental relationship owes to its adaptive nature and the way it attends to the flexible individualized needs of leaders and organisations (Bono et al., 2009, Carter, et al., 2022Ely et al., 2010). ...
... In an open and equal communication atmosphere, sharing platform leadership's knowledge, experience, and skills enhances subordinates' psychological resilience in the innovation process, stimulates their divergent thinking and creative potential 34 . Moreover, the work platform constructed by platform leadership can provide subordinates with the necessary knowledge, skills, information, and other resources for innovation, thereby promoting employee innovative behavior 38 . Therefore, the following hypothesis is proposed. ...
Platform leadership emphasizes shared goals, unlocking potential, and generating positive impacts for both leaders and subordinates. This style greatly influences frontline nurses’ attitudes and behaviors, underscoring the need to study how it stimulates innovation. Using 422 questionnaires from 52 hospitals, internal mechanisms of platform leadership and frontline nurses’ innovation were analysed with Mplus 8.0 and HLM 6.08. The study uncovered the following results: Firstly, platform leadership was positively correlated with frontline nurses’ innovative behavior. Secondly, leader–member exchange (LMX) and relational energy served as mediators between platform leadership and frontline nurses’ innovative behavior. Thirdly, the error management climate was positively correlated with frontline nurses’ innovative behavior and acted as a moderator in the relationship between platform leadership and frontline nurses’ innovative behavior. The study’s findings reveal the internal mechanisms of platform leadership and frontline nurses’ innovative behavior, offering valuable insights for organizational improvement.
... Experiential learning methods-like solving real-world problems or taking on stretch assignments-tend to produce better results than lectures or theory-heavy approaches (Yukl & Mahsud, 2010). And when the learning is personalized, such as through executive coaching or one-on-one mentoring, participants are often more likely to make lasting changes (Ely et al., 2010). ...
Though organizations worldwide utilize leadership development programs (LDPs), discussions about the topic have been sporadic. LDPs have only recently been analyzed by researchers and questions remain about why they should be offered; who should participate; what should take place; and when it should occur. While organizations across the globe preach about the importance of employing strong leaders, few can successfully measure and demonstrate the effectiveness of their own leadership development programs. As such, management teams find themselves in a tough position when it comes to spending training dollars in general and for LDPs in particular. In a troubled economy with margins tighter than ever before, Human Resource Development (HRD) professionals are being asked to demonstrate how investing in LDPs strengthen the organization. Not surprisingly, the answers remain vague and uninspiring. This paper reviews the literature on LDPs, discusses major issues inhibiting the effectiveness of LDPs, and explores responses to the questions raised here. Keywords leadership development, training, learning, effectiveness, RODI, coaching
... According to Passmore and Theeboom (2016), coaching psychology focuses on understanding and facilitating behavioral, cognitive, and emotional changes that occur within the coaching process. In addition, Ely et al. (2010) outlined five key evaluation criteria for coaching -reactions, cognitive learning, affective learning, behavior, and results. In a broader meta-analysis, Jones et al. (2016) highlighted coaching's positive effects across four key outcomes: affective, cognitive, skill-based, and individual-level results. ...
This study examines the effectiveness of LLM-powered coaching compared to traditional human coaching and GPT-4 interactions across 11 key criteria of coaching effectiveness. Leveraging a randomized controlled trial with 32 participants, the research revealed LLM-powered coaching significantly outperforms GPT-4 in empathy, engagement, and encouragement – achieving outcomes comparable to human coaching in all dimensions. Notably, LLM-powered coaching showed the greatest improvements in Positive Affect ( + 8.49%) and reductions in Negative Affect ( −27.45%) among the groups. Qualitative feedback highlights the strengths of human coaching in emotional depth and nonverbal cues, while AI coaching excels in its accessibility, flexibility, and structured support for self-reflection and action planning. This research underscores the transformative potential of AI-powered coaching to foster individuals’ growth and well-being on a large scale. By offering accessible, scalable, cost-effective coaching solutions, AI coaching complements traditional human coaching, expanding access to personal and professional development for a broader and more diverse population.
... By leveraging SET as a guiding framework for coaching interventions, organizations especially in tourism can facilitate effective social exchange relationships between leaders and team members, ultimately enhancing team performance in dynamic environmental settings. Thus, leadership coaching is a powerful tool for helping leaders build stronger relationships with their team members (Ely et al. 2010), create a more supportive and collaborative work environment, and foster a culture of learning and innovation (Qiu et al. 2023;Zhou et al. 2021). These factors can all contribute to improved team performance, especially in dynamic environmental settings. ...
This study examines the relationship between leadership coaching behavior and team knowledge creation, and its subsequent impact on team environmental performance in the tourism sector. Moreover, this study investigates the moderating role of organizational learning culture in the relationship between team knowledge creation and team environmental performance. Data were collected from 356 employees and their immediate supervisors, nested in 78 teams. The analysis employed moderated mediation model utilizing SPSS and AMOS. The findings indicate that leadership coaching behavior exerts a significant direct positive influence on knowledge creation, which, in turn, positively affects team environmental performance. Additionally, the results reveal that the organizational learning culture moderates the relationship between leadership coaching behavior and knowledge creation, as well as the indirect relationship between leadership coaching behavior and team environmental performance via knowledge creation. The theoretical framework of social exchange theory provides support for this study. The insights generated from this research offer valuable guidance for managers and policymakers seeking to enhance their team's environmental performance through leadership coaching and knowledge creation.
... Hal ini juga mencakup tindakan yang memungkinkan dan mendukung upaya individu atau kolektif untuk mencapai tujuan utama (Gary, 1997). Kepemimpinan merupakan kualitas penting yang harus dimiliki seorang pemimpin, hal ini mengacu pada kemampuan untuk mempengaruhi bawahan untuk mencapai tujuan tertentu (Ely et al 2010). Selain itu, istilah yang digunakan untuk menggambarkan kepemimpinan dalam bahasa Inggris adalah "leadership", yang mengacu pada tindakan menjadi pemimpin dan memiliki kemampuan untuk membimbing orang lain. ...
p>Tujuan dari penelitian ini adalah untuk memberikan analisis komprehensif tentang peran kepala sekolah dalam meningkatkan institusi pendidikan melalui kepemimpinan yang efektif. Metodologi penelitian yang digunakan adalah metode Systematic Literature Review (SLR), kadang disebut juga dengan metode penelitian tinjauan pustaka. Literatur yang digunakan berasal dari berbagai sumber. Menurut berbagai sumber literatur, kepemimpinan utama dalam lembaga pendidikan mengacu pada kapasitas seorang pemimpin untuk secara efektif mempengaruhi dan menyatukan individu menuju tujuan bersama suatu kelompok atau organisasi. Kepala sekolah adalah individu yang mengemban peran kepemimpinan dalam bidang pendidikan dan mempunyai tanggung jawab besar dalam memajukan sekolah yang dipimpinnya. Dalam hal ini kemajuan sekolah tidak hanya ditentukan oleh kemajuannya saja, melainkan oleh adanya jiwa kepemimpinan yang kuat. Hasil dari penelitian ini dapat disimpulkan bahwa kepemimpinan kepala sekolah dalam suatu lembaga pendidikan mengacu pada kapasitas seorang pemimpin dalam memberikan pengaruh dan menggalang individu menuju tujuan kolektif suatu kelompok atau organisasi. Kepala sekolah adalah individu yang mengemban peran kepemimpinan dalam bidang pendidikan dan mempunyai tanggung jawab besar dalam memajukan sekolah yang dipimpinnya. Dalam hal ini, faktor krusialnya bukan hanya kemajuan sekolah saja, melainkan adanya etos kepemimpinan yang kuat.</p
... They place unprecedented emphasis on the leadership styles of their superiors, which adds complexity to the evolving organizational landscape. The coaching leadership style is considered to be a promising leadership development practice (Ely et al., 2010), with more emphasis on guidance, inspiration and positive support, and has become a widely used leadership development intervention (Ladegard and Gjerde, 2014;Passarelli et al., 2023). Thus, coaching leadership has garnered notable attention in both academic discourse and management practice (Aghababaei, 2023). ...
In today’s volatile, uncertain, complex, and ambiguous (VUCA) work environments, mitigating employee burnout and turnover has become a critical concern. The enhancement of employee engagement stands out as a pivotal focus in corporate human resource management. Coaching leadership focuses on the encouragement and inspiration of employees, which can effectively stimulate the internal potential of employees, enhance work ability and enhance engagement. However, previous research on the relationship between coaching leadership style and employee engagement are limited, thus obscures the essential function in enterprise development and core competitiveness. The research collected 402 valid responses from MBA and EMBA students at the School of Business, and examines the effect of coaching leadership on employee engagement. Results indicate that coaching leadership significantly enhances multiple facets of employee engagement, including vigor, devotion, and absorption. Crucially, organizational self-esteem emerges as a mediating factor, while learning goal orientation strengthens the positive effects of coaching leadership. This research sheds light on the nuanced dynamics of effective leadership in contemporary workplaces, also it underscores the need for more nuanced, industry-specific analyses and broader exploration of moderating variables. Ultimately, the insights garnered hold profound implications for leadership training, human resource strategies, and performance metrics, emphasizing a more integrative and holistic approach to leadership and employee development in vocational contexts.
... EC can be defined as a development and goal-focused intervention to help leaders improve their professional performance and leadership behaviour (Grant, 2014). When evaluating its success, the majority of research tends to focus on coachee outcomes (Athanasopoulou & Dopson, 2018;Grover & Furnham, 2016), with self-reported metrics the most frequently used methods of measuring results (Ely et al., 2010). ...
This quasi-experimental study explored the potential ripple effect of executive coaching on the wellbeing of coaching clients’ subordinates across six different measures. A coaching intervention was delivered to six executives with subordinate wellbeing measured before and after. No overall significant improvements were observed in subordinates’ wellbeing but significant improvements were found in workplace wellbeing among older employees (p <.05) and social wellbeingamong hybrid workers (p <.05). However, the pre-and post-test quantitative methodology means that the causal factors for these changes cannot be identified so we cannot definitively conclude that a ripple effect occured. This demonstrates the difficulty of measuring the impact of ‘real world’ coaching within complex organisational structures, adding to the discussion around the need for more research into the impact of systemic coaching to validate executive coaching as a value-enhancing intervention that can deliver organisational-wide benefits.
... Leadership coaching is particularly effective when the relationship incorporates meaningful assessment, challenge, and support (Ting & Riddle, 2006). Extending leadership coaching's association with knowledge transfer and skill enhancement as well as self-awareness, self-efficacy, and leader role efficacy (Ely et al., 2010;Korotov, 2016;Ladegard & Gjerde, 2014;Passmore, 2015), it stands to reason that a leadership coaching relationship specifically tailored to focus on generativity holds promise for enhancing awareness and efficacy of generative concern, commitment, and behavior. ...
Early leader and leadership development experiences that develop generativity and therefore social responsibility will become increasingly imperative in preparing a young workforce to shoulder the burden of a substantial leadership transfer in the wake of Baby Boomer retirements. While generativity is considered a midlife construct, recent and emergent research is documenting an association between developmental relationships, such as mentoring, coaching, and advising, and generativity in young adults. The current article highlights the recent research and addresses its implications for leadership practitioners, scholars, and educators. The article concludes with a discourse on future research directions that considers the nuances of particular methodological approaches that will be needed to understand how developmental relationships encourage generativity over time.
... Ely et al. 56) noted that most studies evaluating leadership coaching rely on leaders' self-assessment, which is a major limitation in the literature evaluating leadership coaching. In contrast, the present study uses the assessment of relevant third parties (namely, the direct subordinates of the supervisor) to evaluate the effectiveness of changes in leadership behavior. ...
The study tested a brief intervention to stimulate and help supervisors reduce work-related interruptions among their employees, both at work and during leisure time. The core of the short-term intervention was a workplace analysis of work-related interruptions, which was fed back to supervisors in combination with a work redesign stimulation explaining why and how to reduce interruptions. Two intervention sessions, as one-on-one physical meetings, that lasted 1.5 h each and were 2 wk apart. The sample consisted of 20 managers and 89 employees. The non-experimental repeated measurement design comprised three questionnaire measurements of the 89 employees (two pre-measurements and one post-measurement). Repeated measure hierarchical linear models showed that the intervention significantly predicted reduced interruptions during work and work-related interruptions of leisure time. Although the intervention effect sizes were small, the current work design intervention with supervisors as mediating actors can reasonably contribute to occupational health prevention.
... Schermuly 2014). 86 Benefits of executive coaching for professional and personal self-realization Doctoral dissertation ...
In a contemporary period characterized by the continuous transformation of global challenges, the pursuit of efficient mechanisms for leadership development has utmost significance. The present study, titled "The Advantages of Executive Coaching for Professional and Personal Self-Realization," investigates the significant influence of executive coaching on the effectiveness of leadership in a dynamic environment. The objective of this study is to investigate the ways in which coaching enhances the professional skills of leaders and facilitates their personal growth and development. The foundation of this study lies in a thorough investigation of coaching approaches, their application in the development of leadership skills, and the resulting effects on both individual and organizational aspects. Through active involvement in this study, both scholars and professionals can get valuable knowledge regarding the strategic efficacy of coaching as a means of effectively navigating the complexities of leadership in the contemporary era.
The research strategy utilized in this study is a mixed-methods approach, which combines quantitative data obtained through structured questionnaires with qualitative insights derived from in-depth interviews. The utilization of a dual method facilitates a comprehensive comprehension of the influence of executive coaching on the development of leadership skills. The study employed factor analysis and Structural Equation Modeling (SEM) to unravel the intricate connections between coaching treatments and their effects on leadership qualities. The study's methodology highlights its rigorous nature, providing a model that may be replicated for future research in the field of executive coaching and leadership development.
The findings of the study indicate that executive coaching has a substantial impact on personal development, enhancing leaders' self-awareness and emotional intelligence. Consequently, this leads to improved management effectiveness, capacities in teamwork, and career advancement. The aforementioned personal gains play a significant role in enhancing organizational performance, so illustrating the dual advantages of coaching for both individual and corporate success. The research results support the strategic incorporation of executive coaching into leadership development initiatives, emphasizing its essential function in fostering leaders who are adaptive, innovative, and emotionally savvy.
I possess a strong desire to engage in collaborative endeavors with colleagues scholars, educators, and practitioners who share a common interest in exploring the convergence of executive coaching and leadership skills. Do not hesitate to contact me for conversations, collaborative research projects, or any questions regarding the implementation of coaching tactics in corporate and educational environments.
... Pathway 2: leadership coaching Professional leadership coaching is one of the most common leadership development tools in organizations (Burt & Talati, 2017) and is traditionally offered to high-potential employees and senior executives within the workplace (Grant, Curtayne, & Burton, 2009). It is a one-on-one relationship where the coach and client partner to co-create leadership goals (Ely et al., 2010) through "a thought-provoking and creative process that inspires them to maximize their personal and professional potential" (Wright, 2022, para. 2). ...
Purpose
The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership.
Design/methodology/approach
Organized around three leadership pathways – leadership training, leadership coaching, and leadership support networks – WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders.
Findings
This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women’s leadership development.
Originality/value
Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011).
... First of all, the data is not based on the survey of coaches' general opinions, but on the observation and reporting of the actual coaching engagements. Although coaches were parts of these engagements, there is a strong 'good practice' imperative for coaches 'not to bring their own agenda' in terms of the content, but to work with what is important to the leader (Bono et al., 2009;Ely et al., 2010;Grant et al., 2009;Ladegard and Gjerde, 2014). This minimises the effect of coaches 'pet theories' and preferences on the process of coaching. ...
Multiple theories of leadership postulate specific capability requirements with an expectation that leaders recognize the need for such capabilities and become motivated to develop them. In the workplace, leaders' development is also expected to respond to the immediate demands of the organizational context. However, what leaders end up learning in the workplace remains largely unexplored. Hence our inquiry is into what leaders choose to learn, when they are in role and face the realities and demands of their immediate and wider environment. In line with Vygotsky's sociocultural theory and concept of 'perezhivanie' we explore what actually becomes important for leaders to learn when they receive developmental support from a coach. We do this by identifying the content of coaching conversations: what is demonstrably discussed in coaching-the main themes of the actual coaching conversations and how the predominance of different themes changes over the coaching engagement. Based on the analysis of the sequencing of coaching themes in 153 organizational coaching engagements we discuss the dynamic interplay of the personal and the organizational agendas in the changing foci of leader learning. We propose a novel and theoretically-grounded explanation of leaders' choices for learning in real complex environments. The results of uniquely gathered data and analysis challenge some current trends in the scholarship and praxis of leader development.
... There needs to be more MBA students and industry in encouraging subordinates to attain goals, improve performance to gain the latest competencies and skills, or accept responsibilities (Rego et al., & e Cunha, 2012). More than MBA students, the industry believed that coaching improves leaders' effectiveness (Ely et al., 2010). However, due to the lackluster leadership spirit of MBA students, they could be more effective in managing teams, possess lower morale and mediocre bottom-line results below the industry's expected results, and might find themselves bypassed by other non-MBA employees (Aquila, 2001). ...
In career advancement research, understanding the nuanced perceptions of promotability is crucial for both Industry Professionals and MBA students aspiring to navigate the professional landscape. The result of this study delves into the methodological nuances of comparing promotability perceptions between these two distinct cohorts, employing the permutation methods as a robust and effective technique, which confirmed the result of the T-test and Cohens d. The permutations method, a nonparametric approach, excels in situations where traditional parametric methods fall short, especially when dealing with small sample sizes and non-normal distributions. There were 31 students and 27 organizations involved in the study. The High Potential Employees (HiPos) is the theoretical framework used to examine the gap between the rating of Industry professionals and MBA students' self-rating. The researcher is interested in identifying the indicators with the widest gap. Learning agility and leadership spirit were the top two indicators with the most extensive positive difference, while turnover intention was the only indicator with a negative difference. Notably, turnover intention and job engagement were the two indicators with a significant statistical difference in rating between MBA students and Industry Professionals. Also, job engagement depicts the highest Cohen's d size comparison. The result of this study unravels the intricacies of the perceived promotability of MBA students based on their self-rating and the industry professionals' perceptions.
... Furthermore, Luntz (2011) introduced nine principles for effective project management leadership, emphasizing people-centeredness, paradigm-breaking, passion, perfection, prioritization, persistence, persuasion, partnership, and principled action. These principles offer a strategic foundation for project management, contributing to the organization's competitive positioning (Luntz, 2011;Ely, 2010). They can also be integrated into the project management development coaching process to clarify the vision of daily operational activities and duties. ...
This inquiry emphasizes executive coaching as an indispensable leadership development tool in cybersecurity project management, encompassing cyber engineering and offensive operations. Effective cybersecurity project management is crucial in today's digital landscape, characterized by ever-evolving cyber threats and vulnerabilities. It extends beyond administrative tasks, serving as the linchpin for resource allocation, risk mitigation, and aligning security measures with organizational objectives. With the evolving cyber threat landscape, cybersecurity project management leaders require technical expertise, effective leadership skills, and a commitment to continuous professional development. This chapter underscores the pivotal role of executive coaching in developing leaders capable of navigating the cybersecurity landscape effectively and ensuring the resilience of critical organizational assets against sophisticated cyber threats.
... We respond to this research gap and calls for studies to empirically validate coaching interventions through multi-source longitudinal data as well as to investigate the mechanisms of its effect on leadership [12,14,15]. We respond to calls for studies to empirically validate coaching interventions through multi-source longitudinal data [16] and to investigate the mechanisms of its effect on leadership [15]. We undertake a quantitative pretest-posttest study that utilizes data sourced from coaches, coachees, subordinates and supervisors. ...
There has been an increasing shift towards individually owned leader development programs within organizations. Whilst leadership coaching is one of these and is gaining in popularity, the mechanisms of its effect remain poorly understood. We develop and investigate a model in which leadership coaching enhances leader effectiveness through coaching’s positive effect on authentic and change-oriented leadership behaviours as well as self-efficacy. To assess the model, multi-source data were collected for organizational leaders (N = 70) pre- and post-coaching. To investigate mechanisms of coaching’s effect, relations between latent change scores were assessed in structural equation modelling using partial least squares indicating that after accounting for base-line scores, coaching-related increases in authentic leadership behaviour has the largest total effect on leadership effectiveness.
... In this case, an effective manager must be able to identify the potential and strengths of everyone in the team and develop them through training and development. Training is often an important part of career development and employee performance, and managers must be able to facilitate and motivate this training process (Ely et al., 2010) E the effectiveness of managerial training in organizations, however many studies show an over-reliance on self-report measures rather than examining the broader impact on managers, co-workers and direct subordinates within the organization (Fillery-travis et al., 2006) Most day-to-day learning takes place in the classroom one-on-one. If the purpose of training is to improve the performance of supervisors, then most of the training offered by the organization is. ...
The purpose of this paper is to provide an overview of each variable that exists by providing answers from researchers in this paper, This research uses qualitative techniques in a way that is relevant to the literature. Literary studies are types or methods of academic writing in the form of literature research. Theoretical analysis and analysis of relationships between variables in Mendeley, Google Scholar, and other sourcebooks and online media journals, research results The variables in this study are still rarely united in one study from various studies only coaching, and leadership development exist. Recommendations in the future are still very rare for researchers to mention between the variables that researchers try to express in this paper, so that in the future this research can be carried out with different methods and different objects to give color to the field of human resources, especially those in the research of this paper
Purpose
The paper aims to explore a divergence between organizational expectations of coaching and what actually happens. Coaching is assumed to start and end with goals and/or objectives that are intended to contribute to organizational performance. Exploring the main topics of coaching conversations and the way in which topics change within individual interventions, this paper questions the assumptions behind the commissioning, contracting and assessment of coaching interventions.
Design/methodology/approach
An initial stage explored coaches’ own descriptions of the content of coaching sessions at different points of a coaching intervention. A thematic analysis produced a taxonomy of 40 sample topics. This taxonomy was then presented to a wider coach population to explore shifts from topic to topic on a case-by-case basis. These shifts are illustrated with alluvial diagrams and principal patterns are discussed from a pragmatic interpretive perspective.
Findings
The coaching conversations studied tended to focus initially on organizationally sanctioned “competencies,” migrating to more personal development issues, in particular topics that relate to the coaching client’s sense of self and identity. It is suggested that contracting for such emergent outcomes may be beneficial to both organizations and practitioners.
Practical implications
The findings pose fundamental questions about the extent of organizational control exercised and the implications of coaching supporting identity work in leaders.
Originality/value
The topics addressed in real coaching interventions and how they develop through the relationship have not previously been studied empirically. The findings represent a significant shift towards an evidence-based understanding of the process.
Dalam era persaingan global yang semakin ketat dan dinamis, peran sumber daya manusia menjadi kian sentral dalam menentukan keberhasilan dan keberlanjutan sebuah organisasi. Pengembangan sumber daya manusia bukan lagi sekadar fungsi administratif, melainkan telah bertransformasi menjadi elemen strategis yang krusial. Buku ini hadir untuk menjawab tantangan tersebut dengan mengupas tuntas berbagai aspek penting dalam manajemen pengembangan sumber daya manusia, mulai dari perencanaan kebutuhan SDM, rekrutmen dan seleksi, pelatihan dan pengembangan, manajemen kinerja, pengembangan karier, hingga evaluasi program pengembangan SDM. Pembahasan dalam buku ini dirancang untuk memberikan perspektif yang seimbang antara landasan teoritis yang kokoh dan aplikasi praktis di dunia kerja. Penulis berupaya menyajikan materi secara sistematis, lugas, dan dilengkapi dengan contoh-contoh relevan sehingga mudah dipahami oleh berbagai kalangan pembaca, baik para mahasiswa yang sedang mendalami studi manajemen sumber daya manusia, para praktisi HR di berbagai level organisasi, maupun para pimpinan perusahaan yang ingin mengoptimalkan potensi sumber daya manusianya. Pembahasan pada buku ini meliputi berbagai topik, antara lain: (1) Konsep Dasar Manajemen, (2) Perencanaan Sumber Daya Manusia, (3) Analisis dan Desain Pekerjaan, (4) Rekrutmen dan Seleksi, (5) Orientasi dan Penempatan Karyawan, (6) Pelatihan dan Pengembangan SDM, (7) Manajemen Kinerja, (8) Pengembangan Karier, (9) Kompensasi dan Benefit, (10) Motivasi dan Kepuasan Kerja, (11) Kepemimpinan dalam SDM, (12) Manajemen Talenta, (13) Budaya Organisasi Perusahaan, (14) Manajemen Konflik dan Negosiasi, (15) Hubungan Industrial dan Serikat Pekerja, (16) Manajemen Perubahan dan Pengembangan Organisasi, (17) Sistem Informasi SDM (HRIS), (18) Etika dan Tanggung Jawab Sosial Perusahaan (CSR), (19) Manajemen SDM Internasional, (20) Pengukuran Efektivitas SDM, (21) Outsourcing dan Fleksibilitas Tenaga Kerja, (22) Manajemen Stres dan Keseimbangan Kehidupan Kerja, (23) Tren dan Tantangan MSDM di Era Digital.
To secure sustainable growth by effectively responding to the rapidly changing environment, innovative behavior and performance creation of employees in corporate organizations became more important than ever. This study is to examine how coaching leadership as an effective leadership strategy affects their Psychological Empowerment, Innovative Behavior, and eventually how these affect Job Performance. The survey was conducted on leaders and members working at the Korean innovation-oriented corporations. The SEM model was utilized using SPSS 22.0 and AMOS 22.0. The results of this empirical analysis are as follows. First, it was found that Direction, Development, and Relationship, sub-variables of Coaching Leadership showed significant positive effects on Psychological Empowerment. Psychological Empowerment showed a significant positive effect on Innovative Behavior and Job Performance, respectively. Second, Direction and Relationship showed positive effects on Innovative Behavior. There were positive mediating effects of Psychological Empowerment between Direction and Relationship and Job Performance. There were positive mediating effects of Innovative Behavior between Development and Job Performance. This study is meaningful to confirm the causal relationship from Coaching Leadership by sub-variables and Psychological Empowerment as psychological and emotional factor, eventually reinforcing corporate competitiveness by improving innovative behavior and quality of human resources and creating corporate performances.
Purpose
The purpose of this study is to connect the effects of a leadership development intervention to team outcomes and show the leader is a conduit to improve teamwork behaviors of team members. The authors fulfill this purpose by describing and evaluating the effectiveness of a leadership development intervention in a health-care setting.
Design/methodology/approach
The authors describe and empirically evaluate a nine-month cohort-based leadership development initiative where leaders participate in multiple hands-on workshops and coaching sessions. During the intervention, leaders were provided opportunities to practice new skills and were encouraged to apply them to their team.
Findings
The findings suggest that through learning and practice, leadership behavior improved, and this behavior led to better follower and team outcomes. More specifically, leaders who were trained had followers who felt they had more guidance in developing their careers, and these leaders had teams who engaged in more teamwork behavior. Further, findings support that program engagement matters; participants must fully engage in the program for direct reports to experience benefits.
Originality/value
Connections between factors of leadership training and the effects on leader, follower and team outcomes are discussed further through teamwork theory. The authors describe the implications of the leadership development intervention from the perspective of both leaders and teams. In doing so, the authors connect the behaviors of leaders to teamwork outcomes by considering how the leader learned effective teamwork skills during the leadership development intervention.
Buku ini merupakan karya komprehensif yang mengulas secara mendalam tentang pengelolaan program pelatihan dan pengembangan sumber daya manusia dalam konteks organisasi modern. Melalui pembahasan yang sistematis, buku ini menyajikan berbagai aspek penting mulai dari konsep dasar, analisis kebutuhan, perencanaan program, hingga implementasi dan evaluasi program pelatihan. Dengan mengintegrasikan teori dan praktik terkini, buku ini tidak hanya membahas metode pelatihan konvensional tetapi juga mencakup tren kontemporer seperti pelatihan berbasis teknologi, pengembangan inovasi, dan program lintas budaya. Para pembaca akan menemukan panduan praktis untuk merancang dan mengelola program pengembangan karyawan yang efektif, termasuk strategi pengembangan karier, program mentorship, dan coaching. Dilengkapi dengan contoh kasus dan best practices dari berbagai organisasi, buku ini menjadi referensi yang sangat berharga bagi para praktisi SDM, manajer, akademisi, dan mahasiswa yang ingin memahami dan mengimplementasikan program pelatihan dan pengembangan karyawan yang berkualitas dalam menghadapi tantangan bisnis yang semakin kompleks.
Despite the widespread acceptance of executive coaching as a relational phenomenon, how these relationships play out in practice tends to be overlooked and under-researched. In this conceptual paper, we argue that the “caring, yet professionally distant” clinical approach to executive coaching is unrealistic. Challenging this approach, we propose a relational communication
perspective on coach-client friendship development, which we situate within the larger relational triad of coaches, leader-clients, and organizational sponsors/decision-makers/superiors. Adopting
micro and macro perspectives, we detail the forces that spark and sustain these friendships, including coaches' relational communication, the sincerity and instrumentality of coaches' relationship motives, and coaching's occupational characteristics. We consider the web of multiple relationships within which executive coaching occurs. Along the way, we discuss challenges to the practice of executive coaching as it relates to personal workplace relationships, and we discuss the ethical implications of these relationships. We conclude with provocative questions to guide future research and practice in both executive coaching and personal workplace relationship arenas.
The first purpose of patient safety coaching is to increase the capability of healthcare leaders, managers, and executives so that they prevent the occurrence of adverse events and keep patients safe from harm. Coaching assists leaders to take a more active role in creating a psychologically safe patient safety environment in which staff feel able to report near misses so that everyone learns from them. Coaching increases leaders’ ability to communicate and relate better with patients and staff members, actively engage in dialog with staff, and encourage others to do the same. Leaders who are coached become more self-and-other aware and more socially adept with colleagues and patients, and learn how to better manage their responses to adverse events when they occur. Leaders who adopt a coaching leadership style listen to what staff members are saying and utilize the strengths of interdisciplinary teams. They encourage staff to analyze situations, think critically about possible outcomes, and take preventative action in relation to potentially adverse situations that may cause patients harm.
This empirical study explores the management competencies required by TVET managers from a coaching perspective. Managerial competencies significantly impact organisational performance in tertiary institutions. Without competent managerial performances, institutions are likely to perform poorly across different measures, from dealing with day-to-day issues to the quality of graduate outputs. In South Africa, managerial performance concerns have become topical in most Technical Vocational Education and Training (TVET) colleges, considering that they are struggling to deliver on the national mandate of becoming an economic tool and fulfilling the industry requirements. Of note is that these TVET colleges encounter numerous challenges that need to be addressed if they are to act as significant drivers in addressing inequality, unemployment, and poverty in the country. To overcome these challenges, the country needs and demands the presence of effective managerial competencies amongst institutional leaders. Therefore, this chapter explores the management competencies required by managers in TVET colleges in South Africa. To achieve this goal, this chapter will first examine contextual issues that define the TVET college education framework in South Africa, including its history and performance levels. Literature that examined leadership and management issues in this sector will be analysed and synthesised to establish the background of the problem being addressed. This will ensure that TVET colleges in South Africa have the required management competencies to achieve organisational goals. In addressing these elements, this chapter relies on action learning theoretical lens to examine the management competencies needed by managers in TVET. In this chapter, empirical work is organised through a mixed survey methodology to collect data from the participants from five (5) TVET colleges in Johannesburg, using a questionnaire circulated online to 85 participants and interviews were conducted through Microsoft Teams and Zoom. Field data is statistical and thematically analysed using the NVivo software application. The conclusion of this chapter presents the core management competencies required by managers in TVET colleges. These include giving effective feedback, being knowledgeable and experienced, being dedicated to personal development, effective communication, and problem-solving. Based on empirical and a review of related literature, the chapter concludes that managers need the management competencies to ensure the provision of inclusive and equitable quality education that promotes lifelong learning for all in TVET colleges in South Africa.
This study aimed to explore the mediating role of collaborative attitude of teachers between coaching-based leadership and work engagement in the context of public elementary school setting. Using a descriptive research design, 203 teaching staff responded to a survey questionnaire, which served as the main instrument of the study. The data gathered were subjected to descriptive statistics such as mean and standard deviation, and inferential statistical analysis, such as Pearson Correlation and Process Macro for mediation. This study revealed that coaching-based leadership were highly practiced among the teachers in all dimensions, including working alliance, open communication, learning and development, and progress and result. Secondly, the engagement of teachers-respondents toward work in physical, emotional, and cognitive was practiced. Thirdly, the respondents observed highly practiced of collaborative attitude. Furthermore, it was found out that the collaborative attitude partially mediates the relationship between coaching-based leadership and work engagement. Thus, the null hypothesis was rejected. With this, the researcher recommends that aside from utilizing coaching-based leadership strategies, collaborative attitude play a vital role in developing and enhancing work engagement among the teachers.
This chapter probes into mentoring's role in fostering inclusive leadership, highlighting empirical studies and practical case studies. By scrutinizing nascent trends, practical approaches, and concrete accomplishments, the chapter emphasizes the profound capacity of coaching to cultivate inclusive leadership. It analyses how mentoring fosters inclusive work environments using empirical research and practical case studies. Organizations increasingly recognize coaching as a catalyst for inclusive leadership, increasing in the face of technological integration, globalization, and a dedication to diversity. This trajectory predicts inclusive environments and positive organizational change on a global scale. The insights provide individuals with valuable guidance as they navigate the dynamics above within their work environments.
This chapter explores the intersection of dialogical communication, leadership coaching, and spirituality, through the lens of the “love conversation” found within John 21: 15–17. The chapter defines dialogue as a useful tool within communication. Next, dialogue and spirituality are explored as useful tools in coaching alongside wisdom culture as a connector of spirituality, dialogue, and coaching. Finally the chapter executes an inner texture analysis of the “love conversation” in John 21: 15–17, which explores the interplay of “agape” and “philia” within the dialogue between Jesus and Peter. Investigating John 21: 15–17, this chapter extracts the implications of the “love conversation,” which are: (a) the meal, (b) the matrix, and (c) the mission to aid in future leadership coaching processes. The hope is for these implications to address the gap between spirituality and leadership coaching, sparking more research for the academy and more resources for practitioners.
В съвременния период, характеризиращ се с непрекъсната трансформация на глобалните предизвикателства, търсенето на ефективни механизми за развитие на лидерството е от изключителна важност. Настоящото изследване, озаглавено ПОЛЗИ ОТ ЕКЗЕКЮТИВ КОУЧИНГА ЗА ПРОФЕСИОНАЛНА И ЛИЧНОСТНА СЕБЕРЕАЛИЗАЦИЯ, изследва значимото влияние на коучинга за ръководители върху ефективността на лидерството в динамична среда. Целта на това изследване е да се проучат начините, по които коучингът подобрява професионалните умения на лидерите и улеснява личностното им израстване и развитие. Основата на това изследване се състои в задълбочено проучване на коучинг подходите, тяхното приложение в развитието на лидерските умения и произтичащите от това ефекти както в индивидуален, така и в организационен аспект. Чрез активното участие в това изследване както учените, така и професионалистите могат да получат ценни знания относно стратегическата ефикасност на коучинга като средство за ефективно ориентиране в сложността на лидерството в съвременната епоха.
В това проучване е използван изследователски дизайн със смесени методи, който обединява количествени данни от структурирани въпросници с качествен анализ от интервюта с професионалисти и управленци. Двойният подход дава възможност за цялостно разбиране на въздействието на коучинга за ръководители върху развитието на лидерството. За разбиране на сложните връзки между коучинг интервенциите и техните резултати върху лидерските компетенции са използвани факторен анализ и моделиране на структурни уравнения (SEM). Методологията подчертава строгостта на изследването, като предлага възпроизводим модел за бъдещи изследвания в областта на коучинга на ръководители и усъвършенстването на лидерските компетенции.
Изследването разкрива, че коучингът за ръководители значително подпомага личностното израстване, обогатявайки самосъзнаването и емоционалната интелигентност на лидерите, което от своя страна повишава тяхната управленска ефективност, способностите им за работа в екип и кариерното им развитие. Тези лични развития допринасят за повишаване на организационната ефективност, което показва двойната полза от коучинга за индивидуалния и корпоративния просперитет. Резултатите от проучването са в подкрепа на стратегическото интегриране на коучинга за ръководители в програмите за развитие на лидери, като подчертават неговата незаменима роля за отглеждането на адаптивни, иновативни и емоционално интелигентни лидери.
Имам желание да си сътруднича с колеги изследователи, преподаватели и практици, които се интересуват от пресечната точка на коучинга за ръководители и развитието на лидерството. Не се колебайте да се свържете с мен за дискусии, съвместни изследователски инициативи или всякакви запитвания, свързани с прилагането на коучинг стратегии в организационна и образователна среда.
Purpose
This case study, within the context of boundaryless and protean career development frameworks, investigates linguistic profiling and how code-switching is used to mitigate its impact on Black leaders during their careers. The experiences of Black women coaches and the coaching support they offered Black women clients in code-switching, leadership and career advancement are described. The value of leadership coaching when used to navigate these career progression challenges is emphasized.
Design/methodology/approach
The study employed a multiple-case study approach of two Black women leadership coaches.
Findings
The findings of this study illustrate the understanding of code-switching and the coaching techniques employed by two Black women leadership coaches. Sage focused on educational strategies, offering historical contexts and resources, while Khadijah leaned on empathy-driven methods, using storytelling to evoke reflection. Both coaches emphasized creating safe spaces for open dialog, encouraged clients to reconsider their actions and values regarding code-switching challenges and sought to prompt clients towards authenticity while navigating career spaces effectively.
Practical implications
Additional strategies for coach practitioners include cultivating trust and a safe environment; active listening; challenging biases and assumptions; contextual understanding; empowering authentic self-expression; fostering skill development; challenging stereotypes; promoting autonomy and flexibility and adopting cross-cultural sensitivity, humility and competence. These practical coaching strategies bridge the gap in career development research by demonstrating how race-conscious strategies can promote workplace inclusivity and promulgate career development.
Originality/value
The study underscores the problem of linguistic profiling, the complexity of code-switching and implications for Black women navigating their career journey within professional spaces. It highlights the significance and value of tailored leadership coaching strategies to promote career advancement. This study addresses the gap in career development research related to linguistic profiling avoidance strategies for workplace inclusivity.
Executive leadership coaching can have significant benefits for police officers and law enforcement agencies in addressing critical issues such as race relations, misconduct, and professionalism. Leadership coaches can help police officers develop a deeper understanding of their own biases and improve their cultural competence. This increased self-awareness enables leaders to foster a more inclusive and respectful work environment, promoting better relationships between officers and diverse communities. Additionally, coaching can help officers enhance their decision-making skills, encouraging them to implement fair and just policies that prioritize accountability and transparency. Ultimately, executive leadership coaching empowers police officers and their superiors to create a more equitable and trustworthy law enforcement system, benefiting both the officers and the communities they serve. This chapter uses theories and research from the literature to argue for the viability of the deployment of executive coaching as a tool to develop better police leaders at every level.
Project management failure is a broad term that encompasses many different areas of mismanagement, from lack of resources to missed deadlines and budgets. According to a 2018 Project Management Institute (PMI) report, the average global success rate for projects was only 53%, meaning that 47% failed to meet their objectives. This statistic is further supported by a 2020 report from the Standish Group, which found that only 28.3% of projects were successful, meaning that the majority (71.7%) of projects failed to meet their objectives. Project management failure can negatively impact organizations, from decreased productivity to decreased customer satisfaction. Leadership skills are a critical aspect of project success. This chapter explores leadership skill development through executive coaching.
Background: This paper emphasizes the importance of diversity intelligence (DQ) in leadership coaching to promote workplace diversity awareness and operationalize diversity within organizations, guiding thoughts and actions.
Purpose: The paper outlines and synthesizes leadership development, coaching, and diversity intelligence concepts, providing recommendations for optimal diversity intelligent coaching programs for organizational development.
Research Design: Using a conceptual approach, the paper draws insights from academic sources on leadership, coaching, and diversity intelligence.
Results: It presents a comprehensive overview, emphasizing designing, implementing, and evaluating diversity intelligent leadership coaching programs to foster diversity-aware leaders and inclusive workplaces.
Conclusions: Incorporating DQ principles enhances coaching effectiveness, fostering inclusive leadership and diverse, equitable workplaces. Recommendations guide decision-makers in designing tailored coaching programs.
Teams are prevalent, indispensable, and effective in the workplace. This chapter, consisting of three sections, introduces the essential elements as well as the interpersonal and task dynamics in teams, which aims to highlight the key concepts and critical theories in a representative but not exclusive manner. The first section illustrates the fundamental components and preliminary interactive patterns in teams, which helps establish a fast structure of the embedded ingredients in teams. The second section explicates the possible inner team dynamics. Further, it denotes the complex team leadership and team learning growth process, which suggests a dynamic view to understanding the interaction and transformation in the teams’ life cycle. Moreover, the third section addresses the emerging topics about the upcoming and sometimes ongoing challenges of the Covid-19 pandemic context, team diversity, and team ethics, which brings in refreshed perspectives to understand further the complexity and controversies about teams in the workplace. Moreover, this chapter has striven to balance academic accuracy and practical entertainment. Hopefully, this chapter will act as a primary stepping stone to accumulating the helpful knowledge and thinking frame to consider issues in teams in the workplace.KeywordsTeam norm and climateTeam roleTeam cooperationTeam cohesionTeam competitionTeam conflictTeam developmental stageThe input-process-output modelPunctuated equilibrium paradigmTeam dynamicTeam learningVirtual teamsTeams in the Covid-19 pandemic contextTeam diversityTeam ethics
Through sustainable development goal 5 (SDG #5) (SADC, 2016), the United Nations obligates nations to promote gender equality and women’s empowerment, a human rights problem. Globally, gender inequality persists as women continue to be marginalized, prevented from advancing, and frequently discriminated against. South Africa has made some progress in this area, as it is listed in the top 20 African nations with the largest number of women in parliamentary posts; however, women continue to be underrepresented in other sectors. Unequal access to power resulting from patriarchal structures spawned by apartheid has resulted in gender inequality.Qualitative research approach was used to collect and analyse data from the participants. Five women between the ages of 38 and 55 years were selected through purposive sampling based on the following characteristics: their background in their career, their contribution to community engagement and ability to inspire and uplift young female leaders. Interviews were, conducted by means of video recording and telephonically, to collect data. Thematic analysis was used to analyse the transcript and data was openly coded, themes were generated from this exercise and supported by insight from the literature. The findings indicate that women in leadership positions, particularly women from disadvantaged backgrounds believe in empowering others in order to address gender disparities. Through participants interviews it is evident that there is a need to uplift women as there are still challenges when it comes to women empowerment, particularly in male dominated environments.KeywordsSustainable developmentWomen empowermentGender inequalityAppreciative inquiry
Workplace ostracism is prevalent and has profound consequences for both organizations and individuals. Based on the conservation of resources and job demands–resources theories, we propose a moderated mediation model to examine when and how workplace ostracism induces employee turnover intentions in China. We collected 214 valid questionnaires from a two‐wave survey conducted in 28 Chinese hotels. The results indicate that workplace ostracism is positively associated with employees' turnover intentions. Moreover, this relationship is mediated by job insecurity and is stronger when coaching leadership is low. These findings shed light on the role of job insecurity and coaching leadership in the relationship and the importance of mitigating the destructive effects of workplace ostracism. The theoretical and practical implications are discussed.
Although training evaluation is recognized as an important component of the instructional design model, there are no theoretically based models of training evaluation. This article attempts to move toward such a model by developing a classification scheme for evaluating learning outcomes. Learning constructs are derived from a variety of research domains, such as cognitive, social, and instructional psychology and human factors. Drawing from this research, we propose cognitive, skill-based, and affective learning outcomes (relevant to training) and recommend potential evaluation measures. The learning outcomes and associated evaluation measures are organized into a classification scheme. Requirements for providing construct-oriented evidence of validity for the scheme are also discussed.
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 outcomes of learning are persistent states that make possible a variety of human performances. While learning results are specific to the task undertaken, learning investigators have sought to identify broader categories of learning outcomes in order to foresee to what extent their findings can be generalized. Five varieties of learning outcomes have been distinguished and appear to be widely accepted. These categories are intellectual skills (procedural knowledge), verbal information (declarative knowledge), cognitive strategies (executive control processes), motor skills, and attitudes. Each of these categories may be seen to encompass a broad variety of human activities. It is held that results indicating the effects on learning of most principal independent variables can be generalized within these categories but not between them. Five categories exist because (1) they differ as human performances, (2) the requirements for learning them are different despite the pervasiveness of such general conditions as continguity and reinforcement, and (3) the effects of learning differ. It is argued that these categories represent a functional middle ground and are well-suited as a basis for future research. (50 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executive coaching has become increasingly popular despite limited empirical evidence about its impact and wide disagreement about necessary or desired professional qualifications. This article examines the practice of executive coaching, investigating the useful underlying theories by reviewing previous research. It also provides a conceptual framework of executive coaching, integrating the literature on executive coaching and related areas such as mentoring, career success, 360-degree feedback, and training and development. The significance of this article lies in its inte-gration of the extant literature on executive coaching and the development of a conceptual framework of executive coaching and related propositions derived from the literature. The article discusses the implications for future research and for human resource development.
A major problem in leadership research and theory has been lack of agreement about which behavior categories are relevant and meaningful. It is difficult to integrate findings from five decades of research unless the many diverse leadership behaviors can be integrated in a parsimonious and meaningful conceptual framework. An emerging solution is a hierarchical taxonomy with three metacategories (task, relations, and change behavior). Confirmatory factor analysis of a behavior description questionnaire found more support for this taxonomy than for alternative models.
Does executive coaching really work? Does it help improve leadership effectiveness and productivity? This action research study answers these questions by tracking the progress of 281 executives participating in a six-month coaching and 360 feedback process. The results suggest that the combination of multi-rater feedback and individual coaching do increase leadership effectiveness up to 60 per cent -- according to direct report and peer post-survey feedback. Implications of the results for future executive development programs are discussed, and specific recommendations are provided.
The knowledge base of coach-specific research detailing theories, techniques and outcomes of coaching is growing annually. However, little is known about coaches themselves. This paper reports on a large scale survey of coaches. A total of 2,529 coaches responded to an online survey conducted in 2003 amongst International Coach Federation (ICF) members. Data on credentialing, prior professional background, and current coach practice were collected. The coaches in this study had overwhelmingly graduated from or have been enrolled in a coach training program and virtually all had come to professional coaching from a prior professional background. In addition, data on coach demographics, coaching process and demographics were collected. This paper reports in detail on these findings, and makes suggestions for future research directions.
Within the context of an expanding market for coaching in all its forms organisations are asking the questions ‘Does coaching work?’ They seek evidence of a return on investment. We argue within this paper that this is the wrong question. Before we can ask whether coaching works we must ask how is it being used, is a coherent framework of practice and finally is it perceived or quantified as being effective within that framework?
We review the practitioner and academic literature as well as our own research to address each of these questions in turn. We posit a framework of practice based upon the coaching agenda identify by coachee and coach within the contracting phase of the engagement. This encompasses the coaching mode and role as well as the supervisory relationships which exist. The research literature is then considered in the context of the framework.
A procedure was tested for the construction of evaluative rating scales anchored by examples of expected behavior. Expectations, based on having observed similar behavior, were used to permit rating in a variety of situations without sacrifice of specificity. Examples, submitted by head nurses as illustrations of nurses' behavior related to a given dimension were retained only if reallocated to that dimension by other head nurses, and then scaled as to desirability. Agreement for a number of examples was high, and scale reliabilities ranged above .97. Similar content validity should be obtained in other rating situations. (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)
Psychologists working in the emerging competency area of "executive coaching" must promote a more complete understanding of what constitutes effectiveness in this arena—particularly when the expected outcome is sustained behavior change. Experienced psychologists must accept accountability for the need to inform and educate corporate decision makers about the core skills, competencies, experience, and related professional issues critical for successful outcomes. These educative efforts are essential if executive coaching for sustained behavior change is to be established as a respected consultative area adding value to organizationally based leadership development initiatives. The purpose of this article is to begin the dialogue among psychologists about the need to become more proactive in their educative efforts with these decision makers. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This survey focused on the effectiveness of a coaching program commissioned by a global company for high potential employees who wanted to develop their emotional competence. Survey results indicated sustained learning and behavior change among program participants over an extended period. Successful outcomes appeared to be related to the careful scrutiny of program participants, a collaborative model, an insight-oriented coaching approach, and persistent efforts to brand the program as a developmental resource. This work also indicated areas of continued opportunity for consulting psychology to include: the developmental branding of coaching initiatives, the need for early career coaching, ways to connect coaching results to existing HR practices, how to deliver high impact coaching in cross-cultural settings, and the critical need for empirical research in the areas of coaching and organization-based consultation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
[Correction Notice: An erratum for this article was reported in Vol 60(1) of
Consulting Psychology Journal: Practice and Research (see record
2009-06606-001). The author would like to indicate that unfortunately, Peterson’s (1993) dissertation on executive coaching outcomes was excluded from the original literature review conducted by Kampa-Kokesch and Anderson (2001). Later, Kampa and White (2002) stated that Peterson’s (1993) dissertation was excluded due to the programmatic nature of the coaching conducted in the study. Specifically, it was written, “this research did not investigate executive coaching as practiced by consultants in the field,” (p. 145). However, all of the coaches in Peterson’s study were field-based PDI consultants and the individuals being coached did receive individual coaching from those consultants. In the future, Peterson’s research, which was a well-designed long-term outcome study of 370 coaching participants, should be reviewed when considering executive coaching outcomes.] Executive coaching as a consultation intervention has received increased attention in the literature within the past decade. Executive coaching has been proposed as an intervention aimed toward helping executives improve their performance and consequently the performance of the overall organization (R. R. Kilburg, 1996c). Whether or not it does what it proposes, however, remains largely unknown because of the lack of empirical studies. Some also question whether executive coaching is just another fad in the long list of fads that have occurred in consultation and business. To explore these issues and the place of executive coaching in consulting practice, this article critically examines the literature on executive coaching. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Examined the dimensionality of comprehensive participant reactions to training based on the premise that a refined understanding of the dimensions or facets of participant reactions will increase the validity and utility of those judgments and thereby lead to an increased understanding of the role specific reactions play in training effectiveness. Participant reaction forms, designed to collect Level I evaluations for a variety of training programs, were collected from 9,128 employees of a government agency. Ss were asked to report basic demographic data as well as reactions to the training program, responses were anonymous and data collected were included in a large database from which the analysis reported was conducted at a later time. Ss were from a mix of job families and levels. 38.9% were 40–49 yrs old, 27.4% were 30–39 yrs old, 12% were 50–59 yrs old, 1.2% were 60+ yrs old and 2.5% were 17–29 yrs old. Results show that participant reactions are multidimensional and that utility judgments represent an underlying dimension. It is concluded that participant reactions are useful criteria to examine in evaluation of training programs and that treating reactions as unidimensional may mask their true relationship to other measures of training effectiveness. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article demonstrates that executive coaching efficacy can be measured empirically. It describes the application of C. P. Alderfer's & L. D. Brown's (1972) "Empathic Organic Questionnaire" to executive coaching by summarizing a case in which it was adapted and utilized, by detailing the instrument's construction and administration, and by reporting the results of paired sample t tests of 40 items rated by 20 respondents representing a diverse sample of the client's organization. The findings support the hypothesis that the coaching client would be rated as changing most the behaviors directly related to stated coaching objectives; next, behaviors indirectly related to objectives, and least, behaviors not addressed in coaching. It concludes by considering the inextricability of sound practice and sound measurement. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Provides consulting psychologists with an overview of an approach to executive coaching that took place over 3 yrs with a troubled leader. An ongoing 360-degree assessment together with numerous "loops" of feedback and developmental counseling sessions served as the baseline for coaching an autocratic and coercive but valued executive. This case study (of a male executive in his mid-forties) explores a process that was iterative and interlaced and that resulted in significantly different and more positive and functional leadership behavior. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executive coaching can focus on personal behavior change, enhancing leadership effectiveness, fostering stronger relationships, personal development, and/or work-family integration or specific performance issues on the job. K. M. Wasylyshyn (2003a) and H. Levinson (personal communication, 2003) suggested that executive coaching reaches for a deeper level of clinical and therapeutic intervention. The authors propose a health-enhancing, developmental model of coaching anchored in a process of deep interpersonal communication. This approach is neither a surface approach nor a therapeutic approach. It is an interpersonal approach focused on safe, secure communication in which difficult, complicated issues are addressed and where crucial conversations occur. In this process, the executive is approached as a person, one who stands behind the executive mask or facade. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
More and more too executives are seeking help with the myriad challenges found in today's marketplace, and they're finding that assistance in a willing listener and trusted adviser-an executive coach. This person provides fresh and invaluable insight or simply serves as a sounding board for new ideas. Junior executives and the newly promoted find it as a way to develop potential, build a team atmosphere and inspire company loyalty. Others turn to coaches for direction and a new focus to stalled careers.
Many executive education programs that are focused on leadership now use multisource feedback. Both the faculty and clients then hope that providing this feedback will lead to performance improvements. Multisource feedback research has shown, however, that the extent to which improvement occurs depends on a variety of personality variables. Researchers have both suggested and to some extent shown that providing coaching in addition to giving the multisource feedback increases the amount of performance improvement. Few empirical studies have, however, explored what it is that coaches do that leads participants to improve their performance after an executive education program. To better understand what participants find effective in the coaching they receive, we conducted a qualitative study of the coaching perceptions of managers participating in executive education programs. The key finding, which seems to contradict much of the existing coaching literature, is that participants in multisource feedback coaching sessions in executive education programs expected and wanted their coach to take an active role in interpreting their results and in making action recommendations.
There is a truism about applied research that an inadequate concept of change leads to diminished or misguided applied research. Hence this paper urges distinguishing kinds of change, distinctions which are suggested by experience and also are supported with evidence generated by exotic statistical and computational techniques in which we have been engaged. An immediate pay-off of making such distinctions is more definite reliance on existing research findings, whose interpretation is necessarily related to their underlying concept of change. More central still, the goal is to facilitate the design and evaluation of efforts to improve the human condition and the quality of life, especially in organizations.
Initially, conceptual clarification of "change" will show that at least three kinds seem distinguishable. Later, data from a study of a "successful" Flexi-Time intervention will be used to test these conceptual clarifications. Detailed statistical analysis will support the broad position that a unitary concept of change is inappropriate and may be seriously misleading.
People tend to hold overly favorable views of their abilities in many social and intellectual domains. The authors suggest that this overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. Across 4 studies, the authors found that participants scoring in the bottom quartile on tests of humor, grammar, and logic grossly overestimated their test performance and ability. Although their test scores put them in the 12th percentile, they estimated themselves to be in the 62nd. Several analyses linked this miscalibration to deficits in metacognitive skill, or the capacity to distinguish accuracy from error. Paradoxically, improving the skills of the participants, and thus increasing their metacognitive competence, helped them recognize the limitations of their abilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this study was to derive inductively a taxonomy of managerial performance requirements from many empirical studies of manager perfor- mance. Toward that end, 26 dimension sets were first gathered from published and unpublished studies of manager performance. Most of these studies in- volved critical incidents, and all of them were empirically based. lbenty-five industrial psychologists experienced in research on managers then indepen- dently sorted the 187 managerial performance dimensions into categories ac- cording to perceived similarity in content. These sortings were used to construct a pooled 187 times 187 correlation matrix, and the matrix was factor analyzed. The 18-factor solution is offered as an inductively derived, expert judgment-based summary of managerial performance requirements, using data from many manager jobs and numerous organizations. This taxonomy is compared to other dimension sets, and its potential usefulness discussed.
Coaching is a much-discussed topic on which little has been written
at a thoeretical level. Relates coaching to Bandura's theory of
sefefficacy and Schon's work on developing reflective practitioners.
Claiming that enhancement of self-efficacy (a sense of mastery in a
particular domain) is central to coaching, describes how self-efficacy
is acquired in general, how it can be enhanced in coaching on
leadership, and what characterizes good coaches.
While the field of one-to-one executive coaching is expanding quickly, there is a dearth of research on this subject. This paper seeks to explore the impact of executive coaching on five executives, and takes two broad directions. Firstly, conversations with executives were examined to identify the views that emerged from the data. Secondly, the conversations were examined in the light of a model of evaluation devised by Guskey. Both perspectives combined to provide an overview of the executives, their work, and what learning may have occurred. Learning, executive coaching, professional development, effectiveness/evaluation The assistance of Associate Professor Colin MacMullin with this article is acknowledged.
Purpose
This article aims to test the effectiveness of coaching for middle and executive level managers within a large recruiting organization.
Design/methodology/approach
Participants set goals to achieve during a 12‐month coaching programme. The sample consisted of middle managers ( n =30) and executive managers ( n =29) involved in US Army recruiting. Outcomes included measures of coached participants' achievement of quota and personal goals, and assessment on nine leader competencies and buy‐in over the one‐year coaching period.
Findings
Coached managers outperformed un‐coached, but experienced/incumbent counterparts. The strongest impact of coaching on performance was for middle managers and their subordinates (as opposed to executive managers). Both groups of participants demonstrated growth on some dimensions of recruiter‐leader competencies and achievement of self‐set goals.
Research limitations/implications
A small and nontraditional sample of military recruiters was used. Future researchers can build on the approach outlined here to more concretely evaluate the impact of their coaching efforts in other populations.
Practical implications
Coaching all recruiter managers could translate into a return on investment of several thousand additional recruits. In addition, the achievement of personally relevant goals with the help of coaching, the development of leader competencies indicates real benefit associated with this form of goal‐based coaching.
Originality/value
We offer one of the first empirical evaluations of the effectiveness of a goal‐based leader coaching intervention. Practitioners and researchers can benefit from this approach by using it to improve coaching effectiveness and demonstrate value to the clients they serve.
When the topic of the return on investment ("ROI") of coaching comes up among coaching professionals, there is often skepticism about its ultimate usefulness. This may be rooted in the notion, held by some, that it is essentially impossible to accurately measure ROI. This paper reports on our efforts to develop a meaningful methodology for the study of return on investment broadly construed, of executive coaching. We will present a brief overview of the rationale for continued efforts to come to grips with the ROI challenge followed by a description of the methodology developed by the research team and some of the results from the study to date. Our goal has been to create an approach that will help organizations enhance informed decision- making regarding how to invest in executive leadership coaching, as well as to share information about the impact and value of leadership coaching with the larger leadership development communities. THE CONTEXT FOR MEASURING IMPACT As we know, executive leadership coaching has grown in popularity and application over the past several decades. The reasons for the expansion of leadership coaching are many. The task of being an executive has arguably become much more difficult and expansive. More leaders now routinely deal with significant ambiguity, disruptive changes and pressures to perform in an increasingly global and diverse context. They are asked to be both strategic decision makers and masters of the "soft" skills required to effectively manage people. At the same time, due to the pace and magnitude of change and the disruption within organizations themselves, the relationships that can support personal development and learning, an absolute requirement for effective leadership, are often lacking. Into this breach has stepped, among other professionals, the executive coach - who is tasked with helping guide leaders and managers toward betterment.
There is a truism about applied research that an inadequate concept of change leads to diminished or misguided applied research. Hence this paper urges distinguishing kinds of change, distinctions which are suggested by experience and also are supported with evidence generated by exotic statistical and computational techniques in which we have been engaged. An immediate pay-off of making such distinctions is more definite reliance on existing research findings, whose interpretation is necessarily related to their underlying concept of change. More central still, the goal is to facilitate the design and evaluation of efforts to improve the human condition and the quality of life, especially in organizations.Initially, conceptual clarification of "change" will show that at least three kinds seem distinguishable. Later, data from a study of a "successful" Flexi-Time intervention will be used to test these conceptual clarifications. Detailed statistical analysis will support the broad position that a unitary concept of change is inappropriate and may be seriously misleading.
Purpose
The purpose of this paper is to increase understanding of the business impact of executive coaching and enhance the utilization of coaching throughout the firm.
Design/methodology/approach
The ROI study consisted of a three‐step process: understand the business value expected by the firm's senior leadership; document what staff have learned from coaching; explore how staff applied what they learned from coaching to create intangible and monetary value for the business.
Findings
After the effects of coaching were isolated: monetary benefits were discounted by the isolation (interviewees were asked how much of the value did they attribute directly to their coaching experience) and error percentages; two extreme values were eliminated from the analysis, each totaling over half a million dollars; all monetary benefits were reduced by an additional 50 percent to ensure a conservative set of monetary benefits; Coaching produced intangible and monetary benefits for seven out of eight business impact areas; and ROI of $3,268,325 (689 percent)
Practical implications
Attaining business benefits requires taking a more proactive stance in how coaching is managed: ongoing measurement of the value of coaching should be linked to the achievement of specific business objectives and value propositions set by Booz Allen officers; periodic reviews of progress and business outcomes will suggest ways to increase business value and meet senior leader expectations.
Originality/value
Provides leaders of executive development programs with an approach to assess the monetary value of executive coaching.
Executive leadership has been a long-standing concern of the U.S. Army. However, prior to 1980, much of the military research focused on generic dimensions of leadership or were specifically concerned with leadership at lower grades. Accordingly, in the early 1980s, the Army recognized a need for greater and more focused research on the nature of leadership at the brigade command level and higher. This interest parallels the increasing focus on top organizational leadership in the nonmilitary literature. As a consequence of this increased attention and interest, the U.S. Army Research Institute for the Behavioral and Social Sciences (ARI) started a program of research, under the direction of T. Owen Jacobs, that focused on the nature and determinants of effective military executive leadership. The mission of this research was to develop and test concept materials for doctrine development at the executive level, formulate an executive development system, and formulate and test methodology for restructuring Army organizations to achieve gains in productivity, effectiveness, and esprit.
Despite the phenomenal growth of executive coaching in recent years, there has been little empirical research on its effectiveness. Executive coaching is typically delivered with 360 degree feedback and training. This study tests whether there are significant differences in leadership behavior change for participants who: received feedback alone; received feedback and attended a leadership training program; and received feedback, attended training and received executive coaching. Preliminary results, conclusions and recommendations are discussed. (Contains 2 figures and 1 table.)
This paper describes a piece of academic research that explores the experiences of a group of managers taking part in an externally-provided coaching programme. It describes the background to the programme, outlines the benefits identified by participants and offers a model arising from the research. Data from individual managers on the perceived benefits of coaching were gathered through semi-structured questionnaires. This provided the basis for the creation of the ‘Inner and Outer Model of Development’ that describes how the internal qualities of self-awareness and confidence enable and stimulate the five external competencies of management, assertiveness, understanding difference, stress management and work/life balance. Acting as the conduit and mediator between these two groups are communication skills. The research concludes that coaching substantially increases the effectiveness of the links between self-development, management development and organisational effectiveness.
First, this chapter draws upon previous literature, particularly Kampa-Kokesch and Anderson's review (2001) of the executive coaching literature, to address what coaching is and how it is practiced. Executive coaching is defined as a formal, ongoing relationship between an individual or team having managerial authority and responsibility in an organization, and a consultant who possesses knowledge of behavior change and organizational functioning. The goal is that of creating measurable behavior change in the individual or team that results in increased individual and organizational performance. The history and themes extracted from the literature will be briefly summarized and further discussed. The 6 themes are: (a) definition, (b) purpose, (c) methodologies and techniques, (d) distinctions from therapy and counseling, (e) credentials of coaches, and (f) recipients of executive coaching. Second, we seek to answer the question of whether executive coaching has any value--does it work? We do this by examining the results of several empirical studies, drawing out the practical implications. Finally, we outline the questions we believe have been answered by the work in the field to date and suggest directions for the next push in the evaluation of the efficacy of coaching. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes how each one of 4 successive career stages—apprentice, colleague, mentor, and sponsor—involves different tasks, relationships, and psychological adjustments. High performance is considered to be performing well within the appropriate role. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
What makes for success at the highest levels of executive leadership? Until recently, most research has been conducted with middle-level managers, whose success is based on distinctively different attributes than success for those at the highest levels of an organization. To work with senior executives, it is critical to understand these distinctions. In this volume, the most recent research on the skills, knowledge, abilities, and other characteristics that define effectiveness of senior executive is examined and integrated in a comprehensive and systematic way for the first time. Industrial psychologists, organizational consultants, and others who work with executive leaders can use this integrated framework to develop innovative ways of assessing, selecting, training, developing, and coaching executives based on solid empirical data. Graduate students and other researchers will find exciting research paradigms in which the most pressing research questions are defined and recommendations are made for avoiding some of the methodological problems that have plagued research on executive leadership in the past. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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)