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The Realities of Executive Coaching
... Coaching is distinct from mentorship and peer support and involves inquiry, encouragement, and accountability to increase self-awareness, motivation, and the capacity to take effective action. [21][22][23][24][25][26][27][28][29][30] Coaches do not need to be physicians or directly involved in health care. Professional coaching can be tailored to focus on the aspects desired by recipients and can assist individuals in their effort to navigate their professional life, their choices, and the direction of their career. ...
... Professional coaching has been associated with improved retention, interpersonal relationships, job satisfaction, organizational commitment, ability to manage complexity, and communication skills. [21][22][23][24][25][26][27][28][29][30][31] A limited number of randomized clinical studies of professional coaching have been conducted evaluating aspects of well-being. 30 Studies on professional coaching published to date have substantial variability in their design, sample size, use of intention-to-treat analysis, and coaching intervention (number and length of sessions as well as time period), and findings have been mixed in regard to the effect on symptoms of depression, anxiety, and stress. ...
... Professional coaching is widely used in industries outside of medicine and has been demonstrated in studies of other professionals to enhance leadership and managerial and interpersonal skills and to foster personal growth. [21][22][23][24][25][26][27][28][29][30][31] The telephone-based coaching approach used in this study (as opposed to in-person coaching) is universally available to physicians in the United States, making it relevant to all practice settings. The use of professional coaches from outside the organization incurs cost, but then so would internal coaching (eg, by taking the coaches away from other activities in which they might generate revenue). ...
Importance
Burnout symptoms among physicians are common and have potentially serious ramifications for physicians and their patients. Randomized studies testing interventions to address burnout have been uncommon.
Objective
To explore the effect of individualized coaching on the well-being of physicians.
Design, Setting, and Participants
A pilot randomized clinical trial involving 88 practicing physicians in the departments of medicine, family medicine, and pediatrics who volunteered for coaching was conducted between October 9, 2017, and March 27, 2018, at Mayo Clinic sites in Arizona, Florida, Minnesota, and Wisconsin. Statistical analysis was conducted from August 24, 2018, to March 25, 2019.
Interventions
A total of 6 coaching sessions facilitated by a professional coach.
Main Outcomes and Measures
Burnout, quality of life, resilience, job satisfaction, engagement, and meaning at work using established metrics. Analysis was performed on an intent-to-treat basis.
Results
Among the 88 physicians in the study (48 women and 40 men), after 6 months of professional coaching, emotional exhaustion decreased by a mean (SD) of 5.2 (8.7) points in the intervention group compared with an increase of 1.5 (7.7) points in the control group by the end of the study (P < .001). Absolute rates of high emotional exhaustion at 5 months decreased by 19.5% in the intervention group and increased by 9.8% in the control group (−29.3% [95% CI, −34.0% to −24.6%]) (P < .001). Absolute rates of overall burnout at 5 months also decreased by 17.1% in the intervention group and increased by 4.9% in the control group (−22.0% [95% CI, −25.2% to −18.7%]) (P < .001). Quality of life improved by a mean (SD) of 1.2 (2.5) points in the intervention group compared with 0.1 (1.7) points in the control group (1.1 points [95% CI, 0.04-2.1 points]) (P = .005), and resilience scores improved by a mean (SD) of 1.3 (5.2) points in the intervention group compared with 0.6 (4.0) points in the control group (0.7 points [95% CI, 0.0-3.0 points]) (P = .04). No statistically significant differences in depersonalization, job satisfaction, engagement, or meaning in work were observed.
Conclusions and Relevance
Professional coaching may be an effective way to reduce emotional exhaustion and overall burnout as well as improve quality of life and resilience for some physicians.
Trial Registration
ClinicalTrials.gov identifier: NCT03207581
... Coaching in the workplace is a much more recent development. The initial focus of coaching managers was directed at remedial actions to address destructive behaviours of talented executives (Corbett & Kennedy, 2014;Kauffmann & Coutu, 2009). Although the residual stigma still remains that coaching is remedial, coaching has developed into a popular proactive approach to leadership development, rather than being remedial (Corbett & Kennedy, 2014;Gavett, 2013). ...
... As far as could be established, no country has legislative regulations that define and regulate the profession or accreditation of coaches (ICF, 2015;SIOPSA, 2014). Some coaches are certified by selfappointed bodies, but most are not (ICF, 2013;Kauffmann & Coutu, 2009). Although some of these bodies provide decent training and guidance, there is no regulation over the large number of organisations that do training or certification of coaches (Underhill, et al., 2013). ...
... However, less than 10% of the higher degrees relate to coaching; the vast majority of coaches only have some form of certificate as coaching qualification. Coaches mainly come from consulting and management backgrounds, with only around 15% coming from careers in the behavioural sciences (Kauffmann & Coutu, 2009;Newnham-Kanas, Morrow, & Irwin, 2012;Pennington, 2009). Practicing coaches tend not to rank a background in behavioural sciences such as psychology as an important coaching requirement, whereas criteria such as coaching experience, clear methodology and ability to measure outcomes are ranked much higher (Kauffmann & Coutu, 2009;Marsden, Humphrey, Stopford, & Holder, 2010;Newnham-Kanas, Morrow, & Irwin, 2012). ...
Coaching is one of the fastest growing industries. However, ethical insights on coaching are not developing at the same rate. Even highly qualified coaches can find themselves involved in serious ethical issues, especially in a multi-cultural context. This chapter is a philosophical and normative analysis from a meta-theoretical literature review. Ethical issues are identified, questionable approaches in coaching psychology is critiqued and a model for ethical coaching in a multi-cultural context is developed under eight themes: coaching regulation, scientific foundation, normative issues, diagnostic assessments, confidentiality and conflicting interests, dependency, keeping coaching boundaries and coaching proficiency. Coaching ethically is complex and fraught with ethical issues that can easily be missed. Identification of the ethical issues in coaching psychology creates better understanding of potential ethical pitfalls and how to avoid them. This can lead to a more ethical, and thus sustainable coaching industry.
... However, organizational coaching theory and research are obstructed by the lack of a shared knowledge base. Kauffman and Coutu (2009) conclude that no overarching definition of coaching exists. This paper aims to fill that void by providing an updated continuum of coaching practices as well as integrative terminology to encompass all coaching forms in organizational contexts. ...
... D. believes a consultant offers advice and opinions in the best interest of the client. Furthermore, Kauffman and Coutu (2009) see consultants as providing expert-advice, while coaches help executives discover their own answers. ...
... As a result, the coaching approach to organizational coaching involves the use of distinct coaching terminology as well as the ability to frequently use questions and/or advice on a contingent basis. Other researchers, such as Kauffman and Coutu (2009), also have attempted to differentiate among consulting, coaching, and therapy. However, they do so without focussing on the multiple formats or different approaches to coaching in organizations. ...
... Harvard Business Review (HBR) survey of 140 coaches found that most executive coaching engagements are initiated by human resources, the coachee, or the coachee's manager (Kauffman & Coutu, 2009). It is often suggested that executive coaching is a popular resource in contemporary leadership and management circles due to tremendous uncertainty, competition and change in today's organizations and workplaces (Bluckert, 2004;Bowles & Picano, 2006;Colombo & Werther, 2003;Giglio, Diamante & Urban, 1998;Katz & Miller, 1996;Saporito, 1996). ...
... The typical executive coaching experience and relationship provides a coached person with help from a qualified coach (external or internal) in evaluating and achieving the coachee's salient developmental goals, performance goals, and/or change goals (Davidson & Gasiorowski, 2006). Based on their recent HBR survey of 140 executive coaches Kauffman and Coutu (2009) reported that the vast majority of all survey respondents provided assistance to coachees by facilitating a transition in or up (96%), developing the capabilities of a high-potential manager (94%), acting as a sounding board on organizational dynamics (94%), and enhancing the interactions of a team (91%). ...
... Also, executive coaching is a complex interpersonal process that unfolds over time. For example, Kauffman & Coutu (2009) conducted an HBR survey in which 140 ...
... A significant criticism is that there are no unifying guidelines or regulations in place (Feifer et al., 2006;Moulton et al., 2013). In executive coaching, for example, the coachee (often referred to the executive manager being coached), the "client" (often referred to as the organisation) and the executive coach are equal partners (Coutu and Kauffman, 2009;Joo, 2005;Stokes and Jolly, 2010). ...
... The academic community has extensively explored executive coaching as a population of managers who have already attained a great deal of success in their careers. Their future development requires them to shift their perspective in a way to enhance their technical competence with a more strategic view or to temper their driving leadership style with greater political awareness and practical influence skills (Cox et al., 2014;Coutu and Kauffman, 2009;Honey and Mumford, 1992;Joo, 2005;McCormick and Burch, 2008;Passmore, 2010;Peltier, 2011). In this study, the target population are learning and development professionals composed of senior civil servants (known as senior public officers) and coach instructors who work independently but provide executive coaching services to several sectors in Malta (public/private). ...
Purpose
The present study aims to conduct a critical review of an existing set of practices within the Maltese public sector.
Design/methodology/approach
This study is based on interpretivism (people-centred approach) embedded in a pragmatic research paradigm (the use of mixed methods).
Findings
Misconceptions about the role and practice of executive coaching in Malta relates to the similar roles ascribed to mentoring, supervision, therapy, consultation, coaching, audit and watchdog under the misnomer of “coaching”.
Research limitations/implications
The main contribution of this research is to the community of professional practitioners as well as to the Maltese central government to improve managerial effectiveness in the Maltese public sector with several endorsed policy-level recommendations presented in the study.
Practical implications
The results suggest a restructuring of a well-defined, structures, systems and dynamics within the Maltese public administration, the ability by senior management including senior public officers (SPOs) to recognise high-potential talents, the need to expand leadership capacity, the establishment of a professional coaching body and a national coaching network framework.
Originality/value
To the best of the authors’ knowledge, this is the first study that investigates the role and impact of executive coaching in the Maltese public sector using quantitative and qualitative empirical data.
... A potential candidate for customised support is transition coaching, a subcategory of business and executive coaching (Freedman, 2011;Kauffman & Coutu, 2009;Witherspoon & Cannon, 2004). Transition coaching is a personalised, one-on-one intervention that aims to support transitioning leaders. ...
... Organisations attempt to support transition leaders via various interventions such as leadership development programmes, mentoring and transition coaching (Freedman, 2011;Watkins, 2003). The jury is still out on the effectiveness of leadership development programmes (Avolio & Hannah, 2008), but transition coaching seems to hold promise due to its individual, one-on-one nature (Kauffman & Coutu, 2009;Witherspoon & Cannon, 2004). ...
This thesis investigates the effects of the home-country political embeddedness of emergingmarket multinational corporations (EMNCs) on reverse knowledge transfer (RKT). The findings show that headquarters’ political embeddedness acts as both a driver and a barrier to RKT in EMNCs, which creates a paradox. Specifically, on one hand, headquarters’ political embeddedness triggers strong intentions to acquire knowledge from subsidiaries. On the other hand, it hampers RKT practices in EMNCs by engendering several organizational barriers, including headquarters’ low absorptive capacity, inferior performance of headquarters’ entrepreneurial role, less willingness of subsidiaries to transfer knowledge, and larger organizational distance between HQ and subsidiary.
... Coaching is a strategy that is often used to support leaders during a transition (Freedman, 2011;Kauffman & Coutu, 2009;Witherspoon & Cannon, 2004). This emerging form of coaching is described by some scholars as transition coaching (McGill et al., 2019;Terblanche, Albertyn, & Van Coller-Peter, 2018) or career coaching (Parker, 2016) and in this research is defined as 'an individual coaching intervention aimed at supporting the transitioning leader by addressing issues that may prevent them from being effective in the new role' (Witherspoon & Cannon, 2004). ...
... The preceding review showed that leadership transitions are complex, demanding events and that failure rates are high with severe consequences for the individuals and their organisations. Transitioning leaders need to be supported, and one form of support is transition coaching, seen to hold potential due to its personalised, one-on-one and in-depth nature (Kauffman & Coutu, 2009;Kombarakaran et al., 2008). Learning occurs during career transitions and coaching interventions. ...
Corporate leaders are frequently promoted into senior positions without the requisite capabilities to be successful in such career transitions. A significant proportion fails with substantial negative personal and organisational implications. Incumbents need to adapt through a flexible learning process that transcends superficial change. Transformative learning alters deeply held perspectives and world views and has long-term efficacy, while transition coaching, used sporadically at present, is a personalised learning process. This research created a novel synergy between transformative learning theory and transition coaching using a combination of grounded theory principles (16 participants) and canonical action research (6 participants). The findings yielded two results: the transformative transition coaching framework that appears to facilitates deep, lasting changes in an individual’s perspectives and world views during senior career transitions; and a novel coaching state transition notation that could help coaches to graphically track coachees’ transition progress. By undergoing transformative learning through coaching, transitioning leaders may increase their chances of success in their current and future roles.
https://www.tandfonline.com/eprint/9RF5ISWVMAHKW73C9W3S/full?target=10.1080/09585192.2019.1688376
... Second, approaches to executive coaching vary (Creane, 2006;Peterson, 2011;Whitmore, 2002;Zeus & Skiffington, 2000); this is in part because of the diverse backgrounds of executive coaches, which include different disciplines within psychology, management, training, and teaching (Grant, 2007). Third, executive coaching is a highly confidential process (Coutu & Kauffman, 2009), hence limiting the ability to conduct research. Fourth, success criteria vary (Greif, 2007;Peterson, 2011), are difficult to measure objectively (Greif, 2007), and are assessed in a multitude of ways (Greif, 2007;Passmore & Fillery-Travis, 2011;Peterson, 2011). ...
... Finally, executive coaching is a long-term, complex, evolving process that is customized to the executive (Greif, 2007;Peterson, 2011) and geared to address the needs of multiple organizational stakeholders (Peterson, 2011). Many activities take place concurrently in the coaching context (e.g., organizational initiatives, people changes) that impacts the executive, his or her progress, and even the objectives of the engagement (Coutu & Kauffman, 2009;de Haan, Culpin, & Curd, 2011;Peterson, 2006). ...
Lifespan psychology suggests that executives in their 30s, 40s, and 50s represent different maturational levels and professional experience. To date, research has not explored the relationship between the age of an executive and the coaching process or coaching outcomes. We hypothesized that executives in these age ranges would respond differently to the executive-coaching engagement. We analyzed 72 executive-coaching engagements to evaluate the relationship of age to 4 variables: Responsiveness, Self-reflection, Nondefensiveness, and Degree of Change. Results indicate that the age group 30 to 39 was significantly lower on Self-reflection and Degree of Change compared with executives in the 40 to 49 and 50 to 59 age groups. This may be a function of maturational elements, such as focused ideals and rule-driven behavior to achieve professional stature, and of organizational indicators that they are already placed in a high-potential, elite group. We suggest methods to stimulate both self-reflection and developmental growth unique to the 30 to 39 age group.
... Coaching outcomes and goals differ from session to session and from individual to individual as well as during the engagement. Kauffman and Coutu [25] found from 140 coaches surveyed that the overwhelming majority of them, 132, said that the focus of their coaching session shifted during the engagement and cited a number of reasons why: deeper goals, natural evolution, self-awareness, coaching relationship and circumstances. In addition, context and environmental factors differ from one intervention to the next, even within the same organisation, one individuals supervisor might be supportive of coaching while another is not. ...
... Furthermore, individuals who undergo coaching could be inclined to report that the coaching was successful as it may serve them best. Research has shown that a considerable portion of executive coaches are hired to address derailing behavior Coaching as a Developmental Intervention in Organisation so in this instant, for example, a coachee may be more likely to respond that coaching has worked [25]. Cognitive dissonance [90] could also be a factor as coaching is a very expensive intervention and coachees have to dedicate time and effort to the coaching process. ...
Purpose:
The primary aim of this paper is to conduct a thorough and systematic review of the empirical and practitioner research on executive, leadership and business coaching to assess the current empirical evidence for the effectiveness of coaching and the mechanisms underlying it.
Background:
Organisations are increasingly using business coaching as an intervention to improve the productivity and performance of their senior personnel. A consequence of this increased application is the demand for empirical data to understand the process by which it operates and its demonstrable efficacy in achieving pre-set goals.
Method:
This paper is a systematic review of the academic and practitioner literature pertaining to the effectiveness of business and executive coaching as a developmental intervention for organisations. It focuses on published articles, conference papers and theses that cover business, leadership or executive coaching within organisations over the last 10 years.
Conclusions:
The main findings show that coaching is an effective tool that benefits organisations and a number of underlying facets contribute to this effectiveness. However, there is deficiency and scope for further investigation in key aspects of the academic research and we identify several areas that need further research and practitioner attention. .
... It should be noted, however, that the quality of coaching practitioner research is improving. Where some past coaching research seemed to be primarily aimed at marketing coaching services (Corbett, 2006 ), recently there are many more well-grounded examples of contemporary thought in this area, particulary in relation to the evaluation of executive coaching (for some useful examples see Coutu and Kauffman, 2009 ;Hernez-Broome and Boyce, 2011 ). ...
... Given that most executives and senior managers participate in 360-degree assessments, and that such assessments are frequently used at the beginning of a coaching assignment in order to define the coaching goals (Coutu and Kauffman, 2009 ), it is surprising that more outcome studies do not use 360-degree assessments or validated leadership style assessments as outcome measures. Of those that did, Kampa-Kokesch and Anderson (2002) used the Multi-factor Leadership Questionnaire (MLQ; Bass and Avolio, 1990 ), a well-validated and widely-used leadership assessment tool (Lowe et al ., 1996 ), to assess changes in leadership style. ...
... It should be noted, however, that the quality of coaching practitioner research is improving. Where some past coaching research seemed to be primarily aimed at marketing coaching services (Corbett, 2006 ), recently there are many more well-grounded examples of contemporary thought in this area, particulary in relation to the evaluation of executive coaching (for some useful examples see Coutu and Kauffman, 2009 ;Hernez-Broome and Boyce, 2011 ). ...
... Given that most executives and senior managers participate in 360-degree assessments, and that such assessments are frequently used at the beginning of a coaching assignment in order to define the coaching goals (Coutu and Kauffman, 2009 ), it is surprising that more outcome studies do not use 360-degree assessments or validated leadership style assessments as outcome measures. Of those that did, Kampa-Kokesch and Anderson (2002) used the Multi-factor Leadership Questionnaire (MLQ; Bass and Avolio, 1990 ), a well-validated and widely-used leadership assessment tool (Lowe et al ., 1996 ), to assess changes in leadership style. ...
Introduction Seek First to Understand Sounds Simple: So Coaching Should be Easy to Evaluate? Reviewing the Efficacy of Coaching is Complex, and the Literature is Disjointed Outcome Studies Two Key Case Studies Within-subject Outcome Research Between-subject and Randomized Controlled Studies Longitudinal Studies: Is Coaching Effective Over Time? Gauging Efficacy Through Measuring Outcomes of Coaching Executive Coaching Efficacy Measures Workplace and Personal Coaching Measures Using Validated Measures to Assess Efficacy: Mental Health and Goal Attainment Is Return on Investment a Reliable Measure of Coaching Efficacy? Do We Yet Have an Evidence Base for the Efficacy of Coaching? Inclusivity in Establishing Efficacy Conclusion References
... The practice of executive coaching has been widely adopted as a leader development strategy by organizations (Day, 2001;Feldman and Lankau, 2005;Bono et al., 2009). Executive coaching is generally defined as an individualized intervention in which a skilled professional works one-onone with a leader to identify and achieve his or her personal development objectives (Peterson, 1996;Coutu and Kauffman, 2009). Although these objectives primarily involve improving effectiveness at work (Feldman and Lankau, 2005), there is evidence that coaching engagements also frequently address non-work topics (Coutu and Kauffman, 2009). ...
... Executive coaching is generally defined as an individualized intervention in which a skilled professional works one-onone with a leader to identify and achieve his or her personal development objectives (Peterson, 1996;Coutu and Kauffman, 2009). Although these objectives primarily involve improving effectiveness at work (Feldman and Lankau, 2005), there is evidence that coaching engagements also frequently address non-work topics (Coutu and Kauffman, 2009). ...
Leaders develop in the direction of their dreams, not in the direction of their deficits. Yet many coaching interactions intended to promote a leader’s development fail to leverage the benefits of the individual’s personal vision. Drawing on intentional change theory, this article postulates that coaching interactions that emphasize a leader’s personal vision (future aspirations and core identity) evoke a psychophysiological state characterized by positive emotions, cognitive openness, and optimal neurobiological functioning for complex goal pursuit. Vision-based coaching, via this psychophysiological state, generates a host of relational and motivational resources critical to the developmental process. These resources include: formation of a positive coaching relationship, expansion of the leader’s identity, increased vitality, activation of learning goals, and a promotion–orientation. Organizational outcomes as well as limitations to vision-based coaching are discussed.
... Before investigating the research question of empathy per coaching session, it is relevant to understand that coaching is a process that requires several sessions (Cushion, 2007;Grover & Furnham, 2016;Joo, 2005). This process not only has a time perspective but also a certain structure (Dembkowski & Eldridge, 2003;Jackson & McKergow, 2007;Kauffman & Coutu, 2009;Palmer, 2008;Whitmore, 2002). Such a coaching structure can provide the client with general guidelines as well as direct focus on certain areas to enhance goal attainment (Wilson, 2011). ...
Empathy is an important factor for coaching success. Yet there has been little research on whether it is useful at every stage of a coaching process. To explore this research question, 221 coaching sessions from 48 coach–client dyads with a focus on business- and career-related goals were analyzed, differentiating sessions both along a timeline and by coaching phases. The results show that client-perceived coach empathy positively influenced how clients viewed coaching success (i.e., the session’s success, satisfaction, and goal attainment) in every session with perceived empathy increasing over the coaching process. In addition, the results highlight how the client’s approach-related, positive affective states can contribute to a successful coaching process—particularly at the beginning of a coaching process. These results contribute to an increased awareness of the coach’s empathy at every session as well as how the client enters the coaching process.
... The adoption of validated and psychometrically reliable measurements will be an essential direction for future study (Passmore, 2007), particularly when conducting research on coaching engagements. Earnings of up to $3,500 has been documented from the best executive coaches (Kauffman & Coutu, 2009). Given this major investment in coaching, it remains important to use evidence-based methods during the coaching engagement, and to determine the efficiency of executive coaching, including both short and longterm changes in behavior. ...
... Organisations attempt to support transition leaders via various interventions such as leadership development programmes, mentoring and transition coaching (Freedman, 2011;Watkins, 2003). The jury is still out on the effectiveness of leadership development programmes (Avolio & Hannah, 2008), but transition coaching seems to hold promise due to its individual, one-on-one nature (Kauffman & Coutu, 2009;Witherspoon & Cannon, 2004). ...
... EC has received considerable attention since the late 1990s and continues to grow as a profession and development practice (Page and de Haan, 2014;Shoukry and Cox, 2018). Coutu and Kauffman (2009) and Page and de Haan (2014) note that executive coaches around the turn of the twenty-first century were often hired to fix executives' toxic behavior, but 10-15 years later, receiving coaching was a sign of status, offered to developing high performers. There are numerous pathways to becoming a coach, including training programs, graduate degrees, professional registrations available after training and a period of supervised experience (e.g. ...
Purpose
Spiritual topics emerge in executive leadership coaching. However, the scholarly literature has emphasized the performance development aspects of executive coaching (EC) more than the development of executives’ inner lives, although there is some evidence of practitioners addressing spiritual topics. Executive leaders have spiritual needs and executive coaches may be well positioned to address the intersection of the leaders’ work and spiritual lives, provided coaches observe skill boundaries and the limitations of the coaching context. The purpose of this paper is to discuss the merits of including spiritual development (SDev) in EC and how executive coaches can incorporate it in their practice.
Design/methodology/approach
EC, SDev and spiritual direction are compared, drawing attention to conflicting and complementary aspects of SDev applied in EC. Organizations’, clients’ and coaches’ likely concerns about such integration are explored and addressed. Suitable contexts, principles, a basic developmental framework and practical steps for executive coaches considering the inclusion of SDev in EC are proposed.
Findings
The paper provides coaches, consultants, executives and those charged with executive development with a foundational understanding of the role of SDev in EC.
Originality/value
A framework is provided for professionals involved in executive management development to address executive leaders’ spiritual needs through EC.
... Coaching in the organisational context has seen rapid growth in the last decade and is now widely used in many organisations around the world (Forbes, 2017). Coaching has many definitions, but there seems to be general agreement that coaching is a tailored intervention where a skilled professional (the coach) works individually with a person (coachee) in an organisational context to identify and achieve his or her personal development objectives (Boyatzis, Smith, & Blaize, 2006;Coutu & Kauffman, 2009). ...
Work engagement contributes positively to individual and organisational performance. Empowering leadership increases employee engagement, and coaching as a management style is an important aspect of empowering leadership. This study aimed to explore the influence of management's application of coaching practices on work engagement of employees. A quantitative research design with a convenience sample (n = 128) was used. Questionnaires were distributed electronically via email to sales personnel of an engineering company with a footprint across 28 countries. The Coaching scale (measuring coach-like behaviours) as derived from the Empowering Leadership Questionnaire, and the Utrecht Work Engagement Scale were administered. The perceived effect of management's applied coaching practices on work engagement was measured from a follower perspective. Findings indicate that management coaching practice is positively associated with all dimensions of work engagement and is a significant predictor of the work engagement of sales personnel in the company. The findings provide possible directions for how managers can engage with the employees in the sales environment, utilising manager-as-coach strategies, in order to facilitate higher levels of work engagement. This study added value in that it confirmed the positive impact of manager-as-coach practices on work engagement of sales personnel who are working in different countries across the globe.
... Coaching in the organisational context has seen rapid growth in the last decade and is now widely used in many organisations around the world (Forbes, 2017). Coaching has many definitions, but there seems to be general agreement that coaching is a tailored intervention where a skilled professional (the coach) works individually with a person (coachee) in an organisational context to identify and achieve his or her personal development objectives (Boyatzis, Smith, & Blaize, 2006;Coutu & Kauffman, 2009). ...
Work engagement contributes positively to individual and organisational performance. Empowering leadership increases employee engagement, and coaching as a management style is an important aspect of empowering leadership. This study aimed to explore the influence of management's application of coaching practices on work engagement of employees. A quantitative research design with a convenience sample (n = 128) was used. Questionnaires were distributed electronically via email to sales personnel of an engineering company with a footprint across 28 countries. The Coaching scale (measuring coach-like behaviours) as derived from the Empowering Leadership Questionnaire, and the Utrecht Work Engagement Scale were administered. The perceived effect of management's applied coaching practices on work engagement was measured from a follower perspective. Findings indicate that management coaching practice is positively associated with all dimensions of work engagement and is a significant predictor of the work engagement of sales personnel in the company. The findings provide possible directions for how managers can engage with the employees in the sales environment, utilising manager-as-coach strategies, in order to facilitate higher levels of work engagement. This study added value in that it confirmed the positive impact of manager-as-coach practices on work engagement of sales personnel who are working in different countries across the globe.
... EC has received considerable attention since the late 1990s and continues to grow as a profession and development practice (Page and de Haan, 2014;Shoukry and Cox, 2018). Coutu and Kauffman (2009) and Page and de Haan (2014) note that executive coaches around the turn of the twenty-first century were often hired to fix executives' toxic behavior, but 10-15 years later, receiving coaching was a sign of status, offered to developing high performers. There are numerous pathways to becoming a coach, including training programs, graduate degrees, professional registrations available after training and a period of supervised experience (e.g. ...
... In business context, there are different purposes of coaching, for example, enhancing business performance (Kahn, 2011;Dobrea and Maiorescu, 2015), develop capabilities of senior leaders and executives of existing businesses to ensure growth (Crompton et al., 2012;Dobrea and Maiorescu , 2015;Joseph, 2016), facilitating someone to generate business ideas (Taylor and Crabb, 2017), and acting as a sounding board to improve team interactions by facilitating understanding (Kauffman and Coutu, 2009). These various interpretations demand us to discuss this paper's position of coaching and the below section is dedicated for this purpose. ...
... Further the human chemistry between the executive coach and executive is absolutely key to success of an executive coaching (Kauffman & Coutu, 2009). ...
The objective of this paper is comprehensive and critical review of published literature on executive coaching, to identify the importance of executive coaching on leadership development. A plenty of literature published about Executive coaching. An Internet search on google search engine result shows the amount of published documents on executive coaching as more than 12 million results. This paper is organised in nine sections. The first describes the literature search method on executive coaching. The second provides a brief overview about the known history of executive coaching. The third summarizes the definition of executive coaching. The fourth identifies the need of executive coaching on leadership development. The fifth reviews the executive coaching procedure. The sixth addresses the selection criteria's on executive coaches. The seventh reviews the expected results on executive coaching. The eighth analyses the return of investment on executive coaching.
... The focus of coaching research has traditionally been on individual outcomes. Individual coaching has been shown to improve intrapersonal awareness and functioning, reduce workplace stress, enhance individual performance and enable dialogue and communication (Cilliers, 2011;Kauffman & Coutu, 2009;Kombarakaran, Yang, Baker, & Fernandes, 2008). Very little research, however, has been conducted on the impact of team coaching on communication flow, relationships and the general wellness of others in the organisational system, and how these aspects help solve business issues (O'Connor & Cavanagh, 2013). ...
Orientation: Organisational network analysis (ONA) examines relationships between people and is a potential diagnostic tool to use during team coaching interventions.
Research purpose: The objective of this research was to investigate how ONA can be used during a team coaching intervention aimed at addressing business challenges.
Motivation for the study: The use of ONA as a diagnostic tool in individual coaching has been researched, but has not been applied in the emerging field of team coaching.
Research approach/design and method: An action research methodology employing both quantitative and qualitative methods was used in this research. A purposive sampling approach was used to select a leadership team of four people who received 11 team coaching sessions. Quantitative data were collected from the leadership team and their 18 direct reports, using pre- and post-test intervention ONA questionnaires. Qualitative data were collected after the coaching intervention using semi-structured interviews with the leadership team.
Main findings: Organisational network analysis helped to identify team coaching goals based on business challenges. It indicated the extent to which team coaching enhanced communication between the leadership team and their reports, enabling them to address business challenges. Organisational network analysis results taken out of context could, however, be misinterpreted.
Practical/managerial implications: Team coaches, ONA practitioners and leadership teams could use ONA as a diagnostic tool during team coaching interventions to identify team coaching goals based on business challenges, to gain insights into team dynamics and to assess the contribution of team coaching for addressing business challenges. Organisational network analysis should not be taken at face value and should ideally be triangulated with other data sources such as interviews.
Contribution/value-add: On a scholarly level, this research provides empirical evidence for the benefits of using ONA during a team coaching intervention. On a practice level, suggestions are provided for the manner in which ONA can guide team coaching interventions.
... During a job interview, character strengths offer language to explain who we are at our core and why that matters in getting the job done. Kauffman (2010) suggests that job seekers create a one-minute narrative that uses character strengths to describe themselves in an interview. For example, an applicant for a receptionist position who ranks high in kindness can share with a potential employer that they "believe that others are worthy of attention and affirmation for their own sake as human beings, not out of a sense of duty or principle," exemplifying their desire to treat others well (VIA Institute on Character, 2004-2017a). ...
Americans with disabilities experience low rates of employment and are more than twice as likely to live in poverty than their non-disabled peers. Job seekers with disabilities face a myriad of external barriers to employment: 1) lower education/skill attainment, 2) complex public benefit rules, 3) limited access to reliable transportation, 4) lack of work-related supports, and 5) persistent employer-bias. These challenges are compounded by internal barriers: 1) diminished self-efficacy and hope, 2) social role devaluation, and 3) extrinsic work motivations. Several theories within positive psychology offer new pathways to employment for people with disabilities. One such theory is character strengths. Character strengths offer a framework for understanding who we are at our core and how to leverage our strengths to improve outcomes in multiple areas of life. Research on character has led to the design of interventions to build hope and self-efficacy, and to foster goal achievement. This paper will review research on character strengths as a facilitator of employment for job seekers with disabilities and provide an outline for integrating character-based positive interventions into a national employment program for people with acquired physical disabilities.
... This may also be, for example, in cases of outplacement coaching or derailment coaching. However, a study published by the Harvard Business Review (Kauffman & Coutu, 2009) noted that this is only small proportion of corporate coaching (we know of no similar research in life coaching). Coaching is hence seen as a tool for increased basic need fulfilment and is indeed a valuable tool in developing new strategies and motivation to further fulfil basic needs, SCOAP. ...
While writing our book Neuroleadership which explored the field of neuroleadership (combining neuroscience with leadership) we came across the work of Klaus Grawe. His work in neuropsychotherapy and the Consistency Theory he proposed we found to be particularly interesting and saw it as model that can be applied in all systems within which human beings operate. Since writing Neuroleadership and applying the models we proposed in the business world we have come to the conclusion that indeed this is a very relevant but also practical model that can be applied to leadership scenarios. Moreover, and understandably given its roots in neuropsychotherapy, this we see can be applied with great impact in coaching contexts. We hence propose a model of basic human needs as an integrated coaching framework (SCOAP Coach Theory).
... EI results and other sensitive feedback may be more easily managed when it is given within a coaching relationship, where trust between coach and leader can mitigate negative emotions (Coutu & Kauffman, 2009). However, negative feedback from the MSCEIT may present a major problem when feedback is part of a group level leadership development program. ...
... Furthermore, most coaches tend not to use theoretically coherent approaches or scientifically validated techniques and measures (Grant and O'Hara, 2006). Interestingly, whilst the discipline of psychology would appear to be an ideal grounding for the practice of coaching, a psychology background has not been viewed as essential for coaching by the coaching industry (Coutu & Kauffman, 2009;Garman, Whiston, & Zlatoper, 2000). ...
The past decade has seen the use of coaching in personal, health, workplace, and executive settings grow from being a novel and somewhat derided methodology to a mainstream activity in business organizations and health settings worldwide. This chapter takes stock of the current state of coaching research and practice, and then highlights how coaching could make important contributions to the future of positive psychology. In taking stock of the present state of play in coaching, it begins with definitions and delineations of coaching. It then reports on the professional status of coaching and the bodies that seek to accredit and organize coaches. Research into the efficacy of coaching is briefly discussed. The chapter presents an overview of a future coaching-related research and practice agenda. It concludes by outlining some potentially fruitful lines of inquiry for future work in this emerging and exciting sub-field of psychological research.
... In the business world, coaches are most frequently used for developing capabilities of the so-called "high-potential" individuals; facilitating transitions (e.g., "in" or "up"); acting as sounding board on organizational dynamics and/or strategic matters; enhancing the interaction of a team, unit, or department; as well as providing leadership, professional, and personal development. [96] In healthcare, coaching may be a way to avoid physician burnout, chiefly because it helps one increase the "internal sense of control" over their situation. [97] For example, a recent randomized clinical study, which examined several characteristics of group coaching intervention, demonstrated that such interventions help increase empowerment and engagement, reduce burnout and symptoms of depression, and enhance the quality of life and job satisfaction. ...
Objective: To review emotional intelligence (EI) literature in the context of how its application can help mediate various stressors among medical students, physicians-in-training, and faculty. Also, discussed are potential barriers to why EI-based programs face challenges to full implementation in medical education.
Literature Search: MEDLINE, PsychINFO, EMBASE, Google Scholar, and Web of Science were searched for English language articles using various combinations of the following terms: EI, medical students, medical education, graduate medical education, trainees (including intern, resident, and residency), practitioners, and physicians. Electronic publications and printed books referenced by primary sources were also included.
Results: Although there is increasing evidence for EI implementation being favorably associated with physician wellness, decreasing burnout, building better physician-patient relationships, and even better patient outcomes, there has so far not been a large scale movement to integrate EI into medical school curricula. The main barriers to wider implementation of EI are general lack of awareness, insufficient time and resources, and paucity of qualified faculty.
Conclusions: Despite a number of associated potential benefits, EI has been facing various implementation hurdles in the medical education setting. Increasing awareness of EI and its benefits could help medical schools and residency programs around the globe to more actively engage in the implementation of EI training into medical school and residency curricula. We expect that such interventions would have several desirable outcomes, including improved overall physician wellness, enhanced patient experience, and perhaps even improved patient outcomes.
The following core competencies are addressed in this article: Practice-based Learning and Improvement, Patient care, Professionalism, Interpersonal and communication skills, Systems-based practice.
... Professional life-coaching has clear links to at list five established theoretical traditions: cognitive-behavioral approaches, solution-focus theory, humanistic theory, goal-setting theory and positive psychology (Grant & Cavanagh, 2010). It emerged in a significant way in the early 1990s, and has become a thriving industry with a vast turnover, which has spread worldwide and has become significant driver of professional growth and business development (Blair, 2011;Coutu & Kauffman, 2009). As a relatively new discipline, it is anomalous in that the practical side developed faster than the research and the theoretical field, thereby developing in the reverse order, with "the cart coming before the horse". ...
The aim of the study is to shed light on the process by which life-coaching has become a thriving industry in Israel. By performing an Internet search followed by website analysis, document analysis and in-depth interviews with key people in the industry, we suggest that there is a distorted notion of life-coaching, both from a professional and an ethical perspective. It appears that the Israeli life-coaching industry is too immature and fragmented to have yet developed a standard. The main findings, as well as the industry's future directions and avenues for future research, are presented and discussed.
... These include executive coaching for improving women's political skills (Perrewé & Nelson, 2004); for maternity leave to support the ongoing retention of professional women (Bussell, 2008); Recent studies have also confirmed and supported the role of executive coaching in helping women with various aspects of their performance, satisfaction and well-being in organisations (Adler, Goldsmith, & Lyons, 2006;Burrus, 2009;Galuk, 2009;Leimon, Moscovici, & Goodier, 2011;Passmore, 2009;Starman, 2007). This dearth of gender-specific research highlighted in the literature review may in part be a reflection of the emergent nature of executive coaching and coaching psychology (Grant & Cavanagh, 2007;Kauffman & Coutu, 2009). However,the lack of developed scholarship in this area reiterates the dominance of a gender neutral coaching approach (Peltier, 2010). ...
Within the principles of constructivist grounded theory this study investigates the developmental factors involved in executive coaching for women in senior roles. The paper presents an analysis of the unique experiences of eleven senior women in their executive coaching engagements in Australia. The findings support recent discourse suggesting the need for a gender perspective in coaching senior women – an area currently underexplored in the research literature. The formation of a professional identity as a female leader was a core theme that emerged from the data. Analysis of semi-structured interviews led to the identification of several enabling factors that contributed to their leader identity formation and helped to mitigate the impact of male norms of leadership evident at senior levels. These included the coach as role model, managing motivation at senior levels and leading with authenticity. These enablers were salient in the analysis and reinforced the gender dynamics implicit in the participant's organisational contexts. The emergence of professional identity formation and the relevance of gender-related aspects of this formation process suggest that executive coaches need to explicitly recognise leader identity formation, and the potential implications of gender, in order to optimise executive coaching for senior women.
... 52,53 In addition, coaching can strengthen diverse professional skills, including decisiveness, time management, productivity, communication, leadership, and teamwork. [52][53][54][55] ...
Twenty-five to sixty percent of physicians report burnout across all specialties. Changes in the healthcare environment have created marked and growing external pressures. In addition, physicians are predisposed to burnout due to internal traits such as compulsiveness, guilt, and self-denial, and a medical culture that emphasizes perfectionism, denial of personal vulnerability, and delayed gratification. Professional coaching, long utilized in the business world, provides a results-oriented and stigma-free method to address burnout, primarily by increasing one's internal locus of control. Coaching enhances self-awareness, drawing on individual strengths, questioning self-defeating thoughts and beliefs, examining new perspectives, and aligning personal values with professional duties. Coaching utilizes established techniques to increase one's sense of accomplishment, purpose, and engagement, all critical in ameliorating burnout. Coaching presumes that the client already possesses strengths and skills to handle life's challenges, but is not accessing them maximally. Although an evidence base is not yet established, the theoretical basis of coaching's efficacy derives from the fields of positive psychology, mindfulness, and self-determination theory. Using a case example, this article demonstrates the potential of professional coaching to address physician burnout.
... However, externally-delivered executive coaching can be expensive. Typical fees in the corporate world (in the U.S.) are $500 per hour and can go much higher (Coutu & Kauffman, 2009). ...
Objectives
To evaluate the relationship between shared industry or professional experience and client goal achievement.
Design
An exploratory, quantitative approach was taken to survey the degree to which shared experience influenced the client’s coach selection decision and the impact on client goal achievement.
Results
Findings suggest no correlation between the coach’s professional or industry experience as client selection factors and the degree of client goal achievement.
Conclusions
Matching based upon shared subject matter expertise may prematurely eliminate coaches who might have been an ideal fit.
Zusammenfassung
Theorien reduzieren die Komplexität der Wirklichkeit und können dadurch für Berater:innen als wichtige Orientierung für ihr praktisches Handeln dienen. Dies wird anhand von drei Theorien aus der Motivations- bzw. Sozialpsychologie illustriert, die für das Verständnis des Prozesses der Zielverfolgung im Coaching, zur Gestaltung der Beziehung zwischen Coach und Coachee und zur Unterstützung der Selbststeuerungskompetenzen des Coachees hilfreich sein können. Wichtig ist dabei eine evidenzorientierte Anwendung von Theorien und eine Offenheit im Beratungsprozess. Parallelen zwischen Forschungs- und Beratungsprozessen werden diskutiert.
Narzissmus wird im Alltag zunehmend „diagnostiziert“. Viele
Coaches sind hier keine Ausnahme; sie sehen in vermeintlich narzisstischen Klient:innen die Ursache für Störungen im Coachingprozess. Dieser Beitrag widmet
sich der Frage, ob in diesem Zusammenhang die Verwendung eines NarzissmusEtiketts sinnvoll ist. Um die damit einhergehende Problematik zu verdeutlichen,
gehen wir auf die Entstehung des heutigen Narzissmus-Verständnisses ein, diskutieren die aktuelle Forschung und zeigen Fallstricke auf. Abschließend bieten wir
zielführende Alternativen zur Verwendung eines Narzissmus-Etiketts an.
Narcissism is increasingly “diagnosed” in everyday life; the coaching
area is no exception. Coaches assume narcissistic clients are responsible for various
problems within the coaching process. This article deals with the meaningfulness of
labelling the client as a narcissist in coaching. To clarify the issues involved in using
such a label, we illustrate the origins of the current understanding of narcissism,
discuss recent research and point out pitfalls. Finally, we offer fruitful alternatives
instead of using a narcissism label
The movements in coaching towards systemic thinking and positive psychology approaches have occurred largely separately. Yet both draw upon a perspective that emphasises the complexity of human emotion and interaction and the importance of harnessing energy and enthusiasm. The rapidly evolving world of team coaching integrates the two perspectives even more substantially, especially when it moves beyond simple systemic thinking to complex, adaptive systems thinking. In the latter, there is no such thing as a ‘problem’—only symptoms of patterns of interacting elements in the wider system. Team coaching in this mode seeks not to find a permanent or specific ‘solution’, but to engage with the system to optimise outcomes.
Workplace coaching has been established as a popular managerial development tool to support employees on all hierarchical levels. In service industries, coaching is underrepresented. This is rather surprising because more than in any other industry, the employees’ attitudes and personal job satisfaction have an impact on customers’ service perceptions. Thus, taking care of the service personnel should be a top concern for service firms. This position paper therefore presents the challenges service employees are confronted with, according to their distance to the customer, and describes how coaching may help them to overcome those challenges from a conceptual point of view. Service employees may be influenced by workplace coaching, affecting not only their work performance (i.e. skill-based outcomes), but also their attitude and personality (i.e. psychological outcomes). Theoretically, this study adds on previous research, by presenting a conceptual discussion of positive outcomes of coaching for service organizations, which is supplemented by considerations about negative or unwanted effects. Service practitioners learn that coaching can be widely applied to different employee groups and gain a differentiated perspective about conceivable positive and negative outcomes.
Orientation: Multi-stakeholder contracting provides a platform for the coaching stakeholders: the individual being coached (client), the organisation (sponsor and line manager) and the coach for achieving aligned outcomes within executive coaching. Contracting is not optimally implemented by stakeholders in all three phases of executive coaching (commencement, execution and conclusion).
Research purpose: The research’s purpose was to develop a guiding framework for multi-stakeholder contracting in each of the three phases of coaching.
Motivation for the study: Stakeholders ensure outcomes achievement for the individual and the organisation in executive coaching. Limited research exists relating to the contractual elements and practices implemented by stakeholders during the three phases of coaching.
Research approach/design and method: A qualitative, inductive, exploratory approach using purposive sampling was used to identify 12 participants, consisting of three: executive coaches, clients, line managers and sponsors from three corporate organisations. Participants were interviewed using a customised interview guide categorised into the three coaching phases.
Main findings: Findings showed that contracting was included at the commencement coaching phase. The study indicated the advantages of contracting in all three coaching phases with all stakeholders emphasising phase-specific accountabilities.
Practical/managerial implications: A guiding framework for multi-stakeholder contracting for each of the three phases of coaching could assist stakeholders; in particular human resource practitioners when contracting for executive coaching.
Contribution/value-add: Outcomes alignment at the commencement phase, agreement on progress and results feedback during the execution and conclusion phases are enabled by implementing the guiding framework for multi-stakeholder contracting offered by this research.
A guiding framework for multi-stakeholder contracting in executive coaching
Orientation: Multi-stakeholder contracting provides a platform for the coaching stakeholders: the individual being coached (client), the organisation (sponsor and line manager) and the coach for achieving aligned outcomes within executive coaching. Contracting is not optimally implemented by stakeholders in all three phases of executive coaching (commencement, execution and conclusion).
Research purpose: The research’s purpose was to develop a guiding framework for multi-stakeholder contracting in each of the three phases of coaching.
Motivation for the study: Stakeholders ensure outcomes achievement for the individual and the organisation in executive coaching. Limited research exists relating to the contractual elements and practices implemented by stakeholders during the three phases of coaching.
Research approach/design and method: A qualitative, inductive, exploratory approach using purposive sampling was used to identify 12 participants, consisting of three: executive coaches, clients, line managers and sponsors from three corporate organisations. Participants were interviewed using a customised interview guide categorised into the three coaching phases.
Main findings: Findings showed that contracting was included at the commencement coaching phase. The study indicated the advantages of contracting in all three coaching phases with all stakeholders emphasising phase-specific accountabilities.
Practical/managerial implications: A guiding framework for multi-stakeholder contracting for each of the three phases of coaching could assist stakeholders; in particular human resource practitioners when contracting for executive coaching.
Contribution/value-add: Outcomes alignment at the commencement phase, agreement on progress and results feedback during the execution and conclusion phases are enabled by implementing the guiding framework for multi-stakeholder contracting offered by this research.
Keywords: executive coaching; multi-stakeholder contracting; three-way session; three-and four-cornered meeting.
Authors: Zelda Burger, Salome van Coller-Peter
Affiliations: Montage Leadership Development, Durban, South Africa
University of Stellenbosch Business School, Stellenbosch University, Cape Town, South Africa
Corresponding author: Zelda Burger, zelda@montageleadership. co.za
Dates: Received: 13 Aug. 2018 Accepted: 25 Feb. 2019 Published: 19 Sept. 2019
How to cite this article: Burger, Z., & Van Coller-Peter, S. (2019). A guiding framework for multi-stakeholder contracting in executive coaching. SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 17(0), a1114. https://doi. org/10.4102/sajhrm. v17i0.1114
Copyright: © 2019. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.
This study aims to examine the effect of coaching on teamwork, using a quantitative approach to test whether there are significant differences. The research sample was 15 employees who joined in one teamwork at the same company. The results show that the correlation between before using coaching and after its use is very strong and significant. So that it can be said that there is a significant difference in teamwork after being given coaching. Thus it is proven that coaching affects teamwork performance. Results are seen three months after coaching is taught. This is intended to see whether it can really be applied to the work team. The results found that there were very significant differences in the work team before and after coaching was taught.
A systematic search of the coaching literature for original peer-reviewed studies into business coaching supervision yielded seven research reports. Evaluation of these studies showed them to be low in the reporting of methodological rigour. However, as an emerging area of research with great importance for the development of the profession of business coaching these studies provide valuable insights into the functions of supervision and its benefits. Gaps in knowledge and directions for future research are identified. There is a need for future research to be more rigorous in its reporting of methods and analytic procedures, small-scale qualitative research that can provide insight into the issues and challenges of coaching supervision in specific contexts, and large-scale quantitative research which can provide broader and generalisable understandings into the uses and benefits of supervision.
This chapter describes some of the theoretical orientations of coaching and examines how these might be related to applications of positive psychology. Positive psychology coaching focuses on identifying and building the strengths and positive vision of the leader. The chapter discusses some of the techniques that coaches may use: behavioral and cognitive techniques; multimodal therapy; systems theory; emotional intelligence; and transtheoretical model of change. As part of coaching, various assessment tools are often used to help the coach and the coachee to identify areas of challenge and development. The chapter describes specific measures that are commonly used in executive coaching: the Myers-Briggs type indicator (MBTI), strengths finder, values in action (VIA), and Realise. Turning to possible future directions for research, given the newness of the field and marked paucity of existing data, there are several research opportunities for psychologists and business researchers.
The focus in this chapter is on the primary relationship of coaches working with people who are both leaders and followers, usually simultaneously. How does a coach assure a robust coaching relationship for the benefit of the coachee and to meet their own professional satisfaction? What are the processes that coaches activate in the relationship and call into use? It is important to note that both processes of ‘activating’ and ‘calling into use’ are used intentionally. The first is initiated through knowing and understanding the coachee, the second is applied through the expertise of the coach and brought to bear within the relationship.
Purpose
– Despite increased calls for incorporating emotional intelligence (EI) in workgroups and teams, there exists a need to develop empirical instruments that can measure group-level emotional intelligence (GEI), and assess its efficacy in predicting outcomes such as performance and learning ability. This paper aims to empirically demonstrate how GEI affects the performance and learning ability of public sector workgroups in city governments.
Design/methodology/approach
– Using Ghuman’s (2011) proposed theoretical model of GEI as a two-component system, an empirical instrument is created that measures GEI at the group level of analysis. Regression analyses are performed for 44 workgroups in the public sector organizations, with group performance and group learning ability as the dependent variables. Results show a significant positive relationship between GEI and the outcomes of group performance and group learning ability.
Findings
– The findings demonstrate that a competent instrument has been developed for GEI, and that it can be used to measure the construct in workgroups and teams. The results also empirically demonstrate the importance of GEI in workgroups, by demonstrating that an increased GEI positively enhances the group’s performance and learning ability.
Research limitations/implications
– The implication of this research is the creation and testing of an instrument that allows researchers in GEI to utilize this instrument for future studies concerning GEI.
Practical implications
– Such findings show that GEI can be an added resource for workgroups to foster positive within-group relations. It can assist in enhancing group learning and group performance. The study also demonstrates that groups that develop a group emotional awareness, and that can manage within group emotional relationships, may become more productive, and more able to learn. These results can be utilized to bolster the arguments of fostering within group emotional socialization, helping nurture a positive group culture and forming a culture of group affect, i.e. a clear understanding of how to perceive and manage affect within the group.
Originality/value
– The study builds on past theoretical understanding of GEI to create a model that showcases the effects of GEI on group outcomes such as group learning and group performance. It thereby fulfills a need for an empirical instrument that is able to measure GEI and utilize this instrument to ascertain the effect of GEI on group performance and group learning ability.
As the coaching field matures, the need for organizing schemas that permit knowledge sharing becomes more important. This chapter presents the model of what clients want based on the characteristics of their organizations. The model helps readers make predictions about client requests and design solutions that address client needs in the organizational context. Coaching services in organizational life can be described in terms of five levels or patterns of coaching use: ad hoc coaching; organized coaching; extended coaching; coaching culture; and driver of business strategy. The chapter describes the five levels and spells out how each shapes the needs of clients as they contemplate the use of coaching services and suggest how coaching professionals can meet those needs. Ad hoc coaching; business strategy; coaching
Introduction Positive Psychology Approaches and Coaching Positive Coaching Psychology Approaches and Models Research Evidence and Positive Coaching Psychology in Coaching Practice Future Research Conclusion References
In recent years coaching has become an increasingly popular intervention used in both personal and professional development spheres. This chapter draws on industry research from scholars as well as professional organizations to map the history, definitions, and trends of executive and organizational coaching to provide clarity on a complex and still-emerging discipline.
The function of Simon Jenkins’ article is to act as a catalyst to facilitate reflection on
coaching philosophy, especially in relation to eclecticism. In this response I want to
comment on how an obsession with individualism, which manifests as valuing
personal philosophy, may be in conflict with the service coaches would wish to
provide for their clients and the contribution they would wish to make to the
developing coaching profession. My response is in two parts: the first part makes
some observations on the role of personal/professional philosophy and eclecticism;
and the second offers coaches a pragmatic solution that I claim would really fulfil
their commitment to clients and, as importantly, the profession.
Understanding CoachingSkills, Performance and developmental CoachingExecutive and Workplace CoachingThe Professional Status of Coaching: Accreditations and Industry OrganizationsCoaching Professionalization Parallels development in Other FieldsCoaching Psychology as an Emerging Psychological SubdisciplineCoaching ResearchOutcome StudiesRandomized Controlled StudiesLongitudinal StudiesMeasuring Outcomes of CoachingCompetencies of Effective Coaches and CoacheesResearch DirectionsA Positive Future?A Well-Being and Engagement Framework for Organizational CoachingCoaching and Coaching Psychology: A Shared Path Forward?References
ResearchGate has not been able to resolve any references for this publication.