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Structuring and Understanding the Coaching Industry: The Coaching Cube
Abstract
We offer a theoretical coaching cube that helps to structure and understand the coaching
industry. The three dimensions of the cube refer to (1) coaching agendas (what); (2)
coaches’ characteristics (who); and (3) coaching approaches/schools (how). Each
dimension is described by discussing the academic literature surrounding it. Using an
economic and psychological perspective, we explore which combinations of these three
dimensions are more likely to be observed in the business world. Next, we present three
studies from Belgium that empirically explore the existence of the different combinations.
Finally, we discuss theoretical and practical implications of the coaching cube.
... Th e pursuit of a coaching culture can have benefi ts; with widespread quality, coaching an organization can learn new things more quickly and adapt to change more eff ectively, which is particularly desirable in the current economic climate. Segers et al. 2011 Interesting to note that the prevalence of who is acting as coach and the extent to which the diff erent coaches (i.e. external, internal, line manager, and self) work together in organizations might depend on the maturity of the coaching culture of the organizations. ...
... Emphasizing action, accountability and personal responsibility, coaching support provides leaders and potential leaders with a safe environment for learning how to creatively manage change and confl ict, improve communication, strengthen selfconfi dence, retool skills, and foster multicultural relationships in a positive and constructive way (Bennet, Bush, 2009). Coaching is an intensive and systematic facilitation of individuals or groups by using a wide variety of behavioural techniques and methods to help them attain self-congruent goals or conscious selfchange and self-development in order to improve their professional performance, personal well-being and, consequently, to improve the eff ectiveness of their organization (Segers 2011). ...
... This moves the manager subordinate relationship away from one of paternalism, towards one of mutual respect and collaboration (Wood 2012). Interesting to note is that the prevalence of who is acting as coach and the extent to which the diff erent coaches (i.e., external, internal, line manager, and self) work together in organizations might depend on the maturity of the coaching culture of the organizations (Segers et al 2011). ...
... related to several beneficial individual-level outcomes, including well-being, performance, selfefficacy, and goal-directed self-regulation. Second, there is a lack of research distinguishing between specific coaching dimensions and assessing their distinctive relationships with different coaching outcomes (Segers, Vloeberghs, Henderickx, & Inceoglu, 2011). Two exceptions are a laboratory study of two different coaching styles named guidance and facilitation (Hui, Sue-Chan, & Wood, 2013) and a field study of eight different coaching behaviors such as providing constructive feedback or using role-plays to enhance perspective taking (Ellinger, Ellinger, & Keller, 2003), although the latter study focused on supervisory coaching delivered internally by line managers. ...
... Two exceptions are a laboratory study of two different coaching styles named guidance and facilitation (Hui, Sue-Chan, & Wood, 2013) and a field study of eight different coaching behaviors such as providing constructive feedback or using role-plays to enhance perspective taking (Ellinger, Ellinger, & Keller, 2003), although the latter study focused on supervisory coaching delivered internally by line managers. As Segers et al. (2011) concluded, "the largest gap in the existing literature is found on the 'How' dimension" (p. 208), that is, on different coaching contents and approaches. ...
... On the basis of prior conceptual and empirical work on coaching (e.g., Baron & Morin, 2009;de Haan et al., 2013;Gray, 2006;Gray, Ekinci, & Goregaokar, 2011;Hall, Otazo, & Hollenbeck, 1999;Segers et al., 2011), we identified several relevant coaching dimensions, including psychosocial support (e.g., the enhancement of the coachee's confidence and the building of an exemplary professional relationship with the coachee), transformative learning (e.g., enabling a change in This document is copyrighted by the American Psychological Association or one of its allied publishers. ...
Although theoretical and applied work has emphasized the critical role of coachee personality in the coaching process, little empirical research has identified specific personality traits as moderating variables. Drawing from social-psychological theories, we examined coachees’ ability to modify self-presentation, a major facet of the self-monitoring construct, as a moderator of the relationships between executive coaching and coachees’ satisfaction with the coaching relationship, career-related self-reflection, and self-esteem. Using a sample of managerial coachees who were either unemployed or at risk of becoming unemployed and who participated in a series of executive-coaching sessions, we found support for most of our hypotheses. Overall coaching as well as specific coaching factors were significantly and positively associated with relationship satisfaction and self-reflection. Overall coaching and transformative-learning dimensions of coaching (goal development and past reappraisal) related more strongly and positively to self-reflection among coachees high in self-presentation ability, whereas overall coaching and psychosocial dimensions of coaching (confidence enhancement and relationship building) related more strongly and positively to relationship satisfaction among coachees low in self-presentation ability. Therefore, our theoretical considerations and empirical results suggest that coachees differing in self-presentation ability respond differently to coaching in general and to specific coach behaviors in particular.
... Current research on coaching seems to be primarily occupied by the question, " does it work? " This is reasonable since evidence of effective outcomes is critical for establishing legitimacy (Gregory, Levy, & Jeffers, 2008; Segers, Vloeberghs, Henderickx, & Inceoglu, 2011). But how do coaches help clients make meaningful and lasting change in their lives? ...
... But how do coaches help clients make meaningful and lasting change in their lives? This question is fundamental for coaching practice, and is particularly relevant for high-engagement coaching relationships that involve a holistic and developmental approach to enhancing leadership capability (Segers et al., 2011). Little attention has been given to the systematic study of theoretical frameworks, methodologies, or approaches that guide the coaching process (Gregory et al., 2008; Segers et al., 2011). ...
... This question is fundamental for coaching practice, and is particularly relevant for high-engagement coaching relationships that involve a holistic and developmental approach to enhancing leadership capability (Segers et al., 2011). Little attention has been given to the systematic study of theoretical frameworks, methodologies, or approaches that guide the coaching process (Gregory et al., 2008; Segers et al., 2011). Indeed, due to the rapid growth of practice, coaches adopt frameworks and methodologies to guide the process in an effort to structure their work—but many of these frameworks and methodologies lack a strong evidence base of research that examines the complex web of cause and effect that affects coaching outcomes (Bennett, 2006; Spence, 2007). ...
This study is based on intentional change theory and supports cognitive-emotion and social complexity perspectives regarding positive and negative affect. We examine how a coaching experience guided by a specific theoretical approach within a leadership development program at a European business school influences cognitive-emotional processing of MBA students with regard to their levels of personal vision comprehensiveness and strength, goal-directed energy, and resilience. A within-subjects pre–post Non-Equivalent Dependent Variables design with a total of 76 students was conducted using survey methods. A rigorous analysis sheds light on how intentional change theory–based coaching enhances individual self-development processes. Participants stated higher levels of personal vision, goal-directed energy, and resilience postcoaching. A series of moderator effects were identified regarding the quality of the coaching connection (i.e., overall emotional saliency) and the general self-efficacy of participants. Implications concerning how coaching processes may be enriched through the establishment of high-quality coaching connections are discussed.
... Some scholars assert that modern technologies have encouraged coaching (Segers, Vloeberghs, Henderickx, & Inceoglu, 2011). Traditional coaching is less expected by learners to be adopted by the coaches, as coaches have been substituted by software and social media-based communication with learners. ...
... Individuals have become more knowledgeable and experienced because of their persistent use of various technological applications (Hugill et al., 2018). Some scholars asserted that modern technologies had encouraged the automation of coaching (Segers et al., 2011). Modern learners no longer expect traditional coaching by coaches, as learners are used to coaches substituting by software and social media-based communication with learners. ...
This study identifies and explore the perceptions of advantages, disadvantages, and means of disadvantages of web-based e-coaching as an alternative to face-to-face business coaching. With little research in existence on the topic of e-coaching, this study aims to bring forward insight and details on the viability of e-coaching in a business context due to its affordability and availability. This study uses qualitative methods to assist with identifying key factors in assessing the value and efficacy of e-coaching through lived-experiences allowing for the emergence of unforeseen themes and ideas to emerge. Participants in the study are chosen using specific criteria: 1) currently a coach who use computer-based technology for coaching providing e-coaching services in a U.S. business context; 2) has at least one year of experience providing e-coaching in a U.S. business context; 3) willing to complete an online questionnaire to answer open-ended questions about their experiences with e-coaching; 4) must be at least 18 years of age; 5) must be able to speak and write fluently in English, and; 6) must have access to the necessary hardware and software to complete the online questionnaire. All participants are given a 12-question questionnaire that takes between 30 and 45 minutes to complete. All data from the questionnaires is compiled into an MS Excel spreadsheet when downloaded from SurveyMonkey and uploaded into NVivo12 for thematical analysis using the six-step procedure described by Braun and Clarke (2006).
... The 'Context' approach is systems oriented. Segers et al. (2011) highlight how there is much overlap across the different schools, which further illustrates the challenge in marking clear distinctions across coaching practices. Segers et al. (2011, p. 207) state that a major problem in understanding these approaches and their differences is a lack of empirical validation. ...
... It is an approach which emphasizes depth of exploration in a manner which is very non-directive. In this sense, it would seem to fit more comfortably with the Humanistic School rather than with the Rationality or Activity schools identified by Segers et al. (2011). It would also be consistent with the "dialogic" approach described by Bachkirova, (2016) and Stelter (2014). ...
Research into work-based coaching has been led by the need of a new discipline to demonstrate effectiveness of this practice, often assuming that coaching is a homogeneous activity. A multifaceted and multi-purposeful nature of coaching now requires development of meaningful typologies that reflect this diversity and grounded in the analysis of coaching process. There are many reasons empirical investigations of the coaching process are extremely rare. The aim of this article is to present such a study leading to an empirically derived model representing a 4-demensional coaching typology. The research was based on a 'qualiquantological' Q methodology involving 47 participants. Actual coaching sessions were evaluated from the perspective of professional coaches, their clients and professional coaches observing recordings of these sessions. A Q methodological factor analysis led to a clear identification of two types of coaching: 'Client-led coaching' in which the coach and client work together in a flowing dialogue exploring the client's issues and 'Process-led coaching,' characterized by an actively engaged coach using a wide range of coaching techniques, visibly structuring the coaching process. There was partial support for a third type of 'Dialogic Coaching' and a fourth approach was inferred as being the inverse type of client-led coaching.
... One of the great challenges for executives is the development of increased flexibility, the ability to respond in different and appropriate ways (Calarco & Gurvis, 2006; Hall et al., 1999; Zaccaro, Foti, & Kenny, 1991). This is consistent with the performance agenda sought by many executive clients, which suggests the need to adjust styles and behaviors to meet/exceed performance in a given context (Segers et al., 2011). This flexibility is difficult for many executives to develop due to constraints and biases in cognitive processing. ...
... The next agenda is personal and requires greater levels of engagement. The personal agenda aims to develop new ways of being (Segers et al., 2011). In CBT, developing awareness of one's interpretative power rather than situational dependence is the first step toward undoing automatic thought processes. ...
Traditional clinical psychological practices have often been adapted for the context of executive coaching. Cognitive behavioral therapy (CBT) in particular is the most scientifically supported psychological modality. CBT like other practices has been used in coaching as cognitive behavioral coaching but rarely discussed more explicitly for the executive population. Here, we offer a specific adaptation - cognitive behavioral executive coaching (CBEC) - and suggest that it presents a flexible structure that can meet the multiple agendas that are framed for executive coaching. Additionally, the core features of CBT and CBEC in particular satisfy the major needs of executives in coaching arrangements. We conclude by demonstrating a CBEC process model for coaching the high-performing executive.
... Since the publication of the book "The Inner Game of Tennis" (Gallwey, 1979), coaching has undergone changes and transformations, leading us to a professional environment of confusion and ambiguity regarding its essence and theoretical and methodological framework (Ravier, 2016). Hence, the methodology of coaching has been frequently questioned, providing some confusion regarding its main methodological differences and identity with respect to others' care processes and therapies (Segers et al., 2011;Grant, 2015). ...
Increasing numbers of students around the world are suffering from mathematics anxiety. The main objective of this study is to investigate the relationship between mathematics anxiety and gender, grade, career choices, and academic achievement in Grade 10, 11, and 12 students. This study used the Revised Version of the Mathematics Anxiety Rating Scale to survey 1,548 high school students (570 males and 978 females) from high schools in Vietnam. A multivariate analysis of variance (MANOVA) test, Pearson correlation and multiple linear regression were used to analyze data. The results show that there are significant differences in the influence of grade, academic achievement, and students’ career choices on mathematics anxiety. Academic coping strategies, gender, grade, and career choices are significant predictors of mathematics anxiety. Grade 12 students have higher levels of mathematics anxiety than others. Students with high average mathematics scores (9.0–10.0) have higher levels of mathematics anxiety than students with lower scores. Besides, students choosing finance and economics or industrial engineering to pursue into higher education also experienced higher levels of mathematics anxiety than others. This study contributes to the general discussion about the nature of mathematics anxiety and the relationship between mathematics anxiety and academic achievement.
... Since the publication of the book "The Inner Game of Tennis" (Gallwey, 1979), coaching has undergone changes and transformations, leading us to a professional environment of confusion and ambiguity regarding its essence and theoretical and methodological framework (Ravier, 2016). Hence, the methodology of coaching has been frequently questioned, providing some confusion regarding its main methodological differences and identity with respect to others' care processes and therapies (Segers et al., 2011;Grant, 2015). ...
Coaching as a human development methodology has been demonstrating its results for more than four decades. Even so, the level of confusion about its essence and its lack of a definitive theoretical and methodological framework has caused its effectiveness to be questioned. Although studies on coaching with neuroimaging methodologies have been developed, there is no recent evidence about the brain changes in electroencephalographic (EEG) activity during a coaching session. The present research aims to make a comparison between EEG measurements of three different conditions, namely, rumination (R), directive (DC), and non-directive coaching (NDC), during the process of problem solving and goal achievement. Our hypothesis was that the use of the meta-competencies of NDC should induce a higher activation of brain mechanisms that facilitate the insight process, therefore causing an improvement in creative capacity. Results showed significant changes in alpha and theta frequencies in the right temporal region, and alpha, theta, and gamma in the right parietal region in the NDC condition compared to other experimental conditions. The correct use of the meta-competencies of NDC facilitates the rise of insight and the generation of creativity processes at the brain level. Thus, the application of the methodological framework of the NDC was related, in a specific way, to the creativity and the development of human knowledge.
... However, although coaching is becoming more and more popular with many practitioners claiming its importance in improving performance, the literature offers little empirical evidence regarding the effects of this practice (Agarwal et al., 2009). Moreover, on performance and how it works (Segers et al., 2011). The literature gap is further highlighted by Grover and Furnham (2016) who stress the limited coaching evaluation programs implemented by organisations. ...
Purpose
This study investigates whether the increased attention given to coaching as a training technique is affecting performance, while taking into consideration the mediating effect of organisational citizenship behaviour (OCB).
Design/methodology/approach
Data is collected from Lebanese employees in the field, using a quantitative method and a confirmatory survey.
Findings
The study suggests that the creation of a supportive organisational behaviour in the organisation does provide a higher benefit from coaching.
Research limitations/implications
The outcome of the study could have significant implications on the HR departments' managerial decision-making on the process of implementing novel tools and training techniques in services facilities.
Practical implications
This study helps HR managers to assess the desirability of investing in coaching and orient the planning of their firms' HR strategy.
Originality/value
This research is based on a large sample collection from different business sectors in Lebanon. The quantitative survey results highlight a number of correlations that affect employees' performance. It further moves the responsibility from coaching as a tool to being part of a complete program of behavioural management and change.
... This is not always possible, particularly within the framework of transactional contracts where the commercial interests of clients and contractors are pitched against each other (Lu et al. 2016, You et al. 2018. Coaching has been identified as a means of empowering a team or individuals to achieve high performance (Ely et al. 2010, Segers et al. 2011). Ting and Hart (2004 described personal coaching as a one-on-one relationship "in which the coachee and coach collaborate to assess and understand… current constraints while exploring new possibilities, and to ensure accountability and support for reaching goals and sustaining development" (p.116). ...
Purpose: Effective inter-organisational relationships are key to engendering innovation and ensuring the successful delivery of infrastructure projects. Relationship-based contracts are thus widely used to stimulate best-for-project ideals and attenuate the otherwise adversarial relationship that often exists between clients and contractors. This study examines the effectiveness and limitations of a project facilitation model as coaching tool for developing conducive inter-organisational relationships for construction project delivery.
Design/methodology/approach: The study adopts a case-study approach using evidence from triangulated data sources of focus group workshops, semi-structured interviews and document analysis.
Findings: (1) The facilitation model enabled an environment for psychological safety to be developed, which engendered a platform for effective cooperation for problem-solving and achieving quasi best-for-project ideals. (2) The model provides the mechanism to develop team behaviours that support enhanced performance and create an environment less adversarial and more collaborative than traditional contracting.
Originality/value: The novelty of this research is that relationship-based principles have been utilised as part of a traditional design-bid-build contract with lump-sum payment arrangements.
... The academic and practitioner literature has given remarkable recognition to the coaching and has become famous internationally (Segers et al., 2011). Its importance for human resource development experts and organizations can be realized by growing number of publications on the topic of coaching in leadership, psychology and HRD (Dagley, 2010). ...
Coaching is turning into a vital area for human resource development experts. Human
resource development professionals, researchers, training related experts and
organizational psychologists have started to explore intensively the nature of managerial
coaching and its outcomes. Managerial coaching has become a very popular human
resource development and organizational development tool to improve various
employees’ attitudes and behavior at workplace. The managerial coaching lacks
empirical evidence regarding its effectiveness. This study aims to examine the direct
influence of managerial coaching on employee job performance as well as indirect
influence through mediating effect of work engagement, leader-member-exchange
quality, job satisfaction, and turnover intentions. The data were collected from a publicsector organization of Pakistan. The self-administered questionnaires were used to collect
data from 183 respondents. The Partial Least Square - Structural Equation Modeling
(PLS-SEM) analysis showed that managerial coaching directly influences employee job
performance. The path analysis also revealed that managerial coaching indirectly effects
job performance through work engagement, leader-member-exchange quality, job
satisfaction, and turnover intentions. This study adds value to limited literature on managerial coaching, leader-member-exchange quality, work engagement, and job
performance. Additionally, leader-member-exchange quality and work engagement have
not previously been examined as mediators. The implications for research, theory, and
practice are also discussed.
... Over the past 30 years, coaching has grown from almost a non-existent profession into a booming industry, particularly in Western economies (Segers et al., 2011). Coaches offer their services under banners such as executive, performance and life coaching (ICF, 2012), and practitioners frequently embed coaching techniques and terminologies within established working practices such as training, counselling and social work (Grant, 2017). ...
In this conceptual article, we argue the importance to the coaching profession of a critical understanding of coaching as a social process in order to promote coaching as an enabler for change and facilitate its use in other cultures and challenging contexts. We start with a critical analysis of the origin of coaching, arguing that neoliberal values have been embedded in the discourse of coaching. We also discuss the impact of coaching as an instrumental and ideological device, sometimes used in organisations as a process of control, and suggest that understanding coaching as a social process has the potential to transform it into an enabler for change. We propose a framework for understanding how different philosophical positions affect the way coaches may respond to the challenges of intercultural or oppressive social contexts. We conclude with a discussion of the implications for coaching research and development.
... front-line employees in SMEs) in an instrumental setting, such as the severe economic crisis in Greece. A case in point is the study conducted by Segers et al. (2011), who adopted the same technique to collect data from HR managers in Belgium. ...
What is the relationship between adverse working conditions and employees’ organizational citizenship behaviour (OCB) in small and medium-sized enterprises (SMEs) operating under a severe economic crisis? To address this question, a survey of 312 front-line workers was undertaken in 62 Greek SMEs − an instrumental setting where the current deterioration of working conditions is acute. Our contribution is twofold. First, we develop and test a scale for measuring adverse working conditions. Second, we decipher the extent to which such conditions relate to organizational and individual aspects of OCB, considering job satisfaction's mediating role. Through this research we extend the OCB literature within the context of SMEs operating under severe economic crisis and highlight the implications for managing human resources in SMEs, a sector conspicuous for its socio-economic significance and its vulnerability during economic downturns.
... While this has undoubtedly damaged any clear recognition of this theme in literature at the international level, it can be noted that – in the French context – specialists from the field of education sciences have asked questions about " what accompaniment means " on the one hand and the diversity to be found in accompaniment on the other (Paul 2003Paul , 2004). More recently,Segers et al. (2011)have tried to take this into account – in a closed context. This diversity – which appears as a diversity of forms, of what is available and also of the requests for accompaniment – thus results in a need for an in-depth analysis of the levers of performance. ...
... This innovative way of rethinking the management in HRM, where the focus is in realizing its impact on and for (management and organisational) innovation, provides a powerful new juncture on which to develop further HRM practices both on a strategic and operational level. To this end, we propose here a mode of coaching (for individuals and the organisation see Segers et al., 2011) as an HRM practice could be mobilised, where the focus is to restore confidence in making a difference. In other words, the core of HRM practice and the way sub-practices are orchestrated is geared not only to the ends that have over recent years defined its strategic orientationevidence of impact on the bottom line (Becker & Gerhart 1996;Huselid 1995). ...
This chapter makes the case to turn our attention to innovation in Human Resource Management (HRM) as we explore the relationship between innovation and HRM. The focus on innovation in HRM is achieved through a reconceptualisation of the meaning of management (man-agement) in HRM as a practice of personal and collective growth. Reconceptualising HRM practice, through a more dynamic view, draws on and extends the notion of practise and practising developed by Antonacopoulou (2008) to explicate how practising innovating is a process embedded in practices such as HRM that support individual and organisational growth. This chapter then revisits the relationship between innovating, knowing and learning already attested to in the HRM debate (Scarborough, 2003; Alegre & Chiva, 2008) by proposing a new mode of learning that fosters practising innovating through Learning in Crisis (Antonacopoulou & Sheaffer, 2014) (LiC). LiC is conceptualised as that learning which acts as a foundation for practising in general and practising innovating more specifically.
... Coaching and psychotherapy are based upon similar theoretical constructs (Hart, Blattner, and Leipsic, 2001). As such, coaching can influence the cognitive and behavioural repertoire of individuals ( Segers et al., 2011), and help them deal with paradoxical tensions ( Denison et al., 1995). According to one manager, mentoring and coaching are offered to the most critical cases among employees attempting to take on new lean roles. ...
Purpose
– Through the identification and investigation of the organisational paradoxes in lean, the purpose of this paper is to deepen the understanding of lean implementation intricacies, and contribute to sustaining lean in companies.
Design/methodology/approach
– Case study based on semi-structured interviews with participants in lean conversion from three companies in Denmark. The companies come from different business sectors: public transport, healthcare and finance.
Findings
– This study identifies three types of organisational paradoxes in lean: organising, performing and belonging. The study also points to a range managerial responses used for dealing with the three paradoxes and facilitating lean transformation.
Research limitations/implications
– This is a theory development paper which increases the understanding regarding the role of the organisational paradoxes in facilitating or hindering lean transformation.
Practical implications
– The study generates insights which help managers identify and deal with the individual motivations for opposing lean practices, and thus facilitates lean transformation.
Originality/value
– This study adds clarity to the process of managing lean implementation by identifying three different motivations for people to oppose lean transformation. The study also recommends managerial actions for dealing with each situation.
... In such evaluations, notwithstanding that coaches often overstate their own value and their impact (Haan et al., 2010), clients typically report that such strategies, as outlined above, are helpful and deeply respectful of them as adult learners and as human beings. As Flaherty (2005) highlighted the outcomes, or the products of effective coaching, to be long-term excellent performance, self-correction and self-generation (pp.3-5) and Segers et al., (2011) described the agenda, the what of coaching, as producing positive change in " skills, performance and development/life " (p. 217), so we have noticed similar, powerful outcomes. ...
The focus of this chapter is upon workplace coaching, one of the deepest forms of communication where true understanding is formed between two people in rich dialogue.
Two domains of personal learning are presented: the inner theatre, which includes multi-source feedback, and the outer theatre, which includes action-learning projects (Callan & Latemore, 2008).
Two transformative learning strategies are considered in detail: the therapeutic metaphor (Atkinson, 1995) and the intensive journal (Progoff, 1992). Four case studies are then examined where clients engage in transformative change.
The chapter concludes with cautions for the professional coach and insists that coaching needs to be deeply respectful. Authentic coaches facilitate change with their clients, not to do things to them.
Demands to re-embed coaching into its larger social context of operation have generated calls to better document the political aspects of this human learning and development process. To address this critical social turn, this empirical article explores the reframing by practitioners of their understanding of coaching practice, using a Freirean lens of oppression and emancipation. The study consists of a 9-month co-operative inquiry with a group of Egyptian practitioners engaged in a praxis comprising initial training and subsequent cycles of action and reflexive workshops about their coaching sessions. Our study found that a Freire inspired praxis led coaches to develop a dialectical understanding of oppression – moving from conflicting dichotomies to a dynamic view, which has implications for their attitude to and role in coaching. We discuss how the resulting politicization allowed the reframing of coaching as a social practice.
Objectives
The coaching relationship has been described as the catalyst for change. This study explores the coaching relationship by comparing the working alliance and the ‘real relationship’ – the undistorted and authentic experience of the other – in participants in skills coaching and transformational coaching.
Design
A 2 (coaching condition) x 2 (time) factorial design was used.
Method
Staff from community psychiatric recovery services were trained in a new service delivery approach (Collaborative Recovery Model), followed by coaching from internal coaches once per month to enhance implementation of the training. All trained staff were invited to participate in the research. Forty coachees met the requirements for inclusion in the study (>=3 coaching sessions in six months). Coaches completed a coaching alliance measure after each session. Coachees completed measures of working alliance and real relationship after six months of coaching.
Results
Analyses indicated that the coaching relationship is stronger after receiving transformational coaching, from both coachees’ and coaches’ perspectives. Relationships developed over time in transformational coaching, but not with skills coaching.
Conclusions
The results provide preliminary evidence that transformational coaching encourages the development of stronger coaching relationships. Future research should examine the effect of coaching approach on the outcomes of coaching.
The huge popularity of neuro-linguistic programming (NLP) over the past three decades has in some ways mirrored the growth in coaching psychology. This paper is part of a series of four papers in a special issue within ICPR that aims to explore NLP coaching from diverse perspectives, offering personal insights or reviews of evidence. As part of this process a pair of authors were invited to advance the case for and the case against NLP. This paper aims to adopt a critical stance; reviewing the concept of NLP, exploring the claims made by advocates and critically reviewing the evidence from a psychological perspective. In undertaking this review we completed a series of literature searches using a range of discovery tools to identify research papers, based on pre-determined search criteria. This review led us to the conclusion that unique NLP practices are poorly supported by research evidence.
Purpose
This study aims to explore the effect of expatriate supervisors’ managerial coaching behavior on local subordinates’ learning effects through the mediating role of subordinates’ thriving at work under the boundary condition of expatriate supervisors’ cultural intelligence.
Design/methodology/approach
This study collected the data form 230 Zambian subordinates and their immediate expatriate supervisors working in the Chinese company in Zambia. Regression analyses and bootstrapping analyses were used to test the authors’ hypothesis.
Findings
The results indicated that expatriate supervisors’ managerial coaching behavior was positively related to local subordinates’ learning effects. In addition, the study also found that local subordinates’ thriving at work mediated the linkage between managerial coaching behavior and learning effects. And expatriate supervisors’ cultural intelligence moderated the indirect relationship between managerial coaching behavior and learning effects via thriving at work, such that the indirect effect was stronger for expatriate supervisors with high rather than low cultural intelligence.
Originality/value
This study contributes to a better understanding of how expatriate supervisors’ managerial coaching behavior influences local subordinates’ learning effects by investigating the mediating effect of thriving at work on the managerial coaching behavior–learning effects link. In addition, the study deepens the understanding of the boundary condition of the associations between managerial coaching behavior and subordinates’ learning effects in a cross-cultural context by investigating the moderating effect of expatriate supervisors’ cultural intelligence.
The influence of CSR on organisations’ consumers has been studied extensively. However, there is lack of studies investigating the impact of employee CSR perception on their behaviour. Moreover, most of these studies have been conducted in the setting of developed economies, mainly western business contexts. Considering this two-fold lacuna, this study analyses to what extent CSR strategies applied by multinational organisations that operate in a non-western context, influence their employees’ behaviour. Results of a study of 204 employees working in MNOs in Bangladesh reveal that perceived CSR association along with perceived prestige increase organisational identification. Here, perception of CSR is used as an antecedent of perceived prestige and organisational identification. Organisational identification, in turn, affects employees’ organisational commitment, which subsequently influences job satisfaction. Through integrating social identity theory and social exchange theory, this study shows a potential link between social identification and social exchange processes. In the case of CSR, exchange relationships improve when employees have identified themselves with the organisation. We also argue that CSR can enable MNOs to strengthen their relationships with employees.
Empirical evidence about whether and how managerial coaching relates to team performance continues to lag behind research conducted on individual employee outcomes. We address this question by drawing on social cognition theory and turning the spotlight on the moderating role of managers' learning goal orientation and the mediating role of team-level architectural knowledge. We employ dual-source data from 182 knowledge workers and their managers nested in 60 teams in knowledge-based organisations. Our findings indicate that team-level architectural knowledge mediates the relationship between managerial coaching skill and team performance when the managers' learning goal orientation is high rather than low. Our study contributes to the human resources literature by highlighting the importance of managers in devolved developmental interventions and offers practical implications for the informed workplace use of managerial coaching.
1-Introdução
Não é novidade, que com os avanços da Medicina, muitas das situações de doença grave passaram a ser controladas e deixaram de ser uma ameaça de morte. Os progressos da ciência e da tecnologia, assim como das condições de vida e de saúde pública, conduzem um somar de anos à vida das pessoas. No entanto, viver mais tempo pode ter como consequência viver com doença crónica progressiva e avançada, em situação de fragilidade, por multimorbilidade, dependência para as atividades de autocuidado e declínio cognitivo até ao momento da morte. A investigação tem mostrado que as pessoas em fim de vida sofrem, porque, vivem perdas múltiplas em dimensões relevantes do ser humano. Perdas estas, no domínio físico, psicológico, social e espiritual. Os cuidados paliativos surgem no sentido da resposta abrangente e integrada às necessidades complexas das pessoas com doença crónica avançada e irreversível e com prognóstico limitado de vida, bem como, no acompanhamento de familiares e cuidadores durante as suas perdas e após o luto. Isto porque a necessidade de alívio do sofrimento e angústia severa, relacionados com condições de saúde que ameaçam ou limitam a vida são um imperativo global de saúde e de equidade (Knaul, Farmer, Krakauer, De Lima, Bhadelia., Kwete, 2017).
Os cuidados paliativos são cuidados de saúde com o desígnio de ajudar a viver e a reduzir o sofrimento em circunstâncias extremas de fim de vida, diligenciam o acompanhamento centrado na pessoa e suas famílias, otimizando a qualidade de vida, o desenvolvimento do bem-estar humano e maximizando a dignidade dos cuidados. Devem ser prestados por equipas multidisciplinares e em diferentes contextos de saúde, porque lidar com o sofrimento envolve cuidar de questões que vão para além dos sintomas físicos. Os cuidados paliativos são consensualmente considerados um direito humano básico (Radbruch, De Lima, Lohmann, Gwyther & Payne, 2013). Devem fazer parte da oferta de serviços de qualquer sistema de saúde no sentido de garantir um apoio para que a pessoa possa viver o mais ativamente possível até à morte. O cliente alvo de cuidados paliativos pode ser identificado por um conjunto de sintomas ou fatores, incluindo a condição de doença crónica avançada, conjetura limitada de vida e necessidade de prevenção e alívio de qualquer tipo de sofrimento: físico, psicológico, social e espiritual, vivenciado por adultos ou crianças (WHPCA, 2014, 2020).
Face às constantes mudanças no panorama de saúde dos portugueses e nas necessidades em cuidados urge uma exaustiva avaliação dos resultados da sua implementação. É o momento de avaliar o seu impacte e agilizar os procedimentos necessários de melhoria das práticas assistenciais nesta área (Vilela, 2018). Têm surgido novas propostas de melhoria da tomada de decisão e organização do processo de cuidados, como a de Lopes que sugere a inclusão do “percurso de cuidados integrados à pessoa dependente” (2021, p. 220). O objetivo é melhorar a qualidade do atendimento em todo o continuum de cuidados, melhorando os resultados na pessoa, promovendo a sua segurança, aumentando a satisfação e otimizando o uso de recursos. Os cuidados em casa, parecem ser o futuro dos cuidados de longa duração, pois são menos onerosos para os Estados (Filipe, 2015). Acresce ainda que é nas suas próprias casas, que as pessoas, caso tenham os cuidados necessários e as condições, preferem ficar. Por isso, apostar em cuidados domiciliários profissionais, em substituição de aumentar as camas de internamento na rede, será o caminho e a resposta mais efetiva.
Na abordagem a este tema, importa destacar os recursos tecnológicos eHealth e mHealth, apps e jogos. Salienta-se a importância da promoção da capacitação do outro para o seu autocuidado, através destes diversos recursos, que potenciem a motivação, facilitem a participação ativa do sujeito, fornecendo materiais educacionais. Ao recorrer ou prescrever estas intervenções, os enfermeiros precisam de adequar a sua adequabilidade destas intervenções ao contexto do indivíduo. Estes recursos têm e terão implicações na transformação dos cuidados de enfermagem, que devem ser estudados e equacionados num cuidado que poderá ser denominado de “Cuidado híbrido”. Estas ferramentas são projetadas para melhorar a vigilância da saúde, gestão do sistema de saúde, educação em saúde, tomada de decisão clínica e para apoiar mudanças comportamentais relacionadas às prioridades de saúde pública e gestão de doenças (WHO, 2016). Além disso, são promotores da transformação digital potenciando a qualidade na prestação de cuidados com foco nas necessidades das pessoas. Em suma, a adoção destes recursos tecnológicos possibilita que as organizações de saúde possam tomar decisões mais eficientes, perante um desafio ou oportunidade. Por outro lado, a implementação destas soluções digitais permite que os profissionais apostem na melhoria contínua, acrescentando valor aos cuidados de enfermagem. E por fim, permitem que os utentes se tornem mais ativos na autogestão da sua doença, promovendo o autocuidado em diferentes contextos de doenças crónicas.
Building on the relational leadership model, this study investigates ethical leadership in the context of “leaders as coaches.” We used a critical incident technique to identify ethical issues that occur when leaders act as coaches in the leader-follower relationship. Findings show seven ethical issues, namely, definition ambiguity, conflict of interest, confidentiality, power imbalance, freedom to participate, boundaries and favoritism. These ethical issues take a two-edged form for leaders as coaches, given the complexity of the leader-follower relationship. The increasing prevalence of managerial coaching makes it important to pre-empt ethical issues where possible and address any that arise, in order for an organization to become or continue to be an ethical organization. A proposed code of ethics, specifically for leaders as coaches, could accompany organizational change initiatives.
Although the use of Rational Emotive Behavior Therapy (REBT; Ellis, 1956, 1991) has been empirically supported in the literature in its traditional psychotherapeutic application (David, Szentagotai, Eva, & Macavei, 2005; Dryden & David, 2008; Ellis, 1997; Szentagotai, David, Lupu, & Cosman, 2008), in recent years, researchers have begun to examine its efficacy within the context of other settings, including sport (Turner, 2014; Turner & Barker, 2013; Wood, Barker & Turner, 2017). REBT has its roots in the larger cognitive-behavioral framework and, as such, is based on the premise that one’s emotional and behavioral consequences (C) are not a direct result of an adversity or activating events (A), but rather are due to one’s beliefs (B) about the given situation; such beliefs can either be rational or irrational (Ellis 1956, 1991). Rational beliefs promote acceptance of oneself and others, foster adaptive emotional and behavioral responses, are rooted in true reality, and ultimately, assist in goal attainment. Conversely, irrational beliefs – exaggerative in nature - impose demands on oneself and others with shoulds, musts, and oughts, which potentially inhibit goal attainment. In the active, working phase of REBT, an individual’s irrational beliefs are disputed (D), with the goal of developing a more effective (E) philosophy comprised of rational beliefs (Ellis, 2002). Ellis (1956; 1991) purported that everyone possesses both irrational and rational beliefs, as well as choices about how to feel, think, and behave. Thus, one’s beliefs, emotions, and behaviors are interrelated and mutally impactful. Because goal achievement, particularly as it relates to sport performance, is of utmost importance to athletes, teams, coaches, and organizations, REBT has particular relevance in sport settings. In essence, REBT can assist athletes in interpreting a competitive sport situation from a more grounded and rational perspective. Thus, the purpose of this chapter is to provide an overview of REBT within the context of sport, more appropriately described as Rational Emotive Behavior Coaching (REBC), highlighting the importance of assessment, conceptualization, and intervention through the use of an applied case vignette.
In this article, we focus on a specific type of personal and professional development practice -executive coaching- and present the most extensive systematic review of executive coaching outcome studies published in peer-reviewed scholarly journals to date. We focus only on coaching provided by external coaches to organizational members. Our purpose is twofold: First, to present and evaluate how executive coaching outcome studies are designed and researched (particularly regarding methodological rigor and context-sensitivity). Secondly, to provide a comprehensive review of what we know about executive coaching outcomes, what are the contextual drivers that affect coaching interventions and what the current gaps in our understanding of coaching practice. On that basis, we discuss and provide a research agenda that might significantly shift the field. We argue that methodological rigor is as important as context-sensitivity in the design of executive coaching outcome studies. We conclude with a discussion of implications for practice.
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Coaching psychology first emerged in Australia and the UK [Grant, A. (2008). Past, present and future: The evolution of professional coaching and coaching psychology: Handbook of coaching psychology: A guide for practitioners. London: Routledge] and it is now applied in different industries including the educational contexts [van Nieuwerburgh, C. (2012). Coaching in education (1st ed.). London: Karnac Books]. Therefore, the purpose of this paper was to explore the potential value of coaching for PhD students. This study adapted a qualitative approach using Interpretative Phenomenological Analysis (IPA) to examine the lived experience of PhD students who received coaching. IPA aimed to understand and explore this particular experience in depth [Smith, J., Flowers, P., & Larkins, M. (2009). Interpretive phenomenological analysis (1st ed.). London: Sage]. The sample consisted of six PhD students who participated in four individual coaching sessions. The semi-structured interviews were conducted after the participants received coaching in order to collect the data. After that, interviews were analysed and two categories and six themes emerged: Intrapersonal (feeling motivated, effect of coaching on self-confidence, made me think, and resourcefulness) and Interpersonal (being supported and having someone to talk to). While further studies of the application of coaching to support PhD students are still needed, this study indicates that coaching might have positive effects on PhD students.
Purpose
Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may assist employees improve their problem-solving skills as well as stimulate SRL.
Design/methodology/approach
Presented are literature reviews and assessments of the areas of: line manager in coaching role, SRL theory and the phases of SRL in action. Following is a detailed explanation and demonstration of the P-T method. Finally, the efficacy of PT is examined and constraints are noted.
Findings
Demonstrated in the paper is how a line manager may function as the key actor in assisting employees to become more effective self-regulating learners and problem-solvers. The method presented can stimulate employee motivation and help employees to internalize self-regulating learning processes. All of this should help employees become more growth-oriented, self-confident and goal-directed participants in organizational life.
Originality/value
Rather than simply discuss what SRL is about, this paper provides an effective tool, P-T, for use in the stimulation and direction of SLR. The use of the tool also helps organization participants to achieve progress on some current problems.
Purpose
The purpose of this paper is to explore the potential benefits of integrating self-regulated learning with skill charting, a training and development tool. The following areas are examined: manager-as-coach, self-regulated learning, and skill development through skill charting.
Design/methodology/approach
This discussion of manager stimulation through the integration of self-regulated learning and skill charting is based on an extensive literature review of recent research as well as that done by the authors.
Findings
There are many practical opportunities for managers to enhance self-regulated learning of employees using skill charting. Because self-regulated learners tend to reflect a growth mindset they are more likely to engage in performance improvement, change and innovation. These personal characteristics are highly valued by most managers as they may provide a competitive advantage for organizations. Managers, acting as coaches with individuals or small groups, can be instrumental in helping employees to internalize self-regulating learning practices at the same time the employees participate in learning important job skills. The approach offered here also encourages team-building skills, knowledge acquisition, and employee engagement.
Originality/value
This fresh look at an integration of self-regulated learning with the skill-charting approach offers specific, practical suggestions for manager stimulation of self-regulated learning.
This article will examine aspects specific to internal coaching within organizations. Today, it is used as a human resources development measure in companies, the public sector, and social service systems. The postulate here is that this form of consultation does not only receive its legitimation from the respective organization, but also its defining characteristics, such as its conception, the goals, functions, settings, and implementation. They are to be adapted to the relevant organization.
Across a wide variety of disciplines, coaching has become the universal practice for improving the professional performance of individuals, and consequently, the effectiveness of their organizations. Despite these shared outcomes, the coaching of individuals such as executives, athletes, and teachers features a variety of approaches each with their own set of “unique” coaching elements. The literature in the respective fields has struggled to keep pace investigating the efficacy of these approaches and the relative impact of their elements. Programmatic research on coaching is further challenged by a paucity of conceptual frameworks. To address this challenge, we examined the coaching literature in the fields of education, sports, and business highlighting a complimentary array of coaching purposes, elements, and processes. Based on this literature, we propose a new framework to specifically advance instructional coaching in the field of education. The content-neutral framework identifies 3 key dimensions of instructional coaching that can situate task and subject-specific coaching models. Directions for the development of conceptual models and programmatic research are discussed.
Until recently, there has been little published systematic empirical research into business coaching. This article reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes, and outcomes. The present article identifies a significantly larger body of empirical research than covered in previous reviews and uses a Systematic Review methodology (SRm) to conduct a comprehensive review of the available empirical evidence into business coaching effectiveness focusing on implications for theoretical development, practice (within human resource development) and further research in this area. This review identifies convergence around factors that contribute to perceived effective coaching practice but nevertheless highlights a number of issues to be resolved in further research. These include determining the primary beneficiaries of coaching, the factors that contribute to coach credibility, and how the organizational and social context impacts on coaching. Weaknesses in coaching research methodology and research gaps are also noted.
For more than 20 years now, organizations all over the world have increasingly been using coaching in the hope of fostering the development of the organization and of their employees (Garvey, 2011; Segers, et al, 2011). The recourse to and acceptance of coaching as a vehicle for individual and organizational development may be associated with the dominating positivistic managerialist discourse (Johnson & Duberley 2000; Du Toit & Sim, 2010) of implicit functionalism (Amado, et al, 1991) and instrumentalism (Brabet, 1993). Mainly inspired from American Organizational Development movements, this approach portrays the individual as intrinsically “good, active, enterprising, desirous of fulfillment” (Amado, et al, 1991, p.74) and the organization as the place to fulfill this potential. Conflicts at the individual, team or organizational levels are analyzed as short-term dysfunctionings that can be solved through ”the platform of dialogue”. In this context, the coach acts as a mediator between the individual and the organization to reach cooperation between the stakeholders and within the organization. Contrasting views of organizations and/ or coaching conveying more dialectical ”personnalist” (Amado et al, 1991) or ”contradictions management” (Brabet, 1993) approaches will portray this mediation role of the coach as a new practice of discipline, through ideological and behavioral conformation mechanisms to organizational norms (Nielsen & Nørreklit, 2009; Reissner & du Toit, 2011). Cooperation reached through coaching is then analyzed more through the prism of compliance. Indeed, these approaches challenge the quasi-harmonious approach to organizations that they view as inherently conflictual. For French organizational psychologists for example, “contradictions will always dominate, both within each human being and within organizations. Consequently, the individual-organization relationship will necessarily be problematic” (Amado, et al, 1991, p.76). And denying the problematic nature of this relationship is to overlook the implicit power dynamics in coaching and in organizations Indeed, solving complex organizational issues by labeling them as ”people problems” (Tobias, 1996) leads to the de-socialization of causal explanation and the exclusion of organizational responsibility (Amado, 2002). This ”psychologicalization” of the problem in coaching (Fatien & Lovelace, 2014) only offers an artificial temporary bandage that hides the real roots of the dysfunctionings which are in the “shadowside” (Egan, 1993) of the organization; hard to manage or control. Coaching becomes, therefore another managerial attempt to ‘gloss’ over the flaws in “disorganised capitalism” (Lash & Urry, 1987). Given this intrinsic ambiguity in coaching, the aim of this symposium is to engage the community in a critical conversation about the implicit links that coaching and cooperation maintain. Through an interactive session using an Open Space format, participants will examine and discuss the nature and challenges of cooperation sustained by and existing within different forms of coaching in organizations, from external coaching to managerial coaching. Our panel of prominent international coaching scholars and practitioners includes Tatiana Bachkirova, Gil Bozer, David Lane, Ken Otter, Paul Stokes and Lucy Van Hove. Key questions that will be addressed are: • What does cooperation mean in coaching? Who is supposed to cooperate and how? • What are the challenges to establish cooperation? What about the hidden and multiple agendas that may prevent from authentic cooperation and generate ethical dilemmas? • How to educate for these challenges?
The purpose of this study is to examine the current literature and have an insight about coaching as a performance improvement tool at school. In today's world, schools have to survive and keep their organizational success in the highest level because of the high expectations from school stakeholders. Taking place in such a fierce competitive environment requires being more effective and efficient. Coaching can be a key to success for schools if it can be implemented in the school as a whole. The previous research findings show that if coaching techniques can be used effectively by the school principal, it becomes an effective motivation resource and performance booster not only for the teachers but also for the other staff and students.
Introduction and objectives
The purpose of this study was to examine the effects of team coaching (provided by the leader and by peers) on team performance and on the members' satisfaction with the team. The mediated role of peer coaching in the relationship between leader coaching and individual and team results was also analyzed.
Method
Adopting a multilevel approach and a cross-sectional design, 506 employees from 75 teams were surveyed. In the test of the hypotheses, multiple regression and hierarchical linear modeling (HLM) were computed.
Results
The results showed a direct positive effect of peer coaching on individual and team outcomes, and also a mediated effect of peer coaching in the relationship between leader coaching and both outcomes measured.
Conclusions
Our findings put forward the importance of coaching in the achievement of team goals.
Coaching etabliert sich zunehmend als wirksames Personalentwicklungsinstrument. Hierfür ist es wichtig zu verstehen, was Coaching ist sowie die Anlässe zu kennen, zu denen Coaching eingesetzt wird und welche Bedeutung Coaching im Rahmen der Führungskräfteentwicklung einnimmt. In verschiedenen Forschungsarbeiten konnte gezeigt werden, dass Coaching vielfältige positive Wirkungen erzielt. Darüber hinaus können durch Coaching aber auch verschiedene Nebenwirkungen entstehen. Es lassen sich einige Wirkfaktoren finden, wie beispielsweise die Beziehungsqualität zwischen Coach und Klient oder die Glaubwürdigkeit des Coaches. Daraus lassen sich wiederum Handlungsempfehlungen für die Praxis ableiten, um für ein möglichst erfolgreiches und nebenwirkungsfreies Coaching zu sorgen. Dies beinhaltet sowohl Vorschläge für die Auswahl des geeigneten Coaches als auch Hinweise für die Auswahl des Klienten und für die organisationale Unterstützung.
In den letzten Jahren mehren sich die Stimmen, dass Coaching und Supervision deckungsgleich seien. Manche Supervisoren argumentieren, dass sie schon seit Jahren vergleichbare Funktionen unter dem Label „Leitungssupervision“ übernommen haben. Aufgrund der Genese der beiden Formate verfolgen sie aber nuanciert unterschiedliche Zielsetzungen. Während nämlich Supervision aus der Sozialarbeit kommend eher die Persönlichkeit der Supervisanden zu fördern sucht, damit sie zu optimalen Gesprächspartnern für ihre Klienten werden, geht es beim Coaching im Sinne von Personalentwicklung eher um die Förderung der beruflichen Funktionsfähigkeit der zu Coachenden. Daraus folgen auch unterschiedliche zu lehrende Wissensbestände. Geht es bei der Supervision primär um Beziehungsphänomene, sind beim Coaching immer auch systemische Aspekte der Organisation zu berücksichtigen. Idealerweise sollte sich das in der Konzeptbildung der beiden Formate ebenfalls niederschlagen.
Coaching etabliert sich zunehmend als wirksames Personalentwicklungsinstrument. Hierfür ist es wichtig zu verstehen, was Coaching ist sowie die Anlässe zu kennen, zu denen Coaching eingesetzt wird und welche Bedeutung Coaching im Rahmen der Führungskräfteentwicklung einnimmt. In verschiedenen Forschungsarbeiten konnte gezeigt werden, dass Coaching vielfältige positive Wirkungen erzielt. Darüber hinaus können durch Coaching aber auch verschiedene Nebenwirkungen entstehen. Es lassen sich einige Wirkfaktoren finden, wie beispielsweise die Beziehungsqualität zwischen Coach und Klient oder die Glaubwürdigkeit des Coaches. Daraus lassen sich wiederum Handlungsempfehlungen für die Praxis ableiten, um für ein möglichst erfolgreiches und nebenwirkungsfreies Coaching zu sorgen. Dies beinhaltet sowohl Vorschläge für die Auswahl des geeigneten Coaches als auch Hinweise für die Auswahl des Klienten und für die organisationale Unterstützung.
Current research indicates that approximately 70% of all organizational change initiatives fail. This includes mergers and acquisitions, introductions of new technologies, and changes in business processes. Leadership is critical in initiating, driving and sustaining change to produce business results, and executive coaching is the best way to support leaders at all levels. Coaching for Change introduces a model for executive coaching that provides the tools and resources to support leaders in driving organization change.
In this chapter, the author explores how the adult learning theories of andragogy and transformative learning may be used when coaching adult learners.
This article describes the specific elements of internal coaching. Today you can find it as an element of personal development in firms, in authorities, in human service organizations. It is proposed, that the organization, where the coaching takes place, has the most important influence for the conception, for the goals, for the functions, for the settings and for the implementation. This organization in the end although gives coaching there legitimating.
The explosive growth of coaching over the past decade has been accompanied by comparable growth in coach training as well as in membership of professional bodies representing the industry. Yet philosophical and intellectual debates over executive coaching and its measurable value and outcomes appear limited in much of the existing literature. Many practitioners appear uncomfortable with the hard measurement of real return on investment, preferring softer, more qualitative approaches to evaluation. To challenge the self-perpetuating myth of value which has grown up around executive coaching, The Value of Executive Coaching critically explores the discourses surrounding this aspect of leadership development and considers different ways of thinking about its growth, development and application outside its established functionalist perspective. Using case study evidence, this exciting new text enhances our understanding of how and why the value proposition of executive coaching is perceived and perpetuated, and provides readers with the opportunity to explore some of the issues which influence perceptions of value. This bookwill be valuable reading for practising coaches and students on postgraduate coaching courses.
This PhD Colloquium powerpoint presented the research proposal to find out the characteristics of Islamic business coaching and its contribution to small business' performance. I would like to express my sincere gratitude to all my supervisors.
Purpose: The expansion of coaching in firms reflects its potential use as a tool to improve the development of human capital and of the firm itself. Nevertheless, research into the effects of coaching is lagging some way behind practice and there is a need to establish a theoretical framework capable of explaining how the coaching process proceeds and its outcomes. The goal of this research is to analyze the effects of coaching in both, employees development, and organizational performance. Thus, we extend Joo’s (2005) conceptual model by adding social exchange theory and the resource-based view, so as to to develop a model that allow us to investigate coaching.
Design/methodology/approach: We test our model on a sample of 498 Spanish firms. The hypotheses were analyzed using structural equations modeling.
Findings: Our results confirm that coaching has an influence on both individual performance and organizational performance indicators. Besides, social exchange theory and the resource-based view, are a proper frameworks so as to study the effects of coaching.
Practical implications: Coaching also helps firms to improve their competitive position. maximise benefits and minimise costs. We highlight several tips for practitioners in order to develop properly coaching processes.
Originality/value: Coaching helps firms improve their competitive position via effects on organisational performance, sales increases and productivity growth.
This article reports a study of current perceptions among professionals regarding therapy and coaching. Whereas therapy and counseling have been traditional fields of study and practice, coaching is not as well developed. It is helpful to examine the perceptions of practicing professionals in order to delineate the distinctions and overlaps in these modalities. A set of 7 questions was used to explore these viewpoints with a participant pool of professional coaches--therapists. Interview data and narrative summaries provide a perspective on the controversy of coaching versus therapy.
Little has been reported about the skills, experience and training of coaches in the Australian context, yet
these are critical factors in the ethical practice of coaching. Previous research and experience suggests that
formal coach training varies considerably in terms of curricula and quality. At the same time, data is
emerging that suggests a significant number of coaching clients may be using coaching as a socially acceptable
form of meeting therapeutic needs. This raises questions about the duty of care coaches owe to
their clients in safeguarding their mental health and well-being. Similarly, it raises questions about the
degree to which current industry training assists coaches discharge that duty of care. In order to explore
these issues empirically, a total of 148 Australian coaches answered a questionnaire covering three areas:
(i) current coaching practice; (ii) background experience and coach training (iii) ethics and professional
affiliations. A minority of respondents reported a background in psychology or counselling, yet more than
10 per cent of respondents indicated that they regularly coached clients in relation to issues commonly
associated with serious psychological distress (e.g. fears about personal loss, life crises, social isolation and
self esteem). The preliminary data presented here indicate that there is need to identify the range and depth
of issues presented in coaching, the training needed for coaches to effectively identify and refer clients with
mental health issues, and the limits and responsibilities of our duty of care as coaches.
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.
I describe the design and use of various "consciousness-raising" experiences in several corporate development programs and report my firsthand observations and reflections from executives who participated in these programs. The beginning makes the case for consciousness raising for business leaders and then documents the impact of such experiences on executive's self-awareness, understanding of others, dealings with diversity, and engagement with the larger world. Special attention is given to how service experiences can help to connect individuals and their companies to issues and interests in society, while the conclusion presents ideas and choices in creating consciousness-raising experiences aimed at executive development.
Four decades of contributions to personality theory and family practice have earned Luciano L'Abate a worldwide reputation for therapeutic insights. Now he expands on his pathbreaking relational theory of personality to apply it to the twenty-first-century family in all its configurations. Personality in Intimate Relationships showcases L'Abate's trademark elegant style and provocative ideas in his most accessible work to date. Based on Axes I and II of the DSM-IV, the book describes relationships along a readily identifiable continuum ranging from optimal functionality to severe pathology, linking the author's conceptual framework to specific diagnostic strategies, therapeutic interventions, and prevention programs. L'Abate's theory not only integrates individual and family theories and seemingly disparate schools of thought, but is also inclusive of nontraditional relationships-grandparent/grandchild dyads, adoptive families, same-sex couples, and others-that are often left out of the family literature. Among the key areas explored in the book: · Selfhood and self-differentiation · Confrontation and sharing of hurt feelings · Negotiating, bargaining, and problem-solving · Dealing with distance and closeness · Intimacy and the ability to love In addition, the reader is referred to complementary online appendices that supply helpful questionnaires, workbooks, and ideas for further applications. Personality in Intimate Relationships offers fresh perspective to all frontline practitioners as well as investigators in this area. It is also ideal for graduate courses in abnormal psychology and personal development. © 2005 Springer Science+Business Media, Inc. All rights reserved.
The coaching industry has reached a key important point in its maturation. This maturation is being driven by at least three interrelated forces: (1) accumulated coaching experience; (2) the increasing entry of professionals into coaching from a wide variety of prior backgrounds; and (3) the increasing sophistication of management and Human Resource professionals. There is increasing awareness among coaches of the need to ground their practice in a solid theoretical understanding and empirically tested models, rather than the standardised implementation of "one size fits all" proprietary coaching systems. Further, there is a growing disenchantment with perceived pseudo-credentialing mills. In response to these forces we are beginning to witness increased interest in coaching-related research and the theoretically grounded approaches central to evidence- based coaching practice. This paper provides an overview of the existing academic literature on coaching, and explores five key trends in coaching-related research; (a) discussion articles on internal coaching by managers; (b) academic research on internal coaching; (c) research on external coaching by a professional coaches; (d) coaching as a means of investigating psychological mechanisms and processes involved in human and organisational change, and (e) the emergence of a theoretical literature aimed at the professional coach. It is argued that an explicit movement towards the scientist- practitioner model of coach training and practice is vital for the development of the coaching industry, and that such a move is vital in a movement from a service industry, towards a respected cross-disciplinary profession with a solid research base.
We propose that I/O psychologists who coach executives have overlooked psychotherapy outcome research as a source of information and ideas that can be used to improve our executive coaching practices. This research, based on thousands of studies and many meta-analyses, has converged on the conclusion that four ''active ingredients'' account for most of the variance in psychotherapy outcomes. We describe how this literature has identified four primary ''active ingredients'' that account for most of the variance in psychotherapy outcomes: 1) Client/extratherapeutic factors (40%), 2) The relationship or alliance (30%), 3) Placebo or hope (15%), and 4) Theory and technique (15%). Working on the assumption that psychotherapy and executive coaching are sufficiently similar to justify generalization from one domain to the other, we describe these four active ingredients at length and explore how they may be at work in the executive coaching process. We also suggest that I/O psychologists have training and experience that allows us to leverage some of these active ingredients in our executive coaching (e.g., understanding of client individual differences related to coaching outcomes). But we also have areas of weakness (e.g., building a strong working relationship with an individual client) that may need to be bolstered with additional training and development experiences.
Coaching psychology provides a new professional arena for thinking about psychological practice. Many will recognise the ethos of coaching psychology as different from the medical model and many coaching psychologists would not recognise a description of the profession as grounded in the medical model. It will be argued, however, that because coaching psychology has emerged in relation to other professional branches of psychology which do adopt the medical model, it has as a consequence implicitly adopted the values of the medical model. The implication of the medical model is the view that we ourselves are the expert on our client’s life. This stands in contrast to the person-centred model view which is that our client is their own best expert. It will be argued that coaching psychology should reject the medical model and instead adopt the person-centred meta-theoretical perspective.
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.
Coaching is emerging as a major professional development and performance enhancement process. There are, however, few professional development programmes aimed at coaches themselves, and no internationally recognised qualification or professional standard. Much of the literature on coaching has been written by those with a human psychology perspective, and particularly psychotherapeutic approaches to support. Yet some psychotherapeutic processes assume longer-term relationships between the coach and the coachee. Many businesses and managers themselves, however, seek focussed solutions to immediate problems. This article offers adult learning theory, and specifically transformative learning, as an alternative or parallel theoretical model for underpinning the coaching processes. All coaches, however, need to be aware that the coaching process may open up deep-seated anxieties, some of which are more appropriately addressed by a psychotherapeutic approach. Hence, a dynamic network model of coaching is proposed, in which psychotherapists and non-therapists collaborate to facilitate their mutual professional coaching development, learning and support.
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.
Growing from the demand for flexible, targeted development options and the acceptance of executive coaching emerges the role of the internal coach, a professional within an organization who, as a formal part of his or her job, coaches managers and executives. This article identifies this trend, defines the role of the internal coach, compares it with external coaching, and outlines the key issues that need to be addressed in delivering internal coaching programs. It is hoped that this material provides a foundation for future investigation and discussion as the internal coach role matures into a valuable and frequently used tool in management and executive development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Outlines the 5 research-based strategies that guide one-on-one coaching by a management consulting firm: forge a partnership, inspire commitment, grow skills, promote persistence, and shape the environment. The case study of a typical targeted coaching participant (a female executive who sought to develop stronger relationships with internal customers and enhanced credibility on strategic business issues) is presented and contrasted with other coaching services (i.e., intensive coaching and executive coaching) provided by the firm. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Executive coaching (EC) has grown significantly in the past decade as an important organizational consulting intervention. This article proposes a working definition for EC that specifies its process and methods, differentiates it from other forms of coaching, and suggests a set of perspectives, principles, and approaches needed to guide its professional practice. It also puts forth a set of core competencies for professional executive coaches. Implications are also explored for how to select a coach, how to prepare for an EC practice, and how to understand why certain EC interventions are more effective than others. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This case study follows the evolution of an executive coaching consultation provided to the leaders of an organizational system over a 5-year period. The clients were part of a community outreach center in an academic medical center, and the coach-consultant was part of an internal service group. During this extended engagement, the clients' organizational system experienced a dramatic period of growth and change. The diversification of leadership roles, the dynamics of moving beyond the leadership of an organizational founder, and the challenges of rapid growth are all highlighted in the coaching content. Lessons learned from this coaching experience include an understanding of (a) the advantages of using coaching as an adjunct to other forms of organizational consultation, (b) how to manage changes in contracting and intervention goals over time, (c) how to meet the challenges of coaching to a leadership pair, and (d) mechanisms for using coaching to support leadership succession. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Some executives use coaching to learn specific skills, others to improve performance on the job or to prepare for advancement in business or professional life. Still others see coaching as a way to support broader purposes, such as an executive's agenda for major organizational change. To an outsider, these coaching situations may look similar. All are based on an ongoing, confidential, one-on-one relationship between coach and executive. Yet each coaching situation is different and some of these distinctions are important to recognize, if only to foster informed choice by everyone involved. This article defines and explores key distinguishing features among coaching situations encountered in daily practice. Taking account of these factors, the authors suggest 4 distinctly different coaching roles. Case examples explore how these roles apply to common coaching issues facing executives and their organizations today. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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)
This article reports a study of current perceptions among professionals regarding therapy and coaching. Whereas therapy and counseling have been traditional fields of study and practice, coaching is not as well developed. It is helpful to examine the perceptions of practicing professionals in order to delineate the distinctions and overlaps in these modalities. A set of 7 questions was used to explore these viewpoints with a participant pool of professional coaches--therapists. Interview data and narrative summaries provide a perspective on the controversy of coaching versus therapy. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article is an attempt to evaluate the appropriateness of the cognitive-behavioral approach for use in executive coaching engagements. The basic tenets of cognitive- behavior therapy, as well as its conceptual underpinnings, are reviewed. Following this, a discussion of how well the goals of executive coaching are met by a cognitive-behavioral approach is presented. The author recommends that for stress management and skill development purposes, cognitive-behavioral coaching is appropriate and likely to be highly efficacious. However, for coaching situations that call for a more in-depth analysis of unconscious motives and conflicts, this approach is not suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
While executive coaching continues to mushroom as a practice area, there has been little outcome research. This article presents the results of a study that explored factors influencing the choice of a coach, executives' reactions to working with a coach, the pros and cons of both internal and external coaches, the focus of executive coaching engagements, indications of successful coaching engagements, coaching tools executives favored, and the sustainability of coached executives' learning and behavior change. The author also raises a question about which executives are most likely to benefit from this development resource and presents a typology for gauging this issue. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
By integrating recent findings in affective neuroscience and biology with well- documented research on leadership and stress, we offer a more holistic approach to leadership development. We argue here that leader sustainability is adversely affected by the psychological and physiological effects of chronic power stress associated with the performance of the leadership role. We further contend, however, that when leaders experience compassion through coaching the development of others, they experience psychophysiological effects that restore the body's natural healing and growth processes, thus enhancing their sustainability. We thus suggest that to sustain their effectiveness, leaders should emphasize coaching as a key part of their role and behavioral habits. Implications for future research on leadership and leadership development are discussed, as well as implications for the practice of leadership development and education.
The review gives a theoretically grounded overview over new advances of research on coaching outcomes. In the first part general standard outcome measures and different specific methods are presented. The second part summarises studies that investigate coaching outcomes as the result of changes in pre-requisites or pre- conditions for coaching (e.g. change of motivation and persistence of the client) and success factors in the coaching sessions, (e.g. esteem and emotional support the coach, clarification of the goals). The third part describes eight experimental and quasi-experimental studies, with and without random assignments. particularly individual coaching by external coaches, peer-coaching, self-coaching programmes and control groups. The results show that the different coaching interventions produce significant and sometimes strong but not always expected and consistent effects. A discussion of perspectives of theory and research and an orientation model for future outcome studies close the contribution.
We examine the nature of peer coaching and frame it as a type of developmental tool that can enhance personal and professional development. We begin with a discussion of the relational perspective on career learning, which provides a context for peer coaching as a tool that can accelerate career learning. We distinguish between peer coaching and the related concepts of mentoring and peer mentoring and discuss factors that facilitate the development of this type of helping relationship. We offer a discussion of the key characteristics of effective peer-coaching relationships, and we provide an empirical test of the impact of these characteristics with a survey of MBA students. We also offer a theoretical model of peer coaching, along with propositions for future research. We conclude that when peer coaching works best for a person, it happens through a 3-step process of (1) building the developmental relationship, (2) creating success in development, and (3) internalizing the learning tactic by applying the peer-coaching process in future relationships.
An $s$ stage $k$ name snowball sampling procedure is defined as follows: A random sample of individuals is drawn from a given finite population. (The kind of random sample will be discussed later in this section.) Each individual in the sample is asked to name $k$ different individuals in the population, where $k$ is a specified integer; for example, each individual may be asked to name his "$k$ best friends," or the "$k$ individuals with whom he most frequently associates," or the "$k$ individuals whose opinions he most frequently seeks," etc. (For the sake of simplicity, we assume throughout that an individual cannot include himself in his list of $k$ individuals.) The individuals who were not in the random sample but were named by individuals in it form the first stage. Each of the individuals in the first stage is then asked to name $k$ different individuals. (We assume that the question asked of the individuals in the random sample and of those in each stage is the same and that $k$ is the same.) The individuals who were not in the random sample nor in the first stage but were named by individuals who were in the first stage form the second stage. Each of the individuals in the second stage is then asked to name $k$ different individuals. The individuals who were not in the random sample nor in the first or second stages but were named by individuals who were in the second stage form the third stage. Each of the individuals in the third stage is then asked to name $k$ different individuals. This procedure is continued until each of the individuals in the $s$th stage has been asked to name $k$ different individuals. The data obtained using an $s$ stage $k$ name snowball sampling procedure can be utilized to make statistical inferences about various aspects of the relationships present in the population. The relationships present, in the hypothetical situation where each individual in the population is asked to name $k$ different individuals, can be described by a matrix with rows and columns corresponding to the members of the population, rows for the individuals naming and columns for the individuals named, where the entry $\theta_{ij}$ in the $i$th row and $j$th column is 1 if the $i$th individual in the population includes the $j$th individual among the $k$ individuals he would name, and it is 0 otherwise. While the matrix of the $\theta$'s cannot be known in general unless every individual in the population is interviewed (i.e., asked to name $k$ different individuals), it will be possible to make statistical inferences about various aspects of this matrix from the data obtained using an $s$ stage $k$ name snowball sampling procedure. For example, when $s = k = 1$, the number, $M_{11}$, of mutual relationships present in the population (i.e., the number of values $i$ with $\theta_{ij} = \theta_{ji} = 1$ for some value of $j > i$) can be estimated. The methods of statistical inference applied to the data obtained from an $s$ stage $k$ name snowball sample will of course depend on the kind of random sample drawn as the initial step. In most of the present paper, we shall suppose that a random sample (i.e., the "zero stage" in snowball sample) is drawn so that the probability, $p$, that a given individual in the population will be in the sample is independent of whether a different given individual has appeared. This kind of sampling has been called binomial sampling; the specified value of $p$ (assumed known) has been called the sampling fraction [4]. This sampling scheme might also be described by saying that a given individual is included in the sample just when a coin, which has a probability $p$ of "heads," comes up "heads," where the tosses of the coin from individual to individual are independent. (To each individual there corresponds an independent Bernoulli trial determining whether he will or will not be included in the sample.) This sampling scheme differs in some respects from the more usual models where the sample size is fixed in advance or where the ratio of the sample size to the population size (i.e., the sample size-population size ratio) is fixed. For binomial sampling, this ratio is a random variable whose expected value is $p$. (The variance of this ratio approaches zero as the population becomes infinite.) In some situations (where, for example, the variance of this ratio is near zero), mathematical results obtained for binomial sampling are sometimes quite similar to results obtained using some of the more usual sampling models (see [4], [7]; compare the variance formulas in [3] and [5]); in such cases it will often not make much difference, from a practical point of view, which sampling model is utilized. (In Section 6 of the present paper some results for snowball sampling based on an initial sample of the more usual kind are obtained and compared with results presented in the earlier sections of this paper obtained for snowball sampling based on an initial binomial sample.) For snowball sampling based on an initial binomial sample, and with $s = k = 1$, so that each individual asked names just one other individual and there is just one stage beyond the initial sample, Section 2 of this paper discusses unbiased estimation of $M_{11}$, the number of pairs of individuals in the population who would name each other. One of the unbiased estimators considered (among a certain specified class of estimators) has uniformly smallest variance when the population characteristics are unknown; this one is based on a sufficient statistic for a simplified summary of the data and is the only unbiased estimator of $M_{11}$ based on that sufficient statistic (when the population characteristics are unknown). This estimator (when $s = k = 1$) has a smaller variance than a comparable minimum variance unbiased estimator computed from a larger random sample when $s = 0$ and $k = 1$ (i.e., where only the individuals in the random sample are interviewed) even where the expected number of individuals in the larger random sample $(s = 0, k = 1)$ is equal to the maximum expected number of individuals studied when $s = k = 1$ (i.e., the sum of the expected number of individuals in the initial sample and the maximum expected number of individuals in the first stage). In fact, the variance of the estimator when $s = 0$ and $k = 1$ is at least twice as large as the variance of the comparable estimator when $s = k = 1$ even where the expected number of individuals studied when $s = 0$ and $k = 1$ is as large as the maximum expected number of individuals studied when $s = k = 1$. Thus, for estimating $M_{11}$, the sampling scheme with $s = k = 1$ is preferable to the sampling scheme with $s = 0$ and $k = 1$. Furthermore, we observe that when $s = k = 1$ the unbiased estimator based on the simplified summary of the data having minimum variance when the population characteristics are unknown can be improved upon in cases where certain population characteristics are known, or where additional data not included in the simplified summary are available. Several improved estimators are derived and discussed. Some of the results for the special case of $s = k = 1$ are generalized in Sections 3 and 4 to deal with cases where $s$ and $k$ are any specified positive integers. In Section 5, results are presented about $s$ stage $k$ name snowball sampling procedures, where each individual asked to name $k$ different individuals chooses $k$ individuals at random from the population. (Except in Section 5, the numbers $\theta_{ij}$, which form the matrix referred to earlier, are assumed to be fixed (i.e., to be population parameters); in Section 5, they are random variables. A variable response error is not considered except in so far as Section 5 deals with an extreme case of this.) For social science literature that discusses problems related to snowball sampling, see [2], [8], and the articles they cite. This literature indicates, among other things, the importance of studying "social structure and...the relations among individuals" [2].
Executive coaching is a rapidly growing form of organisation development intervention, and one which is receiving increasing attention in the management and psychology literature. This study reports on the state of the practice of executive coaching in New Zealand, about which little is currently known. Fifty-nine executive coaches responded to a survey that gathered data on the demographics of coaches; their backgrounds, qualifications and training; their coaching method; and aspects of their practice, including typical fees charged, number of client sessions, method of marketing, ethical standards and professional insurance. Conclusions are drawn from the data and suggestions for future research are made.
Organizational adaptation is a topic that has received only limited and fragmented theoretical treatment. Any attempt to examine organizational adaptation is difficult, since the process is highly complex and changeable. The proposed theoretical framework deals with alternative ways in which organizations define their product-market domains (strategy) and construct mechanisms (structures and processes) to pursue these strategies. The framework is based on interpretation of existing literature and continuing studies in four industries (college textbook publishing, electronics, food processing, and health care).
Seventy-two articles on executive coaching appearing in mainstream and trade management publications between 1991 and 1998 were analyzed to determine (a) general opinions of the practice of executive coaching and (b) the extent to which training in psychology was described as relevant and useful to coaching practice. A content analysis methodology yielded reliable coding across raters. Results of the review suggest that favorable views of executive coaching far exceed unfavorable views. However psychologists were infrequently recognized as uniquely competent practitioners. Implications of these findings for psychologists in coaching roles are discussed.
Growing from the demand for flexible, targeted development options and the acceptance of executive coaching emerges the role of the internal coach, a professional within an organization who, as a formal part of his or her job, coaches managers and executives. This article identifies this trend, defines the role of the internal coach, compares it with external coaching, and outlines the key issues that need to be addressed in delivering internal coaching programs. It is hoped that this material provides a foundation for future investigation and discussion as the internal coach role matures into a valuable and frequently used tool in management and executive development.
Today's business leaders increasingly rely on coaches for help in understanding how to act in a demanding and volatile world. These confidants and advisers can earn up to $3,500 per hour. To understand what they do to merit that money, HBR conducted a survey of 140 leading coaches and invited five experts to comment on the findings. Commentators and coaches agreed that the reasons for engaging coaches have evolved over the past decade. Ten years ago, most companies hired a coach to help fix toxic behavior at the top. Today, most coaching is about developing the capabilities of high-potential performers or acting as a sounding board. As a result of this broader mission, there's a lot more fuzziness around coaching engagements, whether it be with regard to how coaches define the scope of engagements, how they measure and report on progress, or what credentials a company should look for when selecting a coach. Do companies and executives get value from their coaches? When we asked coaches to explain the healthy growth of their industry, they said that clients keep coming back because "coaching works." Yet the survey results also suggest that the industry is fraught with conflicts of interest, blurry lines between what is best handled by coaches and what should be left to mental health professionals, and sketchy mechanisms for monitoring the effectiveness of a coaching engagement. The bottom line: Coaching as a business tool continues to gain legitimacy, but the fundamentals of the industry are still very much in flux. In this market, as in so many others today, we have to conclude that the old saw still applies: Buyer beware!
We study the theoretical structure of reflective executive development within the context of executive MBA programs, drawing upon the theoretical perspectives of the reflective practitioner (Schön, 1983); the reflective executive (Roglio, 2006; Roglio, Light, & Coelho, 2006); and reflective executive development (Gosling & Mintzberg, 2003; Bennis & O'Toole, 2005) to construct a conceptual framework for describing the key features of executive education. We also draw upon an empirical study of 20 executives taking an executive MBA program at an elite management school ranked among the top 5 in the world to further develop a theoretical framework of reflective executive realization. The fieldwork is based on semistructured interviews and observations. Data is analyzed from a phenomenological perspective. Our findings suggest that the key elements for the development of reflective practice in executive MBA programs are adult learning principles, the role of the instructor, instructional strategies, collective learning, and curriculum design.
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.
In spite of the fact that researchers suggest that managers use intuition when making decisions and solving problems, management education and development has largely ignored or shied away from including intuition in its curriculum. There are few. if any, reported or reported-and-evaluated attempts at the development of managers' intuitive awareness either in business school or in-company programs. We offer a justification for the inclusion of intuition in management education and go on to report the design, implementation, and evaluation of a program for the development of managers' intuitive awareness. The program used a combination of training and extended practice employing a variety of innovative experiential techniques. The program was evaluated by means of content analyses of the logs that participants compiled during the practice phase. Participants reported positively on the program and documented effects in a number of areas related to the context for intuition (inner-outer), the intuitive process (time, place, and pace), and its outcomes (sense of perspective; self-confidence; inter- and intrapersonal sensitivity; metacognition). The implications for the further application of these approaches in management education and development, and some personal reflections on their use are discussed.
This article proposes a four-cell typology of career systems, reflecting two critical dimensions along which firms choose a staffing strategy: supply flow and assignment flow. We suggest that this typology reflects, in a human resources context, the different choices firms make in managing their overall strategy. The career systems profiles that follow from the typology both describe and predict the composition of a company's work force.
Purpose
This paper seeks to provide readers with a better understanding of four theory models that inform coaching practice, and to reflect on how the theoretical approach that one adopts is likely to shape one's coaching practice.
Design/methodology/approach
This article is based on the authors' combined 30 years of experience as internal and external executive coaches. Organizational examples are provided to illustrate key concepts.
Findings
The authors conclude that, although coaches tend to be eclectic in the methods that they employ, they tend to center their craft on one of four prevailing coaching models: the clinical model, the behavioral model, the systems model, and the social constructionist model. These models inform the practice and shape the approaches that OD practitioners take in directing coaching assessments and interventions.
Practical implications
This article serves as a “think piece” to help OD practitioners understand the theoretical assumptions, constraints, and caveats that are associated with each model. The authors strongly believe that having this knowledge enables practitioners to introduce a higher level of discipline and effectiveness into the coaching process.
Originality/value
This article represents a unique attempt to bridge theory and practice by encouraging readers to reflect on how each individual's practice is developed from, and informed by, a particular theory position. It represents one of the few papers that have tackled this particular management development topic.
Purpose
This paper aims to summarise the author's recent research into what is involved in creating a coaching culture.
Design/methodology/approach
Based on a series of organisation cases six dimensions are identified and four sub‐dimensions within each, and an instrument is developed that assesses the level of development of organisations across these dimensions. More work remains to be done in validating the instrument, but it has already been found to provide a framework for consideration of the issues in creating a coaching culture in a number of international organisations.
Findings
The study finds that addressing the organisational dimension by exploring the agenda for creating a coaching culture is one way to direct attention and energy towards the business benefits. The fuller findings of this study are published as in Making Coaching Work: Creating a Coaching Culture.
Practical implications
The article provides an agenda for practitioners – both business leaders and development advisors, and also offers a framework for future research.
Originality/value
This article seeks to highlight the paucity of previous research in this area and to outline what can be done in practice to enhance the impact of coaching so that it affects the organisation culture, not simply the behaviour of individual managers.
Purpose
– The purpose of this paper is to outline how a Gestalt approach to coaching which makes use of the paradoxical theory of change can lead to personal growth and development.
Design/methodology/approach
– Provides an overview of the key concepts of paradoxical coaching and a case study to illustrate the method.
Findings
– The application of the paradoxical theory of change accesses the personal change process of the coachee and leads to improved performance.
Originality/value
– The article provides an alternative perspective to the more widespread behaviorally‐based coaching approaches.
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)
Deux recherches poursuivies sur deux continents ont fait appel à deux variables dépendantes différentes pour étudier l’efficacité relative du coach externe, du pair coach et de l’autocoaching sur la performance des participants (maîtrise de gestion). La première investigation concernait trente étudiants en gestion canadiens. Ceux qui étaient suivis par un coach extérieur présentaient une meilleure adaptation au travail collectif que ceux qui avaient un pair pour coach. La seconde recherche portait sur 23 managers en gestion australiens. Ceux qui étaient suivis soit par un coach externe, soit par eux-même, ont obtenu des résultats significativement plus élevés que ceux qui étaient accompagnés par un pair. Dans les deux études, le coach externe avait aux yeux de l’intéressé une plus grande crédibilité que le pair. Dans la seconde étude, l’autocoaching était mieux vu que le coaching du pair. La satisfaction relative à l’ensemble du processus était plus forte chez les managers pourvus d’un coach externe.
Two studies in two different continents using two different dependent variables examined the relative effectiveness of external, peer, and self-coaches on the performance of participants in two MBA programs. The first study involved MBA students in Canada (n= 30). Those who were coached by an external coach exhibited higher teamplaying behavior than did those who were coached by peers. The second study involved EMBA managers in Australia (n= 23). Those who were either coached by an external coach or who were self-coached had significantly higher grades than those who were coached by a peer. In both studies, an external coach was perceived by the participants to have higher credibility than their peers. In the second study, self-coaching was perceived to be more credible than coaching from peers. Satisfaction with the coaching process was highest among the managers who had an external coach.
The use of executive coaching as a developmental intervention for managers has increased dramatically during the past decade. Consequently, there has been a burgeoning practitioner literature on the topic of executive coaching. Empirical research on executive coaching, however, has lagged far behind, and theoretical work on the processes underlying effective coaching has been limited. In this review, we investigate the construct of executive coaching and examine how coaches’ professional training, client characteristics, and types of coaching impact the effectiveness of this intervention. The article concludes with an agenda for future research on this emerging form of management development.
Coaching has received considerable attention in recent years as the responsibility for employees' learning and development has been increasingly devolved to line managers. Yet there exists little published empirical research that measures specific coaching behaviors of line managers or examines the linkages between line managers' coaching behavior and employee performance. This survey study integrates the perceptions of supervisors and their respective employees to examine supervisory coaching behavior in an industrial context and to assess its association with employee job satisfaction and performance. Findings suggest that supervisory coaching behavior is positively associated with employees' job satisfaction and performance. Implications for research and practice are presented.
âBooks and articles come and go, endlessly. But a few do stick, and this book is such a one. Organizational Strategy, Structure, and Process broke fresh ground in the understanding of strategy at a time when thinking about strategy was still in its early days, and it has not been displaced since.â âDavid J. Hickson, Emeritus Professor of International Management & Organization, University of Bradford School of Management Originally published in 1978, Organizational Strategy, Structure, and Process became an instant classic, as it bridged the formerly separate fields of strategic management and organizational behavior. In this Stanford Business Classics reissue, noted strategy scholar Donald Hambrick provides a new introduction that describes the bookâs contribution to the field of organization studies. Miles and Snow also contribute new introductory material to update the bookâs central concepts and themes. Organizational Strategy, Structure, and Process focuses on how organizations adapt to their environments. The book introduced a theoretical framework composed of a dynamic adaptive cycle and an empirically based strategy typology showing four different types of adaptation. This framework helped to define subsequent research by other scholars on important topics such as configurational analysis, organizational fit, strategic human resource management, and multi-firm network organizations.
Mixed media. Thesis (doctoral)--Universität, Osnabrück, 2003.
