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Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer
Abstract
Objectives: Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.
Design: Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.
Methods: Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.
Results: Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.
Conclusions: Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.
... Specific knowledge is referred to: (a) knowledge in the professional domain, such as knowledge in sports science, knowledge of the sport, and knowledge of pedagogy, (b) knowledge in the interpersonal domain, which concerns communication knowledge, and (c) knowledge in the intrapersonal area, such as self-awareness and reflection (Gilbert & Côté, 2013;Neelis, Faucett, & Thompson, 2020). Knowledge in these three areas is considered required for every coaching position, in a blend that differs according to the coaching domain and the level of the coaching position while the way this knowledge is used relates to success in coaching (Côté & Gilbert, 2009;Stewart et al. 2020). Effective coaching requires also qualities, skills, and characteristics of the coach that ensure the successful accomplishment of duties in every coaching domain. ...
The purpose of this study was to develop and provide initial validation of a scale designed to identify the evaluation and selection criteria of 585 coaches selected to work in 237 amateur sports clubs in Attica, Greece. The development of the scale was based on the job analysis of coaching and the review of the evaluation of coaching performance. The criterion of KMO (.934) and Bartlett’s test of Sphericity test (13338.366, df 406, p < .00001) confirmed that the requirements for factor analysis were met. EFA revealed a scale of 29 items and identified six (6) factors interpreting the 73.396% of the overall variance: (1) results of coaching on athletes, (2) personal achievements of the coach, (3) design and implementation of coaching (4) competition management (5) psychological support of the athletes and (6) commitment to the club. CFA was used to test the accuracy of the construct revealed by EFA. The findings of this study support the factorial structure of the scale and its psychometric qualities in a Greek sample suggesting that the scale is valid for identifying the evaluation and selection criteria employed from amateur sports clubs to select their coaches.
... Stakeholder contracting is viewed as a crucial component of successful coaching at work by the vast majority of coaches and organisations that use coaching (Turner & Hawkins, 2016). It has shown that organisations play a considerable, if occasional, role in determining coaching outcomes and evaluating outcomes (Stewart et al, 2008, Rogers, 2008, Passmore & Fillery-Travis, 2011. The phases of contracting should consider how the company, the individual, supervision and submission for credentialing fit into it. ...
This paper presents the results from a global coach survey of 1266 coaches from 79 nations conducted in Summer 2021, when the world emerged from global lockdowns and the 18-month COVID-19 pandemic. In addition to sharing data on the composition of the global coach community (national residence, gender, race, ethnicity, sexual orientation and disability), this study focuses on the impact of the global pandemic on the coaching industry using a quantitative analysis. The findings indicate that age, platform association, pre-pandemic online coaching experiences and average fee were significant predictors of the total impact of the COVID-19 pandemic on coaches. Those least able to adjust and transition to an online environment, or with the least experience working online, reported the greatest detrimental impact. Moreover, the data confirm coaching’s transition towards online delivery, with the pandemic accelerating this process to a point where we believe that this trajectory will continue post-pandemic. To enable the success of this shift, coach supervisors, peer support and professional coach training need to recognise the need for this digital transition and adjust training, support and practices to reflect this new reality.
... The influence of technology in the field of gambling innovation continues to grow at a rapid pace (Schwartz, 2006). Public and commercial use of the Internet began in early 1990s and soon became apparent that it could also be a medium used for gambling (Palmer, 2014) and necessitated coaching (Stewart, Palmer, Wilkin, & Kerrin, 2008). Internet gambling refers to the range of wagering and gaming activities offered through Internet-enabled devices, including computers, mobile and smart phones, tablets, and digital television sets. ...
The generation of genetic epidemiological data in Africa to drive public education on
the biological basis of substance use disorders (SUDs), which has been popularly mis�construed as a moral failure, has become imperative, in order to encourage access to
formal care by patients. This study aimed to determine the morbid risks of SUDs among
the first-degree relatives (FDRs) of probands with alcohol use disorder (AUD) and can�nabis use disorder (CUD), in comparison with the families of healthy control group. The
study elicited information on the morbid risk of SUDs among FDRs of probands with
AUD and CUD and relatives of a healthy control group through direct interview or by
proxy interview of relatives using the Family Interview for Genetic Studies (FIGS). The
best-estimate method was used for the diagnosis in the relatives of the probands and
a comparison group. Logistic regression was used to estimate the odds ratios (OR) and
95% confidence intervals (CI) for the differences in proportion of the affected versus
unaffected FDRs, while the Weinberger method was used to estimate morbid risks. The
morbid risks among FDRs of probands with AUD and CUD were 17.5(95% CI, 17.1-17.9)
and 11.6(11.2-12.0), respectively, in comparison with 7.8(95% CI, 7.6-8.0) and 5.7(95%
CI, 5.5-5.9), respectively, for the FDRs of the controls. The increased familial risk of SUDs
among FDRs of probands with alcohol and cannabis use disorders in an African popula�tion is similar to that in the Western population. Therefore, preventive strategies involv�ing the family may be useful.
Keywords: Morbid risk; alcohol; cannabis; first-degree; relatives
Objectives
This study investigated the involvement that line managers have when their direct reports are receiving coaching from either an internal or external coach; what line managers and coachees report hinders and facilitates line management involvement; and in what ways does line management involvement affect the outcome of coaching.
Design
A cross-sectional design was used to explore coachees’ and line managers’ perceptions of line management involvement, as well as facilitators and barriers to their involvement. Content analysis was used to code the data.
Method
18 coachees and 12 line managers participated in semi-structured interviews. Content analysis revealed that the involvement of line managers varied.
Results
Factors reported to inhibit involvement included cognitions that it was a personal process, and management involvement was not necessary. Factors reported to facilitate involvement included managers’ beliefs that coaching was valuable and their understanding of how coaching worked within their organisations. Line management behaviours found to facilitate coaching comprised five clusters: supporting, collaborating, informing, management style and challenging. Behaviours found to hinder coaching comprised two clusters: restrictive and passive.
Conclusions
This study provides a useful insight into factors that influence line management involvement, the type of management behaviours that facilitate and hinder coaching outcomes, and the consequences for transfer of learning.
The transition into a new leadership role can be extremely challenging to navigate and is one where leadership transition coaching may benefit both the individual and the organisation. This paper reviews the literature on the nature of leadership transition coaching in the workplace. It highlights commonly reported leadership transition challenges and adopts an analytical approach that considers the strengths, weaknesses, opportunities and threats (SWOT) associated with using leadership transition coaching as a means of addressing these. The paper considers the benefits of leadership transition coaching, additional opportunities which may be facilitated by its implementation within organisations, possible limitations and impediments to its more widespread adoption and the means by which these may be overcome. Ultimately, successful leadership transition management practices which incorporate leadership transition coaching are summarised in the form of a suggested transition planning tool. The paper concludes that the on-going potential challenges to organisations, particularly in today’s economic climate, are in considering both the value to be gained in adopting some form of leadership transition coaching for their leadership appointments and the risks of ignoring this as a talent management tool.
Coaching has become accepted as a valid and effective development strategy. This acceptance has been accompanied by an emphasis on professionalising coaching, has raised the profile of coaching psychology, and has resulted in a demand for evidence-based coaching. This article suggests that a theoretically-grounded means of evidencing coaching’s effectiveness and value is central to the evolution of coaching psychology as a discipline. It proposes that an holistic evidence-based coaching framework would provide a sound foundation for coaching evaluation.
Citation: Stewart, L. J., O’Riordan, S., & Palmer, S. (2008). Before we know how we’ve done, we need to know what we’re doing: Operationalising coaching to provide a foundation for coaching evaluation. The Coaching Psychologist, 4, 3, 127-133.
Zusammenfassung
In einer quantitativen Studie wurde das Image von Coaching im Kontext kommunaler Verwaltungen in Nordrhein-Westfalen untersucht. Der Autor verwendet dazu das mehrdimensionale Imagekonstrukt aus der Marken- und Konsumforschung und überträgt dieses auf das Beratungsformat Coaching. Neben der Sichtweise der Führungskräfte werden Zusammenhänge mit dem Transferklima und strategischer Personalentwicklung aufgezeigt. Die Ergebnisse zeigen ein insgesamt positives Image von Coaching in der Kommunalverwaltung. Des Weiteren betonen sie die Relevanz eines positiven Transferklimas und den Anteil des Images am positiv bewerteten Coachingtransfer. Zusammenhänge strategischer Personalentwicklung mit dem Image konnten für Teilaspekte nachgewiesen werden.
Emerging leaders may encounter difficulty in constructing, developing, and integrating a positive leader identity due to Imposter Phenomenon (IP), which induces feelings of self-doubt that can make them feel incompetent and that their success is unearned. In this study, we explored how coaching can be used as a developmental intervention to help emerging leaders explore the ongoing negotiation of self-concept and help assuage imposter cognitions. Our mixed-method multiple case study sought to answer the overarching research question: If, and in what ways did participation in a coaching intervention influence participant’s leader identity and imposter cognitions? The purpose of this study was to determine how leadership coaching might influence and shape leadership identity, and to discover the ways IP can be mitigated as part of the coaching developmental relationship. We were additionally interested in finding effective strategies coaches employ to develop a positive leadership identity. We captured the experiences of five (5) participants in a leadership development program where they received a coaching intervention. Data collection included pre and post assessments of IP experiences and a post-intervention interview. Findings across the cases illustrate that coaching, as a developmental approach is effective at helping leaders reframe negative reactions to imposter-like situations as well as assist imposter-prone leaders to become more open to interpreting performance feedback and enhance leader identity. The findings offer implications for emerging leaders in making progress on imposter cognitions, and for coaches to recognize and add strategies to address self-concept and cognitive schema reframing.
This paper contributes an approach that supports the development of professionals who have social performance responsibilities in organizations that develop or finance projects that potentially impact on people and their livelihoods. Our aim is to describe the research behind this approach, which involved identifying the dilemmas social performance professionals confront in their work, and reflecting on the role that executive coaching can play in helping these professionals carry out their role and improve their influence within their organizations. We describe the development of SPGrow360, an assessment tool that measures the extent of development of 3 higher order and 13 specific competencies that are relevant to social performance professionals. We reflect on how the SPGrow360 competency development tool can be used in 360-degree assessments and in coaching interventions that use a systems psychodynamic approach. We argue that a 360 approach that has social performance professionals at the centre can promote greater understanding amongst line managers, senior leadership, and board members about what is required to improve corporate social performance. Finally, we recommend that future research evaluates the effectiveness of this approach and that other professional disciplines reflect on how to develop the social performance competencies relevant to their own roles.
Objectives: Cognitive behavioural techniques have been the mainstay of psychological treatment for many psychologists in clinical practice. However, there is little known in relation to the efficacy of cognitive behavioural techniques for performance enhancement within a non-clinical setting, such as those found in organisational environments. The present study examined the effects of a cognitive behavioural based executive coaching intervention for a finance sales executive.
Design: A within subject, ABAB single case design was utilised in this study.
Methods: The participant was a 30-year-old Australian male, employed as a full-time finance sales executive. Each phase of the single case design had a duration of three weeks. Follow-up measures were taken at six months (week 36) and at 18 months (week 88) after the conclusion of the intervention.
Results: It was shown that a cognitive behavioural executive coaching programme enhanced a 30-year-old Australian male finance executive’s sales performance, core self-evaluation, and global self-ratings of performance following his participation in an executive coaching intervention.
Conclusions: The present study suggests that executive coaches should consider incorporating cognitive behavioural techniques into their coaching programmes. Further research into executive coaching models, approaches and outcomes, is needed, particularly by academics within the field of organisational psychology.
This isn't an abstract but a note in two parts.
a) I occasionally receive requests for a full-text of this publication, and have to decline. It consists of over 100 text files, graphic files, and tables comprising c29MB of data. IT'S A BOOK! It can easily be obtained as hard copy via your university library or (shudder– bought?) from a bookshop.
b) In place of an abstract: it provides a detailed, step by step account of repertory grid technique and some details of the underpinning theoretical assumptions, with dozens of examples and many exercises, with detailed answers; if you work through it, you'll gain a good working familiarity with the rep grid as an addition to your kitbag of research techniques.
Devi Jankowicz
This article explores three major problems often encountered by consultants who are engaged to coach executives and who confront difficulties related to the character of their clients: executive character as a complex adaptive system that influences the unconscious aspects of organizational life, unconscious psychological conflict as a key motivating factor in individual and organizational behavior, and the challenges of changing executive character and behavior to improve organizational performance. Conceptual approaches to understanding these problems are provided. Specific methods and techniques for managing several of the more difficult issues in creating change in the behavior of executives are presented and briefly explored. A case study illustrates the material.
Examines the roots of popular development approaches and contrasts them with an alternative set of principles and practices that resonate more deeply with both what is known about individual learning and what is required by organizations that need to adapt quickly. New models which focus on the fundamentals of learning are presented. It is concluded that organizations are under pressure to stay abreast of change, to do more with less, and to become more agile and versatile. It is argued that in order to keep pace, an organization's approach to development must undergo a revolution also. To meet these demands, they must shift their focus from tools, programs, and events of development to the goal of continuous learning that is integrated with people's daily work lives.
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.
There are several important factors that determine the extent to which a professional or an amateur elite athlete achieves sporting excellence. Most important among these are physical skills (coordination, agility, speed), the degree of physical fitness (strength, endurance), and technical skills related to the sport in which the athlete participates (kicking, catching, foul-shooting). In team sports, an athlete’s performance also depends largely on team cooperation skills (blocking, being given the ball when a good opportunity arises, unselfish play). One factor that is now becoming increasingly recognized as critical to individual and team performance is the athlete’s mental approach (attitudes, skills). Coaches and athletes alike in all sports are learning that talented athletes and winning teams who finish first have a mental approach that is different from athletes who never quite make it, teams that finish second.