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Coaching and executive character: Core problems and basic approaches.
Abstract
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.
... Among 6 quantitative studies, only 1 study was based on correlational study using inferential statistics. This shows that little empirical research has been conducted on this practice (Kampa-Kokesch & Anderson, 2001;Kilburg, 1996Kilburg, , 1997Kilburg, , 2001Orenstein, 2002;Sherman & Freas, 2004), even if there are a number of case studies portraying successful instances of executive coaching (e.g., Diedrich, 1996;Kiel, Rimmer, Williams, & Doyle, 1996;Peterson, 1996;Tobias, 1996). ...
... Although Kilburg's (2000) definition seems to be one of the most comprehensive ones, his background is therapeutic and clinical experience, emphasizing his psychodynamic theory. Kilburg (1997) contended that executive coaching deals with issues of character and of unconscious psychological conflict in individuals and in the groups and organizations that they affect, striving for improved self-awareness of the coachee as the goal. Thus, those who believe in this approach tend to have backgrounds in clinical or counseling psychology. ...
... That enables coaches to perceive choices rather than simply react to events; ultimately, coaching can empower them to assume responsibility for their impact on the world. (Sherman & Freas, 2004, p. 85) Those who use the counseling approach tend to emphasize self-awareness and self-reflection in executive coaching (Kilburg, 1997;Orenstein, 2002), using the metaphor of a window and mirror (Sherman & Freas, 2004). The purpose of executive coaching is to provide them with more time to look into the mirror instead of looking through the window. ...
Executive coaching has become increasingly popular despite limited empirical evidence about its impact and wide disagreement about necessary or desired professional qualifications. This article examines the practice of executive coaching, investigating the useful underlying theories by reviewing previous research. It also provides a conceptual framework of executive coaching, integrating the literature on executive coaching and related areas such as mentoring, career success, 360-degree feedback, and training and development. The significance of this article lies in its inte-gration of the extant literature on executive coaching and the development of a conceptual framework of executive coaching and related propositions derived from the literature. The article discusses the implications for future research and for human resource development.
... Much of the increase in the written information available on executive coaching is related to the increased popularity and success of executive coaching as a viable resource for individuals and organizations. The appeal of executive coaching has been expounded upon throughout business periodicals and has become more prominent in the psychology and counseling literature (Visser, 2010;Frisch, 2001;Gilmore, 2002;Joo, 2005;Kilburg, 1996cKilburg, , 1997Laske, 1999;Peterson, 1996;Witherspoon & White, 1996;). Many have argued that organizations are recognizing the value of individually-tailored developmental opportunities for their most integral employees, and that competition for highly skilled and competent managers has encouraged organizations to seek developmental opportunities for their employees as a way to increase retention and improve performance (Moen & Allgood, 2009: Frisch, 2001Gilmore, 2002;Kilburg, 1996c;Ting & Sisco, 2006;Wasylyshyn, 2003;Witherspoon & White, 1996). ...
... In addition, the factor analyses for this study supported assertions that have been espoused within the executive coaching literature for some time. For example, the executive coaching literature suggests that executive coaching is typically conducted in a way that involves relationship building, intervention (behaviour change), and follow-up (Stern, 2008;Feldman & Lankau, 2005;Frisch, 2001, Gilmore, 2002Kiel et al., 1996;Kilburg, 1996cKilburg, , 1997. Although developing a process model for executive coaching was not the aim of this study, the factor structure of the executive coaching work behaviour items does suggest that relationship-building and behaviour change are definable parts of the executive coaching process. ...
This study has three primary purposes. First, it establishes and introduces the Executive Coaching Work Behavior Survey and takes the initial steps in validating this instrument. This study then explores the frequency of specific work behaviors executive coaches use in their client interactions. Next, it examines the variability in these behaviors based on demographic factors. The Executive Coaching Work Behavior Survey is shown to measure three factors: Coach-focused/Administrative (2) Subsequent/Active Intervention, and (3) Relationship Focused. One hundred thirty executive coaches affiliated with a major global leadership training and development organization were surveyed. Significant differences in coaching behavior occur based on some demographic variables measured.
... For instance, Joo (2005) positions executive coaching with consulting. Although consultants and coaches share some necessary skills (Bennett & Martin, 2001), Kilburg (1997) thinks they still remain distinct in their level of analysis and type of relationship. Traditional consultants are usually sought by organizations to address a specific problem or trouble area within the organization. ...
... Self-efficacy is the major driver for individual performance improvements through executive coaching in the conceptual model provided by Baron and Morin (2010). Coaching can also enhance self-awareness in coaches and employees (Garman, Whiston, & Zlatoper, 2000;Sherman & Freas, 2004;Kilburg 1997), and it attempts to directly effect behavioural change (Sherin & Caiger, 2004). ...
... These coaching activities have an important connection to the relationship between the executive and coach. The coaching activities have a significant impact the development and quality of the relationship, which in turn, impacts the effectiveness of the activities (Bluckert, 2005;Kilburg, 1997). That is, the relationship is both an outcome (at least partly) of the coaching activities, and a moderator of their impact on development. ...
... Along the same lines, there are indications in the coaching literature that coaches view the development of the relationship as being driven by the behaviors or activities of the coach. For example, displays of respect, consideration, and empathy are believed to have positive effects on the coaching relationship, specifically the warmth present in the relationship and the executive's trust in the coach motives (Bluckert, 2005;Kilburg, 1997). Additionally, the relationship also has reciprocal effects on coaching activities. ...
The widespread and rapidly growing practice of executive coaching (Berglas, 2002) has evolved as a practice outside of the context of any academic discipline. While the literature on executive coaching is voluminous, there has been no attempt to systematically outline and operationalize the important dimensions of coaching practice or the coaching relationship. This lack of empirical foundation has made it difficult assess coaching in any meaningful way, for example, to determine what aspects of coaching are critical to its effectiveness, or if it is even effective at all. In order to begin to fill this gap in the research, I sought to understand the important dimensions of executive coaching. To this end I reviewed the literature on coaching, and other relevant research literatures to get a better understanding of what it is that coaches likely do to promote development, to develop a more grounded conceptualization of the dimensions of executive coaching, and to begin exploring the theoretical bases for these dimensions. I proposed six dimensions of coaching activities: assessment, challenge, emotional support, tactical support, motivational reinforcement and promoting a learning orientation. Second, I operationalized these dimensions of executive coaching by creating items based on the literatures reviewed, as well as input from subject matter experts and based upon my own expertise. Finally, I administered the scales to 188 coaches and 32 executives and empirically evaluated the scales for their structure, reliability and validity. In the resulting factor structure, four of the dimensions were found as proposed, but challenge split into three factors and tactical support into two factors, resulting in nine dimensions of coaching activities. The reliability of these factors ranged from .75 to .91, with an average of .84. Finally, some analyses of the convergent, divergent and criterion-related validity of the dimensions were conducted, resulting in some preliminary indications of the construct validity of three of the scales, and providing indications of where future validation work needs to be done. Interestingly, levels of engagement in seven of the dimensions varied meaningfully and predictably amongst coaches according to their education and training, which could have widespread implications for coaching selection and training. The resulting dimensions and measures have opened the door to further study of coaching, advancing both research and practice.
... This research applied the theory of self-regulation to explain the widely reported effectiveness of executive coaching in practice (Campbell Quick & Macik-Frey, 2004;Diedrich, 1996;Kampa-kokesch & Anderson, 2001;Kiel, Rimmer, Williams, & Doyle, 1996;Kilburg, 1997;Kombarakaran, Yang, Baker, & Fernandes, 2008;Kralj, 2001;Levinson, 1996;Peterson, 1996;Saporito, 1996;Wasylyshyn, 2003;Winum, 2006;Witherspoon & White, 1996). At the same time, the conceptual model ties in the understanding of why 360-degree feedback is widely applied in organisations today (Fleenor, Smither, Atwater, Braddy, & Sturm, 2010), yet it has yielded mixed findings in performance outcomes but demonstrated significant performance improvement when combined with executive coaching intervention (Ghorpade, 2000;Kluger & DeNisi, 1998). ...
... Cocivera & Cronshaw, 2004;Day, 2000;Douglas & Morley, 2000;Ely et al., 2010;Feldman & Lankau, 2005;Kilburg, 1997;Orenstein, 2002;Sherin & Caiger, 2004). ...
A longitudinal field experiment examined a leader self-regulation intervention in teams engaged in a Business Strategy Module (BSM) of a University course. The BSM, which is an integral part of the degree programme, involved teams of four or five individuals, under the direction of a leader, working on a (simulated) car manufacturing task over a period of 24 weeks. Various aspects of team performance contributed towards module assessment. All leaders received multi-source feedback of leader task-relevant capabilities (from the leader, followers and module tutor). Leaders were randomly allocated into a self-regulation intervention (15 leaders, 46 followers) or control (25 leaders, 109 followers) conditions. The intervention, which was run by an independent coach, was designed to improve leaders' use of self-regulatory processes to aid the development of task-relevant leadership competencies. Survey data was collected from the leaders and followers (on three occasions: pre- and two post-test intervention), team financial performance (three occasions: post-test) and a final team report (post-test). The leader self-regulation intervention led to increased followers' ratings of leader's effectiveness, higher team financial performance and higher final team grade compared to the control (non-intervention) condition. Furthermore, the benefits of the self-regulation intervention were mediated by leaders' attaining task-relevant competencies.
... Some of the most detailed theoretical work to date has been a psychodynamic model presented by Kilburg (1996Kilburg ( , 1997. Although presenting both a comprehensive theoretical model and detailing typical goals and behavioural strategies, Kilburg's (1996Kilburg's ( , 1997 approach has two limitations which impede its adoption as a generic model or basis for coaching psychology: its grounding in psychodynamics is a barrier for psychologists working from other (e.g., cognitive and behavioural) theoretical perspectives, and its exclusive focus on executive coaching, which may preclude its use in personal or life coaching. ...
... Some of the most detailed theoretical work to date has been a psychodynamic model presented by Kilburg (1996Kilburg ( , 1997. Although presenting both a comprehensive theoretical model and detailing typical goals and behavioural strategies, Kilburg's (1996Kilburg's ( , 1997 approach has two limitations which impede its adoption as a generic model or basis for coaching psychology: its grounding in psychodynamics is a barrier for psychologists working from other (e.g., cognitive and behavioural) theoretical perspectives, and its exclusive focus on executive coaching, which may preclude its use in personal or life coaching. Richard (1999) is one of the few papers which explicitly details a cognitive and behavioural framework for executive coaching. ...
The use of an executive or life coach in order to enhance one's work performance or life experience is increasing in popularity. However, there is little empirical research attesting to the effectiveness of executive or life coaching, and there have been few attempts to outline a psychology of coaching. This paper reviews the empirical and theoretical psychological literature on executive and life coaching and, drawing on previous clinical and counselling psychology details a solution-focused, cognitive-behavioural framework for a psychology of coaching. The review finds that there is some measure of empirical support for the effectiveness of coaching, but coaching research is still in its infancy. A number of directions for future research are outlined which may further the establishment of the emerging discipline of coaching psychology.
... -Change Behaviour (Tobias, 1996;Kilburg, 1997;Smither et al. 2003) which describes those pro-change behaviours adopted by leaders receiving coaching. They may include, humility, acting on feedback, accountability, creativity and flexibility, and ownership. ...
... -Individual Relationships which refers to improvement in the quality of relationships between coachees and their colleagues (Kilburg, 1997), customer relationships (Doyle and Roth, 1992) and personal relationships (Blattner, 2005). The 'honest' nature of the contact that occurs between coachees and their colleagues, and the increased support that coachees often receive (Blattner, 2005;Ket De Vries, 2005) could explain this improvement -Individual Well-Being which includes increases in mental health status (Grant and Palmer, 2002;Butterworth, Linden, McClay and Leo, 2006), decreased anxiety and stress (Foster and Lendl, 1996;Bowles and Picano 2006), physical health status (Butterworth et al. 2006), life satisfaction and quality of life (Bowles, Cunningham, De La Rosa and Picano, 2006), work satisfaction (Nocks, 2007), and hope (Green, Oades and Grant, 2006). ...
Examines the phenomenon of people working in cafes in Auckland, New Zealand and argues that there are several characteristics of this type of work using the acronym FLAT WHITES.
... -Change Behaviour (Tobias, 1996;Kilburg, 1997;Smither et al. 2003) which describes those pro-change behaviours adopted by leaders receiving coaching. They may include, humility, acting on feedback, accountability, creativity and flexibility, and ownership. ...
... -Individual Relationships which refers to improvement in the quality of relationships between coachees and their colleagues (Kilburg, 1997), customer relationships (Doyle and Roth, 1992) and personal relationships (Blattner, 2005). The 'honest' nature of the contact that occurs between coachees and their colleagues, and the increased support that coachees often receive (Blattner, 2005;Ket De Vries, 2005) could explain this improvement -Individual Well-Being which includes increases in mental health status (Grant and Palmer, 2002;Butterworth, Linden, McClay and Leo, 2006), decreased anxiety and stress (Foster and Lendl, 1996;Bowles and Picano 2006), physical health status (Butterworth et al. 2006), life satisfaction and quality of life (Bowles, Cunningham, De La Rosa and Picano, 2006), work satisfaction (Nocks, 2007), and hope (Green, Oades and Grant, 2006). ...
This article draws together empirical research in the psychological contract, trust, unions and NWP literatures to draw conclusions on the way in which unions impact on NWP. It finds that strong unions that have a co-operative relationship with management prevent and heal breaches in the psychological contract and facilitate a virtuous trust cycle that is important to the implementation of NWP. This has significant implications for theory and practice, particularly in anti-union institutional contexts that are focused on union avoidance, suppression and substitution.
... The quality of the relationship (Lopez, 2017) -based on empathy, mutual trust (transparency, honesty, reciprocity), openness and support in accordance with the client's needs-contributes to a positive result in any form of intervention to reinforce behavioral change. Kilburg (1997) adds respect, consideration and understanding for the complexities of the client's experience to the list of characteristics of a successful coaching relationship. Gyllensten and Palmer (2006) suggest that empathy and unconditional mutual respect are major lubricants in generating a satisfactory relationship. ...
Executive coaching has become one of the principal leadership development strategies of our time. This study provides an empirical test of the effectiveness of executive coaching using the first three levels of Kirkpatrick's evaluation model (1975). Responses from 176 executives are analyzed, assessing their perceptions of their latest experience of executive coaching. Structural modelling is used to match factors affecting the success of executive coaching to its results. The resulting model highlights the influence exercised by the coach, and to a lesser extent the coachee and the process, on coachee satisfaction. It also shows how the coach influences the coachee's learning. The results also suggest that there is a positive relationship between satisfaction, learning and behavioral change, as Kirkpatrick suggests. In the light of these results, the implications for the professional and academic area are considered.
... There is no available theory to explain how client factors and contingencies interrelate in coaching. While aspects of positive or negative emotionality as elements of temperament (Rothbart, 2011) and personality (Kilburg, 1997;McCormick & Burch, 2008;Nelson & Hogan, 2009) have been emphasized as relevant success factors of coaching performance (Colquitt et al, 2000;Costa & McCrae, 1992Jones et al, 2014;Judge & Ilies, 2002;Kanfer & Ackerman, 1989;MacKie, 2008;MacKie, 2014;Stewart et al, 2008), albeit with selection utility (Barrick & Mount, 1991) and low criterionrelated validities (Hough & Oswald, 2000), their dynamic relationship and link to the other three dimensions as unconscious social-cognitive, behavioral and contextual perspectives have been considered in research (Hattrup & Jackson, 1996;Marshall, 2007;Schmitt, 2004;Tett & Burnett, 2003) selectively and have remained largely unspecified. Given the present 'smorgasbord of disconnected facts and experiences' (Locke, 1985, p.10) in extant literature, this review advocates that such a theory is necessary to progress the body of knowledge in a complex area of human relations as coaching. ...
... Planning and structuring activities Kilburg (1997) outlines predictability and reliability as characteristics of successful coaching relationships. Newsom and Dent (2010) addressed the administrative dimension of successful coaching relationships. ...
This study addresses three coach behaviours’ effects (warmness behaviour (WB); stimulating action (SA) and planning and structuring activities (PSA)) in two dimensions of coaching outcomes (coachee’s performance (CP) and the quality of the coach–coachee relationship (QCCR)). The paper argues that coaching is a helpful tool to achieve greater performances in the long run when considering coaches who present higher levels of maturity. Results reveal the positive impact of SA and PSA over CP and QCCR. The adoption of WB has a negative impact on CP and a positive impact on the QCCR. Evidence also supports the relevancy of coaching experience over coaching training. Such results pose a paradox worth exploring in subsequent studies, for it challenges the usefulness of coaches’ training. Contributions are related to introducing the concept of WB within the organisational context and addressing two different time horizons regarding the coach behaviour.
... A helping relationship formed between a client who has managerial authority and responsibility in an organization and a consultant who uses a wide variety of behavioral techniques and methods to help the client achieve a mutually identified set of goals to improve his or her professional performance and personal satisfaction and, consequently, to improve the effectiveness of the client's organization within a formally defined coaching agreement. (Kilburg, 1996, p. 34) Still "in its adolescence" (Lowman, 2005, p. 95) as of a decade ago, work-related coaching has already differentiated itself into several segments, including work-related and organizational-development-based EC (see Kilburg, 1995Kilburg, , 1996Kilburg, , 1997Kilburg & Levinson, 2008;Lowman, 2005). For example, Kilburg's (1995Kilburg's ( , 1996 17-dimension model of systems and psychodynamic theory helps "navigate through the complex world that confronts individuals who do EC," while Sperry (2009) addressed the nuances of executive consultation, coaching, and psychotherapy. ...
As the coaching field burgeons, both the mental health and coaching professionals, and their respective professions, face a myriad of potential quagmires, especially if the unique challenges encountered are ignored. After a short introduction and presentation on ethics and morals related to executive coaching and clinical therapy, a discussion follows on the lengthy and intimate relationship between executive coaching and psychology. Next are definitions and comparisons and 6 areas that are potential quagmires. This includes roles, skill sets/core competencies, education/training, licensing/credentialing-certification, governing bodies and confidentiality, and fees/reimbursement. Each section includes a discussion and several questions to highlight potentially problematic areas, practice challenges, and/or ethical issues, followed with brief responses. This paper concludes with the inquiry, "Where do we go from here?" (PsycINFO Database Record
... Programs can be further tailored to suit both types of individuals for maximum outcomes for both parties. Supporting this idea Kilburg (1997) postulated that the growth of the client and the success of the intervention (coaching) would be concrete indicators that the consultant had selected the right strategies. ...
Objectives: The purpose of this study was to examine whether individuals who sought out psychosocial support interventions which include life, career and executive coaching, mentoring services and counselling psychology services, could be identified by a combination of the Big Five and other positive personality facets and could subsequently be described as being open to growth and having a goal directed orientation. Design: The dimensions of Personal Growth Initiative, Adult Dispositional Hope, Goal Setting and the Big Five factors (Extraversion, Neuroticism, Openness to Experience, Conscientiousness and Agreeableness) were investigated in an attempt to predict and further understand those individuals who would actively seek out and participate in a psychosocial intervention. Methods: The NEO-PI-R, the Goal-Setting scale of the Apollo Profile, the Adult Dispositional Hope Scale and the Personal Growth Initiative Scale were administered to 200 individuals to examine the personality attributes of clients who seek psychosocial support including coaching. Statistical analyses included the review of Group Statistics between Intervention Seekers and Non Intervention Seekers, Discriminant Function Analysis (one discriminant function revealed) and Confirmatory Cross Validation for Prediction of Group Membership. Results: Results revealed that high scores on Openness to Experience, Extraversion, Adult Dispositional Hope, Personal Growth Initiative, and Goal Setting were valid personality trait predictors of intervention seekers. Conclusions: The findings have implications for the research and practice of counselling psychology, the growing areas of life and executive coaching and for organisations where career and performance interventions such as coaching and mentoring are used.
... Gallway's definition of coaching was coupled with Kilburg's (1996) definition of executive coaching as follows: "Executive coaching is a relationship between a client with managerial authority and responsibility in an organisation; and a coach, who uses a wide range of coaching techniques to unlock a person's potential to maximise learning, performance, effectiveness, and personal satisfaction in an agreed coaching contract, with mutually agreed achievable goals". ...
... Some scholars and practitioners argue that psychologists are best equipped to conduct executive coaching because of their particular training in psychological dynamics and adult development, their understanding of personality and performance assessment, and their skills in listening and counseling, establishing, handling, and maintaining confidential and trusting relationships with coachees (Wasylyshyn, 2003). Kilburg (1997) psychologists possess that assist them in delivering effective coaching services. These skills include the ability to listen, empathize, provide feedback, create scenarios, challenge, and explore the executive's world. ...
Purpose. Little empirical research has examined the role of coach characteristics in coaching success. This study addresses this gap in the literature by identifying and testing the relationships between a coach’s academic background in psychology and credibility with executive coaching effectiveness as reflected in greater levels of individual outcomes.
Design/methodology/approach. These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies.
Findings. A coach’s academic background in psychology was positively related to executive coaching effectiveness as reflected in greater improvement in coachee self awareness and job performance as reported by the direct supervisor. Further, coach credibility was positively related to executive coaching effectiveness as reflected in higher mean scores in coachee self reported job performance.
Originality/value. Findings should assist businesses and educators in improving the formal preparation of coaches and in better identifying and selecting competent coaches. This may lead to better executive coaching design, implementation and outcomes. Recommendations for future research are provided.
... Her support for Jane was linked to understanding the workload of master's-level study rather than the content. Anne was demonstrating the important critical factor of empathy in the performance of her coaching duty (Kilburg 1997). Young and Cates (2010, 219) reinforce the importance of empathy in their study of mentoring of young teachers: 'Empathic listening creates enough trust and understanding so that protégés can develop themselves without direction from their mentors'. ...
This paper examines the Masters in Teaching and Learning (MTL) from the aspect of the MTL in action. It is written by university lecturers who are responsible for its delivery and examines the idea of teacher development through a work-based master’s course. We provide three case studies of the views of MTL participants and their coaches, presented as vignettes. These explore the themes of teacher agency and risk-taking, developments in practice and the role of the coach. We found that the MTL provides a framework in which teachers may feel more confident in enacting agency, trialling new ideas and taking risks, and that they have developed the way in which they reflect on their practice. This has involved a deeper critique of their teaching and learning strategies. Lastly, examination of the coaching model around which the MTL was developed has identified contrasting, yet effective, situations in practice. All three scenarios highlight that the teachers perceive engagement with theoretical perspectives to be greatly beneficial.
... One key paper is the first compressive review of the executive coaching literature (Kampa-Kokesch & Anderson, 2001). Other areas of discussion were the distinction between coaching and therapy (e.g., Hart, Blattner, & Leipsic, 2001;Sperry, 1993), the credentials, competencies and roles of coaches (e.g., Brotman et al., 1998;Witherspoon & White, 1996), definitions of coaching (e.g., Kilburg, 1996;Levinson, 1996), and techniques and methodologies (e.g., Kilburg, 1997;Peterson, 1996). Despite the rapid increase in peer-reviewed literature, empirical evidence for the efficacy of these theoretical models, techniques and methodologies remains elusive. ...
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.
... Programs can be further tailored to suit both types of individuals for maximum outcomes for both parties. Supporting this idea Kilburg (1997) postulated that the growth of the client and the success of the intervention (coaching) would be concrete indicators that the consultant had selected the right strategies. ...
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.
... Other practitioners take the position that the purpose of executive coaching is to change character. Kilburg (1997) asserts that executive coaching deals with issues of character and, concomitantly, of unconscious psychological conflict in individuals and in the groups and organizations that they impact. He sees improving the selfawareness of the client as the goal of executive coaching, and he proposes three major techniques with which to accomplish it: (a) articulating problems for exploration, (b) making the unsaid said, and (c) making the unconscious conscious. ...
This article challenges the prevailing understanding of executive coaching as an exclusively individual intervention. It discusses executive coaching as a complex and demanding process that encompasses multidimensional interrelationships among the individual, the organization, and the consultant. It presents four premises that guide the process, including the role of the unconscious in individual and group behavior, the interaction between the individual and the organization, multilevel organizational forces, and the consultant’s use of self as tool. It describes and analyzes three illustrative excerpts from actual executive coaching cases conducted by the author in the manner proposed by the article.
... Early indications of this can be found in the work of Australian coaching psychologists such as Grant (2003b) and Skiffington and Zeus (2003), US psychologists such as Peterson (1993) and British psychologists such as Palmer and Whybrow (2006), who are among many others who have championed the development of EBC psychology by establishing linkages between mainstream psychological theories and coaching practice. There are several other notable developments that have occurred since the 1996 landmark publication of the first special issue on executive coaching of the American Psychological Association's Consulting Psychology Journal: (a) the beginnings of regular publication of psychologically focused peer-reviewed papers on executive coaching (Kilburg, 1997;Laske, 1999;Peterson, 1996); (b) publication of books on evidenced-based approaches to coaching by psychologists (Cavanagh, Grant, & Kemp, 2005;Peltier, 2001;Skiffington & Zeus, 2003;; (c) the establishment of the first university based postgraduate degree programs in coaching psychology at the University of Sydney, Australia (2000) and City University, London (2005); (d) publication of the first peerreviewed empirical studies on the effectiveness of life coaching (Grant, 2003a;Green, Oades, & Grant, 2006;Spence & Grant, 2007); (e) the establishment of coaching psychology interest groups within both the Australian Psychological Society (2003) and the British Psychological Society (2004); (f) the inaugural Australian Evidence-Based Coaching Conference hosted by the University of Sydney in 2003, followed by several other international conferences, symposia and professional forums in coaching psychology; (g) the emergence of coaching journals and periodicals, including International Coaching Psychology Review (peer-reviewed), International Journal of Evidence Based Coaching and Mentoring (peer reviewed), and The Coaching Psychologist (British Psychological Society); and (h) the recognition given to coaching psychology within the positive psychology literature (e.g., Green et al., 2006;Kauffman & Scoular, 2004;Linley & Harrington, 2005;Spence & Grant, 2007). ...
Although several authors have argued for the development of an evidence-based approach to coaching practice, few attempts have been made to draw support for these arguments by examining events of the recent past. This paper seeks to learn some lessons from history by exploring events surrounding the rise and fall of the human potential movement (HPM), which occurred between the 1940s and 1970s. The demise of the HPM is of relevance to the coaching industry because it powerfully illustrates how the promise and potential of innovative practices can be easily lost when its practitioners become disconnected from theoretically sound rationales and solid research. It is argued that the longevity of the coaching industry will be dependent upon the degree to which it embraces the evidence-based practice ethos, and concludes by outlining recent contributions made by psychologists to the advance of evidence-based coaching practice.
... Baek-Kyoo (2005) suggested that the primary purpose of executive coaching is increasing of self-awareness and learning to improve performance. Those who tend to emphasize self-awareness and self reflection as the coaching main purposes (Kilburg, 1997, Orenstein, 2002, Sherman and Freas, 2004 argue that the purpose of executive coaching is like a window or a mirror, to provide the coachee with more time to look into the mirror instead of looking through the window at the outside area. ...
The social trend towards having a personal trainer has extended to the corporate world, with a dramatic rise in the popularity of executive coaching. However, despite this popularity, there has been a dearth of research examining the question of how effective executive coaches are, and what real benefits, if any, are derived both personally and from a corporate perspective by the use of coaches. The lack of a scientific foundation has not prevented practitioners from advocating their approaches or publishing their views. To some extent this lack of formal and structured evaluation criteria seems to have made it easier to publish in business and academic journals. This paper reviews the existing literature on executive coaching, with the aim of producing a formal structure, and a clear set of proposed relationships between coach and coachee characteristics, coaching processes, and outcomes. Drawing upon the work of Joo (2005), 3 key tenets of executive coaching will be considered: (1).What are the antecedents of positive outcomes in executive coaching? (2) What are the processes through which executive coaching leads to positive outcomes? (3) What outcomes might executive coaching achieve? By proposing a conceptual framework based on existing theory and evidence, this paper contributes to the literature by establishing testable hypotheses which can guide further research. It is hoped that this will contribute to the development of coaching as an evidence-based field, with clearer professional standards and expectations to protect consumers.
... If a manager's leadership is off target, it only makes sense that he or she must examine what throws it off. Here we are talking about the personal, inner work of adult development and learning where one confronts one's identity, emotional investments, and basic beliefs and assumptions (e.g., Diedrich, 1996;Kaplan, Drath, & Kofodimos, 1991;Kaplan & Kaiser, in press;Kilburg, 1997;Leonard, 2003;Lyons, 2002). ...
The authors present a new way of construing the classic distinction between self-assertive, task-oriented leadership and empowering, people-oriented leadership. These twin pillars--what they call forceful and enabling, respectively--are portrayed as a duality, a pair of seemingly contradictory yet in fact complementary leadership "virtues." The authors also describe a new approach to measuring this duality. Data collected in this way reflect the clear tendency for managers to be lopsided--to overdo one side and to underdo the other. There is also a strong statistical association between lopsidedness--or, stated positively, versatility--and overall effectiveness. This linked way of formulating and measuring leadership in terms of dualities is very useful in giving feedback to executives and in guiding their development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Programs can be further tailored to suit both types of individuals for maximum outcomes for both parties. Supporting this idea Kilburg (1997) postulated that the growth of the client and the success of the intervention (coaching) would be concrete indicators that the consultant had selected the right strategies. ...
Objectives: The purpose of this study was to examine whether individuals who sought out psychosocial support interventions which include life, career and executive coaching, mentoring services and
counselling psychology services, could be identified by a combination of the Big Five and other positive personality facets and could subsequently be described as being open to growth and having a goal directed orientation.
Design: The dimensions of Personal Growth Initiative, Adult Dispositional Hope, Goal Setting and the Big Five factors (Extraversion, Neuroticism, Openness to Experience, Conscientiousness and Agreeableness) were investigated in an attempt to predict and further understand those individuals who would actively seek out and participate in a psychosocial intervention.
Methods: The NEO-PI-R, the Goal-Setting scale of the Apollo Profile, the Adult Dispositional Hope Scale and the Personal Growth Initiative Scale were administered to 200 individuals to examine the personality
attributes of clients who seek psychosocial support including coaching. Statistical analyses included the review of Group Statistics between Intervention Seekers and Non Intervention Seekers, Discriminant Function Analysis (one discriminant function revealed) and Confirmatory Cross Validation for Prediction of Group Membership.
Results: Results revealed that high scores on Openness to Experience, Extraversion, Adult Dispositional Hope, Personal Growth Initiative, and Goal Setting were valid personality trait predictors of intervention seekers.
Conclusions: The findings have implications for the research and practice of counselling psychology, the growing areas of life and executive coaching and for organisations where career and performance interventions such as coaching and mentoring are used.
Orientation: Coaching continues to grow in importance as a learning and developmental intervention in organisations. It is therefore important to understand what makes coaching successful.
Research purpose: The coaching relationship is a known predictor of coaching success, and trust is a key ingredient of a high-quality coach–coachee relationship. This study investigated whether coachee characteristics influence trust in a coaching relationship.
Motivation for the study: Research on trust from the coachees’ perspective is sparse, and specifically it is not known which characteristics of the coachee influence trust behaviour (TB) in the coaching relationship.
Research approach/design and method: This study used a cross-sectional survey (n = 196) to measure coachees’ propensity to trust, perception of the trustworthiness (TW) of their coach, TB and their Big Five personality traits. Structural equation modelling was used for analysis.
Main findings: Results revealed that neither personality traits nor propensity to trust are predictors of coachee TB. Only the extent to which the coachee perceives the coach to be trustworthy predicts coachee TB. No indirect and moderation effects were observed.
Practical/managerial implications: Coaches can actively work towards increasing their TW and by implication the TB of the coachee by demonstrating competence, integrity and ability.
Contribution/value-addition: This study makes an important contribution to the under-researched field of the role of coachees’ characteristics in successful coaching engagements, in the process contributing to the understanding of what affects coaching efficacy.
This paper details material from 2 presentations given at the 2015 Society of Consulting Psychology Mid-Winter Conference in San Diego, California, which presented a summary of the coaching research conducted at the Coaching Psychology Unit (CPU) at the University of Sydney. The CPU was established in 1999 with a mission to enhance the performance, productivity, and quality of life of individuals, organizations, and the broader community through excellence in education, research, and the practice of coaching psychology. Drawing on over 150 CPU publications—including 8 randomized, controlled, outcome studies; 9 between-subjects or within-subject outcome studies; and a range of cross-sectional studies—this paper considers the empirical CPU research related to 4 key questions of relevance to practitioners: (a) What is a practical theoretical framework for coaching? (b) Does coaching “work”? (c) What makes a difference in the coach–coachee relationship? (d) How can coaching psychology contribute to the broader psychological enterprise? CPU research supports the notion that a solution-focused cognitive–behavioral theoretical framework is an effective and practical approach to coaching that facilitates goal attainment and enhances well-being and is effective with a wide range of populations. Implications for research and practice are discussed.
While empathy in effective coaching is widely accepted, it is yet under researched. Following the call for process research, we assessed 19 coaching dyads regarding their processes with a multi-method research design. We (1) assessed the perception of coaches’ expressed (cognitive) empathy by questionnaires, observed and analysed the communication (interaction analysis) of (2) coaches’ empathic statements (paraphrasing and addressing counterpart's feelings) and (3) the clients’ reaction to these kinds of empathic behaviour. Results show that coaches and clients perceptions of coaches’ expressed (cognitive) empathy differ. Hence, we focused on the client as recipient and analysed the influence of the coach's empathic statements on the client. Only coaches’ empathic paraphrasing led to a higher client rating of the coaches’ empathy. Sequential analysis showed the immediate positive reaction from the client on coaches’ empathic behaviour of paraphrasing and addressing counterpart's feelings. Findings regarding perceived empathy are discussed, and future lines of research are delineated.
This thesis presents my responses to questions posed by four professors with whom I studied while completing my coursework in the Organizational Dynamics Master’s Degree Program at the University of Pennsylvania. My thesis represents a composite of the theoretical and practical knowledge I gained through my coursework and interactions with my peers and professors in the MSOD program. My project focuses on organizational culture, ethics, leadership coaching, and strategy to formulate an overview of my learning and applying that learning to answer the questions presented to me by some of the professors with whom I studied. Dr. Elijah Anderson asked me to conduct a literature review and write a proposal for an ethnographic study of an important aspect of the organization. Professor Andrew Lamas presented me with two essays, one from Walter Benjamin, and one from Eben Moglen, asked me to analyze them, and to relate them to an important 21st-century topic. Dr. Rod Napier required me to distinguish executive coaching from the field from therapy, and to build a case for the skill requirements an executive coach needs to help clients successfully. Finally, Professor Eric van Merkensteijn requested that I analyze the Ford Motor Company and develop a strategic plan to return the company to solvency.
This article briefly reviews a variety of metaphors within which current organizations are often discussed and analyzed. It advocates viewing large, complex organizations as approximating the behavior of coral reefs or other colony animals within an ecological model for describing systems behavior. A series of “current rules” organized into categories of leadership, administrative, interpersonal, and change mastery are presented and briefly discussed as rules of thumb that managers can use to guide their leadership and administrative behavior and foster professional survival within these large organizations. A case study is used to illustrate the model and rules. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
As the use of workplace knowledge economies increases and emerging motivational-state variables such as employee engagement become more widely used, current frameworks of leadership are undergoing changes in perspective and practice. Moreover, while shifts in workplace dynamics have occurred in practice for some time, scholars are now calling for a new perspective of leadership. This article explores the connection between traditional and emerging leadership theories and the motivational-state variable of employee engagement, building toward a conceptual framework proposed for further refinement, discussion, and ultimately testing. A conceptual link between meeting and understanding employee needs, the use of emotional intelligence as a leadership competency, and transformational leadership is examined. Implications for leadership development in research and practice in an HRD context bring this article to a close.
Shadow consultation is widely practiced in the field of organization development. However, the empirical, conceptual, and practice literature is scanty at best. This article provides a conceptual framework from which shadow consultation can be conducted and describes and discusses some typical goals, areas of expertise, the process of shadow sessions, methods that can be used, and some of the similarities and differences between shadow consultation and management and supervision. Two case studies are presented as a way of describing and illustrating the shadowing process. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This case study chronicles the coaching and development partnership among a consulting psychologist, a high-potential African American executive who was faltering in his role as the head of a regional division of a Fortune 500 company, and the principal stakeholders in that executive's work environment. The presentation format incorporates elements of the format for case studies suggested by R. L. Lowman (2001), including a description of the presenting situation, diagnostic hypotheses, and the initial interventions used to assist the key stakeholders and the executive in their stated objectives. Results to date are reported, planned next steps are outlined, and implications for intervening with faltering executives and their organizations are discussed. Specific recommendations are offered for situations where diversity issues are a salient feature of the coaching context.
The topic of leadership is ubiquitous in the professional literature of the field of psychology as well as in the popular press. Psychologists are among the thousands of consultants competing for the hundreds of millions of dollars being spent by organizations to develop incumbent and future leaders. Yet, what is it that psychologists can contribute to the endeavor of leadership development that is distinctive? In this article, 5 distinctive contributions that psychologists can make in the area of leadership development are identified and discussed. Implications and recommendations for research, practice, and the education of the consuming public are offered. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The unrelenting pace of business in modern organizations places constant pressure on employees, challenging the physical and emotional resources of both staff and supervisors. Consultants have become familiar with the
survivalist mentality among workers, each struggling to improve production, solve intractable conflict, and chart realistic growth. This book was written to help organizational consultants understand the chaotic processes and psychodynamic problems that influence executive behavior and performance. In engaging prose highlighted by substantial case illustrations, the author examines organizational conflict and shows how methods and techniques developed in clinical settings can be applied to coach executives and management teams. The book is an important read for consultants who wish to help executives develop human wisdom and to gain insight into the chaotic, "shadow" side of individual and organizational life. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article discusses the many definitions of character in the psychological and nonpsychological literature. A comprehensive, working definition for character is offered that integrates these definitions, the key points of the authors in this issue, and previous treatments of this topic. The major elements of this model include character (a) as a component of personality, (b) as capacities of the self, (c) as the exercise of good judgment, and (d) as the display of moral development. Finally, reasons are provided to underscore the importance for consulting psychologists to have the skills to assess and develop character and to intervene when character-related issues emerge. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
[Correction Notice: An erratum for this article was reported in Vol 60(1) of
Consulting Psychology Journal: Practice and Research (see record
2009-06606-001). The author would like to indicate that unfortunately, Peterson’s (1993) dissertation on executive coaching outcomes was excluded from the original literature review conducted by Kampa-Kokesch and Anderson (2001). Later, Kampa and White (2002) stated that Peterson’s (1993) dissertation was excluded due to the programmatic nature of the coaching conducted in the study. Specifically, it was written, “this research did not investigate executive coaching as practiced by consultants in the field,” (p. 145). However, all of the coaches in Peterson’s study were field-based PDI consultants and the individuals being coached did receive individual coaching from those consultants. In the future, Peterson’s research, which was a well-designed long-term outcome study of 370 coaching participants, should be reviewed when considering executive coaching outcomes.] Executive coaching as a consultation intervention has received increased attention in the literature within the past decade. Executive coaching has been proposed as an intervention aimed toward helping executives improve their performance and consequently the performance of the overall organization (R. R. Kilburg, 1996c). Whether or not it does what it proposes, however, remains largely unknown because of the lack of empirical studies. Some also question whether executive coaching is just another fad in the long list of fads that have occurred in consultation and business. To explore these issues and the place of executive coaching in consulting practice, this article critically examines the literature on executive coaching. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
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)
Wisdom is a defining attribute of the successful leader. Although many gifted philosophers and leaders--Confucius, Socrates, Plato, Aristotle, Augustine, Cicero, St. Thomas Aquinas, and Descartes--have explored the virtue of wisdom in leadership, in its current form, the study of wisdom has been aided by advances in the psychological sciences and management theory. R. R. Kilburg introduces the concept of Executive Wisdom and explores how consultants and coaches can help leaders become wiser in the conduct of their offices and how these same concepts can be applied to senior leadership teams. What is Executive Wisdom, and how can it be developed through coaching? Executive Wisdom emerges from a complex matrix of factors that affect an individual leader's thoughts, behavior, and emotions, including his or her organization, biopsychosocial systems, behavioral interfaces, internalized human wisdom system, external and internal challenges, and environment. It develops through the discernment, decision making, and executive action that leaders take in their daily lives. Synthesizing a rich array of concepts and processes, such as wisdom mapping, Kilburg deepens the reader's understanding of leadership performance and explains the causes and consequences of executive failure. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article explores three major problems often encountered by consultants who are engaged to coach executives and who confront difficulties related to the character of their clients: executive character as a complex adaptive system that influences the unconscious aspects of organizational life, unconscious psychological conflict as a key motivating factor in individual and organizational behavior, and the challenges of changing executive character and behavior to improve organizational performance. Conceptual approaches to understanding these problems are provided. Specific methods and techniques for managing several of the more difficult issues in creating change in the behavior of executives are presented and briefly explored. A case study illustrates the material. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined the effects of executive coaching on multisource feedback over time. Participants were 1,361 senior managers who received multisource feedback; 404 of these senior managers worked with an executive coach (EC) to review their feedback and set goals. One year later, 1,202 senior managers (88% of the original sample) received multisource feedback from another survey. Managers who worked with an EC were more likely than other managers to set specific (rather than vague) goals (d= .16) and to solicit ideas for improvement from their supervisors (d= .36). Managers who worked with an EC improved more than other managers in terms of direct report and supervisor ratings, however, the effect size (d= .17) was small.
Individual differences in the construct of managerial self-awareness (MSA)—operationalized as congruence between self and direct reports’ behavioral ratings—were examined in 134 high-performing (HP) and 470 average-performing (AV) managers obtained from 4 independent datasets. Results based on several different approaches to measuring ratings agreement indicated that HPs were significantly more managerially self-aware compared with AVs. This relationship was consistent regardless of data source, organization, or method of assessing managerial performance. No overall relationships were found between congruence and level of item importance, gender, management level, age, or tenure. When compared with other measures for assessing self-focus, the construct of self-monitoring was found to be convergent with managerial self-awareness, whereas the construct of self-consciousness appeared to reflect primarily rating leniency effects. The article concludes with a comparison of the measurement approaches used, limitations, and suggestions for further study.
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)
Examines the nature of the obstacles in the way of self-knowledge in the process of self-analysis. Psychologists' clinical training is built on the belief to the extent that self-understanding of the practitioner is ignored, their clinical competence will be compromised, and their personal lives will remain unfulfilled. Based on interviews with 64 highly experienced practitioners, it was found that self-analysis was believed by these practitioners to be an indispensable, but poorly understood and underutilized guide to self-knowledge. The author sees the attempt to deny human vulnerability as one of the foremost causes of difficulty in self-examination. The author recommends that self-examination be an integral part of the practitioner's personal therapy and of supervision and training. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Describes the use of systematic questioning (SQ), one of the elements of the Socratic method (SM), in terms of its format, content, and process. The other 2 elements of SM are inductive reasoning and universal definitions. Although many psychotherapists allude to the SM, most refer only to the questioning style and few describe the process in adequate detail. An attempt is made to provide an intermediate level of structure so as to facilitate a shaping process during the interview. SQ involves a complex interplay of question format, content, and process issues. The format of SQ emphasizes higher level cognitive processes, the content focuses on developing independent problem-solving skills in the client, and the process emphasizes a collaborative interaction between therapist and client. SQ can be used to facilitate self-initiated discovery, helping clients realize the answers they already possess. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a 17-dimension model that integrates many of the major conceptual features of psychodynamic theory and general systems theory. It describes the principle features of each of the dimensions and many of their interactions, and compares some of the characteristics of each of these theories. Three case examples are presented (i.e., the troubled manager, the conflicted management team, and the mutinous crew) to explore how the model can be used to describe various common organizational consultation problems and provide a useful means for a practitioner to orient to the complex processes of assessment and intervention selection. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a model of executive coaching based on the organizational requirements that shape the leadership factors to be considered in the coaching process. Consultants must clearly shape their coaching to reflect these dimensions if they are to be effective in helping to increase the effectiveness of their individual clients. Consulting issues are described as well as a specific methodology that reflects a business-linked executive development approach to coaching executives. There are 4 stages to the approach: defining the context (i.e., organizational imperatives, role-based success factors, and success-relevant behavioral requirements), assessment of the individual, developmental planning, and implementation. The case study of a middle-aged male executive illustrates this approach. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A classic study which, by synthesizing the approaches of psychoanalysis and group dynamics, has added a new dimension to the understanding of group phenomena.
This book is essential reading for every practicing clinician. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Drawing on case studies and extensive interviews with planners and administrators, this book reveals the underlying psychological structure of bureaucratic organizations, showing how it may hinder members' abilities to identify problems, analyze information, and make and implement decisions. Baum takes an interdisciplinary approach, applying psychological interpretations of unconscious assumptions, transference, group phenomena, and scapegoating to such practical challenges as decision-making, planning, problem solving, and advising. The book offers guidelines to help professionals accomplish goals more effectively.
This book will be of interest to practitioners, researchers, and students in the fields of planning, public administration, organizational consultation, management, social work, and organizational and social psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
In 1956 AT&T decided to undertake a study of managerial lives unparalleled in its comprehensiveness and duration. This ambitious and unique research was not limited to studying the participants as managers, but examined the totality of their adult lives. In time, a second study was designed that addressed the abilities and motivations of a new generation of managers.
This parallel longitudinal study provided another group, separated by twenty years from the subjects of the first study, so that individual development could be distinguished from societal change. This book is an account and evaluation of AT&T's monumental thirty years of research written by the studies' current director and her predecessor.
As comprehensive and ambitious as the studies with which it is concerned, "Managerial Lives in Transition" includes social and cultural analyses as well as substantial statistical data. The authors examine the impact of recent history on management, from the dominance of white males to the emergence of women, and the growing representation of racial and ethnic minorities.
Concerned with issues such as the nature of management potential, the course of adult life, and the young managers of today, this book will be of interest to psychologists, business readers, human resource managers, and students of corporate culture. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
His contribution should be of equal interest to the practicing psychoanalyst, the psychoanalytic theoretician and researcher, and the psychotherapist of any orientation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents a systems-oriented approach to the leadership development of top-level executives. A structured program is described that is designed to have a positive impact at the organizational level through focused work with the individual client. Leadership effectiveness is seen as strongly influenced by the individual's past, personal life, and work environment. Comprehensive information gathered from the client's work life and personal life increases understanding of behaviors that influence performance, and thereby fosters change. Development is perceived from a holistic point of view, with benefits to the organization accruing through increased effectiveness in any areas of the client's life. A case example (of a 40-yr-old male) is given to illustrate how this approach is put into effect. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The book is directed primarily toward mental health practitioners (psychologists, psychiatrists, social workers, mental health counselors) and graduate students in these disciplines who seek to improve their competence in diagnosing and treating individual-level work concerns.
For this audience, the book provides a conceptual framework, a review of relevant literature, and plentiful case examples. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This research examined variables contributing to self-awareness and coworker agreement on 30 managerial characteristics. The first study collected data from 233 management students on the difficulty of rating different characteristics. It also developed reliable measures of self-protection mechanisms that may negatively influence self-awareness. Four self-protection factors were identified: Denial, Giving Up, Self-Promotion, and Fear of Failure. The second study collected self-, supervisor, peer, and subordinate ratings of the managerial characteristics to derive multiple measures of self-awareness. There was a total of 283 co-worker ratings for 36 target middle managers. The results showed that within-sample co-worker disagreement measures from Study 2 were higher for items that were perceived by the sample in Study 1 as more difficult to rate. Self-ratings were more highly related to the average of co-worker ratings than to the ratings provided by any one co-worker alone. Co-workers' ratings of the target's use of self-protection mechanisms were negatively associated with self-awareness measures. Ideas are discussed for other correlates of self-awareness and ways to enhance the value of feedback processes.
Quick reference to the diagnostic criteria from DSMIV
- American Psychiatric Association
Self-analysis: Critical inquiries, personal visions
- J W Barrow
- J. W. Barrow
The psychodynamics of work and organizations: Theory and application
- W M Czander
- W. M. Czander
Psychoanalytic technique and psychic conflict
- C Brenner
- C. Brenner
Unstable at the top: Inside the troubled organization
- M F R Ketsvries
- D Miller
- M. F. R. KetsVries
- D. Miller
The irrational executive: Psychoanalytic explorations in management
- M F R Ketsvries
- M. F. R. KetsVries
Publication series of the Department of Psychiatry of Albert Einstein College of Medicine of Yeshiva University Ego defenses: Theory and measurement
- H R Conte
- R Plutchik
- H. R. Conte
- R. Plutchik
What we know about leadership: Effectiveness and personality
- R Hogan
- G J Curphy
- J Hogan
- R. Hogan
- G. J. Curphy
- J. Hogan
The neurotic personality of our time
- K Homey
- K. Homey
The technique of psychoanalytic psychotherapy
- R Langs
- R. Langs
Emotion in organizations
- S Fineman
- S. Fineman
Executive coaching [Special issue]. Consulting Psychology Journal: Practice and Research
- R R Kilburg
- R. R. Kilburg
The unconscious at work: Individual and organizational stress in the human services
- A Obholzer
- V Z Roberts
- A. Obholzer
- V. Z. Roberts
The paradox of success: When winning at work means losing at life
- J R Oneil
- J. R. ONeil