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In order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, the purpose of this paper is to examine the associations of two coaching practice factors (coaching format and external vs internal coaching provision), and coachees’ job complexity with perceived outcomes from coaching.

A survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work).

Analysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. The examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles.

The original contribution of the authors’ findings is in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees’ job situations.

The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches.

An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study.

First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire.

It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support.

This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome.

This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.

Mental health frontline workers can and do provide fundamental support in the wellness of people with serious mental illness. The City University of New York offered a non‐credit Certificate in Wellness Coaching to this group. The purpose of this paper is to describe the certificate and the program outcomes.

Primary data collected through course evaluations, reports, and observations to describe perceptions of personal and professional usefulness and applicability, as well as challenges.

Participants reported using wellness concepts personally and professionally and perceived personal development in communication and leadership. Participants and faculty identified internal and external supports and barriers to transitioning into the role of wellness coach.

The paper presents a replicable model which taught frontline workers wellness concepts that benefit themselves and consumers and helped participants identify ways to expand capacity within their mental health agencies.

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

Leadership coaching is a method of learning and development. This brief describes a leadership practice that was effective in navigating culture when it became a relevant factor in maintaining a reciprocal leadership learning and development partnership. Using a community-based inquiry method, we utilized and examined leadership coaching practice as it attempted to support cross-cultural leadership learning and development that was running alongside an international development project in Kenya. Readers will gain a better understanding of a cross-cultural leadership coaching practice.

The purpose of the study was to provide an example of instructional coaching for inservice teachers within the context of community-engaged scholarship (CEP), involving professional learning communities (PLCs). This study seeks to encourage policymakers to allocate budgets for instructional coaches, as well as resources for schools.

An exploratory case study design was used to examine the factors that contributed to the partnership and how the PLC sessions impacted the inservice teachers' practices. Data sources included interviews, focus groups, written reflections, observations of grade-level teachers' meetings and administrative meetings.

The study uncovered important factors that impacted the community-engaged partnership (CEP) positively, such as partners having a unified agenda, a common focus on the school's needs and an understanding of the culture of the school. Principals are the gatekeepers in such partnerships.

This study yielded the description of a model of instructional coaching within a CEP that other universities around the world could replicate. The limitations of this study include the length of the study and the time frame in which the PLC content was planned. The study was conducted over 1 year to limited funding. The instructional coach developed the PLC content during the ongoing academic year and that impacted the teachers' initial perceptions and their commitment to the PLCs.

This study offers a new coaching model for CEPs that focuses on closing the gap between theory and practice by integrating PLCs, content knowledge, pedagogical knowledge and face-to-face visual support.

The purpose of this paper is to provide a classified list of the factors that are most influential in the success of an executive coaching process, arranged in order of importance.

Selection of factors from an exhaustive literature review, and development of a qualitative investigation, applying a Focus Group, a Nominal Group technique, and the Delphi method to a group of experts comprising coaches, coachees, and human resources managers, in order to complete and assess the factors selected.

The most outstanding factors needed in executive coaching are confidentiality, trust, and empathy between coach and coachee; the coach’s ability to generate trust, and her/his competence in communication skills, vocation and commitment; the coachee’s need, motivation, responsibility for his/her own development and commitment to the process; and a guarantee from the organization of the confidentiality of that process.

This research furnishes a quantitative criterion for the evaluation and ranking of the determining factors in coaching success, which facilitates a justified selection of factors, both for research and professional purposes.

This study makes it possible to better channel the allocation of resources and gearing of business decisions for the implementation of coaching programs.

This paper provides a systematic review of the empirically based literature dealing with the main success factors in the effective application of executive coaching, and contributes new factors derived from the knowledge of professional experts, along with a classified and ranked list of those factors, assessed in terms of their relevance to the satisfactory outcome of a coaching process.

The purpose of this paper is to examine the impact of a training intervention designed to develop and encourage the use of coaching skills in a small arts-based organisation and assess the factors that appear to have influenced this impact.

The programme, its effects and factors that influenced its impact were assessed through ongoing feedback and evaluation and through information gathered in a focus group and in one-to-one interviews with participants at the conclusion of the programme.

The programme had individual and organisational benefits, including improved skills in communication and problem-solving and a better understanding of a range of problems affecting the organisation. Factors enabling these benefits included participation of senior managers in the programme and coaching practice that focused on real workplace issues. Factors limiting these benefits included a lack of a clear statement about the purpose of the programme.

This relates to a programme within a single organisation, and the findings may not be generalisable.

Through training individuals in coaching skills, it is possible to improve the skills needed for cooperative working and joint problem-solving. A corporate training programme in coaching skills can surface a range of organisational problems and enable progress to be made in tackling them.

There is little empirical research evaluating the impact of training in coaching skills. This paper identifies how such training can develop leadership skills and indicates practical factors that may enhance or limit the impact of the training.

The purpose of this paper is to present coaching opportunities and applications in the workplace as well as to point out that organizations that want to leverage the benefits of coaching must be mature enough to have certain processes and practices in place. A further purpose of this paper is to gain some insight regarding several critical success factors are not well understood by organizations and to identify possible areas for improvement for them.

The authors first presents the environment in which coaching was developed, from which disciplines was it affected, and how it was shaped into its current form. Then the authors focus on coaching used as a business development tool and critical factors that play an important role in the effectiveness of coaching from the organizations’ side are presented. The paper ends with some qualitative conclusions.

The value that organizations realize form coaching is proportional to the quality of coaching delivered. Organizations that invest in quality coaches, have, themselves, a clear understanding of what coaching really is and actively support coaching initiatives at every aspect of coaching’s procedure, can reap the greatest benefits from it.

Several studies have been conducted to determine the organization-dependent factors that affect coaching and the quality of the result. However, do date it has not been highlighted that organizations that want to leverage the benefits of coaching must be mature enough to have certain processes and practices in place. Furthermore, possible areas for improvement for companies are identified regarding several critical success factors that are not well understood by them.

The purpose of this paper is to explore the issue of workplace coaching and offers insight into the various coaching practices that are necessary to produce better employee performance and results.

The paper reports on a survey of 219 experienced managers who were asked to respond to a series of questions on the subject of coaching on a four point strongly agree to strongly disagree scale and references previous research in the discussion.

Key findings include that participant managers consider: coaching to be critical to their success and the success of their employees; coaching requires individualized strategies based on the employee's ability and motivation; employees do not always receive the coaching they want and need; and managers believe that they have considerable room for development in this critical leadership practice.

The primary limitation of this descriptive study is the use of a targeted convenience sample which might restrict the generalizability of these findings.

Implications of this research include: organizations placing greater effort in assisting managers to develop their coaching talents; managers tailor‐making coaching strategies for individual employees; and creating a better understanding of the factors that drive employee performance and what managers can and should do to impact these factors.

This paper moves away from the concept of “generic” coaching and makes a very strong case for “individualized approaches” to employee coaching and for managers to give coaching greater time and priority on a daily basis as leaders.