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Leaders are role models and through social influence processes, they shape the behaviour of their followers. We build on social learning, social identity and person-environment (P-E) fit theories of leadership to explore the association between leaders’ and followers’ resilient behaviours.

In a three-wave, multisource study amongst 269 Dutch leaders and their followers, we investigate the mediating role of coaching in the relationship between leaders’ resilient behaviour and followers’ resilient behaviour and the moderating role of regulatory focus in this mediation path.

Our results show that coaching is a key relational vehicle through which leaders’ resilient behaviours shape employees’ resilient behaviours, and this indirect association is stronger for employees scoring low on promotion focus. In addition, our results show that resilient employees attract more coaching from their leaders, which further strengthens their resilient behaviours.

Existing studies have shown the occurrence of trickle-down effects of various leader behaviours, moods and work states on those of their followers. However, it remained obscure whether leaders’ resilient behaviour could trickle down to followers’ as well. Our study shows that such a link indeed exists and that coaching is a relational vehicle that embodies two key mechanisms to (1) foster social learning through behavioural entrainment and contagion and (2) facilitate support provision through which leaders promote resilient behaviour in their followers.

This study intends to understand if managerial coaching, a sustainable competitive strategy, has an impact on sales performance, through customer and results orientation of the salesforce. It also aims to investigate whether pressure for results, one of the predominant demands in organizations today, and the centralisation of decisions, a traditional management demand still present in several organizations, undermine the effect of coaching on performance.

The 167 responses collected, through the distribution of questionnaires among workers in the commercial area, were analysed through a structural equation model using the partial least square (PLS) technique.

The results of this study confirm that managerial coaching has a positive impact on sales force performance through customer and results orientation, with customer orientation having a greater impact on performance. It was also found that centralised decision-making and pressure for results do not undermine the relationship between managerial coaching and performance, and they even reinforce the positive impact of results orientation on performance.

Managerial coaching practices can impact sales, especially when associated with customer orientation, freeing employees from the pressure for results and the centralisation demands. This scenario favours a more sustainable and emancipatory sales force management.

This study is the first to integrate organizational demands, namely pressure for results and centralisation, to better understand the effect of managerial coaching on sales performance, through customer and results orientation, thereby extending previous research on this topic.

This article reports the results of a randomized field experiment that tested the effects of a new business intervention among managers of small- and medium-sized enterprises (SMEs) in England.

Individual managers (learners) were randomly assigned in clusters (companies) to either an intervention group (265 learners; 40 SMEs) receiving a novel virtual, blended training program designed to stimulate a change in management behavior or a no-intervention group (118 learners; 22 SMEs).

The results show that the primary objective of changing management behavior to use more of an Operational Coaching™ style of management has been achieved (to a statistically significant level), and this is against the backdrop of the devastating COVID-19 pandemic. Positive trends in SME productivity metrics were also observed in the intervention group companies.

These important results could be indicative of the economic and productivity impact that a change in management behavior could have, and they warrant serious further investigation.

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach.

A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace.

Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market.

The article concludes with practical implications for novice transition coaches and teachers in higher education.

The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.

Little is known about how individual differences play out in the process of authentic self-development (ASD) through workplace coaching. This article explores whether the Big Five personality traits and affective, behavioral, cognitive and desire (ABCDs) components of the Big Five personality traits were relevant to ASD, specifically examining the role of affect as a potential mediator.

In total, 176 clients' personality was assessed pre-coaching. Aspects of ASD (perceived competence, goal commitment, self-concordance and goal stability) were assessed post-coaching. Clients' affect balance (AB) scores were obtained post-session.

Multilevel path models showed that higher levels of mean AB (but not the slope) mediated the associations between personality and perceived competence and goal commitment. Personality predicted goal self-concordance, but these effects were not mediated by AB, neither personality nor AB predicted goal stability.

The authors encourage randomized controlled trials to further test findings of this study. Ruling out method variance is not possible completely. However, the authors put forth considerations to support the authors' claim that method variance did not overly influence our results.

These results suggest the necessity of an optimal experience of affect for ASD in workplace coaching and the understanding of how ABCDs, AB and ASD are related beyond coaching psychology.

A deeper understanding of personality processes is important for fostering ASD to meet the challenges of management development in the authors' volatility, uncertainty, complexity and ambiguity (VUCA) world.

This is the first study to test personality as a process in workplace coaching linking personality to one of the most valued leadership skills: authenticity.

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to both the job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.

As a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.

It is possible to create a research results–driven practical guide/action plan for managers. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.

There is clear evidence in empirical research that employee commitment positively relates to work performance, job engagement and job retention. This paper applies investment theory to build commitment as it is based on actual inputs and efforts of the employee.

There is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive for them.

Real-life coaching (N₁ = 110) and training (N₂ = 176) processes with students as clients were examined, measuring the students' needs before the coaching/training, their need fulfilment after the coaching/training and their satisfaction and goal attainment/intrinsic motivation after the coaching/training.

The results show that university students with a higher autonomy need had this need fulfilled to a greater extent through coaching, while university students with a higher competence need had this need fulfilled to a greater extent through training.

The research focused on university students and was conducted at German-speaking universities, so it is unclear to what extent the findings are transferable to other contexts. In addition, future research is needed to further compare other personal development tools, such as mentoring or consulting.

The results depict the relevance of the most appropriate personal development tool (coaching or training) depending on students' needs. Furthermore, coaches should be autonomy-supportive, while trainers should be competence-supportive.

Supporting students with the most appropriate personal development tool is essential for the effectiveness of this tool. Thus, the personal development tool used should reflect students' needs: students with a high autonomy need should receive coaching, while students with a high competence need should receive training.

This study aimed to evaluate the potential of artificial intelligence (AI) as a tool for knowledge synthesis, the production of written content and the delivery of coaching conversations.

The research employed the use of experts to evaluate the outputs from ChatGPT's AI tool in blind tests to review the accuracy and value of outcomes for written content and for coaching conversations.

The results from these tasks indicate that there is a significant gap between comparative search tools such as Google Scholar, specialist online discovery tools (EBSCO and PsycNet) and GPT-4's performance. GPT-4 lacks the accuracy and detail which can be found through other tools, although the material produced has strong face validity. It argues organisations, academic institutions and training providers should put in place policies regarding the use of such tools, and professional bodies should amend ethical codes of practice to reduce the risks of false claims being used in published work.

This is the first research paper to evaluate the current potential of generative AI tools for research, knowledge curation and coaching conversations.

The coach−athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports.

Interviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics.

AAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context.

The data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications.

Athletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development.

The results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context.

This paper aims to explore how leaders can develop value-based leadership for sustainable quality development in Lean manufacturing.

A qualitative meta-analysis was conducted using data from a three-year study of Lean manufacturing in Sweden using the Shingo business excellence model as an analytical framework.

This study demonstrates that leaders can develop value-based leadership to support Lean manufacturing by defining and articulating the organization’s values and accompanying behaviors that are needed to support the strategic direction; creating forums and time for leaders to identify the why behind decisions and reflect on their experiences to be able to lead a transformative process; and using storytelling to create a coaching culture to connect values and behaviors, to the processes and systems of work.

This paper contributes insights for developing value-based leadership to support a systemic approach to sustainable quality development in lean manufacturing. Findings are based on a limited case sample size of three manufacturing companies in Sweden.

The findings were derived using a unique methodological approach combining storytelling, appreciative inquiry and coaching with traditional data collection methods including surveys and interviews to identify, define and shape value-based leadership in Lean manufacturing.