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This paper aims to describes how the UK arm of an international financial‐services group reformed its coaching to suit today's fast‐pace, high‐change environment.

It explains why the coaching function needed to change, the reforms introduced and the results they have achieved.

It details how the number of coaches was reduced from 50 to 12 and how their performance was geared much more tightly to organizational needs.

The paper explains that a framework set out new standards for coaching, including: a more rigorous process for selecting and matching coaches; a priority system to focus coaching where it could make the biggest difference; tailored coaching competencies; a commitment to bring line managers into coach contracting and review conversations; and a system for measuring coaching to ensure it helped to achieve business goals.

It demonstrates how coaching can be made more effective, to the benefit of individual employees, their employer and, ultimately, society as a whole.

The paper gives the inside story of coaching reform at a major financial‐services firm.

This chapter focuses on two major concepts in entrepreneurship training, namely coaching and mentoring. A study of these concepts reveals at least two schools of thought, that coaching and mentoring are two parallel and distinct activities that can be used to support each other, and that coaching and mentoring are not separate activities — coaching is considered part of the mentoring activity or mentoring part of the coaching activity. Data from 36 university-based training programmes and 450 coaching and mentoring cases at 7 Swedish universities were analysed. We used a checklist to gather information on 21 items linked to these 4 distinctive groups: first structural issues (mission, form and task); second, process issues (i.e. connection to programme content, meeting environment, problem solving, assessing the opportunity or idea, operative role, confidentiality and networking); third relationship (i.e. extent, meeting, initiative, homework, documentation and follow-up) and fourth character of the coach and mentor (background and experience, engagement, integrity, social skills and role or ethics).

Coaching and mentoring differed markedly, for example in terms of mission, problem solving and use of generalist versus specialist competence. Similarities occurred in the areas of opportunity or idea assessment, and meeting environment, operative role and confidentiality agreements. The authors are convinced that the coach and the mentor have different roles in helping the young individual to become a better entrepreneur. Coaching and mentoring were found to be parallel activities that complement each other.

The paper aims to provide a coaching framework for the millennial workforce using the Functional Fluency model. The coach empowers the millennials by asking powerful questions on each of the nine modes of the model. This will support them in “being in-charge”, “being self”, and “being with-it” to improve their personal effectiveness in workplace and personal life.

The framework offers the coach indicative powerful question based on nine modes of Functional Fluency model for coaching the millennials to improve their personal effectiveness in workplace and personal life.

Coaching the millennials is about making them aware on the way they expend their energies. Based on a millennial’s need for coaching, a coach asks powerful questions from one or more modes and explores their story to elicit realistic options for the next best step.

The coach must possess the appropriate credentials to be a coach and have the knowledge of Functional Fluency. The questions in the framework are indicative of the modes.

The framework provides the coach using the Functional Fluency model to ask powerful “what-how” questions on each of the nine modes to elicit realistic options for way forward with a millennial “coachee”.

The organizations are devising innovative methods on training & development for the millennials. Coaching them with powerful questions on Functional Fluency Model provides the value on improving their interpersonal effectiveness at workplace and in personal life as well.

Talentedly is a startup focused on delivering accessible, actionable, and affordable one-on-one professional coaching virtually and at scale. By leveraging technology to deliver every aspect of the experience, Talentedly is able to ensure the quality and consistency of service and measure the impact that professional and career coaching has on individual and business outcomes. This case study explores three areas of professional coaching in the digital age: market size and overall state of coaching in the US market, a review of meta-analyses that measure the impact of coaching on the individual and company, and the outcomes, potentially predictive, of self-assessment criteria on the completion of virtual one-on-one professional coaching.

The purpose of this paper is to provide readers with research findings based on qualitative data that describe the benefits of executive coaching from a sample of 70 senior business executives, all of whom have a personal executive coach. In addition, the paper provides readers with specific questions concerning their organizations’ approach to executive leadership development and the application of these potential benefits to their enterprise.

The findings of this study are based on personal interviews with 30 executives and ten four-person focus groups in which both sets of participants were asked to describe personal and organizational benefits associated with their experiences in using executive coaches.

Interviews and focus group findings converged around a number of benefits associated with effective executive coaching. These benefits included improved executive focus, better alignment of key leadership behaviors, candid and ongoing feedback, accountability for appropriate leader behaviors, improved emotional intelligence and ego control and personal support and encouragement, among others.

This qualitative study provides empirical evidence of the benefits of executive coaching from the perspective of senior business leaders. These findings provide researchers with specific criteria that can be tested and measured on a larger scale. The primary limitation of the study is the small sample size of only 70 executives.

The findings of this research provide a compelling set of benefit trends that individual executives, boards of directors and organizations need to consider in the development of their senior leaders. Specific questions are included to guide practitioner’s thinking concerning executive coaching and its role in their organizations.

These findings make a compelling case that senior leaders can become more effective and can experience great benefits when they properly make use of an effective executive coach. The development of senior leaders using this tool can have a powerful impact on organizational performance and organization’s culture.

A review of the literature will reveal that anecdotal evidence abounds, but there is limited empirical research chronicling the true benefits of executive coaching.

The purpose of this study is to examine how academic coaches, through academic student support, impact graduate student performance in a time-intensive online learning program for pursuing a master’s degree in leadership and human resource development in a research-intensive public university in the Southern USA.

The participants in this study were 435 graduate students enrolled in their online master’s degree program. Framed by the theory of transactional distance and by adopting a pre-experimental design and the analysis of variance (ANOVA) technique, the student performance in three courses was compared (principles of adult education, research methods and performance analysis) with academic coaches.

The findings indicate that the average score of students was higher when students received more feedback and comments from an academic coach than less feedback and comments in the performance analysis course. Students who had an academic coach in the adult education class performed better than those who did not have a coach. However, there was not a significant difference in academic performance based on the number of academic coaches (one versus three) in the research methods course.

This preliminary work may lead to a better understanding of how academic coaches can best support adult learners in their pursuits of online postsecondary education. This study would suggest implications for online instructors and institutions to enhance student success and retention in online learning activities by using academic coaching.

This study investigates whether the increased attention given to coaching as a training technique is affecting performance, while taking into consideration the mediating effect of organisational citizenship behaviour (OCB).

Data is collected from Lebanese employees in the field, using a quantitative method and a confirmatory survey.

The study suggests that the creation of a supportive organisational behaviour in the organisation does provide a higher benefit from coaching.

The outcome of the study could have significant implications on the HR departments' managerial decision-making on the process of implementing novel tools and training techniques in services facilities.

This study helps HR managers to assess the desirability of investing in coaching and orient the planning of their firms' HR strategy.

This research is based on a large sample collection from different business sectors in Lebanon. The quantitative survey results highlight a number of correlations that affect employees' performance. It further moves the responsibility from coaching as a tool to being part of a complete program of behavioural management and change.

This paper has the aim of exploring whether virtual coaching in an organisation may be facilitated and enabled by intranet technology for the creative dialogue of e‐coaching.

A review of the e‐coaching, the enabling role of technology, and intranet technology and intranets literature is undertaken. It is then argued that by adopting an autopoietic view of an intranet, virtual coaching may be facilitated and enabled by intranet technologies for the creative dialogue of e‐coaching in an organisation.

Rather than intranet technology and intranets being simply an add‐on to established processes in an organisation, technology and coaching are synthesised into something new and exciting in the e‐coaching domain.

The six implications for organisations suggested in the paper are not inclusive, but may provide an avenue for research in the evolving e‐coaching domain. A research entry point may be the development and validation of a theoretical framework for e‐coaching.

In order that e‐coaching may be seen as a development partnership, six implications for organisations are suggested.

E‐coaching can be seen as a developmental partnership in which much learning can take place using e‐mail but will be augmented by the enabling role of an intranet.

The purpose of this paper is to share the author's viewpoint on coaching and its benefits. It also aims to cover using coaching as a development tool and how reciprocal coaching can be of benefit to organisations.

The author's approach to this paper is to consider how she became involved in coaching and the developments that evolved.

The paper provides insights into coaching as a development tool and how to “grow” coaches within organisations.

The paper includes development of a coach as manager strategy, as well as the development of a coaching and mentoring network.

The paper describes the value of coaching within organisations.