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To date, little research has been undertaken to test the effectiveness of team coaching, with past work focusing on models, frameworks and competencies. This study aimed to examine the effectiveness of team coaching within real world organizational teams and its impact on individual perceptions of team cohesion and psychological safety.

A randomized control trial (RCT) using the comparable interventions: (1) team coaching (intervention) and (2) team facilitation (control) was employed with multiple teams and multiple facilitators, measuring the impact on team cohesion and psychological safety.

The data indicate participants engaging in the team coaching intervention made greater gains in terms of their individual perceptions of psychological safety and team cohesion than individuals who received the team facilitation intervention (T1–T2).

Facilitators should apply a team coaching approach when seeking to address issues of cohesion and psychological safety within workplace teams.

This study provides the first evidence, using an RCT method, of the effectiveness of team coaching as a workplace intervention for enhancing individual perceptions of psychological safety and team cohesion.

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.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

This article seeks to enhance the understanding as to why head coaches and general managers (GMs) in the National Basketball Association (NBA) and the National Football League (NFL) exit from their positions.

Three hypotheses were investigated using a series of quantitative and qualitative data from the past 30 years. The samples analyzed are comprised of 891 GM and coach annual observations for the NBA clubs and 949 GM and coach observations for the NFL clubs. Analyses include a logit analysis for coach exit/retention, a logit analysis for GM exit/retention and textual analysis via topic modeling via latent Dirichlet allocation.

Results show a correlation between a coach exiting and a GM exiting simultaneously, thus amplifying the importance of these two roles in enhancing or destroying the success of a club and supporting the need for a deeper understanding of both roles, particularly the GM. The results further highlight cultural differences across clubs in terms of GM and coach turnover, a factor that often is heavily influenced by club ownership.

The results support the role of owners in exits, confirm the importance of winning in avoiding an exit, find a high level of interrelationship between GM and coach exits and show that past culture of firings influences future exit decisions.

Coaching is a widespread form of human development that has grown considerably in recent years. However, it is not well understood in entrepreneurship and small and medium-sized enterprises (SMEs) and little is known about the success factors for coaching in SMEs. Thus, this article presents a theoretical framework for coaching SMEs. The paper reports on a study carried out to develop and validate a coaching model for entrepreneurship in SMEs.

A mixed methods approach was undertaken in SMEs in the Iranian pharmaceutical industry. Confirmatory factor analysis (CFA) was used to confirm the samples and the model's dimensions.

The results show five chief constructs of the entrepreneurial coaching model. In particular, the authors determine the importance of early goal setting and identify the essential characteristics of an effective entrepreneurial coach.

Firstly, the data relied solely on the pharmacy industry in Iran, indicating a need for future studies to explore coaching programs across various industries and countries. Additionally, a quantitative aspect of the research involved participants answering questionnaires based on their perceptions. This subjective nature introduces a potential for inaccuracies in participants' perceptions and expectations. Furthermore, the inherent bias of program stakeholders may have led to exaggerated responses. To mitigate these issues, it would be beneficial to conduct experimental and longitudinal research, which could address these concerns more effectively.

By utilizing a theoretical framework, the authors goal is to define the essential features of coaching in SMEs and compare it to other developmental interventions to highlight both commonalities and distinctions. This approach addresses the recent suggestions in coaching literature to distinguish coaching practices tailored for particular groups, specifically entrepreneurs involved in SMEs.

This study contributes to understanding the essential features for successful entrepreneurial coaching in SMEs.

This study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.

This is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.

1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.

This study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.

This study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.

Because most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.

The use of “homework”, activities outside of the classroom or session, is widely applied in a range of disciplines including teaching, therapy and training. The argument advanced by advocates is that it provides an opportunity to consolidate knowledge learnt in the classroom and develop mastery in an applied environment. However, the use of homework has not been widely discussed or researched within business coaching, which is a form of personal development. This exploratory study aims to examine whether homework, as a coaching intervention, may enhance the clients' learning experience.

Data were collected from eight early career coaches and eight coaching clients. Not all clients were related to the coaches. Each client had experienced a minimum of three coaching sessions. Interviews were recorded and analysed using thematic analysis. The study explored the use of (1) client-led, (2) coach-led and (3) collaboratively developed homework during the engagements.

The findings indicated that homework is widely used and was perceived to have mixed effects. The positioning of the homework by the coach, including the terminology used to describe the activity, and the type of work can affect the level of engagement and thus the perceived value generated.

This is the first study to explore the nature of “homework” in coaching. More work is needed to better inform the use of “homework” in coaching practice, including the type of work and how this is agreed with different types of clients, for example, should homework be coach, collaborative or client led?

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.

In digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.

Employing a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.

The results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.

Some ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.

This study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.