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1 – 10 of over 3000Gil Bozer, James C. Sarros and Joseph C. Santora
Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address this gap in the literature by identifying and…
Abstract
Purpose
Little empirical research has examined the role of coach characteristics in coaching success. The purpose of this paper is to address 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.
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Lisa A. Boyce, R. Jeffrey Jackson and Laura J. Neal
This paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching…
Abstract
Purpose
This paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching outcomes to advance the understanding of client‐coach relationship's impact on leadership coaching.
Design/methodology/approach
Data collected from 74 client‐coach pairs participating in a voluntary leadership coaching program at a military service academy during pre‐partnering and post‐transition phases were analyzed to examine the impact of match criteria and client‐coach relationship processes on coaching outcomes.
Findings
Consistent with the conceptual framework, relationship processes of rapport, trust, and commitment positively predicted coaching program outcomes, including client and coach reactions, behavioral change, and coaching program results. The client‐coach relationship fully mediated two match criteria (compatibility and credibility) with coaching outcomes, suggesting that complementary managerial and learning styles and relevant job‐related credibility support the development of client‐coach relationships and therefore positively impact leadership coaching programs.
Research limitations/implications
The generalizability of findings may be limited due to the population studied. Future research needs to examine relationship processes in the larger context of the coaching practice as well as formative and results‐level outcomes.
Practical implications
The research findings provide support and understanding of the impact of the client‐coach relationship on coaching and the understanding of factors influencing the relationship, which allows the development of selection tools to better match clients with coaches, increasing the quality of the relationship and ultimately the coaching outcomes.
Originality/value
The study represents one of the first attempts to symmetrically examine client‐coach relationships and highlights the value of the conceptual framework for conducting client‐coach relationship research.
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John M. Weathers and George P. White
Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership…
Abstract
Despite the rapid growth of executive coaching in the business world and nascent interest in education, there is no solid research base around how coaching impacts leadership. Following the development of analytical case studies of coach and school leader dyads, we use causal process analysis to trace the complex pathways in which coaches impact leader development. In this process, we attempt to move beyond lists of traits and activities of effective coaching practice to develop a theoretical framework layered with thick description of leadership coaching situated within the context of a high poverty mid-sized urban school district. Findings include insights into the structures and practices that promote strong trusting relationships between the coach and coachee, how this relationship is central to deepening the impact of the coach’s work, and how co-leading provides the means of both modeling and guiding leaders toward personal and school improvement.
The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the…
Abstract
Purpose
The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader.
Design/methodology/approach
Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study.
Findings
In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice.
Research limitations/implications
This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district.
Practical implications
Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice.
Originality/value
Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.
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– The purpose of this paper is to investigate factors impacting successful coaching of expatriates.
Abstract
Purpose
The purpose of this paper is to investigate factors impacting successful coaching of expatriates.
Design/methodology/approach
Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data.
Findings
Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as individuals perspective, international experience of the coach; from the coaching relationship perspective, coaching language and managerial leadership style; from the behaviors, processes, models and techniques perspective, a clear contract with objectives and evaluation, and challenging behavior of the coach; and from the systems perspective, organizational support.
Practical implications
Coaching processes, tools and techniques should be adapted to the needs and situation of the assignee. It would be beneficial if organizations ensured that their coaches are internationally experienced and that their managerial leadership style supports coaching. Coaching should be clearly defined and contracted with goals and evaluation. Coaching tools and techniques suitable for international coaching should be added to coach-training programs.
Originality/value
Given the paucity of expatriate coaching research, and the fact that expatriation continues to be a key component of the international management field, this paper contributes to coaching and expatriate research by identifying factors that give expatriate coaching success and by analyzing and presenting them using Wilber’s systemic four-quadrant framework.
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Gil Bozer, James C. Sarros and Joseph C Santora
This paper aims to offer a theoretical foundation for a testable framework of executive coaching effectiveness and to share key findings from the research study in executive…
Abstract
Purpose
This paper aims to offer a theoretical foundation for a testable framework of executive coaching effectiveness and to share key findings from the research study in executive coaching effectiveness based on the theoretical framework.
Design/methodology/approach
This article draws on the results from a quasi-experimental field study of four firms whose primary professional services focused on executive coaching.
Findings
Practical implications and learning lessons for the three constituents: the coachee, the coach and the organization.
Originality/value
The research can assist individuals and organizations in making informed decisions about designing, implementing and measuring executive coaching programs, thus building the profession of coaching.
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This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Abstract
Purpose
This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.
Design/methodology/approach
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.
Findings
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.
Research limitations/implications
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.
Originality/value
This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.
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David Rock and Ruth Donde
The purpose of this two part paper is to outline a new way of utilizing coaching to drive wide scale organizational change.
Abstract
Purpose
The purpose of this two part paper is to outline a new way of utilizing coaching to drive wide scale organizational change.
Design/methodology/approach
The authors illustrate the various benefits to using internal coaches, flesh out the cost benefits, and highlight a range of ways that organizations can integrate coaching into their people, performance and culture frameworks. It covers training, design and implementation issues as well as looking at aligning coaching models with the organization's strategic approach. The paper draws on extensive case studies and posits some best practice principles, then addresses some of the key questions around this topic. This paper draws on interviews with over 50 internal coaches over two years, and several other research papers on this topic.
Findings
It illustrates how training leaders to be internal coaches is a more scalable, sustainable and robust approach to driving change and improving performance than hiring external coaches. Early indicators are showing significant increases in retention, engagement, productivity and performance, as well as ROI (17x), across organizations that have developed internal coaching.
Research limitations/implications
Data is critical to understanding coaching impacts within organizational contexts. Thanks to those organizations using measurement, impacts to the business can be determined.
Originality/value
This positive data is significant for organizations making decisions about introducing coaching initiatives, driving organizational change or adopting a coaching culture.
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Morten Emil Berg and Jan Terje Karlsen
The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this…
Abstract
Purpose
The focus of this paper is on management training and development. The purpose has been to address how coaching can be applied to learn about leadership tools and what effect this has on management behaviour and development.
Design/methodology/approach
This is a qualitative case study of a management development program. The empirical data were obtained using in‐depth interviews, surveys, and observations. In addition to investigating the 14 participants, data were also collected from their superiors and subordinates.
Findings
One of the main findings is that coaching is a helpful training process to learn about the manager's toolbox and to develop new management behavior. Furthermore, data revealed that the management training should be based on the specific work challenges that the participants experience at their workplace. Based on a variety of work challenges, the participants highlighted the following tools as most important: emotional intelligence, empowerment, self‐management, signature‐strengths, and positive emotions.
Research limitations/implications
Future research should apply a more comprehensive research design, for example, using a control group.
Practical implications
Data analysis shows that coaching is a management training process where the participants can learn to solve real work challenges. By trial and testing at their own workplace, managers learn how to use appropriate tools and change their behaviour. As part of the learning process the authors recommend debriefing where the managers can get feedback and inspiration for self‐reflection. Furthermore, through team and peer coaching, the managers can help each other learn. The authors also recommend that the participant's superiors and subordinates should be involved in the training process.
Originality/value
In this research the authors have studied coaching as a learning and training method applying leadership tools.
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