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This article opens up for debate a new perspective on professional quality in externally supplied coaching.

Three provider size‐types are taken in turn and interpreted in relation to characteristic quality issues.

Professional quality characteristically varies with different types of coaching provider. Three primary provider types are identified: large conglomerates (often multinational); the solo market where coaches work as individuals; and the specialised coaching team or “boutique”. Provider size is suggested to be the key quality‐related variable distinguishing these three types. Professional quality is specified inclusively through identifying the factors currently in the coaching quality debate. This allows a menu of factors to be considered non‐judgementally in relation to the provider types.

The article suggests how the characteristic size pluses can be realised and the minuses avoided.

Provider size does not seem to have been debated before as a key variable in coaching quality.

This paper is written to increase awareness and focus on the choice of executive coaches. There is a growing trend of selecting coaches based solely on a certification. This methodology of coach selection could lead to disappointing and lackluster results.

This scope of the paper is executive coaching within organizations, with a specific focus on the potential prerequisite of a coaching certification. The paper is written from the author's point of view. The author has interacted with and interviewed numerous coaches and leaders and extensive personal experience on the subject.

The results are that quality coaching is primarily about whom the coach is, not what techniques or certifications they hold. The “self” of the coach is the instrument of change, not a bag of tricks accumulated during a “coaching college”.

Coaching certification for many is a defense against personal accountability and responsibility: the responsibility to select and hire quality coaches and the responsibility to be a quality coach. Orchestrating quality coaching programs is difficult and laborious work that cannot be minimized or made more efficient. By certifying coaches we could be sterilizing otherwise potentially powerful relationships and denuding overall quality learning experiences (let alone creativity and further learning) on a grand scale. Any attempt to make the choice of a coach more efficient will potentially reduce the quality of the future coaching experience. Perhaps coaching leaders to coach is a more valuable and meaningful intervention then merely coaching one person's performance.

Quality coaching experiences consistently and significantly increase performance for many leaders. This paper is intended to help leaders and those that assist them in coach selection and coaching program orchestration increase the value and return on investment of coaching interventions.

Advancements in digital technology, collectively known as Industry 4.0, are profoundly changing dynamics in multiple industries. The coaching industry is impacted by this shift, as companies offering digital coaching technologies begin to take market share. To effectively serve clients in this rapidly changing market, coaches must adopt a digital mindset, upskill their capabilities, and transform their business models to leverage current and nascent technology.

Organizations are increasingly including executive coaching as part of their leadership development interventions to improve their executive leaders' abilities. Previous studies have linked outstanding leader performance to an intentionally developed relational climate. Therefore, the relational climate crafted between the coach and executive leader is critically important to create shared purpose, experience compassion, energize interactions, impact performance, and realize a quality, effective executive coaching engagement.

This is the first study to explore relational climate as a driver of coaching relationship quality. My empirical findings reflect that relational climate has a significant, positive impact on coaching relationship quality, which in turn contributes to an executive leader's effectiveness. The three goals of this study are: (1) to understand the factors that contribute to crafting a quality and effective coaching relationship; (2) to address scholarly gaps in past research regarding the relationship between a coach and client; and (3) to provide clarity for coaches how to better address, leverage, and realize an executive coaching relational climate within the context of Industry 4.0. Those crafting effective and quality coaching relationships should ensure that there is shared vision between the coach and client, that both parties demonstrate compassion, and that the coach and client each infuse the relationship with positive energy and vitality to create relational energy.

This study focused on unpacking the instructional coaching process, addressing key questions about what happens during a coaching session and what coaching elements predict teacher outcomes.

Using coaching observational data, the research examined critical coaching processes described in the literature: coaching practices (observation, feedback, reflective discussion and planning), the coach–teacher relationship, coaching strategies and coaching duration. The study also developed a path model documenting how coaching behaviors predicted teacher instruction.

Results showed that the coach talked more than the teacher and that most coaching time was spent in reflective discussion. The coach–teacher relationship was promoted by building rapport and reciprocal trust, with use of “we” language demonstrating that coach and teacher were working as a partnership. Most common coaching strategies were clarifying and the coach prompting the teacher to attend to teacher or student behaviors. Path model analysis showed that (a) the coach–teacher relationship quality predicted the level of teacher engagement in coaching and their instructional reflection and (b) the quality of coaching strategies predicted the overall quality of the classroom instruction.

The study provides empirical evidence about the active ingredients of coaching – those underlying processes that impact and improve teacher practice.

The purpose of this literature review was to identify best practices in coaching faculty within higher education and the subsequent benefits of effective faculty coaching programs for the retention of quality faculty. In higher education, where an emphasis is on the delivery of curriculum for student learning, faculty performance reviews are not universally defined, nor are coaching practices consistently employed. Giving teaching performance feedback promptly to faculty may be a means to foster professional growth and enhance the implementation of progressive practices to benefit student learning.

The authors undertook a content analysis of current literature on the evaluation and coaching practices of higher education faculty that specifically addressed the quality and timeliness of feedback and gaps in practices.

Through this study, the authors gleaned recommendations for improving faculty evaluation, coaching, and feedback.

Developing coaching programs to include all higher education faculty may lead to improved teaching performance and alignment of the faculty with institutional goals. The insights from this study may provide the impetus to develop structures and processes for university-based professional development and coaching programs that could lead to positive student learning outcomes and better relationships among faculty.

This is the first review to use Cooper's systematic examination of current literature to explore the topics of faculty support, coaching, and development within higher education.

The major contribution of this paper is to propose a theoretical framework to coachee success and to identify the most relevant resources for coachee success.

This article attempts to determine the constructs of coaching success through a systematic literature review. The review identified 1,048,880 papers. From these, the authors selected 39 articles for the research. From these articles, the main elements of coaching success were identified.

The main elements of coaching success are coach quality, coachee engagement, coaching process, coaching reflection, behaviors resulting from coaching and coachee success. Coach quality, coaching process and coachee are often considered as key variables to success. Coachee's behavior is linked to performance but approaches to effectful coaching vary.

Coachee success is connected with the coach's emotional skills and the formality process. Success requires communication, interpersonal relationship, planning, goal setting and progress monitoring. An interplay between the coach and the coachee's emotional skills and the formality process enables success. In business, where employees usually work in their chosen profession, coaching is a tool for education and improvement that brings positive results to the organization.

On a personal level, it can lead to greater self-knowledge and to improvement in the quality of life. Coaching as a facilitator of the coachee's success must be more than a process in itself. It is a way of allowing the coachee to make a critical contribution in a broader context to an organizational culture that values human capital.

It contributes to the understanding of the mechanisms that lead to success in coaching. This systematic review adds to the few articles found on coachee success from over a million papers analyzed. It offers a proposed theoretical framework to coachee success, through a holistic approach.

Executive coaching is gaining in popularity, both as part of personal or organisational development programmes and as a tailored form of individual consulting. The purpose of this study is to examine how various aspects of the executive coaching intervention make a difference to the clients of coaching themselves.

The study involved a web‐based questionnaire (163 closed and three open questions) completed by 71 executive coaching clients shortly after the beginning of their coaching contract and by 31 of those again approximately six months later.

The research found that clients' appreciation of coaching was high. In response to the research question “What determines helpfulness for clients?” a picture emerged of a client valuing the relationship with and the qualities of the coach, while making little distinction between specific interventions of that same coach. The findings support the idea that common factors are at work in executive coaching, so that helpfulness is much less predicted by technique or approach than by factors common to all coaching, such as the relationship, empathic understanding, positive expectations etc.

For further quantitative research into the effectiveness or helpfulness of executive coaching it will become increasingly important to explore the relative effectiveness of the various common factors.

The findings show that professional executive coaches would do well to enhance the common factors in their work, such as the quality of their empathic understanding, the quality of the coaching relationship as perceived by the client, and the expectations of their client.

This research shows that a broad range of techniques are deemed helpful, and equally so. It is therefore not the preference for a specific technique that makes a difference, but rather the ability to employ many techniques, to use them well and at the right moment. This is clear support for a common‐factors perspective on executive coaching

The purpose of this paper is to understand the extent to which clients manage, track and evaluate coaching within their organisation, including awareness of the number of individuals being coached, awareness of their annual coaching spend, existence of a consistent and robust process for tracking all coaching, quality assurance processes in existence, and the evaluation of the impact of coaching.

Semi-structured telephone interviews with HR, OD and L&D Directors and Managers in 69 large UK organisations collectively employing approximately 688,000 people.

Whilst a handful of organisations are very satisfied with how coaching is managed, the vast majority feel there is room for improvement. The research highlights a number of issues: more than half the respondents do not know how many of their employees are currently working with an external coach and less than half are involved in a three-way meeting to sign off the coaching objectives at the beginning of the contract. In terms of evaluation and ROI, less than one in seven organisations have calculated their return on coaching investment, despite some organisations spending well in excess of £100k per year.

Whilst the prevalence and benefits of coaching have been discussed at length over recent years, despite significant resources being invested in coaching there appeared to be very little research on how coaching is being resourced, managed and tracked in organisations. To that end, The Learning Curve (TLC) Ltd commissioned Adsum to investigate this research gap.

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.

For preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014). Understanding such variation in the content and process for providing feedback to PSTs is important in evaluating and improving feedback effectiveness for amplifying their learning.

The authors studied feedback provided by coaches in response to a video of a sample PST’s lesson. The authors examined the extent to which coaches’ feedback targeted the core practice of eliciting student thinking and whether this was associated with their assigned PSTs’ instructional practices during student teaching. The authors also questioned whether this aspect of coach feedback could be changed in response to professional development.

The results provide preliminary evidence that coaches vary in the extent to which they focus feedback on a particular practice, even when directed to do so. Moreover, when coaches provide focused feedback on a core practice, the PSTs that they coach use the core practice during student teaching. Further, coaches’ feedback can be improved through professional development.

This study contributes to a limited evidence base examining the association between feedback and PSTs’ observed practice. It also establishes that coach feedback can be improved with professional development. The authors discuss these results in the context of documenting and improving teacher preparation.