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The purpose of this paper is to compare the impact of a long‐term (13‐week, spaced learning) with a short‐term (two‐day, block intensive) coaching skills training programme on participants' coaching skills and emotional intelligence.

In the study 23 participants completed a 13‐week coaching skills training course which consisted of weekly 2.5‐hour workshops and action learning. In comparison, 20 participants completed a two‐day “Manager as Coach” training programme, with a three‐week action learning break between day one and day two. Both training programmes used the same coaching frameworks, with the two‐day programme being more condensed.

Participation in the 13‐week training course was associated with increases in both goal‐focused coaching skills and emotional intelligence, whereas the two‐day block intensive training was associated with increased goal‐focused coaching skills, but not emotional intelligence. Further, the magnitude of the increase in goal‐focused coaching skills was less for the two‐day programme than for the 13‐week programme.

These studies used a quasi‐experimental pre‐post design, and the long‐term effects were not measured. Future research should use control groups and random assignment to short‐ or long‐term training.

The main implications of these findings are that, while short, intensive programmes may improve participants' goal‐focused coaching skills, organisations seeking to deepen the impact of “Manager as Coach” training programmes and improve the underlying emotional intelligence of participants should use a spaced learning approach over a number of weeks.

This is the first study to examine the impact of different approaches to coaching skills training and their impact on emotional intelligence.

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.

The purpose of this case study is to emphasize the effectiveness of coaching as an instrument to drive transfer of training of behavioral skills disseminated during training programs back at the workplace.

Insights were collected through qualitative semi-structured in-depth interviews with learners, followed by a thematic analysis of the interview transcripts.

The findings of this study revealed promising results with the use of coaching as a medium to facilitate workplace training transfer for learners. The learners also informed a positive experience on account of “personalized touch” experienced during the course of coaching sessions for posttraining application of skills and knowledge.

This study offers incisive information in the domain of training transfer through the effective use of workplace coaching in a posttraining environment.

Coaching as a training transfer tool has the ability to provide the necessary impetus to application of behavioral trainings across organizations and institutions, thus encouraging learners to implement what they learn during trainings.

This study is novel on account of its applicability in ensuring successful learning transfer through coaching. The insights from this study have replicability in diverse industries and have the potential to deliver superior results in organizational training transfer.

This paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life.

An interpretivist research design was chosen to gather detailed information about the participants. Data were collected via a multi-method approach comprising participant observations, individual reflections and surveys amongst 18 students. Each method allowed the researcher to interpret the participants' perspectives of social reality.

The inductive analysis revealed three key themes related to the impact of coach training: a greater awareness of self, enhanced relationships with others and a renewed focus on the future. The findings also showed that coach training provided students with a goal-focussed, judgement-free strategy to address issues related to university stressors such as burnout.

The conclusions drawn from the study are placed in the context of the wider coaching debate yet are not generalisable. They illustrate a strong link between coach training and the positive impact on the students increased sense of self, their renewed view of the world and how they want to engage with the training.

The results of this study highlight the need for further research into the impact of coaching and coach training initiatives on UKHEI students. The study also proposes that coaching strategies should be embedded into the curriculum to better prepare graduates to navigate the transition from university life to professional life.

This paper provides empirical evidence of the positive impacts of coach training on UKHEI students. This paper contributes to an understanding of coach training's potential impact on students' engagement in, and enjoyment of, the higher education learning journey. This paper also provides a foundation for future empirical research in this area.

The demand for leaders to coach their employees is increasing as the benefits become more and more evident. However, little is known about the training managers have received in coaching or what support is available/required from their organizations. The paper aims to discuss this issue.

The paper encompassed a survey of 580 managers in Australian organizations with more than 200 employees. The authors used qualitative thematic analysis to examine the extensive free text answers.

The findings indicated that while some managers had received some form of training in coaching (30-40 percent, depending on training type), 40 percent of them expressed a desire for introductory and/or further training. The findings suggest that training should be tailored to the managerial context instead of a generic coaching training, with a more structured and coordinated approach to organizational coaching required.

Organizations could benefit from supporting managers with the following strategies: Why – Organizations need to explain clearly why a coaching leadership style is beneficial. How – Training can come in many forms from workshops to “on-the-job” learning. When – Managers want more insights into when and when not to use a coaching style. What – it should not be assumed that all leaders possess coaching skills but rather those coaching skills need to be acquired and developed.

This paper offers insight into current training and support structures for “leadership coaching”, and suggests strategies to help managers to implement coaching as a leadership skillset.

The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches perceived the relevance of EI to their success as coaches.

This mixed-method study was conducted in two phases. The quantitative phase examined pre- and post-test EI scores of 90 instructional coaches who completed a 20-hour coach training intervention designed to improve the coaching skills of educators working with teachers to improve their instruction. Of the nine instructional coaches interviewed for the qualitative phase, four had increased their EI scores while five had decreased. The study took place primarily in the USA, with two participants in the survey portion from countries outside the USA.

Statistically significant increases for EI were found in the full sample. Among the 44 instructional coaches who enrolled on the training course voluntarily, there were significant improvements in total EI, both the interpersonal and interpersonal composites, and all five subscales (i.e. self-awareness, self-regulation, motivation, empathy, and social skills). The mean EI scored for the 46 coaches who were required to take the training did not increase. The themes that emerged from the interviews were increased awareness, improved listening, enhanced empathy, a focus on strengths, and the role of EI in success as instructional coaches.

Future research might examine the duration, intensity, and format of training that successfully increases EI scores. For example, comparing face-to-face formats with distance formats, such as the one used in this study, might yield interesting findings. This study would have been strengthened by the inclusion of a control group that received no training.

Both quantitative and qualitative analyses provided evidence that EI can be improved through training; thus, such training could be incorporated into initial preparation and ongoing professional development for educators. The differential outcomes for those who volunteered for the training as opposed to those who were required to take the training as part of their jobs highlights the important of the adult learning principle of choice. Thus, the element of choice should be taken into consideration in planning professional development.

The use of instructional coaches is an important form of professional development, designed to bring about improved teacher practices. This study provides both quantitative and qualitative evidence of the value of coach training, including statistically significant gains on a validated measure of EI. This study makes an important contribution because prior research on the question of whether EI can be taught has been largely anecdotal.

Although there is an international consensus concerning how police investigative interviews should be adequately and reliably conducted, daily police interview practices are still rather poor. It is hypothetically assumed that this may be caused by unsatisfactory interview training programmes. The purpose of this paper is to focus on a new type of interviewing training, the individual coaching project, where interpersonal interview competences are being defined and optimised.

Building upon previous studies, this paper reflects the outcome of an elaborate process concentrated on exploring new investigative interview training opportunities. In addition the interviewer's perceptions of feedback and mentoring were evaluated in order to study the feasibility and practicability of the individual coaching project.

Results showed that 72 per cent of the participating interviewers were very eager about their project participation. Almost all interviewers thought the coaching project was very worthwhile and instructive, and believed they really developed and optimised their interview skills.

The present paper innovatively contributes to the current discussion concerning investigative interviewing and training by concentrating and defining the role and necessity of ongoing feedback. Moreover this paper concentrates on the content of this new training project, which can be of high interest for the daily police interview practices.

Executive coaching has become an increasingly common method to skill development. However, few rigorous empirical studies have tested its capacity to generate outcomes. The purpose of this paper is to investigate the links between executive coaching and self‐efficacy in regard to supervisory coaching behaviors.

The paper reports on a pretest‐posttest study of a leadership development program using three training methods: classroom seminars, action learning groups, and executive coaching. Data are collected in a large international manufacturing company from 73 first‐ and second‐level managers over an eight‐month period.

Results indicate that, after controlling for pre‐training self‐efficacy and other training methods, the number of coaching sessions has a positive and significant relationship with post‐training self‐efficacy. Results also show that utility judgment, affective organizational commitment, and work‐environment support have each a positive and significant relationship with post‐training self‐efficacy.

The paper first suggests that an organization that wishes to improve its return on investment with regard to coaching should implement a program with multiple sessions spread over a period of several months. This paper also suggests that organizations should consider coaching from a systemic point of view, that is, taking into account not only the design but also individual and situational variables.

This paper contributes to the scientific literature by investigating, with a solid methodological design, the capacity of executive coaching to increase self‐efficacy related to management skills.

The purpose of this paper is to examine the impact of a training intervention designed to develop and encourage the use of coaching skills in a small arts-based organisation and assess the factors that appear to have influenced this impact.

The programme, its effects and factors that influenced its impact were assessed through ongoing feedback and evaluation and through information gathered in a focus group and in one-to-one interviews with participants at the conclusion of the programme.

The programme had individual and organisational benefits, including improved skills in communication and problem-solving and a better understanding of a range of problems affecting the organisation. Factors enabling these benefits included participation of senior managers in the programme and coaching practice that focused on real workplace issues. Factors limiting these benefits included a lack of a clear statement about the purpose of the programme.

This relates to a programme within a single organisation, and the findings may not be generalisable.

Through training individuals in coaching skills, it is possible to improve the skills needed for cooperative working and joint problem-solving. A corporate training programme in coaching skills can surface a range of organisational problems and enable progress to be made in tackling them.

There is little empirical research evaluating the impact of training in coaching skills. This paper identifies how such training can develop leadership skills and indicates practical factors that may enhance or limit the impact of the training.

The aim of this paper is to focus on how to create a coaching culture in organizations through coach training and external coaches.

The writer draws on her experience in corporations as a board director and as a consultant to organizations in the field of coaching.

Conclusions are drawn about the effectiveness of coach training over external coaches and the best ways of implementing a coaching culture.

Advice is given regarding: the principles of a coaching culture; how to launch a coaching program; a ten point plan for implementing a coaching culture; how to choose external coaches; how to choose coaching skills training; challenges of coaching in the workplace; informal coaching in the workplace; and uses for coaching skills in the workplace.

The writer's broad experience of designing and delivering cross cultural coaching programs, and as a board level director, enable her to challenge existing concepts, to offer original solutions and to describe the pitfalls inherent in implementing any coaching program.