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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.

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.

How does a manager’s coaching behaviour encourage taking charge behaviour among subordinates? Although prior research has found a positive association between managerial coaching behaviour and employee performance, to date few studies have examined its effect on proactive behaviours in the workplace such as taking charge. Drawing on social exchange theory (SET) and social cognitive theory (SCT), this study develops a theoretical model to examine the mediating effects of work engagement and role breadth self-efficacy (RBSE) in the relationship between managerial coaching and subordinates taking charge. Additionally, drawing on social role theory (SRT), we test whether our proposed relationships are contingent on subordinates’ gender.

We tested our proposed moderated-mediation model using empirical data collected across two waves from 196 employees within a large Malaysian services enterprise. Partial least squares structural equation modelling was used to test the proposed hypotheses.

The results revealed that managerial coaching has a significant, positive relationship with taking charge, work engagement and RBSE. However, only work engagement was found to partially mediate the relationship between managerial coaching and taking charge. Subordinates’ gender was found to positively attenuate the direct effect between managerial coaching and taking charge among females. However, the mediating effects of work engagement and RBSE in managerial coaching and taking charge were found to be not contingent on subordinates’ gender.

Finding from this study reveals that managerial coaching is useful in shaping employees' taking charge behaviour through work engagement. Hence, organisations should focus on strategies aiming to enhance managers' coaching capabilities.

This study extends the nomological networks of managerial coaching by highlighting it as a predictor of taking charge. Moreover, drawing on SET and SCT to explain the mechanism of managerial coaching and taking charge, we provide a novel perspective on how managerial coaching can influence taking charge. Specifically, we highlight the critical role of work engagement as a key mechanism that influences the relationship between managerial coaching and taking charge. Finally, we demonstrate managerial coaching as a means through which organisations can improve individual functioning.

Internal workplace coaches are employees who, in addition to their main job, volunteer to provide coaching to work colleagues who are not their direct reports. The purpose of this paper is to explore what motivates these individuals to volunteer to be an internal workplace coach and to continue carrying out the role.

To explore the experiences of internal coaches, a questionnaire was devised and issued; it attracted 484 responses – the largest survey response to date from this population. Following analysis of the questionnaire data, semi-structured interviews were carried out with 20 internal coaches from private, public and not-for-profit UK organisations. The responses were analysed in relation to motivation theory, principally self-determination theory.

Individuals were motivated to volunteer for the role, and to continue to practise as coaches, in the most part to satisfy intrinsic needs for competence, relatedness and autonomy. The research presents rich information about how coaches perceived these needs were satisfied by coaching. In general, there were only moderate or poor levels of support and recognition for individual coaches within their organisation, indicating limited extrinsic motivation.

The practical implications are that organisations can draw on the findings from this study to motivate individuals to volunteer to be internal coaches and to continue to act in that role.

Many organisations use internal coaches, but there is very little research into what motivates these volunteers.

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.

This article sets out to explore the similarities and differences between coaching and therapy – a subject of great interest currently within coaching and therapy fields.

The objectives are achieved by examining the convergence of approaches and thinking within these fields, as well as exploring theoretical contributions to the debate.

Coaching and therapy have a number of similarities. However, as this article explores, the two disciplines are in many ways, considerably different, particularly in terms of context issues bought to sessions and the ultimate intension. Typically, the skill sets required for each differ. Practical considerations such as terms of contract, length of session, pricing and boundaries also vary greatly.

The paper examines in greater detail a subject which is of very definite interest to both coaching and therapeutic practitioners, and also examines the popular argument in greater depth.

In this article the author, Managing Director of the leading coaching and coach training company, Peter Bluckert Coaching, and founder member of the European Mentoring and Coaching Council, sets out a personal view on the current state of the coaching market. That market, and, indeed, the profession of coaching, is fairly young, but it is one that he expects will undergo significant changes in the next few years, spurred by the demands of an increasingly discerning client base. Clients will look to employ coaches who are truly adding value and coaches will need to differentiate themselves in the market place through the quality of their initial training, the extent to which they are committed to ongoing personal development and supervision and their ability to operate at a deeper level with individuals. The author welcomes the greater professionalisation of coaching and looks to a lead body to take forward that process of change.