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We examine the relationships between clients’ level of coaching readiness and trust in their executive coach and increases to both personal learning improved work performance. Distance relationships, the setting for this study, epitomize the norms of the New World of Work (NWoW), but also provide particular challenges for building trust and recognizing similarities between client and coach.

This study investigates distance coaching relationships in matched-pairs, longitudinal investigation of formal executive coaching.

Results support the proposed moderated mediation path. Findings reveal that both coaches’ perceptions of client readiness for coaching and client trust in coach each predict both client personal skill development and performance improvement.

While important toward gaining a better understanding of the relational functioning of distance coaching relationships, inclusion of only distance relationships may truncate the generalizability of our findings.

The study’s findings have practical implications for organizations that invest in executive coaching with regard to the importance of evaluating the candidates' readiness for coaching before the assignment, trust-building throughout distance coaching relationships and perceptions of similarity on client coaching outcomes.

Distance relationships, the setting for this study, provide particular challenges for building trust and recognizing similarities between client and coach and the current investigation points to the relevance of these relational mechanisms to client outcomes. In so doing, this study explores how perceptions of deep-level similarity between a coach and client may serve as moderators of these relationships.

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.

This article draws on the results from a quasi-experimental field study of four firms whose primary professional services focused on executive coaching.

Practical implications and learning lessons for the three constituents: the coachee, the coach and the organization.

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.

In order to bridge the gap and provide organizations with practical assistance in dealing with the effectiveness of executive coaching. The purpose of this paper is to investigate the association between coaching relationship which constitutes of rapport, trust, commitment and match with coaching effectiveness in Malaysia using a quantitative research method.

Based on the extensive review of the current literature, rapport, trust, commitment and coach-coachee match with coaching effectiveness are investigated through questionnaire. Objective-driven model which focuses on the extent to which coaching objectives have been met, is used to measure the effectiveness of executive coaching.

The main results of the multiple regressions demonstrate that both rapport and commitment significantly influence coaching effectiveness. These findings provide a basis for developing a quality relationship to advance the executive coaching and HRM research literature.

The practical implication of this study could be useful for HCM managers, who want to enhance leadership capabilities through executive coaching engagement that support their organizations performance.

This Malaysian study will build upon the existing knowledge by investigating the factors contributing to quality coaching relationship from the coachee’s viewpoint.

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.

These factors were examined through a quasi-experimental pretest-posttest design. Participants were drawn from the client bases of four Israeli executive coaching agencies.

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.

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.

Executive coaching is gaining in popularity as a management developmental activity which facilitates organisational change for sustainability. The purpose of this paper is to explore the relationships among coachee feedback receptivity, pre‐training motivation, learning goal orientation, developmental self‐efficacy, self‐reported job performance improvement, self‐awareness, task performance and affective commitment in terms of executive coaching effectiveness as a form of management development.

A non‐randomised controlled trial research design was conducted to examine the hypothesized relationships among coachee characteristics and executive coaching effectiveness, as reflected in greater levels of individual outcomes in corporate Israel.

A significant interaction between learning goal orientation and pre‐training motivation on improvement in job self‐reported performance was found. Additionally, a negative relationship was found between learning goal orientation and improvement in self‐reported job performance among coachees with low levels of pre‐training motivation. Finally, self‐efficacy demonstrates a positive relationship with job performance improvement.

This research provides greater insights about the type of individual outcomes executive coaching should achieve, and under which conditions coaching is likely to be more beneficial for participants. This research has value for designing and implementing coaching programmes to drive sustainable development and innovation.

This paper aims to identify the key competencies managerial coaches have and examine the significant competencies that affect coaching effectiveness in the Malaysian telecommunications industry.

The unit of analysis was individual managerial coaches who were working in the Malaysian telecommunications industry. Among the 300 questionnaires distributed, a total of 140 were obtained and deemed sufficiently complete to be useable. Descriptive and multiple regression analyses were used to analyze the data.

The results indicated that leadership development is the most important function of managerial coaching, followed by communication. In addition, co-creating the relationship and effective communication are the critical categories of competencies for managerial coaching. Analysis from the regression highlighted that effective communication is the influencing factor on the coaching effectiveness, followed by facilitating learning, and results. The findings also shown that all the core competencies in setting foundation are the significant influencing factors.

Analyses relied on cross-sectional data and limits the generalizability of findings to other industries. The utilization of self-reported perceptual data may suffer from response bias.

This paper highlights personal or professional coaching characteristics that might affect managerial leadership development. It also provides a list of important criteria for developing effective managerial coaching to assist Malaysian managerial coaches to build a world class workforce.

Using International Coach Foundation competency model, this study provides an insight on the important criteria to develop and select coaching managers effectively which ultimately lead to performance improvement in the organization.

This article aims to test the effectiveness of coaching for middle and executive level managers within a large recruiting organization.

Participants set goals to achieve during a 12‐month coaching programme. The sample consisted of middle managers (n=30) and executive managers (n=29) involved in US Army recruiting. Outcomes included measures of coached participants' achievement of quota and personal goals, and assessment on nine leader competencies and buy‐in over the one‐year coaching period.

Coached managers outperformed un‐coached, but experienced/incumbent counterparts. The strongest impact of coaching on performance was for middle managers and their subordinates (as opposed to executive managers). Both groups of participants demonstrated growth on some dimensions of recruiter‐leader competencies and achievement of self‐set goals.

A small and nontraditional sample of military recruiters was used. Future researchers can build on the approach outlined here to more concretely evaluate the impact of their coaching efforts in other populations.

Coaching all recruiter managers could translate into a return on investment of several thousand additional recruits. In addition, the achievement of personally relevant goals with the help of coaching, the development of leader competencies indicates real benefit associated with this form of goal‐based coaching.

We offer one of the first empirical evaluations of the effectiveness of a goal‐based leader coaching intervention. Practitioners and researchers can benefit from this approach by using it to improve coaching effectiveness and demonstrate value to the clients they serve.

This paper's aim is to provide an empirical test of the assumption that coaching impacts salespeople's attitudes and behaviors under various contingencies.

The paper uses the survey responses of 2,532 salespeople and regression analyses.

Salesperson‐organization value fit reduces the likelihood that coaching will engender more affective commitment to the organization, improve satisfaction with job and supervisor and lower perceived role ambiguity. The number of years of formal education reduces the impact of coaching on affective commitment, satisfaction with job and supervisor. Salespeople's confidence in their company's product superiority over competitors' brands also reduces the effectiveness of coaching. Salesperson's organizational tenure has no impact on the effectiveness of coaching. Finally, the age of a salesperson dampens the positive relationship between coaching and affective commitment and job satisfaction but accentuates the negative relationship between coaching and perceived role ambiguity.

Analyses relied on cross‐sectional data. Thus the findings are only suggestive and causal relationships cannot be claimed. Also, the empirical setting limits the generalizability of findings to other professions.

Increasing the amount of coaching can engender positive attitudes and behaviors in salespeople. More coaching time should be devoted to younger salespeople, salespeople with lower confidence in the superiority of company's products over competitors' brands, salespeople with fewer years of formal education, and salespeople whose values fit the least with that of the organization.

The paper provides an empirical test of how, under different situations, coaching influences salespeople's attitudes and behaviors.

In order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, the purpose of this paper is to examine the associations of two coaching practice factors (coaching format and external vs internal coaching provision), and coachees’ job complexity with perceived outcomes from coaching.

A survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work).

Analysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. The examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles.

The original contribution of the authors’ findings is in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees’ job situations.

The purpose of this paper is to consider theoretically the relationships between performance management, a servant leadership style and leader gender, drawing from Hackman and Wageman's theory of team coaching to suggest a servant leadership style being optimally suited to support the different leadership roles enacted at different stages of the performance management cycle. While recent research suggests that female managers may be more likely to enact a servant leadership style, team and process‐level considerations have yet to be addressed. This paper aims to theoretically address this topic.

This paper is conceptual based on theory with literature review.

Because the theory of team coaching suggests differential leader task delivery at various points in the coaching process, servant leadership's individually‐centred approach is suited to team coaching, particularly in the execution of performance management coaching.

Since research suggests that women are more likely to employ a servant leadership style, this paper explores whether gender plays a role in team coaching.

This study makes a novel contribution by considering the influence of a servant leadership style at the leadership process and team levels.