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The purpose of this paper is to address how organizations can make the most out of an executive coaching process that is well integrated into their internal culture, human resources (HR) processes and overall strategy.

The paper provides some practical pointers that organizations should do to improve the efficacy of their executive coaching process.

Findings of the paper include: aligning the coaching process with culture and other HR processes; managing the perception of coaching in the organization; attending to the boundaries of confidentiality in coaching; and harnessing the knowledge of executive coaching as a way of capturing organizational learning.

Little has been written on how best to integrate an executive coaching process within the culture and overall processes of an organization.

The purpose of this paper is to examine the practice of new principal coaching in schools from the coaches’ perspective.

Six coaches of new principals were interviewed over a one-year period. Through the use of a qualitative, constant-comparative approach, the participants’ voices were used to discover their views. Data analysis employed emergent coding (Creswell, 2008; Denzin, 2005; Glaser and Strauss, 1998; Spradley, 1979). The study took place in the San Francisco Bay Area, a linguistically and ethnically diverse area, in the state of California, USA.

Thematic analysis of interview data from principal coaches revealed a process-oriented focus within principal coaching as a primary finding. Process-oriented coaching, rather than specific, skill-focussed content, was the main mechanism coaches used to support new principals.

Findings are limited to the sample of principal coaches used for this analysis, although there are potential applications to similar school settings in other locations. Researchers are encouraged to examine new principal coaching in other contexts.

The results of this inquiry point to the importance of process skills in new principal coaching, suggest the need for new approaches in principal mentoring programs, and call for further research on specific process tools in coaching to promote reflection and inquiry.

The paper identifies process-oriented coaching as a valuable support mechanism for new principals, particularly during their first year in the role.

The purpose of this paper is to examine organizational perceptions regarding the coaching process as an evaluation tool.

The research method used is a multiple case study based on the author’s work with coached executives in eight organizations in Israel. Texts of 79 coaching encounters with executives, their directors and human resource personnel, were analyzed. Text analysis was performed through a qualitative method.

The research findings provide evidence of the intensity of the coaching practice as a tacit evaluating tool for organizational functioning, in relation to five focusses: the selection of executives for the coaching meetings, the participants’ perception of their participation in the coaching process, the organizational control wishes, how participants deal with organizational supervision and confidentiality.

Research findings are discussed from a perspective of power relations in the organization, and their significance is presented.

The usage of the coaching tool, not only for its original purpose, but also for evaluating and controlling executives tacitly, can hurt the coaching process, and its authenticity.

The concept of “tacit evaluation” was developed for this research, and the concept of the coaching process as a tacit tool of control and supervision can help us to better understand the coaching process, and its covert and overt components.

The purpose of this paper is to provide a classified list of the factors that are most influential in the success of an executive coaching process, arranged in order of importance.

Selection of factors from an exhaustive literature review, and development of a qualitative investigation, applying a Focus Group, a Nominal Group technique, and the Delphi method to a group of experts comprising coaches, coachees, and human resources managers, in order to complete and assess the factors selected.

The most outstanding factors needed in executive coaching are confidentiality, trust, and empathy between coach and coachee; the coach’s ability to generate trust, and her/his competence in communication skills, vocation and commitment; the coachee’s need, motivation, responsibility for his/her own development and commitment to the process; and a guarantee from the organization of the confidentiality of that process.

This research furnishes a quantitative criterion for the evaluation and ranking of the determining factors in coaching success, which facilitates a justified selection of factors, both for research and professional purposes.

This study makes it possible to better channel the allocation of resources and gearing of business decisions for the implementation of coaching programs.

This paper provides a systematic review of the empirically based literature dealing with the main success factors in the effective application of executive coaching, and contributes new factors derived from the knowledge of professional experts, along with a classified and ranked list of those factors, assessed in terms of their relevance to the satisfactory outcome of a coaching process.

The purpose of this paper is to analyze the coaching process as perceived by experts and coaches, addressing its routine aspects and areas that are object of dissent in the organizational field.

Qualitative research conducted through interviews with 20 experts and coaches who work in Portugal.

Lack of consensus on conceptual approaches, few demands from organizations for concrete results, and elitism due to its selective use for high-level professionals. There is an expectation of companies that adopt a “coaching culture,” which includes participative actions, dialogue and humanization of relationships. There are benefits for organizations and professionals that result from its application, which raises care in considering it just another management fad.

Professionals and organizations are increasingly adopting coaching processes, but there are few academic studies, with a scientific view, and more rarely from the perspective of practitioners (coaches). Hence, this topic lacks a more accurate approach, to better understand its application and extend the debate on controversial aspects, in order to make the discussion on its value more consistent.

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.

The paper sets out to consider the value of coaching to the sensemaking process. It aims to demonstrate how coaching enhances sensemaking and seeks to describe coaching as a sensemaking activity.

The objectives are achieved by exploring the literature of both coaching and sensemaking with the purpose of demonstrating the mutually supportive nature of coaching and sensemaking.

By analysing sensemaking and coaching activities, the paper aims to demonstrate that coaching greatly supports and enhances the quality of the sensemaking activities of the individual.

Coaching as an academic discipline is still in its infancy and lacking in sound empirical research. It would be value for future research activities to focus on the sensemaking the individual engages with during the coaching process.

As mentioned above, sound academic research is necessary in order to understand the nature of coaching. This paper goes some way in exploring both coaching as a sensemaking process and also how coaching fundamentally supports the sensemaking process the individual engages in.

Coaching has not been explored in relation to sensemaking nor the value that coaching brings to sensemaking. Exploring coaching from a sensemaking perspective helps create a deeper understanding of what takes place within the coaching relationship.

The purpose of this research is to create a definition of peer coaching using literature from various and disparate organizational and educational contexts. This research is intended to clarify what constitutes peer coaching overall, and guide the ever-growing practice of peer coaching.

This research uses a combination of inductive and deductive qualitative approaches through the implementation of qualitative content analysis (QDA). The research used a data reduction process with 87 existing scholarly articles in the area of peer coaching, in which the researchers focused on selected aspects of the data and followed the practice of staying close to manifest artifacts within the data.

The results of the qualitative data analysis indicated that five themes emerged within the literature. Themes were as follows: program structure, purpose and goals of peer coaching, peer coaching processes and mechanisms in which peer coaching is conducted, outcomes of peer coaching and relational contexts and functions of peer coaching relationships.

While there is an increase in peer coaching, research on this type of coaching is scarce with few empirical studies on the topic: what has been conducted has not been particularity reliable (Hagen and Peterson, 2014); and most of the published research is limited to education, nursing, other medical contexts and non-profit organizations. This research helps to clarify the nature of peer coaching and create a cogent definition that defines formal peer coaching within all peer coaching contexts.

This study aims to investigate resistance to change and change management through a micro-level interpersonal perspective. Specifically, this paper addresses in what way external change experts, such as coaches, identify distinctive emotional and behavioural indicators of resistance and facilitate individuals to develop positive strengths and motivation to change.

The authors drew upon critical realism and abductive research methodology to understand connections between coaching intervention and individual change resistance through 21 in-depth interviews with independent coaches listed in coaching associations in Germany.

This study first re-evaluates the implications of resistance and extends its meaning from negative obstacles into natural emotional responses of individuals and constructive resources for change. In addition, the study results indicate resistance can be distinguished through both explicit behaviours, body language along with implicit emotional reactions, like being tired or making small jokes. Moreover, several micro-level interpersonal approaches for coaches to apply in dealing with resistance, including understanding coachees' cognitive status and working environment, adapting varied communication styles as well as drawing upon coachees' strengths.

The research results offer organisations (e.g. managers and human resource professionals) essential guidelines in micro-level change management strategy by considering external coaching as a valuable option to deal with varied individual, social and contextual factors (e.g. organisational power and politics). From the organisational investment perspective, indicators of resistance and approaches to facilitate coachees' emotional reactions can be served as a preliminary protocol for stakeholders to evaluate the effectiveness of their change management schemes. Moreover, the framework outlined in this research can be considered in the future coaching education and professional development programmes.

Overall, this study demonstrates that external coaching is one of the valuable approaches in responding to individual resistance in organisational change management. The research findings widen existing bipolar paradigms of resistance (either change obstacles or positive resource) into a neutral spectrum that holds an impartial view on emotional reactions to change. Furthermore, individual differences and contextual factors play essential roles in the change process, e.g. coachees' personality, personal experiences, knowledge, interpretations to change process and topics as well as organisational context (e.g. power, hierarchy and culture) need to be considered into change management strategy.

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.