Search results

The paper aims to examine the coaching relationship as a critical success factor in executive coaching. It also aims to set out the characteristics of a successful coaching relationship and how to establish it.

The basic proposition of this article is set out in the introduction – that the coaching relationship is not just a critical success factor, but arguably the critical success factor in successful coaching outcomes. From there, the characteristics of a successful coaching relationship are explored. The link is made to client‐centred counselling and to the influence of “Rogerian” thinking. Key characteristics of the coaching relationship such as rapport, trust, support and challenge are critically examined. Finally, the implications for coach training are set out.

The arguments presented here point to a need to shift the emphasis of coach training more strongly towards the coaching relationship.

A great deal of current literature about executive coaching is focused on models and techniques: this article challenges that approach and reminds the reader of the importance of the coaching relationship as a critical success factor in executive coaching.

This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators.

This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program.

Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district’s organizational structure influence the initiation of the coaching relationship.

Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation.

This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships.

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.

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 paper aims to employ a conceptual model to examine the relationship processes and mediating role of client‐coach relationship between client‐coach match criteria and coaching outcomes to advance the understanding of client‐coach relationship's impact on leadership coaching.

Data collected from 74 client‐coach pairs participating in a voluntary leadership coaching program at a military service academy during pre‐partnering and post‐transition phases were analyzed to examine the impact of match criteria and client‐coach relationship processes on coaching outcomes.

Consistent with the conceptual framework, relationship processes of rapport, trust, and commitment positively predicted coaching program outcomes, including client and coach reactions, behavioral change, and coaching program results. The client‐coach relationship fully mediated two match criteria (compatibility and credibility) with coaching outcomes, suggesting that complementary managerial and learning styles and relevant job‐related credibility support the development of client‐coach relationships and therefore positively impact leadership coaching programs.

The generalizability of findings may be limited due to the population studied. Future research needs to examine relationship processes in the larger context of the coaching practice as well as formative and results‐level outcomes.

The research findings provide support and understanding of the impact of the client‐coach relationship on coaching and the understanding of factors influencing the relationship, which allows the development of selection tools to better match clients with coaches, increasing the quality of the relationship and ultimately the coaching outcomes.

The study represents one of the first attempts to symmetrically examine client‐coach relationships and highlights the value of the conceptual framework for conducting client‐coach relationship research.

This study aims to investigate the influences of perceived and preferred coaching behaviors and the discrepancy between them on job satisfaction, mediated by the quality of the relationship with the immediate supervisor and adaptive performance.

The research adopted a cross-sectional survey design. A total of 220 Korean employees, small-sized team members, were recruited from the automotive industry for the study. This research explored the relationship between perceived and preferred coaching behaviors using the Pearson correlation. Structural equation modeling was used to analyze the relationships among perceived and preferred managerial coaching behaviors, the discrepancy between them, the quality of the relationship with the immediate supervisor, adaptive performance and job satisfaction.

Perceived and preferred coaching behaviors exhibited a weak correlation. Perceived coaching behaviors indirectly influenced job satisfaction through the quality of the relationship with the immediate supervisor and adaptive performance. The discrepancy between perceived and preferred coaching behaviors directly and indirectly influenced job satisfaction via adaptive performance. However, all paths related to preferred coaching behaviors were found to be insignificant.

Although the results of this research may be generalized to the Korean automotive industry, the findings highlight perceived and preferred coaching behaviors and the discrepancy between them as independent variables. The findings shed light on the influences of managerial coaching on the quality of the relationship with the immediate supervisor within Korean workplace cultures and how coaching behaviors contribute to triggering subordinates’ adaptive performance. In addition, the study provides how managerial coaching influences job satisfaction in the workplace.

Based on the findings, an organization should cultivate self-directed learning environments to enhance employees’ adaptive performance. The coaching training session should be added to the leadership development program for new managers. Team leaders need to consider their members’ preferences during managerial coaching.

The variables, such as preferred coaching variables and the discrepancy between perceived and preferred coaching behaviors, along with the research framework, represent a novelty in managerial coaching, as well as within the Korean context.

The paper's aim is to assist OD managers in the design and implementation of a coaching culture in their organization.

This is a conceptual/discussion paper, which draws on real world examples and is supported by the coaching literature.

OD managers must consider a range of factors when designing and implementing a coaching culture including: the motivation of a leader to coach; the health of internal coaching relationships; and role modeling.

There is little in the coaching literature that explores or provides practical insight into the design and implementation of coaching cultures. In particular, this paper provides insight into the motivational dimensions of establishing a coaching culture, and provides practical examples of how it applies in practice.

The purpose of this paper is to investigate to what extent bank manager's coaching, a managerial relationship behavior based on mutual trust, openness and quality of exchanges, affects front-line employee's performance through the mediating effect of salesperson's customer orientation.

The paper conducted a non-experimental, cross-sectional study; a Canadian bank agreed to participate in the study and 122 financial advisors with sales responsibilities answered a web-based survey; data were analyzed using structural equation modelling.

The paper found support for the hypotheses that managerial coaching behavior can help bank employees develop their customer orientation and increase their performance, as well as reduce opportunistic behavior (sales orientation). The paper found that the direct link between coaching and performance, plus the mediating effect of sales orientation and customer orientation (SOCO) can potentially explain a significant variation in employee's performance (r2=0.23). The paper also found that the hypothesized model provided better explanations of the phenomenon when compared with two rival models, one considering SOCO as a full mediator between coaching and performance, and the other one considering only the effect of coaching on performance.

In the banking sector, practitioners and scholars are paying increased attention to the role of trust and relationship behaviors in the development of market orientation and customer relationships. The paper identified a key relationship behavior (customer orientation) and tests its impact as a mediator between a relationship managerial behavior (coaching) and business outcomes (performance) in an international banking setting (Canada).

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.

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.