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Executive coaching has become a popular leadership development tool over the past decade. To be effective, coaches need to reflect on the lessons from counselling research from the past four decades and on the emerging coaching research to develop coaching models that are evidenced based.

Students with disabilities consistently underperform on academic achievement tests. In part, this is due to teachers being underprepared to provide the evidence-based instruction needed to help students with disabilities succeed. Historically, professional development (PD) has been provided to educators yielding disappointing results. In this chapter, what is known about the components of effective PD and how to evaluate a PD program will be discussed. In particular, the role of coaching and the use of technology in PD models will be explored. The next steps in improving PD will be discussed.

This paper aims to describe mind–body infused coaching and to explain four distinct effects it can have on organizational executives and employees.

A review of theory and research on mind–body practices, emotional intelligence and work performance was conducted. A case study from the author’s experience also is included.

Mind–body infused coaching activates employees’ awareness, ignites a strengths-based approach, improves inner workings of the brain, boosts emotional intelligence and promotes curiosity.

HR professionals and managers are encouraged to obtain training in evidence-based mind–body principles to improve and sustain outcomes when coaching organizational executives and employees.

Conventional coaching approaches tend to be highly reductionistic by focusing solely on employees’ personality types, soft skills or achievement of specific goals. This paper discusses a holistic approach to coaching the whole person and outlines four specific benefits that could be anticipated as a result.

The authors examine psychologically informed coaching approaches for evidence-based work-applied management through a meta-analysis. This analysis synthesized previous empirical coaching research evidence on cognitive behavioral and positive psychology frameworks regarding a range of workplace outcomes, including learning, performance and psychological well-being.

The authors undertook a systematic literature search to identify primary studies (k = 20, n = 957), then conducted a meta-analysis with robust variance estimates (RVEs) to test the overall effect size and the effects of each moderator.

The results confirm that psychologically informed coaching approaches facilitated effective work-related outcomes, particularly on goal attainment (g = 1.29) and self-efficacy (g = 0.59). Besides, these identified coaching frameworks generated a greater impact on objective work performance rated by others (e.g. 360 feedback) than on coachees' self-reported performance. Moreover, a cognitive behavioral-oriented coaching process stimulated individuals' internal self-regulation and awareness to promote work satisfaction and facilitated sustainable changes. Yet, there was no statistically significant difference between popular and commonly used coaching approaches. Instead, an integrative coaching approach that combines different frameworks facilitated better outcomes (g = 0.71), including coachees' psychological well-being.

Effective coaching activities should integrate cognitive coping (e.g. combining cognitive behavioral and solution-focused technique), positive individual traits (i.e. strength-based approach) and contextual factors for an integrative approach to address the full range of coachees' values, motivators and organizational resources for yielding positive outcomes.

Building on previous meta-analyses and reviews of coaching, this synthesis offers a new insight into effective mechanisms to facilitate desired coaching results. Frameworks grounded in psychotherapy and positive appear most prominent in the literature, yet an integrative approach appears most effective.

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.

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.

The purpose of this paper is to investigate factors impacting successful coaching of expatriates.

Data were gathered from 25 semi-structured interviews of coached expatriates, coaches and HR professionals. Interpretative Phenomenological Analysis was used to analyze and interpret the data.

Altogether, 16 factors impacting expatriate coaching success were identified. They were categorized with respect to the four-quadrant framework of Wilber. The findings suggest, for example, that coaching success is impacted by: from the coach and coachee as individuals perspective, international experience of the coach; from the coaching relationship perspective, coaching language and managerial leadership style; from the behaviors, processes, models and techniques perspective, a clear contract with objectives and evaluation, and challenging behavior of the coach; and from the systems perspective, organizational support.

Coaching processes, tools and techniques should be adapted to the needs and situation of the assignee. It would be beneficial if organizations ensured that their coaches are internationally experienced and that their managerial leadership style supports coaching. Coaching should be clearly defined and contracted with goals and evaluation. Coaching tools and techniques suitable for international coaching should be added to coach-training programs.

Given the paucity of expatriate coaching research, and the fact that expatriation continues to be a key component of the international management field, this paper contributes to coaching and expatriate research by identifying factors that give expatriate coaching success and by analyzing and presenting them using Wilber’s systemic four-quadrant framework.

Evidence-based interventions (EBIs) for human services unfold within complicated social and organizational circumstances and are influenced by the attitudes and behaviors of diverse stakeholders situated within these environments. Coaching is commonly regarded as an effective strategy to support service providers in delivering EBIs and attaining high levels of fidelity over time. The purpose of this paper is to address a lacuna in research examining the factors influencing coaching, an important EBI support component.

The authors use the Exploration, Preparation, Implementation, and Sustainment framework to consider inner- and outer-context factors that affect coaching over time. This case study of coaching draws from a larger qualitative data set from three iterative investigations of implementation and sustainment of a home visitation program, SafeCare®. SafeCare is an EBI designed to reduce child neglect.

The authors elaborate on six major categories of findings derived from an iterative data coding and analysis process: perceptions of “good” and “bad” coaches by system sustainment status; coach as peer; in-house coaching capacity; intervention developer requirements vs other outer-context needs; outer-context support; and inner-context support.

Coaching is considered a key component for effective implementation of EBIs in public-sector systems, yet is under-studied. Understanding inner- and outer-context factors illuminates the ways they affect the capacity of coaches to support service delivery.

This paper demonstrates that coaching can accomplish more than provision of EBI fidelity support. Stakeholders characterized coaches as operating as boundary spanners who link inner and outer contexts to enable EBI implementation and sustainment.

Lens of conservation of resources (COR) theory has been used to study how organizations can create resource passageways for their employees via managers. This has been examined in cross-cultural virtual work teams distributed across time and space within the high-resource loss context of the COVID-19 pandemic.

Longitudinal field design was used in a transnational organization involving data collection at three times over eight months. At Time 1, qualitative methodology was used to propose a conceptual model. At Time 2 and Time 3, an online survey was used to collect data for 205 virtual work teams across 10 countries in the Asia–Pacific region pre and post “manager as coach” training respectively.

Using COR theory, the study highlights that “manager as coach” training is an effective resource for managers in the high resource depletion context of the pandemic. Access to timely support increases saliency for the resource-gain spiral and has a cross-over impact on virtual work team outcomes suggesting transferability of resources from managers to subordinates. Also, managers across all nationalities view coaching training as an equally valuable resource.

The study provides evidence for investment in timely and relevant support for managers to positively and swiftly impact virtual work teams during high-resource loss contexts.

The study expands COR crossover theory across space and time dimensions using a longitudinal field research design.

The purpose of this paper is to provide insights into the growing practice of managerial coaching. Much of the coaching literature is set in the context of an external coach coming into an organisation. However managers are increasingly being expected to coach their employees, a change in role which can create tensions.

This paper examines the literature on coaching managers. The paper also discusses practical implications for coach training.

This paper identifies key differences in the issues faced by coaching managers and by internal/external coaches and recognises the importance of adequate training of managers in coaching skills as an important issue for organizations to tackle. Furthermore, the development of a supportive coaching culture should not be underestimated in facilitating managers to apply their coaching skills on a daily basis.

The paper gives an overview of the challenges of the coaching managers, identifies areas for development/consideration of coaching training programs and offers practical suggestions for supporting managers in applying their coaching skills.