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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.

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.

The purpose of this paper is to provide an integrative review of coaching research from different contexts (e.g. athletics, executive coaching, project management and sales), delineate professional sales coaching from other developmental activities and develop a research agenda for stimulating research on professional sales coaching. Professional sales coaching is considered an important sales force developmental program by both sales practitioners and researchers. Yet, research on sales coaching remains fragmented in the extant literature.

An extensive literature review of extant research and theoretical perspectives on coaching as well as insights gathered from exploratory, in-depth interviews of ten sales managers were used to develop the research agenda.

The review and research agenda identify a number of sales coaching-related topics that warrant further research. Specifically, the research agenda addresses salesperson characteristics, sales manager and coach characteristics, selling organization characteristics, sales coaching approaches, nature and effectiveness of the sales coaching process and, finally, outcomes of sales coaching. For each topic, extant research, relevant insights from exploratory interviews and directions for future research are discussed.

This paper is the first integrative review of coaching-related research in the sales literature. It offers an updated conceptualization of sales coaching and identifies opportunities for future research.

The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach.

A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace.

Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market.

The article concludes with practical implications for novice transition coaches and teachers in higher education.

The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.

The purpose of this paper is to provide a framework and conceptualization of approaches to salespersons’ negative reactions to performance-improvement coaching. This is done by first depicting “negative reaction to coaching” (such as defensiveness, reluctance, fear, confusion, or apathy) as the manifestation of an underlying psychological “basic issue” held by the salesperson. Next, from the sales coaching and psychology literature, the theoretical underpinnings of the following coaching approaches are introduced: humanistic, behavioral, cognitive, and psychodynamic. Finally, applications of coaching conversations are presented for each “basic issue” and “coaching approach” pairing.

This study is conceptual and is depicted using a framework illustration (table) of how each negative reaction to coaching (i.e. basic issue) maps to a theoretical approach rooted in the psychology and coaching literature.

Dealing with a rep’s negative reaction to performance-improvement coaching should be treated like the process of handling any sales objection, issue, or concern. This process consists of, first, recognizing, clarifying, or attempting to better understand the rep’s negative reaction; and second, responding to the negative reaction using the appropriate psychology-rooted coaching approach to clarify or explain the purpose or rationale for coaching. Examples and sample coaching conversations are presented for each negative reaction–coaching approach pairing.

The conceptual research presented in this paper provides scholars one way to view and understand such negative reactions to performance-improvement coaching from salespeople, as it maps to the underlying psychological basic issues (behind negative reactions) and theoretical basis (to coaching approaches). Using the framework of Argyris and Schon, this paper conceptualizes these negative reactions to coaching as “action strategies” as a rep’s means to protect him/herself psychologically.

For practicing sales managers (coaches), a better understanding of negative reactions to performance-improvement coaching and underlying theoretical approaches to responding to them could better help shape the most constructive coaching conversations with reps. These conversations should follow the same format as responding to a customer objection (e.g. better understand the reaction and then respond to it).

This conceptual paper blends the theory and practice of sales coaching by providing a framework to aid sales managers in overcoming and minimizing the obstacles posed by salespeople when they are not open to coaching conversations.

The purpose of this paper is to deepen resource-based view theory by analyzing how intellectual capital (IC) affects performance in temporary teams and by showing the moderating role of integrative mechanisms.

The research context focuses on 153 national teams of football (NTF), also referred to as national soccer teams, as an example of temporary groups. A partial least squares (PLS) methodology was utilized on a data set built from transfermarkt.com and FIFA world rankings. Three main hypotheses were developed and tested using first a PLS and then an OLS approach.

The results show how IC contributes to performance, extending the findings of previous studies to the context of temporary teams. Additionally, the results show how some integrative mechanisms such as assembly decisions and team leader experience influence temporary team performance by creating an interaction effect with existing IC.

This study contributes to IC theories for three reasons. First, it applies IC research to a specific research context: temporary teams, where specific organizational capabilities are required to coordinate resources. Second, the study analyzes the role of integrative mechanisms as moderators of the relationship between IC and performance in temporary teams. Third, the study focuses on NTF as an example of temporary teams.

The purpose of this paper is to identify essential psychological-informed executive coaching approaches that enhance the organisational learning and development process and outcomes through integrating existing research evidence. Since coaching has been widely used in leadership development related areas and previous studies confirmed that this generates positive effects on individual-level learning in the organisational setting. The identified frameworks and influential factors outlined in this paper can serve as explicit guidelines for the organisation and management team when setting selection and evaluation benchmarks for employing executive coaches.

An integrated review approach was applied to narratively synthesise 234 (k=234) identified peer-review articles between 1995 and 2018. This review followed a rigorous protocol that the authors consulted ten (n=10) experts in the field. Both qualitative and quantitative psychological-focused research evidence was included in this study.

First, certain psychological approaches, such as cognitive behavioural, solution-focused, GROW and strength-based approaches, were highlighted in current research evidence. Second, the essential factors and skills, for instance, building trust, transparency and rapport, and facilitating learning were identified. Third, the main organisational learning and development outcome evaluation methods were outlined in this review, such as the self-efficacy scale, organisational commitment, workplace psychological well-being, 360-degree feedback and the Multifactor Leadership Questionnaire.

It is always challenging to integrate research evidence on coaching because of the diversity of theoretical disciplines upon which coaching interventions draw. Therefore, it is difficult to generate a meta-analytic review which can generate statistical results. This review also reveals room for improvement in the quality of existing coaching evidence in accordance with the criteria for evidence-based management or practice (Briner et al., 2009), such as research methodology and evaluation design. Moreover, there is a lack of evidence on this reflective process which helps professional coaches to ensure the quality of their practice and organisational support.

This review offers a new perspective on the role psychology plays in the organisational learning and development practices. The identified coaching approaches, influential interpersonal skills and outcome evaluation methods can serve as practical guidelines when applying external coaching to facilitate a better organisational learning and development process and outcome.

This is the first literature review to focus on contemporary psychological-informed coaching evidence (between 1995 and 2018) in the workplace setting. Despite the rapid growth in demand for professional coaching practitioners (International Coach Federation, 2016), there is a lack of research-informed evidence to overcome the challenges faced by organisations when employing external coaches, such as what selection criteria or evaluation benchmarks to use. This review takes a practical perspective to identify essential body of knowledge and behavioural indicators required for an executive coach to facilitate an effective learning and development outcome.

We link counterproductive work behavior (CWB) (particularly workplace bullying) and organizational citizenship behavior to individual narcissism and organizational culture. We link counterproductive work culture in turn to organizations' leader(s), enumerating multiple roles an executive may play: actor, target, ignorer, enabler, rewarder, or, ultimately, champion of change. Both positive (citizenship) and negative (counterproductive) behaviors are associated with narcissism, a complex, multifaceted set of personality characteristics, primarily based on the individual's cognitive interpretation of self and the world. Theoretical interpretations of reactive CWB (stressor-emotion-control theory) and instrumental CWB (theory of planned behavior) support the development of coaching and counseling interventions. Cognitive behavioral theory (CBT)-based prescriptive executive coaching is proposed as a promising mechanism for redirecting narcissistic organizational players from counterproductive to citizenship schemas and behaviors.

The purpose of this paper is to interrogate the “double-jeopardy” in widely adopted women’s leadership development interventions aimed at “fixing” women, explore critical feminist coaching (CFC) perspectives and practices and offer more equitable and just alternatives for developing women leaders.

This paper includes a literature review of post-feminist and critical feminist perspectives and a critical examination of coaching for women leaders from each perspective.

Postfeminist approaches in organizations are little scrutinized because of the dominant postfeminist discourse that women's subordination and oppression have been “resolved” through neoliberal, individualistic interventions, such as postfeminist coaching programs. Infusing the message of “fixing women” through emphasizing “4 C’s” – confidence, control, courage and competition – postfeminist coaching programs have been submitting women leaders to “double jeopardy.” The authors critique this postfeminist coaching paradox from a critical feminist perspective foregrounding “4 R’s” – reflecting, reforming, raising and rebuilding – promising more equitable, just development.

To the best of the authors’ knowledge, this is the first attempt to describe CFC and presentation of a conceptual and practical model of the process. The authors define postfeminist coaching as the disavowal of feminist values and failure to challenge gender hegemony in the coaching process. The authors propose a model of CFC defined as the explicit embrace of feminist values and challenge of gender hegemony in the coaching process. The authors offer alternatives for developing women leaders amid paradoxical, complex, capitalist systems, with a critical lens challenging postfeminism.

At a time when societal issues of inequality and hidden privilege are consistently pervading our media channels, the drive for gender balanced leadership across UK sports organisations has arguably never been more necessary and the importance of effective, relevant development opportunities for women in sport has never been greater. Yet, despite decades of programme interventions from sports councils and other governing organisations providing such development and support for females in the sector, sport in the UK continues to be led predominantly ‘by men, for men’. Drawing on personal experience and relevant research into gender equity in sport, alongside connected doctoral research, this chapter will highlight such inequity and present a case for an alternative approach that challenges the sector to adopt a different perspective on gender inequity in sport. The benefits of a more diverse and balanced workforce will only be achieved when the cultures throughout sport are truly inclusive and embrace difference. In a world where change is an inevitable part of everyday life, readers will be encouraged to contemplate how they can play their part in delivering the range of solutions required for creating the inclusive environments that will actively enable women to take their places alongside men and be recognised as authentic, capable and effective leaders.