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1 – 10 of over 15000Vince Szekely, Lilith A. Whiley, Halley Pontes and Almuth McDowall
Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.
Abstract
Purpose
Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.
Design/methodology/approach
To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.
Findings
Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.
Originality/value
This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.
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This chapter explores the international field of leadership coaching from a sociological perspective. The fundamental features of the leadership coaching industry are outlined…
Abstract
This chapter explores the international field of leadership coaching from a sociological perspective. The fundamental features of the leadership coaching industry are outlined using primary data collected from in-depth interviews with leadership coaches, ethnographic observation of coach-training workshops, and secondary data analysis of global coaching surveys. Leadership coaching is defined and contextualized within the field of leadership studies as well as within the broader international coaching industry. The issue of certification is examined along with an overview of the global demographics of who is involved in leadership coaching as practitioners and clients. The goal is to explicate how and why leadership coaching has emerged as a professional field and to offer insight into how leaders around the world are being trained and developed for various leadership roles in their communities.
Judie Gannon, Sally Bonneywell, Colleen Harding and Sally Jackson
This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety…
Abstract
This chapter aims to examine the ways coaching and mentoring are currently leveraged to deliver leadership development in higher education institutions. By exploring the variety of coaching and mentoring approaches and their deployment at different levels and across different institutions we are able to indicate opportunities for further enhancing leadership development in the sector through coaching and mentoring. The chapter examines peer-reviewed articles, sector reports and insights from key informants crafted into mini case studies. Mentoring emerges as a default approach to leadership development, in particular at early career stages and where inclusivity and diversity feature as part of leadership development programmes. Coaching is evident at the senior levels and offers a wider range of individual leader, senior team and organisational leadership development opportunities. Our cases highlight the range of responses and sophistication of coaching approaches and practices, from the highly embedded to other more piecemeal examples. The findings emphasise the importance of empirical research in this area to better understand and inform the sector of the wider benefits and opportunities of coaching and mentoring in supporting leadership development. Opportunities to support greater inclusivity and diversity in leadership should consider coaching approaches and practices too. This exploration of coaching and mentoring identifies why shifts towards coaching may be evident. It challenges those in the sector – researchers, people management and organisational developers, as well as senior leaders – to adopt more integrated and embedded coaching and mentoring initiatives to support the sector in addressing its current challenges.
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The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the…
Abstract
Purpose
The purpose of this paper is to understand what the principal and principal supervisor each bring and contribute to their collaborative work that is consequential for the principal’s learning and development as an instructional leader.
Design/methodology/approach
Multiple case study methodology is used to gather data from 12 principal supervisor/principal partnerships over a 16 month period in one Mid-Atlantic school district. Data sources included interviews, observational data and documents provided by participants in the study.
Findings
In productive principal supervisor/principal partnerships, findings demonstrated that the principal supervisor and the principal each brought specific antecedent characteristics to their partnership and each made contributions to the development of a productive partnership during their collaborative work. When these partnership qualities were present, principal supervisors and principals engaged in joint work, leading to robust changes in principals’ instructional leadership practice.
Research limitations/implications
This study examined the work of principals and principal supervisors in one large Mid-Atlantic school district.
Practical implications
Findings from this study have implications for districts’ assignments of principal supervisors, principal supervisor/principal selection and professional development of principal supervisors. Further, districts should create the conditions for principal supervisors and principals to establish learning-focused professional partnerships in three stages, culminating in the engagement of joint work for improvement to facilitate principals’ changes in instructional leadership practice.
Originality/value
Findings from this study illustrate the value of establishing a learning-focused partnership between principal supervisors and principals in three stages to facilitate robust stages in principals’ instructional leadership practice. A new conceptual framework displays the stages of partnership development that occur in productive principal/principal supervisor partnerships.
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Stuart Henochowicz and Diane Hetherington
Medicine is undergoing dramatic changes that will alter its basic organizational structure. The integration of evidence‐based medicine, patient centered care, and the electronic…
Abstract
Purpose
Medicine is undergoing dramatic changes that will alter its basic organizational structure. The integration of evidence‐based medicine, patient centered care, and the electronic medical record into medical practice will necessitate innovative approaches to management.
Design/methodology/approach
A review of the literature was undertaken to assess the current state of leadership coaching for physicians and non‐medical health care leaders. Different models of leadership coaching are described and examined.
Findings
Leadership coaching has been an underutilized resource in health care executive training. The use of coaching methods has been of great utility for physician and non‐medical managerial leadership. Health care leaders will need to develop interpersonal and emotional intelligence competencies in order to successfully run increasingly complex organizations.
Originality/value
To encourage further quantitative studies of coaching in the health care field. Such studies would be significantly helpful in elucidating those approaches to coaching that yield the best results. Encouraging the greater use of leadership coaching by medical executives can be of potentially important benefit to the successful operation of their institutions.
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Kristin Shawn Huggins, Hans W. Klar and Parker M. Andreoli
The purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning…
Abstract
Purpose
The purpose of this paper was to determine what experienced school leaders learned through participating in a three-year leadership initiative, called the Leadership Learning Community (LLC), that helped them coach less experienced leaders to lead school improvement efforts.
Design/methodology/approach
Data were collected and analyzed using a qualitative design throughout the three-year initiative.
Findings
The findings indicate the LLC leadership coaches learned to accept and navigate the leaders' developmental and contextual needs, practiced and honed their coaching skills and recognized their own developmental needs.
Originality/value
These findings address the paucity of research on leadership coach learning and development.
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Stephanie White and Davar Rezania
Ethics and leadership are ongoing topics in high performance sports. The purpose of this paper is to provide an insight into the relationship between coaches’ ethical leadership…
Abstract
Purpose
Ethics and leadership are ongoing topics in high performance sports. The purpose of this paper is to provide an insight into the relationship between coaches’ ethical leadership behaviour, as perceived by athletes, and its impact on student-athlete accountability, voice and performance.
Design/methodology/approach
The paper examines the constructs of coaches’ ethical leadership behaviour, felt accountability and voice behaviour. The authors surveyed student-athletes from a variety of sports who compete in the Ontario University Athletics Regional Association. A total of 303 respondents (n=303) completed the survey. Partial least squares path modelling algorithm was utilised for testing hypotheses.
Findings
The results of the study indicate a significant relationship between a coach exhibiting ethical leadership behaviour and student-athlete voice behaviour and performance. Felt accountability mediates the effect of ethical leadership on voice and performance.
Practical implications
This study provides support for the hypothesis that coaches who behave ethically and whose actions represent their words create an environment where a student-athlete feels accountable. This is a powerful concept as it can positively impact individual and team success. The findings suggest that one of the ways that coaches can impact athletes’ performance is to demonstrate and model ethical conduct, and reward ethical acts.
Originality/value
The paper examines how coaches’ ethical behaviour might impact individual processes of accountability, voice and performance. Second, the paper uses the construct of accountability to explain how coaches’ ethical leadership impacts student-athlete behaviour. The accountability literature indicates that followers’ behaviours can be understood as the consequences of his/her perceived accountability towards the leader.
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This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience. The purpose of this study was to…
Abstract
Purpose
This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience. The purpose of this study was to determine principals’ perceived benefits of the coaching experience, principals’ beliefs regarding the most beneficial attributes of a coach, and the match between these findings and the core leadership practices that most dramatically impact student achievement.
Design/methodology/approach
This study followed four novice principals in two urban school districts through one or two years of their leadership coaching experience.
Findings
Principals in this study appeared to have had a successful coaching experience in part because of: the coach's knowledge of curriculum, schools, and districts; the practicality of the experience; and the coach's ability to collaborate and shape the thinking of principals without being authoritative or intrusive. Principals experienced success on the job as identified by the student achievement on state tests and their advancement to district principal leadership roles.
Originality/value
The focus of the coaching in this study appeared to be centered on the core leadership practices noted to have the most impact on student achievement. The results revealed that the skills sets and knowledge of a coach are critical to the coaching experience. The general effects of a coaching focus on core leadership practices may also play a significant part in principal success; however, more research is needed to make a full determination.
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Eric David Spencer and Ruth Albertyn
This paper aims to report on a case study conducted in a private medical partnership of more than 50 specialist physicians where the researcher applied a leadership coaching model…
Abstract
Purpose
This paper aims to report on a case study conducted in a private medical partnership of more than 50 specialist physicians where the researcher applied a leadership coaching model grounded in existential philosophy. The paper asserts that existential leadership coaching can be a novel and effective means to address leadership development needs in the unique context of a professional partnership.
Design/methodology/approach
The qualitative phenomenological study used a bounded case study design using four purposively selected specialist physicians who were involved in four individual structured coaching sessions over an eight-week period. Data came in writing from participants in the form of reflective questions before and after the coaching, and note-taking on index cards during the coaching process. Data also came from the coach/researcher as a participant observer in the form of note-taking and a reflective journal.
Findings
Findings indicate that working with perceptions of leadership in existential coaching conversations can provide a mechanism for members of a partnership to find greater purpose, and choose how they can contribute better to leadership development in their collective. Findings indicate that the process of imaging the perceptions of fellow partners can unlock the identification of and choice for developmental actions and contributions to the collective.
Research limitations/implications
For the selected qualitative design, the researcher as the participant observer provided advantages such as insider access and depth of engagement. The study was limited to a small sample in a particular time and context. Findings are thus viewed in the light of this unique case.
Practical implications
Such a qualitative phenomenological case study provides glimpses into the lives of real-life leaders and offers the coaching, academic and medical fraternities an insider understanding of leadership development in the case of professional partnerships.
Originality/value
The paper points to a mechanism which may be a means to unlock potential and facilitate leadership development in the context of professional partnerships.
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Gerrit van Dalfsen, Jo Van Hoecke, Hans Westerbeek and Veerle De Bosscher
The purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football.
Abstract
Purpose
The purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football.
Design/methodology/approach
This qualitative examination focusses on the leadership philosophy of ten male coaches at the sub-elite competitive level in youth football in The Netherlands and applies the theory of shared leadership to examine coaches' views on developing leadership capacity.
Findings
Only few coaches have a clear philosophy on the development of leadership in general and/or shared leadership in particular. Most coaches do not have a distinct view on how to involve players in the team processes. Shared leadership development in youth teams occurs occasionally but can be implemented more intentionally.
Research limitations/implications
Although this study lacks generalizability, coaches' views are required in understanding how shared leadership is to be developed in youth sport.
Practical implications
For implementing shared leadership in football purposefully, a clear view on the development of youth is required, whereas coaches need to be taught, how to involve the individual players in team processes such as decision-making. In addition, leadership development in sport may have the potential of transfer of skills to other domains.
Social implications
Learning shared leadership at a young age by athletes can have a positive influence on relationships in teams on micro-level and might have an impact on meso-level within a football club because of its social constructionist approach.
Originality/value
This study is one of the first to apply shared leadership at the micro-level of competitive youth football making use of football coaches' view.
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