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We outline a developmental view of OD, showing on empirical grounds that Argyris’ “theory in use” notion points to different levels of mental growth as underpinnings of “the program in brain/mind” that determines personal theories of organizational action. Employing the developmental structure/process tool (DSPT^TM), we explain the differences between two executives’ theory of action. We also analyze the dynamic of a six‐member team on developmental grounds. By way of close analysis, we show that theories of action are developmentally grounded, and are thus open both to maturation over the life span and to interventions like developmental coaching. We come to the conclusion that developmental assessment of executives and teams should become a vital part of in‐house development and of OD intervention.

Traditional clinical psychological practices have often been adapted for the context of executive coaching. Cognitive behavioral therapy (CBT) in particular is the most scientifically supported psychological modality. CBT like other practices has been used in coaching as cognitive behavioral coaching but rarely discussed more explicitly for the executive population. Here, we offer a specific adaptation – cognitive behavioral executive coaching (CBEC) – and suggest that it presents a flexible structure that can meet the multiple agendas that are framed for executive coaching. Additionally, the core features of CBT and CBEC in particular satisfy the major needs of executives in coaching arrangements. We conclude by demonstrating a CBEC process model for coaching the high-performing executive.

The paper introduces the concept of not‐yet‐embodied or self‐transcending knowledge. The concept of self‐transcending knowledge proposes a distinction between two types of tacit knowledge: tacit‐embodied knowledge on the one hand and not‐yet‐embodied knowledge on the other hand. The distinction is relevant because each of the three forms of knowledge – explicit, tacit‐embodied, and self‐transcending – is based on different epistemological assumptions and requires a different type of knowledge environment and learning infrastructure. Moreover, the differentiation among markets with decreasing, steady, and increasing returns suggests that, in order to successfully compete for increasing return markets, leaders need a new type of knowledge that allows them to sense, tune into and actualize emerging business opportunities – that is, to tap into the sources of not‐yet‐embodied knowledge.

Executive coaching is gaining in popularity as a management developmental activity which facilitates organisational change for sustainability. The purpose of this paper is to explore the relationships among coachee feedback receptivity, pre‐training motivation, learning goal orientation, developmental self‐efficacy, self‐reported job performance improvement, self‐awareness, task performance and affective commitment in terms of executive coaching effectiveness as a form of management development.

A non‐randomised controlled trial research design was conducted to examine the hypothesized relationships among coachee characteristics and executive coaching effectiveness, as reflected in greater levels of individual outcomes in corporate Israel.

A significant interaction between learning goal orientation and pre‐training motivation on improvement in job self‐reported performance was found. Additionally, a negative relationship was found between learning goal orientation and improvement in self‐reported job performance among coachees with low levels of pre‐training motivation. Finally, self‐efficacy demonstrates a positive relationship with job performance improvement.

This research provides greater insights about the type of individual outcomes executive coaching should achieve, and under which conditions coaching is likely to be more beneficial for participants. This research has value for designing and implementing coaching programmes to drive sustainable development and innovation.