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The purpose of this paper is to raise organization's and practitioner's awareness of how to maximise coaching investment via enhancing coaching transfer.

This paper is based on a research project that comprised two sub‐studies. The first employed used semi‐structured interviews and qualitative analysis techniques to explore coachees' (N=25), coaches' (N=9) and organizational stakeholders' (N=5) perceptions of a successful coaching outcome and the facilitators and barriers to transfer. The second study administered a self‐report questionnaire developed from the results of Study one to coachees (N=110) to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.

Coachees, coaches and organizational stakeholders described coaching outcomes as comprising intra‐personal development, personal and performance outcomes. Further, they described transfer as associated with a pro‐development organizational climate, psychosocial support and the coachee having a pro‐development attitude. Correlational analyses of questionnaire data supported these findings.

The findings were based on self‐report. Despite the limitations of self‐report data, they provide a useful indication of the factors which likely impact on coaching transfer.

The findings are valuable in that they provide practical guidance to assist organizations and practitioners maximise coaching investment.

Although this study drew on training transfer research, it was original in the field of coaching.

This paper aims to evaluate the impact of experiential learning, goal setting, peer coaching and reflective journaling as a combined strategy to influence leadership development.

Subjects participated in a university based leadership development program over two years. Four focal units of study were undertaken. Participants set development plans based on their learning and implemented them over eight weeks with the support of a peer coach. A pre, mid‐ and post‐ 360‐degree assessment was undertaken to measure changes in leadership competency. Learning outcomes and coaching reports were also submitted and evaluated qualitatively.

A progressive increase in leadership competency was report by participants and their work colleagues in the 360‐degree data. Qualitative data revealed a range of learning outcomes that elevated their leadership competency.

The results of this research provide a model for further investigations into how training can be structured to promote transfer of training.

Considering the investment being made by organizations into leadership development, this research provides a strategy for increasing return on investment in leadership development.

Research on training transfer in India in general and insurance sector in specific adopting case study method is largely absent. This study aims to address this gap by adopting a case study method to explore the relationship between work context, transfer design and training transfer in an Indian Insurance company. It also examined the role of transfer motivation as a mediating variable between work context, transfer design and training transfer.

Data have been collected from a public sector insurance company using a first ever vernacularly translated learning transfer system inventory (LTSI), following the translation and back translation process. Learning and development practitioners and academicians have been consulted and suggestions related to changing the language to be compatible with the insurance industry have been incorporated. Structural equation modeling (Amos 16) has been used to test the suggested model.

The significant positive relationship of peer support, supervisory support and opportunity to use and transfer design with training transfer can be attributed to the business context of the sample organization. Interestingly, the role of performance coaching and the mediating role of transfer motivation have been rejected. This study has proved the mediating role of transfer design.

This study is the first ever study on training transfer in Indian insurance sector adopting case study method. This study has used LTSI translated in an Indian vernacular language following the translation and back translation process.

There is limited empirical literature on the effectiveness of leadership coaching in healthcare settings. The purpose of this paper is to explore the efficacy of leadership coaching for individuals implementing strategic change in the Australian public health system.

Using a within-subjects (pre-post) design, participants (n=31) undertook six one-hour coaching sessions. Coaching was conducted by professional leadership coaches. Both quantitative and qualitative data were collected.

Participation was associated with significant improvements in goal attainment, solution-focused thinking, leadership self-efficacy, perspective-taking capacity, self-insight and resilience, and ambiguity tolerance. There were significant reductions in stress and anxiety. The benefits of coaching transferred from the workplace to the home. Many participants reported being able to use insights gained in coaching in their personal lives, and reported better work/life balance, less stress and better quality relationships at home.

Few studies have provided evaluation of leadership coaching in healthcare setting. Leadership coaching in the public health system may be an important methodology for facilitating goal attainment and fostering resilience in this vital social sector, benefiting workers in the health services, their families and ultimately their patients and the broader community.

The paper aims to investigate the emerging issue of knowledge transfer and organisational performance. The purpose of this paper is to investigate the importance of knowledge transfer in obtaining high and positive results in organisations, in particular, studying the role of managers’ skills transfer and which conditions help to achieve positive performance.

The research analyses 41 cases of coaches that managed clubs competing in the major international leagues in the 2014–2015 season and that moved to a new club over the past five seasons. The authors employ a qualitative comparative analysis (QCA) methodology. According to the research question, the outcome variable used is the team sport performance improvement. As explanatory variables, the authors focus on five main variables: the history of coach transfers; the staff transferred; the players transferred; investments in new players and the competitiveness.

The overall results show that when specific conditions are realised simultaneously, they allow team performance improvement, even if the literature states that the coach transfers show a negative impact on outcomes. Interestingly, this work reaches contrasting results because it shows the need for the coexistence of combinations of variables to achieve the transferability of managers’ capabilities and performance.

The paper is novel because it presents a QCA that tries to understand which conditions, factors and contexts help knowledge to be transferred and to contribute to the successful run of organisations.

The purpose of this paper is to explore whether aspects of co-coaching could support primary science teacher education in a university–school initial teacher education (ITE) partnership program in England.

A mixed methodological approach was taken, comprising of student teachers responding to a coaching questionnaire blended with a qualitative exploration of audio-recorded student teacher co-coaching conversations. Informal student teacher discussion groups were used as a means to discern their attitudes and beliefs pertaining to co-coaching within taught university sessions.

Analysis and subsequent integration of data showed that many aspects of co-coaching supported student teacher pedagogical knowledge acquisition and professional development. Additionally, questionnaire responses and small-group discussions revealed that student teachers developed positive attitudes to this mode of learning.

This study evaluates the innovative use of co-coaching techniques during primary teacher science education, and the outcomes have clear implications for the design of ITE programs in England and potentially further afield.

The purpose of this study was to identify if and how K–6 teachers perceive that their literacy instructional coaches influence their writing teaching.

The authors employed a parallel convergent mixed-methods design with survey data. The authors used thematic analysis to identify patterns within short-answer responses.

K–6 teachers receive little literacy coaching specific to writing. However, when they do receive coaching, they believe it benefits their writing instruction. Sustained coaching through the coaching cycle, frequent collaborations, and support with writing instructional resources and strategies were reported as the most influential writing coaching practices.

Sample size was a limitation to this study. Of the 66 participants, 41 (62%) completed the entire survey.

This research provides coaches with valuable insights about coaching practices that teachers find to be the most effective in influencing their writing instruction. The increase in teachers' competence in writing instruction due to coaching provides evidence to administrators and stakeholders that coaching in writing is an area in need of attention.

This study adds to research specific to the coaching of writing within the K–6 context, which currently is sparse.

The purpose of this research was to develop a conceptualization and measure of workplace coachability.

Using four independent samples of employed adults, we developed a short and long version of the Coachability Scale. We followed standard scale development practices, presenting evidence of the scales’ factor structure, reliability and validity.

With the first two samples, we derived an initial three-dimensional version of the Coachability Scale and provided evidence of convergent validity. With Samples 3 and 4, we expanded the scale with additional dimensions related to coaching feedback processes and accumulated additional evidence of the scale's validity, and provided evidence of convergence between the two versions of the Coachability Scale.

We encourage continued research on the Coachability Scale, as well as research on coachability in formal coaching relationships and with more diverse populations and cultures. It is also important to examine how coachability relates to specific coachee behaviors and outcomes. Although common method bias may be a limitation, we used temporally separated measurements to minimize method bias in Sample 4.

Knowledge about coachability can inform coaching practice decisions and help tailor the coaching engagement to better fit the coachee's needs.

Measuring how individuals respond to coaching and coaching relationships has important implications for managerial behavior and the quality of work life.

This is one of the first studies to develop valid scales for assessing workplace coachability.

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.

Leadership coaching has become an increasingly common method to maximize competency development and behaviors for organizational leaders as well as to improve retention and career mobility. Few empirical studies have tested its capacity to generate such outcomes. The purpose of this paper is to evaluate the effectiveness of a coaching program within a healthcare organization, showing significant impact to the leaders’ behaviors and retention, measured through non-self-report data.

In the present study, the behaviors associated with leadership competencies were evaluated using a quasi-experimental design to determine if significant gains have been achieved following a coaching intervention when compared to prior competency ratings. Retention and career movement of participating leaders were tracked to compare rates against a control group.

In the present study, leadership coaching was evaluated. Results indicate that individuals who participated in the program, in comparison with those that did not, showed significantly improved leadership competencies and significantly higher retention rates one year post-program. Implications for leadership development programs are discussed.

One possible limitation of this study is the program structure in the experimental condition received both individual and group coaching so the competency improvement cannot be parsed out to one type of coaching vs another. The authors suggest that this limitation is an opportunity for future research to explore differing effects by coaching type.

This study provides the healthcare organization with unique quantitative data regarding the positive implications of a leadership program that has not been reported previously. The findings will provide further justification to support leadership coaching programs.