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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 study is to establish both the validity of Western theories within the Middle East, namely, the United Arab Emirates (UAE), and to further improve and extend our understanding of the effect of organisational coaching on counterproductive behaviours, such as bullying and alienation.

A sample size of 656 participants from 29 organisations and 14 different industries was employed. A research model was proposed, refined and tested through a quantitative paradigm using one dimension nonlinear principal components analysis, linear structural equation modelling (SEM) and MANOVA.

The correlation analysis results show non-significant negative correlations between coaching and all of the organisational counterproductive behaviour dimensions but not certainty. It was found that a significant weak relationship exists between most of the mediator dimensions, while a strong relationship exists between job alienation and workplace bullying. Results of the linear SEM provide support that coaching is related to certainty. Furthermore, the results reveal that certainty mediates a significant link between coaching and organisational counterproductive work behaviours (job alienation and bullying).

The study is considered the first in the UAE to investigate organisational counterproductive work behaviours (bullying and job alienation). The main contribution of this study is to quantify the relationship between organisational coaching and bullying and job alienation mediated by organisational climate dimensions.

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.

The aim of this study is to analyse the experiences of student teachers and mentors regarding in‐service teacher‐training or the “Learning in the Workplace Trajectory” (LIW) in Flemish secondary schools. How is this trajectory perceived by mentors and student teachers, i.e. do their individual expectations and capacities match with the formal guidelines implemented by the teacher‐training institutes (and how)?

This study investigates the LIW trajectory on a pragmatic level, using qualitative research methods such as semi‐structured interviews. The focus of this study is twofold: coaching during the LIW trajectory and evaluation during and at the end of the LIW trajectory.

The majority of the respondents (mentors and student teachers) indicated that adequate communication and partnership between school and teacher‐training institute (on both organizational and individual level) is essential for a successful trajectory. The challenges which both organizations have to face in order to establish an effective partnership and to effectively guide future student teachers towards their future profession, were made transparent: invest in intensive coaching and install structural involvement of both school and institute during the trajectory.

This study was limited to a qualitative methodology and therefore has very few universal implications. Furthermore, this study originated from a practical point‐of‐view, with no interest in finding new theoretical insights on workplace learning.

This study shows that without sufficient financial and structural support from the government, schools and teacher‐training institutes are left facing the challenges (finding ways to invest in and increase coaching the LIW student teachers and structural involvement in the organization of the LIW trajectory of schools) on their own.

This study aimed to highlight the perspective of student teachers and mentors – in other words to see this “Learning in the Workplace Trajectory” through their experience, as they experience(d) it in order to get a look inside the daily practice of both LIW students and mentors during coaching and evaluation.

Internal workplace coaches are employees who, in addition to their main job, volunteer to provide coaching to work colleagues who are not their direct reports. The purpose of this paper is to explore what motivates these individuals to volunteer to be an internal workplace coach and to continue carrying out the role.

To explore the experiences of internal coaches, a questionnaire was devised and issued; it attracted 484 responses – the largest survey response to date from this population. Following analysis of the questionnaire data, semi-structured interviews were carried out with 20 internal coaches from private, public and not-for-profit UK organisations. The responses were analysed in relation to motivation theory, principally self-determination theory.

Individuals were motivated to volunteer for the role, and to continue to practise as coaches, in the most part to satisfy intrinsic needs for competence, relatedness and autonomy. The research presents rich information about how coaches perceived these needs were satisfied by coaching. In general, there were only moderate or poor levels of support and recognition for individual coaches within their organisation, indicating limited extrinsic motivation.

The practical implications are that organisations can draw on the findings from this study to motivate individuals to volunteer to be internal coaches and to continue to act in that role.

Many organisations use internal coaches, but there is very little research into what motivates these volunteers.

The purpose of this study is to analytically extend the understanding of leadership styles and organisational coaching and their influence on organisational outcomes and workplace counterproductive behaviours within a non-Western context, i.e. the United Arab Emirates (UAE).

In this study, a sample size of 656 participants from 14 different business sectors in the Emirates was used. The meta-analysis concept of latent variables and non-linear principal components analysis, along with the corresponding methodology of structural equation modelling, were implemented.

The study finds that organisational coaching has a significant positive effect on transactional leadership and has a significant influence on job alienation. Interestingly, coaching has a significant effect on commitment and counterproductive workplace behaviours. The detailed data analysis using F tests and independent t-tests, when applicable, indicated that there was a tendency for older employees to have more favourable attitudes towards transformational leadership or commitment but not towards coaching.

Despite the popularity of the presented topic in today's organisations, research in a Middle East context has not kept pace with its counterpart in Western areas of the world. The present study attempts to bridge the gap between Western theories in developed countries and under-researched Eastern countries, namely, the UAE, and to test the impact of leadership styles and organisational coaching and their influence on employee commitment and trust mediated by job bullying and job alienation.

The aim of this paper is to focus on how to create a coaching culture in organizations through coach training and external coaches.

The writer draws on her experience in corporations as a board director and as a consultant to organizations in the field of coaching.

Conclusions are drawn about the effectiveness of coach training over external coaches and the best ways of implementing a coaching culture.

Advice is given regarding: the principles of a coaching culture; how to launch a coaching program; a ten point plan for implementing a coaching culture; how to choose external coaches; how to choose coaching skills training; challenges of coaching in the workplace; informal coaching in the workplace; and uses for coaching skills in the workplace.

The writer's broad experience of designing and delivering cross cultural coaching programs, and as a board level director, enable her to challenge existing concepts, to offer original solutions and to describe the pitfalls inherent in implementing any coaching program.

Focuses on coaching, the latest “fix” in corporate life, and how the workplace is changing from authoritarian bosses and jobs for life towards self directed learning and portfolio careers. Outlines how the Virgin Empire was built using a coaching culture and provides case histories of the implementation of coaching and coach training in the workplace. Provides some facts and figures about Return On Investment, and why companies introduce coaching. Concludes with a look into the future.

This paper consists of a case study that reports on a pedagogical intervention undertaken among a group of postgraduate students in the area of coaching. The purpose of this paper is to design an intervention to bridge the gulf between coaching theory and practice, a gap identified by coaching research and corroborated by professional practice students on the university course examined here.

The study gives an account of how literary fiction was used with a cohort of students as a source of hypothetical scenarios used to simulate workplace problems and as a simulative context in which coaching students could apply theoretical models to make-believe scenarios. In this case study, the author evaluates the success of this innovative pedagogical methodology based on a qualitative analysis of excerpts from students’ written work.

The author advocates the use of literary fictional texts as a means of enhancing coach training and makes a case for the benefits of exposing students to literary fiction as part of a rich humanities curriculum. Reading about how fictional characters negotiate the terrain of life and work can help coaching students to create stronger, more creative narratives in their work-based projects.

Exploring how fictional characters respond to challenges in the workplace (and in life generally) will support students to formulate their own coaching interventions in a more coherent fashion. The paper contends that stories are the cornerstone of learning, and that educators can support students to explore issues of core identity, (in)coherent life themes and narrative representation in students’ professional practice by getting them to read fiction.