Coaching Culture Research Articles

Developing coaching cultures: an exploration of the enacting practitioner perspective

PurposeDespite the popularity of facilitating coaching cultures, very little is known about this phenomenon, especially from the perspective of different organisational stakeholders. We aim to add the enacting practitioner perspective in developing coaching cultures that has not yet been explored through empirical research.Design/methodology/approachWe interviewed 20 organisational development and coaching practitioners who work in or with organisations to develop coaching cultures.FindingsWe apply Braun and Clarke’s reflexive thematic analysis (TA) and unpack four intersecting themes: (1) “It flows through the veins of the organisation”; (2) “More powerful than anything else is having that one-to-one time”; (3) “The roadmap emerges”; and (4) “Means to an end and an end in itself”. We construct a coaching culture as an ever-evolving, psychologically safe, and empowering dialogic “container” or subculture that is developed and sustained by change agents with first-hand experience of coaching.Originality/valueThe findings add to our understanding of coaching cultures by offering a conceptualisation of coaching culture based on practitioners’ perspectives and constructing a framework of assumptions, values and behaviours that underpin them. We conclude by setting an agenda for further research in the advancement of coaching culture theory and practice in coaching psychology.

TALENT MANAGEMENT ASSESSMENT & IMPROVEMENT IN GOPLAY: A DIGITAL START-UP COMPANY

This report assesses the talent management system of XYZLive, a tech startup in Indonesia specializing in video-on-demand and livestream services. The company faces challenges in recruitment, talent retention, and organizational development. Through a comprehensive methodology involving questionnaires, interviews, and direct observation, key issues were identified in inflow, throughflow, and outflow talent management processes. Solutions proposed include defining core competencies, establishing a talent pool, nurturing a coaching culture, and implementing a structured training and development pipeline. The implementation of these strategies aims to enhance recruitment efficiency, reduce employee turnover, and ensure continuous employee growth. Ultimately, the report offers actionable solutions to improve XYZLive's talent management system, fostering sustainable organizational growth and employee satisfaction.

Impact of grit on workplace happiness: A moderated mediation model

Employee happiness as well as well-being at the workplace is an emerging concept in the management and psychology domain. This article aims to analyze the impact of grit on employees’ workplace happiness via psychological capital (PsyCap), moderated by coaching culture and theorize by trait activation theory. Data were collected from 272 employees working in the public and private sectors of the service industry in Pakistan. For statistical analysis, we conducted reliability, correlation, and process Hayes. Employees who were highly engaged and grittier, satisfied at work, and feel happy while PsyCap fully mediated this relationship between grit and happiness at work. Coaching culture on the other side moderate this relationship between grit and workplace happiness through PsyCap such that the relationship is strong for the high value of coaching culture than when it is low. It's been found that grit is a greater indicator of future success than Intelligence. Therefore, it is the need of the hour that organizations developed PsyCap in employees through proper training and coaching. Encourage them to think long-term as well as short-term and teach them how to prioritize their work accordingly. Thus, in today’s dynamic business environment, this study contributes potential for organizational survival and growth.

Coaching to Leadership Trust Towards an Intrapreneurial Framework

Leadership trust is a crucial element in fostering effective leadership and building strong relationships between leaders and their teams. Coaching has gained recognition as a powerful intervention to enhance leadership capabilities and cultivate trust within the workplace. This study explores the impact of coaching on leadership trust, aiming to uncover the mechanisms through which coaching interventions influence trust perceptions among leaders and their team members. The study addresses the perceived gap in the existing literature by providing nuanced insights into the relationship between coaching and leadership trust. It examines how coaching facilitates the growth of key trust-building factors, such as effective communication, empathy, and transparency, and explores how these factors positively impact leader-follower relationships. The findings from this study contribute valuable implications for leadership development and organizational effectiveness. The research highlights the transformative potential of coaching in fostering authentic and trustworthy leadership, resulting in increased employee engagement, improved team dynamics, and higher levels of organizational commitment. Based on the findings, the following are recommended; 1) Implementing a Leadership Coaching Program: Organizations should design and implement comprehensive coaching programs that focus on developing leaders’ emotional intelligence, communication skills, and ethical decision-making. This approach fosters an authentic leadership style, engendering trust among team members. 2) Aligning Coaching Objectives with Organizational Values: Coaching interventions should be aligned with the organization’s core values and strategic objectives. This alignment ensures that coaching outcomes directly contribute to building a trust-driven organizational culture. 3) Promoting a Coaching Culture: Encourage a coaching culture within the organization, where coaching is seen as a valuable tool for leadership development and trust-building. Cultivate a mindset that embraces coaching as a continuous learning process rather than a remedial measure. 4) Integrating Coaching with Leadership Development Initiatives: Integrate the leadership coaching program with broader leadership development initiatives within the organization. A cohesive approach ensures that coaching complements other learning experiences, reinforcing leadership trust at multiple levels. By embracing these recommendations, organizations can harness the potential of a leadership coaching program to cultivate authentic leadership, engender trust, and foster a culture of continuous growth and innovation. As leadership trust continues to be a foundation of organizational success, this research offers valuable insights for organizations seeking to leverage coaching to build and sustain trust-driven leadership, leading to improved employee engagement and organizational performance. Keywords: coaching, leadership trust, intrapreneurship, leadership development, leadership coaching

An exploration of how dominant discourses steer U.K. strength and conditioning coach education

ABSTRACT Psychosocial coaching competencies, including psychological, pedagogical, philosophical, and sociocultural aspects, which underpin an athlete-centred coaching approach, have been largely overlooked by the United Kingdom Strength and Conditioning Association (UKSCA) coach education. It is possible to understand why psychosocial competencies have been disregarded by critiquing how stakeholders’ perceptions, such as board members, tutors, assessors, who are responsible for coach education, have been shaped by dominant discourses within sport culture. The purpose of this study is to understand and critique UKSCA stakeholders’ perceptions of psychosocial coaching practices through the lenses of dominant discourses in Strength and Conditioning (S&C) coaching. Thirty stakeholders took part in one-to-one semi-structured interviews. To prompt discussion for the interviews, they were shown video vignettes depicting psychosocial coaching competencies. The data were analysed in two phases. First, a thematic analysis deduced participants’ understandings of the competencies built into each vignette. Second, a poststructural discourse analysis critiqued how a performance-scientific coaching discourse and a discourse of orthodox masculinity impacted stakeholders’ perceptions. The results indicate that stakeholders’ perceptions of psychological and pedagogical effective coaching approaches focused on athletic performance, which disregarding the well-being and personal development of the athlete. Stakeholders also recognised overt sexist coaching practice, which suggest some appraisal of sociocultural and philosophical competencies. Yet, covert sexist microaggressions towards female coaches were often accepted as banter and female coaches’ emotional labour were not recognised. This study advances the literature by showing how the dominant culture of performance-scientific coaching and orthodox masculinity shape what is accepted as effective coaching practice. Such coaching practice de-emphasises psychosocial coaching competencies and limits the impact of equity, diversity and inclusivity (EDI) strategies, as well as the holistic development of both athletes and S&C coaches.

Building a Coaching Culture in Irish Schools; Challenges and Opportunities: A Mixed-Methods Study

Coaching is a relatively new leadership style in Irish schools, but its potential is being supported by the Department of Education and Skills since 2015. This study considers the challenges and obstacles to building a coaching culture within Irish schools, recognising that as a leadership style, it is relatively unknown. It considers school cultures and the challenges as well as the opportunities leaders face in building a coaching culture. A mixed methods study consisting of a quantitative survey (n = 48) followed by semi-structured interviews (n = 12) was the chosen method, using statistical analysis (SPSS) and thematic analysis (Nvivo) to analyse the data. The results indicate that leadership coaching facilitates reflective practice for leaders and those they manage, leading to a distribution of practice that facilitates distributed leadership, therein building leadership capacity and enhancing teacher/leader well-being. However, time, workload and creating a culture of coaching in schools are still challenges, as leadership coaching is still a new and unknown leadership concept. The findings suggest that it is vital that the support services endorse its value, that time is allocated to supporting coaching and that staff need both CPD and further education on what coaching entails in order to build a coaching culture in Irish schools.

Culture Change: The Nexus of Leadership, Organisational Development Models, and Coaching Cultures in Healthcare

The COVID-19 pandemic has ushered in an era of unparalleled challenges for healthcare systems worldwide. As hospitals and healthcare organizations shoulder the immense responsibility of delivering critical care to patients, they have grappled with an array of dynamic and intricate cultural challenges that have emerged during the pandemic and continue to shape the healthcare landscape in the U.S. This paper embarks on a vital exploration into the multifaceted realm of organizational cultural change within the context of healthcare institutions. By delving into the intricacies of cultural transformation during and after the pandemic, this research inquiry, grounded in a comprehensive review of research theories and the latest literature, not only seeks to provide a deeper understanding of the evolving dynamics within healthcare organizations but also offers a novel perspective on the navigation of these complexities. The importance of this research lies in its ability to shed light on the profound shifts in workplace dynamics and priorities brought about by COVID-19, thereby contributing valuable insights that can guide healthcare leaders and practitioners in adapting to this new reality and fostering resilient healthcare systems for the future.

Building a coaching culture: The LEAD framework

While much has been written about the importance of coaching cultures, the literature has focused on the benefits of building a coaching culture, with less attention paid to the practical details as on how individuals and organisations move from benefits and conceptual models to practical actions. In this paper we will explore the debate about the nature of a coaching culture, offer a definition for practitioners, explain its significance as part of a wider HR strategy, set out a framework, and provide a 12-step roadmap as a guideline for HR manager and OD change managers to help guide their implementation of a coaching culture.

Coach migration and the sharing of British expertise: some historical perspectives

ABSTRACT While indigenous coaching cultures are founded and sustained according to national traditions, coaching preferences cross national boundaries to influence cultural developments in other nations. This phenomenon occurs through neighbourhood diffusion, the adoption of practices in adjacent countries, and hierarchical diffusion, whereby emerging nations adopt structural features of advanced nation’s sports programmes and recruit coaching experts from those countries. This paper addresses a phase of coach migration from Britain that occurred during the late Victorian period and utilises a range of sources to present biographies of some British coaches who made an impact in America. Their collective biography illustrates some common features of these men’s lives and the effect that they had on their host nation’s coaching culture, contributing in the process to our understanding of the ways in which national coaching cultures have evolved and the relationship between the exchange of sports coaches and the transfer of knowledge and experience.

Coaching culture: an evidence review and framework for future research and practice

ABSTRACT Given the colossal interest in creating ‘coaching cultures’, we update the 2014 literature review by Gormley and van Nieuwerburgh and extend this work by applying a Systematic Literature Review (SLR) methodology. In doing so, we detangle definitions and the conditions under which ‘coaching cultures’ can be developed. We also explore contemporary interventions, report on organisational level outcomes, and comment on how progress is measured and evaluated. In total, 1453 papers were identified using a systematic search, of which 42 met our initial screening criteria and nine were eligible for inclusion in our final review. Findings show that we remain with an unclear understanding of ‘coaching culture’; there is still no agreed definition and the building blocks (i.e., the foundational elements, interventions, outcomes, and measures) remain ambiguous. We recommend a framework for future research and practice and highlight a gap in our understanding of stakeholders’ behavioural and cultural patterns vis-à-vis the design and development of coaching culture programmes.

A Chief Operating Officer's Perspective on Managerial Coaching

The Problem In recent years, managerial coaching has garnered increasing attention from organizations, even though practitioners suggest that managers may resist coaching employees. More dialog and research that uncovers the motivations, challenges, and benefits managers accrue from coaching, and the crucial role line and human resource development (HRD) managers can play in creating coaching cultures seems warranted. The Solution Perspectives on actions that HRD practitioners can take to support managerial coaching are gained from an interview with a global organization executive. The Stakeholders This article will benefit HRD practitioners and line managers seeking to institutionalize a culture of coaching.

Embedding a Coaching Culture into Programmatic Assessment

Educational change in higher education is challenging and complex, requiring engagement with a multitude of perspectives and contextual factors. In this paper, we present a case study based on our experiences of enacting a fundamental educational change in a medical program; namely, the steps taken in the transition to programmatic assessment. Specifically, we reflect on the successes and failures in embedding a coaching culture into programmatic assessment. To do this, we refer to the principles of programmatic assessment as they apply to this case and conclude with some key lessons that we have learnt from engaging in this change process. Fostering a culture of programmatic assessment that supports learners to thrive through coaching has required compromise and adaptability, particularly in light of the changes to teaching and learning necessitated by the global pandemic. We continue to inculcate this culture and enact the principles of programmatic assessment with a focus on continuous quality improvement.

Introducing a coaching culture within an academic faculty

Introducing a coaching culture within an academic faculty

Gendered microaggressions towards the “only” women coaches in high-performance sport

ABSTRACT For women, being underrepresented in high-performance sport coaching is endemic. They also often report a sense of minoritisation, and incidents of discrimination. The purpose of the present study was to understand, using a gender-microaggressions perspective, how sexism manifests for women in elite coaching who report to be the “only” woman in their context, how they respond to such experiences, and how such discrimination is enabled. Through interviews with nine high-performance female head coaches globally, the prevalent type of microaggressions experienced were gendered microinvalidations. But findings also demonstrate that these women attempted to resist sexism. Nevertheless, being the “only” women restricted their resistance because they could not form collective power that led to transformations in the coaching culture. More action is required to build critical, evenly distributed masses of women across the coaching pathway. Future research must also address the features of organisational contexts that provide fertile grounds for exclusionary cultures.

Because how we talk matters: using action inquiry to nurture a coaching culture

ABSTRACT This account explores the experience of an action inquiry approach to develop a coaching culture within a public service organisation. We position action inquiry as a fresh interpretation of action learning that draws on a variety of roots and traditions and focuses on the nurturing of the collective capacity to lead through everyday interactions. Working with an initial core group of staff, we expanded our reach through an iterative process to intentionally bring more people into the work. We show how we adapted our original plans to respond to the COVID pandemic, the use of stories to propel inquiry and playback insights into the inquiry process, how we deepened inquiry in some settings and how ultimately being online was an opportunity to connect people across a system that we had not anticipated. We share insights into the commissioning process and of the importance of internal sponsorship. It concludes with a striking, participant-led call to approach scaling differently by supporting the co-creation of local implementation strategies and sponsor confidence in the case to use this approach in more circumstances, where participants in action inquiry explore, rather than assume, what the organisation and its staff need.

Q방법론을 활용한 코치의 직업가치관에 대한 인식유형연구

The purpose of this study is to classify perception types on occupational values of coaches using Q methodology, to search for characteristics, and to provide basic data in cultivating professional coaches. As to the research method, Q methodology was applied to classify and investigate recognition types on occupational values of the coach. P samples who participated in the study were 30 people with Korea Associate Coach (KAC) certification issued by Korea Coach Association (KCA). QUANL program was used to analyze data. Research findings indicate that there are three recognition types on occupational values of the coach. First, there were subjective characteristics in the type as follows. Type 1 was ‘the practical, stable type’ who pursues a stable lifestyle. Type 2 was ‘the self-development type to promote growth’ who pursues self-development constantly. Type 3 was ‘the achievement type with the desire for recognition’, which aims at achieving a goal and feeling a sense of accomplishment and considers social recognition important. Consequently, the three types of coaches’ occupational values were discussed for expanding the coaching culture to provides base data.

‘She thought I was her gardener’: the life history of one Latino/Hispanic American college basketball coach

ABSTRACT The purpose of the study was to construct the life history of Mateo, an American Latino/Hispanic college basketball coach. The study was guided by elements from Latino/a/x critical race (LatCrit) theory. Data were collected through formal semi-structured interviews, informal interviews, and documents and artifacts. They were analyzed by employing analytic induction and constant comparison. Key findings were that Mateo faced considerable marginalization and was frequently subjected to microaggressions. He was able to overcome this racism due to his determination and support from his family and mentors. Mateo’s experiences of racism and the political and cultural context led him to develop an activist element in his coaching pedagogy. His life history may inspire other Latinos/as/x and Hispanics to consider coaching as a career or help those who are struggling to realize this goal. It may also play a part in improving the coaching culture for Latinos/as/x and Hispanics.

Implementing a coaching culture in practice

There is rising concern regarding wellbeing in the veterinary sector and this is not surprising considering the demands that the veterinary profession can sometimes put on individuals (Bartram and Baldwin 2010). In such high‐performance, high‐stakes environments, it can be difficult to make time for self development (Meehan 2019); however, it is in these sorts of environments that we need self‐management skills the most. How can we encourage vets to prioritise self care? Can we create working environments that are both operationally and financially productive, and that promote, rather than obstruct, professional wellbeing? This article discusses the benefits of adopting a coaching approach in your practice to support and drive both performance and wellbeing.

EADING INSTRUCTIONAL COACHING CULTURE IN SCHOOLS TOWARD ENHANCED TEACHING COMPETENCE AND BEHAVIORS OF PUBLIC SECONDARY SCHOOL TEACHERS

EADING INSTRUCTIONAL COACHING CULTURE IN SCHOOLS TOWARD ENHANCED TEACHING COMPETENCE AND BEHAVIORS OF PUBLIC SECONDARY SCHOOL TEACHERS

Connecting With Coaches, Mentors, and Sponsors: Advice for the Emerging Leader.

Connecting With Coaches, Mentors, and Sponsors: Advice for the Emerging Leader.