Executive Coaching Research Articles

Executive CoAching unleashes Tc22 anti-tumor capacity.

CoA-driven mitochondrial metabolism enhances the anti-tumor properties of IL-22–producing CD8+ T cells.

Zero zone in Stanislavski’s practice

ABSTRACT The current provocation explores what could be behind Konstantin Stanislavski’s claim that his teaching is neither a method nor a system, as it is unfinished. Alongside the complex of techniques and the worldwide influence it has on contemporary performing art, was there a special area that the master perceived incomplete? Could this be connected to authoritarian theatre-making (which has been recently acknowledged in the field), where the relationship in the actor-director dyad remains hierarchical and evokes a continuous conflict (as a manifestation of stage fright) between them? I argue that on Stanislavski’s personal path as an actor from stage fright to self-confidence, alongside the practical exercises which he designed according to Yoga, he also perceived the importance of Vedic philosophy itself to the performing arts. Via application of Stanislavskian craft, one can experience the absolute truth and higher consciousness, which could replace the internal and external confrontation with fruitful creative outcomes in a rehearsal studio – if practiced perfectly. Unfortunately, the methodology to support the philosophical (ethical) side of the system remained undeveloped by him when he passed away. Zero Zone unique psychosomatic praxis is designed according to Yogic Abhyasa and Vairagya principles to enhance the exchange between actor and director in the creative process to reach the higher aims, described already by Stanislavski. The current paper supports writings on the spiritual aspect of the Stanislavskian system, self-cultivation practices in performing arts and executive coaching.

A systematic review of coaching client characteristics

With increasing evidence about the effectiveness of workplace and executive coaching as an organisational development intervention, research has turned to the components that may predict coaching outcome variance. The ‘common factors’ model from therapeutic outcome research suggests that ‘client and extratherapeutic factors’ is the single greatest contributing variable. This systematic review determines all statistically significant client factor variables from the peer-reviewed coaching research literature, with 17 distinct factors from quantitative studies and 22 factors from qualitative studies. It is hoped that the three most frequently identified client factors (‘willingness or motivation to change, ‘commitment to the relationship/process’ and ‘openness’) may be used as predictor variables in future research to bring focus to what has been a disparate field of study to date. Keywords: Coaching psychology; Common factors; Client factors; Coachability.

Outcomes of mindfulness-based coaching for managers

ABSTRACT The integration of mindfulness into the field of executive coaching is unsurprising, given growing interest in mindfulness in the workplace. At present, the literature linking mindfulness with coaching tends to focus on the potential afforded by mindfulness techniques, while empirical assessments remain limited. The objectives of the current research are to establish preliminary understandings regarding perceived outcomes of coaching processes incorporating mindfulness techniques, and to assess the perceived outcomes of mindfulness-based coaching processes across different points of time. This study analyses the assessments of 14 Israeli professional managers, working in the education system and in the high-tech industry, of a 12-session coaching process incorporating mindfulness practices. The coachees recorded their perceptions of the coaching outcomes from each session, contemporaneously, in personal journals. In addition, coachees were interviewed twice – at the end of the coaching sessions, and two years later. The study’s findings show the benefits of mindfulness-based coaching for individuals across various domains of their lives, and its implications for coachees’ well-being and performance at work. They also show that these benefits emerge even after very short interventions, and that these benefits continue to be perceived as valuable two years after the intervention.

Executive Coaching Process: Flexibility in Leader’s Decision-Making Process

The overwhelmingly demanding world today demand for high quality leaders. Leaders should continually equip themselves with necessary skills to anticipate the changing environment which drive pressure for a more effective leadership development, especially in private organisations. In relation to this, coaching has emerged in the human resource development practice as a powerful development tool in improving leadership skills of executive leaders. The aim of this research is to look at the outcome of coaching in term of improving coachee’s leadership competencies. From the findings, one of the changes is that it improves coachee’s flexibility in their behaviours, mindset, and approaches in the decision-making process. This knowledge could be linked to the value that coaching to bring to coachee. Using a qualitative case study approach, data were collected through semi-structured in-depth interviews that involved eight informants from both coaches and coachees. Selection criteria for the coaches were individuals who have conducted executive coaching programmes extensively as part of their service for more than five years and have reached to the level of professionalism as Professional Certified Coach (PCC). The coachees were selected from individuals who hold executive position in their organisations that has participated in any executive coaching programmes in Malaysia. As a newly emerging tool, there are still a lot of scepticism around what are the real values of coaching and what are the positive changes that the process could bring in the area of leadership development. As such, this study could add to the body of knowledge, as well as deepen the understanding on learnings in coaching process which is translated into the outcome of coaching. Changes only occurs when learning occurs during the process.

The first moments

Whilst there is an emerging literature within the field of coaching psychology concerning ‘critical moments’, there is surprisingly little theory and research on the power and effect of the first moments of a coaching session. Whilst de Haan (2020) has considered these first moments from the perspective of the client, this paper looks at the first moments from the perspective of the coach, and how the relationship may be impacted or determined by the moment of the meeting.This paper is a shortened version of the author’s dissertation for Asbridge’s MSC in Executive Coaching. Using the author’s reflective practice case study, this paper describes the author’s personal insight on his coaching practice, including the powerful observations and learnings from the first moments of a coaching session. These often-neglected moments offer insights to the coach’s own emotions and state of mind with respect to the relationship with the coaching client.

Impact of Intergenerational Patterns on Coaching Effectiveness

This exploratory study examined the influence of intergenerational family patterns and transgenerational transmissions on coaching effectiveness. It specifically focused on the potential impact of coaches’ intergenerational patterns on their countertransference risks and development of coaching resources. Fifteen executive coaches were socioanalytically interviewed with a focused genogram and a self-as-instrument approach to understand the impact of intergenerational patterns and underlying family dynamics on coaching effectiveness. Results indicated a relationship between these factors and coaching effectiveness. This was especially the case with regard to the development of functional and adaptive coping behaviour rather than transmitting dysfunctional, maladaptive behaviour only. Analysing and debriefing live coaching situations with a focus on potential countertransference reactions would further validate these findings in future research. Given the results of this study, it seems essential to integrate the reflection of intergenerational patterns and related countertransference risks into the training and supervision of coaches.

The Development of a Set of Coaching Competencies for Medical Education Using a Modified Delphi Approach.

Purpose: Coaching is emerging as a way to support learners’ academic, professional identity, and well-being goals in medical education. 1,2 To date, there is scant literature on ways to assess coaches and evaluate coaching programs so that the benefits of coaching can be quantified and investments into coaching justified. 3 One piece of this gap is to identify the core competencies of a coach. The International Coaching Federation (ICF) has published coaching competencies, 4 though these relate to leadership and executive coaching. The National Board of Health and Wellness Coaches, in collaboration with the National Board of Medical Examiners, has developed coaching competencies and national certification for health care providers to support patients and providers. These have more basis in science and incorporate positive psychology, self-determination theory, and are aligned with intentional change theory, which academic coaching often incorporates. However, neither of these competency frameworks were specifically designed for coaching in medical education. Coaching competencies specific to medical education can allow for better program evaluation and also guide the hiring and training of individual coaches. We describe the creation of a set of coaching competencies for medical education using a modified Delphi approach. 5 Methods: The expert panel study team comprises 7 national experts in the field of coaching and/or assessment, 4 of whom are certified coaches. A modified Delphi approach was taken with the following steps: (1) A national American Medical Association Thematic Coaching Meeting was held in October 2018. Attendance was open to the AMA Accelerating Change in Medical Education Consortium schools and we also solicited and invited experts in the fields of coaching, adaptive learning, neuroscience, and medical education. At the conference, an initial discussion was held, led by the study team and informed by our review of the literature. The discussion allowed participants to brainstorm categories and individual competencies, using the ICF model as a starting point. (2) Three rounds of consensus process followed among members of the expert panel in which 4 domains were identified and competencies were finalized. Results: All 7 members participated in the 3 Delphi rounds. Panelists were asked to focus on expected competencies for a coach working with learners across the medical education continuum. This process resulted in 13 competencies in 4 domains: (1) Coaching process and structure: establishing the coaching agreement, meeting management, managing process and accountability, and coach self-monitoring. (2) Relational skills: establishing meaningful coaching relationships, emotional intelligence, adaptability, and effective communication. (3) Coaching skills: fostering development of master adaptive learners, facilitating coachee well-being and professional fulfillment, and emphasizing cocreative collaboration. (4) Coaching theories and research: identifying current coaching models and tools to support learning and flexibility. Discussion: We identified competencies for coaches working with medical learners. They share overlap with the ICF competencies but have important differences that reflect the unique learning environment in medicine and needs of these learners. Future directions would include identifying more granular ways to assess coaches based on each competency, creating tools to support coach development across the competencies, and assessing how each competency affects the effectiveness of the coach. Significance: These competencies can be used to develop learning objectives and coach development curricula. They can also form the basis of coach assessment and evaluation of individual coaches and coaching programs, which are essential components to demonstrating efficacy and value.

Successful family business succession: Utilizing peer groups for critical leadership skills development

PurposeThe current study explores the necessary leadership skills required for leadership succession in family businesses as well as best development activities for each skill. The current study provides suggestions for best practices in developing and utilizing peer groups as a leadership development method.Design/methodology/approachA needs assessment was conducted by surveying 150 family-business leaders. Leaders were asked, “What are your most pressing leadership development needs for your organization as you move toward succession? A follow-up question was then asked: “For each of these skills, what method would best help develop this skill for family business leaders?” The responses were content analyzed, placed into themes, and rank ordered.FindingsHigh agreement amongst business leaders was found as eight leadership skills were cited by high percentages of family-business leaders. Leaders overwhelmingly reported peer developmental activities as being the best method for developing these skills.Originality/valueSuccession planning in family-businesses is critical as many family business fail to make it past the first or second generation. However, little research explores what specific leadership skills are necessary for optimal succession. As well, many leaders in public organizations seek individual methods of development, such as executive coaching, whereas family business leaders seek group activities to learn with/through their peers.

Executive coaching: an exploration of the coachee's perceived value

PurposeThe goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.Design/methodology/approachUsing thematic analysis on 197 semi-structured interviews of bank executives, the authors suggest an evidence-based sequential model on how the perceived value of the coaching process might be contingent on four elements.FindingsAs a result of the exploratory analysis, the authors’ suggest that the coach's guidance, coach's reliableness, coachee's willingness and coachee's self-awareness can determine the coachees' perceived effectiveness or usefulness from their coaching sessions.Originality/valueThere is little empirical data regarding the coachee's perceived value. The current study attempts to fill the gap in the existing literature by considering the coaching outcomes with particular regard to the executive's perceived value of coaching. This research adds to the literature on how to deliver effective coaching in organizations and provides empirical evidence to practitioners on how coachees perceive value from coaching.

‘Knowing that’, ‘knowing why’ and ‘knowing how’

AbstractOur contribution maps the journey towards setting up a transdisciplinary, interprofessional collaboration between coaching practitioners and coaching researchers from the fields of Applied Linguistics and Applied Psychology. The goal of such a project is to build a community of interest around a common cause, i.e., a practically relevant, language-based coaching problem (in our case, questioning practices in executive coaching), and to collaboratively solve the problem on the basis of assembling and integrating the various epistemes. The purpose of our contribution in the form of a travel report is twofold: firstly, to theoretically and conceptually discuss the challenges and affordances of aligning perspectives and assembling epistemes for such a transdisciplinary research project; Secondly, to present the available epistemic bases and offer first empirical results from our applied linguistic research and our cooperation with Applied Psychology that served as the basis for conceptualising the projectQuestioning Sequences in Coaching(Graf, Spranz-Fogasy, & Künzli, 2020). We end this travel report by critically assessing the transdisciplinary character of the current project and by envisioning another kind of cooperation between coaching practice and coaching research as the future destination of our research journey.

Formulation as a foundation for navigating complexity in executive coaching.

Formulation as a foundation for navigating complexity in executive coaching.

Executive Coaching: Client’s Coachability As Requirement For Coaching Effectiveness?

Research surrounding executive coaching is thriving. However, we still lack theoretical underpinning of the mechanisms which explain why coaching works. Scholars have proven that coaching is effective and recently, the coach perspective receives attention. However, coaching is defined as one-on-one interaction between client and coach. Surprisingly, research on what clients contribute remains scarce. This study takes a client perspective to explain how coachability positively influences coaching effectiveness. Drawing upon social exchange theory, we derive intrinsic motivation as client resource. Following self-determination literature, we assess three facets of intrinsic motivation––autonomy, competence, interest––which we hypothesize influence coaching effectiveness positively. We include openness to change as moderator, building upon role theory. Our results support the direct positive association of all facets of intrinsic motivation with coaching effectiveness. Surprisingly, we find no support for the hypothesized positive impact of our moderator, but find openness to change negatively influences the association between autonomy and coaching effectiveness. We are among the first to take the clients perspective and explain motivational client factors to drive coaching effectiveness. By building a theoretical foundation for coaching research, we expand social exchange theory and integrate role theory, allowing to introduce a moderator with solid theoretical underpinning.

Developing social performance professionals in the extractive industries

This paper contributes an approach that supports the development of professionals who have social performance responsibilities in organizations that develop or finance projects that potentially impact on people and their livelihoods. Our aim is to describe the research behind this approach, which involved identifying the dilemmas social performance professionals confront in their work, and reflecting on the role that executive coaching can play in helping these professionals carry out their role and improve their influence within their organizations. We describe the development of SPGrow360, an assessment tool that measures the extent of development of 3 higher order and 13 specific competencies that are relevant to social performance professionals. We reflect on how the SPGrow360 competency development tool can be used in 360-degree assessments and in coaching interventions that use a systems psychodynamic approach. We argue that a 360 approach that has social performance professionals at the centre can promote greater understanding amongst line managers, senior leadership, and board members about what is required to improve corporate social performance. Finally, we recommend that future research evaluates the effectiveness of this approach and that other professional disciplines reflect on how to develop the social performance competencies relevant to their own roles.

Exploring Executive Coaching as a Smart Education Employee Development Tool for Executive Women in Complex Organizations

Over the past 10 years, executive (leadership)-based coaching with senior managers has become widely adopted by the corporate community and is quickly expanding into nonprofit and governmental sectors. Leadership coaching has been mainly for the purpose of improving or enhancing management skills; however, there are many personal aspects involved such as the enhancement of behavior. Adapting a leader's behavior is accomplished through such tools as individual assessments, feedback, developmental planning, executive coaching, and implementation of a plan. In reviewing the literature, it was found that focusing on appropriate combinations of key factors such as applying coaching within the relationship and effectively employing a women's leadership development program (WLDP) can effectively facilitate women's leadership development. This article represents a real-world coaching framework that can be implemented effectively in a variety of professional educational programs in organizations.

Executive group coaching: interventions not for the faint of heart

As the world is changing, organisations are changing with it: matrix structures, flat hierarchies, virtual work, and teamwork are becoming the norm. Therefore, the ability of working successfully with others has become increasingly important and effective teamwork is essential to make these new complex organisational structures work. However, as this special issue highlights, there are major challenges in working effectively together in this rapidly changing world. Indeed, teams often do not live up to the promise of faster problem solving or higher levels of innovation. "Turf wars" and broken trust are common. Group coaching interventions can be second to none in creating effective collaboration and a culture of trust. Based on the clinical paradigm, this article outlines competencies and conceptual models that make for successful group coaching. Overall, effective group coaching interventions, which will also help executives to lead and direct individual and organisational transformation and to create a coaching culture within organisations, need group coaches who have a holistic orientation and pay attention both to micro and macro processes.

Silent Killers! - Toxic Leaders?

To counter the continuing high rate of executive failures this paper suggests a more forensic approach be adopted in the appointment of executives. It advocates Corporate Boards together with top and senior management consider the use of psychometric profiling - combined with regular monitoring of an executive’s ‘behaviour-in-context’ following their appointment - to guard against the emergence of toxic leadership behaviours. Derived from executive coaching experiences, and research, this paper highlights differing examples of dysfunctional and toxic leadership. The term ‘Covid-Tox is introduced to describe the pervasive virus-like presence of dysfunctional, destructive, counter-productive and fraudulent behaviour in the workplace and suggests ways through which such behaviour may be countered. Findings Its main findings are that that an assessment of the leader’s performance should be based on their ‘behaviour-in-context’ and involve regular post-appointment monitoring as a defence against the emergence of toxic leadership.

Executives and career shocks: observations from coaching practice

PurposeThe study provides practice-based vignettes describing career shocks as experienced by executives. It also offers a brief description of the approaches taken by the coach in helping executives to cope with their initial reactions. This work informs the readers about examples of career shocks in the executive population and provides access to normally rarely available information about sensitive aspects of psychological life of executives.Design/methodology/approachThis paper is a qualitative exploration of managers' career shock experiences reflected in executive coaching interventions. It takes an anecdotal look at how executives react to shocks of various valences, and how coaching attempts to assist them by processing their first reactions and choosing a response. The paper particularly looks at managers' responses almost immediately following a shocking event triggering their request for coaching help.FindingsCoaching conversation serves as opportunities for handling immediate emotional reactions to career disruptions. Even shocks with positive valence can cause ambivalent reactions. Processing of career shocks through coaching conversations can activate agency in dealing with abrupt career events. Coaches can offer further support in career deliberations. In one of the cases, an instance of anticipation of a negative career event was associated with positive hopes, and the non-occurrence of the event led to further elaboration about one's career options.Research limitations/implicationsThis work is based on a small sample of executives experiencing career shocks.Practical implicationsThis work informs executives about opportunities provided by executive coaching in handling difficult reactions to external career events. Coaches or coaches-in-training receive an overview of coaching requests associated with career shocks.Social implicationsWith the increasing instability in careers the paper draws the attention to the helping potential of coaching to those experiencing career shocks. It also contributes to normalization of turning for support in psychologically burdening situations.Originality/valueThis work is a trigger for further consideration of the experiences of career shocks by business executives. It provides a first look into immediate reactions of this career population to unexpected external disruptions. It also offers opportunities for further exploration of the role executive coaching can play in career deliberations.

Maximising female leader development through simultaneous individual and group coaching

ABSTRACT Female leadership development has become a key issue in organisations' strategy to ensure equal representation of male and female leaders throughout organisations, including top management. This article investigates the deployment of a combined programme of executive and group coaching to support female leader development in a multinational. Drawing on the experiences of key stakeholders: clients, coaches and the programme team using a case study approach, it offers a rich depiction of this novel use of dual forms of coaching. The findings and discussion identify the personal value of individual executive coaching, the collective value of group coaching and the synergies achieved from the interplay of the simultaneous use of both forms of coaching within the organisation, and beyond. These findings have theoretical and practical implications for our understanding of coaching as a social process, the effect of combining coaching approaches, and female leader development, emphasising the need for further research on coaching as a social process as part of leadership development.

Managers' responses to the initial stages of the Covid-19 pandemic: an executive coaching perspective

PurposeThis research investigates how the Covid-19 pandemic initially affected organisational managers, as seen from their executive coaches' perspective by asking: (1) What challenges did managers experience during the initial stages of the Covid-19 pandemic? and (2) How did coaching foster crisis management skills during this time? Executive coaches are in a unique, confidential and professionally intimate position to observe their clients' thoughts, emotions and behaviours.Design/methodology/approachUsing an interpretivist approach, interviews conducted with 26 executive coaches from the USA, UK, Australia and South Africa during the initial stages of the pandemic (first three weeks of April 2020) were analysed using thematic analysis.FindingsCoaches observed how the Covid-19 pandemic caused managers to experience a tension between managing their staff, their own bosses and themselves. Ranging from logistical challenges to personal fear, uncertainty and loss of identity, managers confided in and relied on their coaches to help them to reflect, provide support, but also challenge them to take a forward-looking stance. Findings were interpreted through the lenses of crisis management and coaching efficacy theory. Crisis management theory is extended by suggesting that greater priority must be given to managers' personal well-being and by adding coaching as a new intervention to develop crisis management skills. Coaching theory is extended by showing that executive coaching can foster certain crisis management skills and that the benefits of coaching in non-crisis times are also relevant during a crisis.Practical implicationsManagers, their leaders, executive coaches and purchasers of coaching services, such as human resource practitioners, should take note of the challenges managers face during crises. They should consider executive coaching as a support intervention to foster requisite crisis management skills.Originality/valueThe findings provide novel, empirical evidence suggesting that executive coaching could foster crisis management skills. The unique Covid-19 context provides rare insights into managerial thinking, emotions and behaviour during extreme crisis situations, contributing to the design of appropriate support interventions.