Coaching Outcomes Research Articles

The Impact of Managerial Coaching Behavior on Employee Work-Related Reactions

The purpose of this study was to examine the relationships between perceived managerial coaching behavior and employee work-related outcomes. Data were collected from 482 employees in a Korean public organization. The collected data were analyzed by structural equation modeling with a two-step approach. The hypothesized conceptual model was adequately supported by the sample data. Further investigations suggested managerial coaching, which had a direct impact on employee satisfaction with work and role clarity and an indirect impact on satisfaction with work, career commitment, organization commitment, and job performance. Findings provide empirical support to the hypothesized conceptual model of managerial coaching outcomes in organizations. Study findings offer evidence regarding prospective, but unexamined, benefits of managerial coaching. Such knowledge can be also used by practitioners for selecting and developing effective managers and leaders and understanding and managing employee attitudes and behaviors in organizations. This article is one of the first studies to provide evidence for the influence of managerial coaching behavior on employee role cognition, work attitudes, and performance. Since there is no commonly acknowledged theory or conceptual model for managerial coaching outcomes, this finding of the current hypothesized model can notably contribute to the research on managerial coaching. Furthermore, to date, no study of managerial coaching in Asian cultural contexts has been identified.

Executive coaching outcome research: The contribution of common factors such as relationship, personality match, and self-efficacy.

This article argues for a new way of studying executive-coaching outcomes, which is illustrated with a study based on data from 156 client– coach pairs. The argument accepts that we are unlikely to get robust data on coaching outcomes in the near future but assumes that we can expect similar effectiveness for coaching as that demonstrated in rigorous psychotherapy outcome research. Therefore, it is argued that it is more important now to (a) identify the “active ingredients” that predict the effectiveness of executive coaching, and (b) to determine the difference in predictive value of these active ingredients on coaching effectiveness. The outcome study examined some of these active ingredients, such as the working alliance between coach and client, the self-efficacy of the client, the personality of the client, and the “personality match” between client and coach. The results show that client perceptions of coaching outcome were significantly related to their perceptions of the working alliance, client self-efficacy, and to client perceptions of the range of techniques of the coach. The client– coach relationship mediated the impact of self-efficacy and range of techniques on coaching outcomes, suggesting that this relationship is the key factor in determining how clients perceive the outcome of coaching.

Signalling a new trend in executive coaching outcome research

Purpose:This contribution argues for a new way of studying executive-coaching outcome. The argument accepts that we are not likely to get rigorous data on coaching outcome from well-designed clinical trials in the near future, and assumes a degree of effectiveness that is based upon the first indications and the more rigorous studies that have been undertaken in psychotherapy. Assuming a moderate degree of effectiveness has afforded a concerted effort amongst researchers to identify the ‘active ingredients’ which predict the effectiveness of executive coaching.Design/Methodology:This article contains a detailed overview of the quantitative studies of executive coaching undertaken to date. It covers both the body of evidence which we believe substantiates our key assumption of general effectiveness and some early research findings resulting from using that assumption. It also gives a brief overview of the findings of the more rigorous randomised control trials in psychotherapy outcome. Altogether we believe we have demonstrated that there are sufficient parallels between the new path of coaching outcome research and the well-trodden path of psychotherapy research to enable the exploration of ‘active ingredients’ research in executive coaching.Results:By combining the early results in coaching research described in this paper and the overview of meta-analysis studies in the parallel field of psychotherapy, we have been able: (1) to show that – although the effect sizes in coaching are generally found to be smaller than in psychotherapy – it is safe to assume that executive coaching is generally an effective intervention, and: (2) to use that assumption as a basis for further coaching research. We have used this assumption ourselves to carry out research into the ‘active ingredients’ of effective coaching and to design a new research programme on a scale that has not previously been possible.Conclusions:It is time now to be creative and pull together the limited resources for research we have in coaching psychology. As a profession we should make the most of this opportunity to discover how we might improve our service to our clients.

The Impacts of Adaptive Behavior and Affect on the Relationships between Coaching and Work Outcomes

Based on Bandura’s (1986) social cognitive theory, this paper examined the contextual effects of leaders’ coaching style on followers’ adaptation in two aspects, adaptive behaviour and adaptive aff...

Patterns of leadership behaviour: Implications for successful executive coaching outcomes

An analysis of 300 business executive coaching cases resulted in the identification of three leadership behaviour patterns. These patterns were conceptualised on a continuum of remarkable, perilous, and toxic behaviour. It is suggested that the ability to recognise where their clients are on this behavioural continuum may aid executive coaches in sustaining coaching traction and achieving successful outcomes. This article presents several factors in a coach/boss partnership approach that helped discern where these executives fell on this continuum, as well as preliminary psychometric data that indicate the empirical validity of these leadership behaviour patterns. Further, based on using this behaviour patterns information in hundreds of positive coaching outcomes, specific coaching guidance is also provided. This guidance is based on an insight-oriented coaching model focused on promoting behaviour change most often in the area of emotional intelligence (EQ). Helping remarkable executives to leverage their reciprocal engagement with others can accelerate coaching success with these leaders. Minimising executives’ deep-seated feelings of ‘unrequited work’ is key for the effective coaching of those with a perilous behaviour pattern. Leaders with predominately toxic behaviours warrant particular scrutiny at the needs assessment stage for they may or may not be viable coaching candidates.

An integrated model of goal-focused coaching: An evidence-based framework for teaching and practice

There is a considerable body of literature on goals and goal setting in the psychological literature, but little of this has found its way into the scholarly coaching literature. This article draws on the goal-setting literature from the behavioural sciences. It discusses a range of approaches to understanding the goal construct, presents a definition of goals relevant to coaching, and details a new and comprehensive model of goal-focused coaching that can be helpful both in teaching and in applied coaching practice. It also outlines new empirical research that highlights the vital role that coaches’ goal-focused coaching skills play in determining successful coaching outcomes. This preliminary research suggests that the use of a goal-focused coaching style is more effective than a ‘common factors’ or person-centred coaching style in facilitating goal attainment in coaching. It is argued that, by understanding the different types of goals and their relationship to the process of change, professional coaches can work more efficiently with their clients, helping them to achieve insight and behavioural change that enhances their workplace performance, their professional working lives and, most importantly, their personal well-being and sense of self.

Relating in executive coaching: a behavioural systems approach

PurposeIn recent research the strength and nature of the relationship between coaches and executives appears as a critical success factor in successful coaching outcomes. However, little theory has as yet been devoted to an analysis of how relationships are used in executive coaching. Such an analysis requires going from the monadic, individual level of analysis to the dyadic, relational level. The purpose of this paper is to develop a theory of relating in executive coaching at this dyadic level of analysis.Design/methodology/approachA conceptual analysis of relating in executive coaching is presented, drawing on a combination of the behavioural approach (Skinner and others) and the systems approach (Bateson and others). A verbatim of a coaching conversation serves as an illustration.FindingsIt is found that the behavioural and systems approaches may be fruitfully combined in one behavioural systems approach. Following this, relating in executive coaching is characterised as systemic, behavioural, communicational, and patterned.Originality/valueThe paper is among the first to study executive coaching at the dyadic level of analysis, and to develop a combined behavioural systems approach towards that purpose. This approach and its outcomes add to and can be clearly distinguished from the more common humanistic, psychodynamic, and cognitive approaches to executive coaching.

Black Belt Coaching and Project Outcomes: An Empirical Investigation

This study investigates the impact of coaching expertise on project management outcomes within Six Sigma programs. Survey data were collected from 140 Black Belts and 176 team members at six organizations. In this research, the relationships between the independent variables (project characteristics, coaching expertise, employee focus, years of experience, number of projects completed, education level, and number of projects in a team) and the dependent variables (project management outcomes) were tested using linear regression. The data were analyzed for two groups—Black Belts and team members—using descriptive statistics, principle component factor analysis, correlation, and regression analysis.The results of the regression analyses showed that the independent variable coaching expertise explained most of the variance in project management for Black Belts and team members. Implications for this research include the implementation of coaching training into quality management system training initiatives.

What Is the Active Ingredients Equation for Success in Executive Coaching?

In this response, we address commentator concerns about the generalizability of the active ingredients of psychotherapy to the science and practice of executive coaching. We discuss four ingredient that may make a difference: (a) client characteristics, (b) goals or success criteria, (c) role of the organization, and (d) contextual knowledge of the executive coach. We explore how each of these differences is likely to affect the weighting of the four active ingredients in the equation for predicting executive coaching outcomes. From this analysis, we re-affirm our hypotheses that the active ingredients are generalizable to coaching and hold promise for strengthening research and practice. We conclude by highlighting the efforts of several commentators to extend and deepen our hypotheses to other areas of leadership development.

Capitalizing on coaching investment: enhancing coaching transfer

PurposeThe purpose of this paper is to raise organization's and practitioner's awareness of how to maximise coaching investment via enhancing coaching transfer.Design/methodology/approachThis 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.FindingsCoachees, 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.Research limitations/implicationsThe 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.Practical implicationsThe findings are valuable in that they provide practical guidance to assist organizations and practitioners maximise coaching investment.Originality/valueAlthough this study drew on training transfer research, it was original in the field of coaching.

Teaching to the Test: Coaching or Corruption

Despite their current popularity, many still view coaching schools for college admissions as somehow vaguely unethical, as a form of “teaching to the test.” But “coaching” as an instructional exercise only crosses some ethical line of propriety when instructors have access to and in fact teach the actual items that will appear on the operative examination. A distinction is drawn between coaching that relies on “test wiseness” and memorizing answers, and coaching that results in genuine understanding. Three different outcomes of effective coaching are discussed, two of which may actually contribute to the validity of the test in predicting school success, and only one of which potentially detracts from test validity.

Towards a model of coaching transfer: Operationalising coaching success and the facilitators and barriers to transfer

Objectives:Executive coaching has become a respected learning and development strategy. Coaching outcomes and the conditions required for coachees to implement and sustain their development in the workplace have yet to be fully understood. These deficits impede coaching evaluation. The present study sought to operationalise a successful coaching outcome, and to propose and verify a model of coaching transfer.Design:Two sub-studies were conducted. Study 1 used a descriptive qualitative approach to explore coachees’, coaches’ and organisational stakeholders’ perceptions of a successful coaching outcome and the facilitators and barriers to transfer. Study 2 surveyed coachees using a self-report questionnaire developed from the results of Study one to explore possible relationships between transfer and coachee motivation, work environment psychosocial factors and situational factors.Methods:Study 1: 25 coachees, nine coaches and five organisational stakeholders each participated in an hour-long, semi-structured interview. Study 2: 110 participants completed the online coaching transfer questionnaire.Results:Qualitative analyses revealed coachees, coaches and organisational stakeholders believed coaching outcomes comprised intra-personal development, personal and performance outcomes. Coaching transfer comprised two stages: application, and generalisation and maintenance. Correlational analyses of questionnaire data (N=110) suggested transfer depends on interactions between the nature of the coaching output, the stage of transfer, and the type of development sought via coaching.Conclusions:Although exploratory, this study provided some understanding of the influence of the factors which impact on coaching transfer. The findings indicate there is value in coaching research examining the complex interplay of factors beyond the coachee-coach relationship.

Evidence-based coaching: Flourishing or languishing?

Coaching and coaching psychology offer a potential platform for an applied positive psychology and for facilitating individual, organisational and social change. Experts from around the world were invited to comment on the emerging discipline of coaching psychology and the commercial coaching industry. Several key themes emerged including the potential of coaching to contribute to health promotion, social change and organisational development. There was unequivocal consensus for the need for an evidence-based approach to coaching. A review of the psychological coaching outcome literature found there have been a total of 69 outcome studies between 1980 and July 2007: 23 case studies, 34 within-subject studies and 12 between-subject studies. Only eight randomised controlled studies have been conducted. This indicates that coaching psychology is still in the early stages of development, and can be understood as an emerging or protoscientific psychological discipline. A languishing – flourishing model of coaching is described. To flourish, coaching psychology needs to remain clearly differentiated from the frequently sensationalistic and pseudoscientific facets of the personal development industry while at the same time engaging in the development of the wider coaching industry.

Critical factors in executive coaching – the coaching relationship

PurposeThe paper aims to examine the coaching relationship as a critical success factor in executive coaching. It also aims to set out the characteristics of a successful coaching relationship and how to establish it.Design/methodology/approachThe basic proposition of this article is set out in the introduction – that the coaching relationship is not just a critical success factor, but arguably the critical success factor in successful coaching outcomes. From there, the characteristics of a successful coaching relationship are explored. The link is made to client‐centred counselling and to the influence of “Rogerian” thinking. Key characteristics of the coaching relationship such as rapport, trust, support and challenge are critically examined. Finally, the implications for coach training are set out.FindingsThe arguments presented here point to a need to shift the emphasis of coach training more strongly towards the coaching relationship.Originality/valueA great deal of current literature about executive coaching is focused on models and techniques: this article challenges that approach and reminds the reader of the importance of the coaching relationship as a critical success factor in executive coaching.

Kallinikos: A Dialogue Set in the 20th Century

This dialogue assumes that Socrates has reappeared in the 20th century (through a wrinkle in time) and is actively engaged in a discussion with two Greek graduate students in physical education. The coach, Kallinikos (whose name means “glorious victor” in Greek), sheds light on the views on our society toward sport and the importance of winning. Cassandra (named for a prophet in the Trojan War whose prophecies were ignored) is a physical education teacher who aids Socrates in his quest for understanding how the field of “gymnastics” has changed in the past 2,400 years. Within the dialogue, discussion centers around the similarities and differences between coaching as a profession and teaching physical education. Some of the issues encountered include a definition of physical education, the domains involved in coaching and teaching, outcomes of teaching and coaching, the value of sport in society, activity as a form of expression, and a definition of the physically educated student.