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This study is relevant as organisations navigate increasingly intricate transformations where sustainability is critical. It explores the sustainability of changes through executive coaching with managing partners during these renewal periods, often imbued with potential challenges and corporate divergences. Addresses a substantial gap in the literature and provides insights to drive enduring, significant changes. It employs a qualitative approach with semi-structured interviews with ten service sector managing partners (former coachees). It examines four thematic dimensions: interrelationship, process, business strategies, and coaching experience, offering a holistic view of your impact. Conduct rigorous reflective analyses before and after each step, facilitated by NVivo software, with external validation. Additionally, the study interprets its findings within transformative learning, as discussed in key works on the subject. In an ever-evolving business landscape of challenges, executive coaching emerges as an indicator, showcasing its capacity to promote renewals within organisations. This comprehensive study contributes to theoretical knowledge and actionable insights for practitioners and business leaders who seek to facilitate learning and transformative changes in multifaceted and dynamic business environments. Among the key findings, the influence of concepts used in coaching approaches and contextual factors on the impact of changes and sustainability stands out. [ABSTRACT FROM AUTHOR]

This paper describes a new leadership coaching model that was delivered as part of Manchester city region's delivery of the Department for Education's Early Outcomes Fund. The coaching model explicitly paralleled the relational practices that are increasingly shaping early intervention policy and practice. Goodwin's theory of professional vision (1994) and Shotter's theorisation of with-ness (2011) provided the conceptual lens for this paper. The coaching facilitation aimed to afford the emergence of a new way of seeing leadership by scrutinising events of relational practice between participants in the coaching sessions (using video recording and review) and creating discursive practices using strengths-based analysis. We exemplify the coaching model using notes from a collaborative ethnographic evaluation of the six half-day group coaching sessions, surfacing how a new way of seeing silence may have seeded a new 'object of knowledge' in the group's emerging professional vision of leadership in the early years. [ABSTRACT FROM AUTHOR]

This quasi-experimental study explored the potential ripple effect of executive coaching on the wellbeing of coaching clients' subordinates across six different measures. A coaching intervention was delivered to six executives with subordinate wellbeing measured before and after. No overall significant improvements were observed in subordinates' wellbeing but significant improvements were found in workplace wellbeing among older employees (p <.05) and social wellbeingamong hybrid workers (p <.05). However, the pre-and post-test quantitative methodology means that the causal factors for these changes cannot be identified so we cannot definitively conclude that a ripple effect occurred. This demonstrates the difficulty of measuring the impact of 'real world' coaching within complex organisational structures, adding to the discussion around the need for more research into the impact of systemic coaching to validate executive coaching as a value-enhancing intervention that can deliver organisational-wide benefits. [ABSTRACT FROM AUTHOR]

The article sheds light on the application of a time law mindset to transform the operational framework of small law firms for efficiency and growth of legal practice. Topics discussed include digital solutions used to streamline legal workflows and facilitate time management, implementation of systemization, innovative management techniques, ethical considerations that accompany enhanced efficiency and time management, and role of executive coaching in law firm transformation.

There has been a relative lack of interest in conventional leadership research in the concept of reputation and reputation management. However, this paper argues that it is critical for leaders to actively manage their reputation as their authority, power and influence will depend on their success in actively managing their reputation, and their reputation is critically important in determining their career trajectory. Reputation is an intangible asset that reflects a set of memories, perceptions and opinions that sit in the consciousness of many different stakeholders at different levels which may change over time. There are two ways to look at reputation from the outside-in perspective which is outcome or results-focused which can be perceived by colleagues and an inside-out perspective which is focused on behavioral intentions, motivations and how we aspire to behave and which may only be known to ourselves. The author argues as to which factors are most important for establishing a good reputation., and he identifies the causes for reputation leakage which is short-term and recoverable and reputation derailment which is long-term and usually permanent. Finally, the paper details the steps that can be taken for a leader to start actively managing their reputation. [ABSTRACT FROM AUTHOR]

There has been an increasing shift towards individually owned leader development programs within organizations. Whilst leadership coaching is one of these and is gaining in popularity, the mechanisms of its effect remain poorly understood. We develop and investigate a model in which leadership coaching enhances leader effectiveness through coaching's positive effect on authentic and change-oriented leadership behaviours as well as self-efficacy. To assess the model, multi-source data were collected for organizational leaders (N = 70) pre- and post-coaching. To investigate mechanisms of coaching's effect, relations between latent change scores were assessed in structural equation modelling using partial least squares indicating that after accounting for base-line scores, coaching-related increases in authentic leadership behaviour has the largest total effect on leadership effectiveness. [ABSTRACT FROM AUTHOR]

There is a growing need for positive leaders to develop and sustain healthy organisations. This need is growing stronger as the world is experiencing a global pandemic, social and political unrest worldwide, the need for diverse, equitable and inclusive work cultures, and a growing call for environmental focus. Leaders are not only expected to drive bottom-line results, but also need to lead mental and physical well-being for their employees. Evidence-based coaching (EBC) and positive psychology coaching (PPC) at the executive and leadership level can be the keys to help leaders. This study strives to help answer the question of whether EBC and PPC directed at executives and leaders can result in positive leadership outcomes. Using nine building blocks (PERMA+4: the original five factors of PERMA; positive emotions, engagement, relationships, meaning, accomplishment, plus four additional factors of physical health, mindset, environment and economic security) this study explores using an EBC and PPC framework the authors title, 'coaching for positive, or, Coach4+'. This study provides a unique perspective to consider and aims to contribute to the growing base of work in positive psychology coaching. This paper highlights an original case study showing results of the new approach to drive positive leadership outcomes. [ABSTRACT FROM AUTHOR]

Executive Coaching constitutes a paradigm that facilitates personal change that seeks to increase the effectiveness of leadership. For that reason, the interests of the organization with the objectives of individual performance, are important to promote its application in the Cuban business system. The research reflects the results achieved in a management support program, based on the individual Executive Coaching methodology. This is a qualitative action research study (Case Study). The objective is to develop managerial potential company managers, supporting the subject in the construction of their work strategy and the achievement of personal skills. The 38 sessions were held, where evaluation and intervention instruments were combined. Its effectiveness is verified from the progress obtained during, at the end of, and after 6 months. It was notable progress being monitored in the applied questionnaires, the work results and the evaluation of cadres are relevant. [ABSTRACT FROM AUTHOR]

Although the practitioner and the academic literatures both note the importance of ethno-racial diversity in the nonprofit sector, we pursue a better understanding of this sector's ethno-racial diversity dynamics by exploring the drivers of ethno-racial diversity at multiple organizational hierarchy levels—boards of directors, executive staff teams, and full-time staff. Using data from nonprofit organizations participating in Candid's Diversity, Equity, and Inclusion initiative, we find evidence that upward mobility for ethno-racial minority group members remains limited. Our findings also indicate a positive relationship between ethno-racial diversity in a nonprofit's local community and ethno-racial diversity at each organizational hierarchy level. This relationship is partially mediated by the political liberalness of the local community, with the strongest mediating effects at the board of directors and executive staff organizational levels. This partial mediation suggests that the local environment's tolerance of societal hierarchies and unequal outcomes may be related to nonprofit organizational diversity, equity, and inclusion efforts. [ABSTRACT FROM AUTHOR]

The Dark Sextad Plus Schema (DSPS) is introduced in this article. The six components—narcissism, psychopathy, Machiavellianism, power orientation, charisma/charm, and sadomasochism—are described succinctly and considered in the context of Taoism. That approach points to both the positive and negative aspects of the schema as it is enacted and encountered in organizations by leaders and consultants. The continuous phenomenon of why human enterprises and communities keep selecting and electing scoundrels as leaders is tied directly to the operation of the DSPS and its extensive influence. The schema is briefly discussed as it operates in broader ecological environments and different patterns of how it is encountered are described. Several significant cautions are offered for leaders and consultants when they either believe they are encountering the schema or are actively confronted by the realities that superiors, peers, subordinates, clients, competitors, and significant others operate within and through its components. Resources and approaches to engage individuals presenting these complex behaviors are provided. A case study illustrates a real-life example of a leader and coach confronting and managing a situation involving the DSPS in a large, multidivisional organization. [ABSTRACT FROM AUTHOR]

This study investigates the coach-coachee dyad via accounts of how executive coaching works. Despite the increase of executive coaching research evidence, the voice of coachees is rarely heard. To develop a more holistic picture of an effective coaching engagement, semi-structured interviews based on the critical incident technique (CIT) were conducted with nine coach-coachee pairs recalling their recent coaching experiences. This study indicates the professional coaching relationship as essential in facilitating sustainable change and coaching outcomes. Four main themes are derived from the data - a supportive working relationship; exploratory processes; coach's initiations to create a joint effort process - and the coaches as a positive social influence, these essential factors promote an effective professional relationship within the coaching dyad. This research extends contemporary coaching literature from a positivistic view to exploring critical aspects through the coach-coachee pair. Research results can offer guidance to coaching practitioners seeking to enhance the effectiveness of the coaching process and outcomes. Moreover, key factors that emerge from this study offer sponsoring organisations an insight of how executives experience change and development through coaching. [ABSTRACT FROM AUTHOR]

The July 2024 issue of Management in Education features a diverse range of articles on education research. The first article discusses a new leadership coaching model in the early years' sector in the Greater Manchester region of the United Kingdom. The second article explores the effects of web-based e-learning efficacy and resilience on students' online engagement during the COVID-19 pandemic. The third article focuses on the experiences of teaching assistants in schools in England, highlighting the lack of training and qualifications required for their roles. The fourth article reflects on the professional development pathways for early years' educators in Spain. The final article is a theoretical piece that examines collegiality and distributed leadership. The issue also includes a book review on decolonizing narratives in educational leadership. [Extracted from the article]

Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants (N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation. [ABSTRACT FROM AUTHOR]

The paper addresses the challenges of evaluating the impact of business coaching programmes with a varied portfolio of firms working across sectors and countries. Observable indicators of changes in business management practices are rarely relevant across sectors. Therefore, evaluators need to rely on the perceptions of the managers who have received coaching. We designed an online survey to compare the effectiveness of business coaching within a portfolio and across programmes. The survey was applied to the portfolio of two private sector development programmes. We derived so-called 'contribution scores' from individuals' perceptions of how business management practices had changed and their perceptions of the role of business coaching in bringing about these changes. The survey included some features to reflect on response reliability. We show that the tool seems fairly reliable for comparative analysis and helped to identify the types of firms and contexts where business coaching support appears more effective. [ABSTRACT FROM AUTHOR]

Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = −0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = −2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Financial distress is a barrier to cessation among low-income smokers.Objective: To evaluate an intervention that integrated financial coaching and benefits referrals into a smoking cessation program for low-income smokers.Design: Randomized waitlist control trial conducted from 2017 to 2019.Participants: Adult New York City residents were eligible if they reported past 30-day cigarette smoking, had income below 200% of the federal poverty level, spoke English or Spanish, and managed their own funds. Pregnant or breastfeeding people were excluded. Participants were recruited from two medical centers and from the community.Intervention: The intervention (n = 208) offered smoking cessation coaching, nicotine replacement therapy, money management coaching, and referral to financial benefits and empowerment services. The waitlist control (n=202) was usual care during a 6-month waiting period.Main Measures: Treatment engagement, self-reported 7-day abstinence, and financial stress at 6 months.Key Results: At 6 months, intervention participants reported higher abstinence (17% vs. 9%, P=0.03), lower stress about finances (β, -0.8 [SE, 0.4], P=0.02), and reduced frequency of being unable to afford activities (β, -0.8 [SE, 0.4], P=0.04). Outcomes were stronger among participants recruited from the medical centers (versus from the community). Among medical center participants, the intervention was associated with higher abstinence (20% vs. 8%, P=0.01), higher satisfaction with present financial situation (β, 1.0 [SE, 0.4], P=0.01), reduced frequency of being unable to afford activities (β, -1.0 [SE, 0.5], P=0.04), reduced frequency in getting by paycheck-to-paycheck (β, -1.0 [SE, 0.4], P=0.03), and lower stress about finances in general (β, -1.0 [SE, 0.4], P = 0.02). There were no group differences in outcomes among people recruited from the community (P>0.05).Conclusions: Among low-income smokers recruited from medical centers, the intervention produced higher abstinence rates and reductions in some markers of financial distress than usual care. The intervention was not efficacious with people recruited from the community.Trial Registration: ClinicalTrials.gov Identifier: NCT03187730. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The objective of this article is to identify the different factors that are generated after the application of management coaching, shown in the results of existing scientific publications in the years (2021 - 2019) within the Scopus database. The research was conducted under a systematic review of research using Jennifer Platt's tri-stage methodology, which has been applied in similar articles. A total of 5,248 articles were found and a systematic filtering was carried out, resulting in a final analysis of 15 articles. The results of this study show that there are common factors as evidence of the effective application of training, such as organizational commitment, performance, well-being, effective collaboration and behavior. It is concluded that these factors are the ones that allow companies to improve their management level and their effects provide new findings for future research interested in the area. [ABSTRACT FROM AUTHOR]

Making use of real-life cases that have come before an ethics board, we study the differences between an ethics of trust and an ethics of fear. We argue that an ethics of trust is worth implementing, and we give examples of what a trusting ethics means in practice. Such an ethics of trust starts from the premise that no practitioner willingly does wrong, that is, our intentions as helpers tend to be very well-meaning and ethical. However, coaching psychology tells us that our intention does not always match how we come across, for example, retrospectively, when ethical committees scrutinise our work. Despite being fearful of not practicing ethically, we may still fall short of doing so. One reason is that fear is not always a good guide and can make us cautious, protective, withholding: not necessarily a better coach. Another reason is that with practice we grow our self-confidence and seniority, and they may delude us into thinking that we are more ethical than how others experience us. We believe that it is helpful to be warned that coaches are much more vulnerable to unethical behaviour than we believe we are. We argue how an ethics of trust can nevertheless be built on our humility, coaching qualifications, and ongoing supervision. [ABSTRACT FROM AUTHOR]

This article has been constructed as a provocation to stimulate debate about the role of MBTI (Myers Briggs Type Indicator) profiles on the likelihood of success within executive coaching. In this we work through the lens of introversion. Scanning the relevant literature reveals different conclusions about the roles of introversion in the development of effective executive coaching and, drawing on recent Master's level research, this paper explores some ideas and opinions. By using Introversion as our starting point, we can discern the ways in which knowledge of the characteristics of both coach and client can have a profound influence on how we coach. We cover the influence of introversion from both the coach and client's point of view and look to a more nuanced view of the MBTI spectrum. Part of this uncovering helped us create the Tuner-Elson heuristic model as a simple devise to explain the move from defined types to a more holistic way of coaching. Finally, the authors offer ways in which, in a practical setting, coaches and their clients and mitigate against aspects of character as outlined by the MBTI spectrum. [ABSTRACT FROM AUTHOR]

Coaching is a technique that has been developing in recent years and has been explored as an alternative for the development of executives in organizations. This article aimed to analyze how expectations and perceptions about coaching practices are presented based on the experiences of Brazilian executives and their organizations. For this work, a qualitative approach was assumed. Twenty executives in strategic positions at companies identified in the ranking stipulated by the Great Place to Work Institute participated in the survey. Data were obtained through interviews, the content of which was submitted to Textual Discursive Analysis (ATD). The data showed emerging categories such as resilience and learning, and the results pointed to a congruence between the results of coaching and the expectations of the executives, considering the experiences lived in this process by the coachees and the perception of the organization itself, when the disclosure of results of competency assessment. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

This systematic review explores the enduring, individual effects on managers following executive coaching which is a widely used, expensive intervention. To date, short-term effects appear largely positive, although the medium and long-term individual effects are largely under-investigated The data for the review comprise primary studies published in peer-reviewed journals reporting individual outcomes on managers from executive coaching where data were collected at least one month after the end of the coaching. Evidence of enduring outcomes from the 16 retained studies was integrated using narrative synthesis. Research insights from the studies were integrated using techniques of meta-synthesis. The synthesis of evidence suggests that effects in the cognitive, behavioural and affective domains persist in the months following the coaching and that some effects may emerge only after the intervention has ended. The insights from the retained studies suggest that enduring outcomes involve two key sub-processes occurring within the overall coaching process: 'psychological resourcing' and 'leader identity development'.Overall, the systematic review highlights the paucity of research on how the effects of executive coaching unfold over time and the absence of a theoretical framework to guide research in this area. Specific knowledge gaps are identified and future research strategies are proposed. [ABSTRACT FROM AUTHOR]

This paper proposes a new model of executive coaching addressing the unique characteristics of the legal profession. The model incorporates positive psychology, appreciative inquiry, and transformational coaching as guiding principles. The model distills interventions and processes most likely to be successful in counteracting the maladaptive thought and behavioral patterns cultivated in the legal profession, thereby empowering legal professionals to thrive. [ABSTRACT FROM AUTHOR]

Background: Junior to mid-career medical faculty often move into administrative and leadership roles without formal leadership training. Many national leadership training programs target senior rather than junior faculty. Aim: To address the leadership development needs of junior and mid-career faculty. Setting: Sessions at annual meetings combined with online learning, independent work, and leadership coaching. Participants: 79 junior-mid-career general internal medicine (GIM) faculty enrolled in five consecutive annual cohorts from 2014 to 2018. Program Description: LEAD scholars participate in a full-day anchor session followed by selected workshops during the annual meeting. They then participate in monthly online sessions, complete a project, interview a senior leader, and receive leadership coaching from senior GIM faculty. Program Evaluation: Post-program evaluation indicated the LEAD program was effective in helping participants understand what it means to be a good leader (93%, 37/40), become a more reflective leader (90%, 35/39), and apply principles of leadership to increase effectiveness in their role (88%, 34/39). Discussion: LEAD provides junior-mid-career medical faculty an opportunity to learn effective leadership skills and build a network. [ABSTRACT FROM AUTHOR]

Executive Coaching emerged out of the management changes in the for-profit sector during the closing decades of the twentieth century. The goal was to raise performance through enhanced engagement and collaboration. Companies discovered the power of Executive Coaching as a complement to training or as a separate function. Initially, hired to work with senior management, it expanded to include younger high-potential employees and middle managers. The goals largely remain to raise individual, team, and organizational performance. The article exemplifies the prospects of Executive Coaching for nonprofit organizations through brief case studies of two for-profit males and two nonprofit women, one of whom is a minority. While women make up 75% of the nonprofit workforce, they are severely underrepresented in leadership positions. People of color are an even smaller percentage. Here is where Executive Coaching could play a pivotal role. It is an excellent moment for nonprofit leaders to provide opportunities for individuals with diverse backgrounds. This change would enhance management and organizational performance while achieving greater gender and racial equity. [ABSTRACT FROM AUTHOR]

Unsurprisingly, strong and growing interest in the effectiveness of workplace and executive coaching is yielding an increasing and consistent body of significant findings. Firstly, over the past 25 years coaching has enjoyed sustained growth inside larger organisations, with processes, codes of conduct and qualifications becoming more and more standardised. This has helped researchers to increasingly find realistic setting for doing research. Secondly, coaching takes place in tightly contracted, delineated, one-to-one conversations which can be easily quantified for research purposes. With the interventions being limited to the conversations and the sessions normally taking place in a neutral venue, a natural laboratory situation for the measurement of effectiveness has emerged which cannot be found for adjacent fields such as mentoring, team coaching, process consultation, leadership development programmes and OD consulting. Over recent years, the focused study of 'adverse experiences' or 'negative side effects' of coaching has remained relatively small and mostly disjunct from the effectiveness studies. This article provides a full review and reappraisal of those studies into the case against coaching, integrating them with what is known about negative side effects within quantitative coaching research, and proposes a vision for carrying this research forward. [ABSTRACT FROM AUTHOR]

This paper offers a model of self-confidence for use in executive coaching. Self-confidence is an important coaching topic, yet our understanding of what it is and how it can be developed is limited to narrower concepts of self-efficacy and self-esteem. Current approaches are static and focus on personal attributes, cognitive and motivational aspects over physiological experiences and pay insufficient attention to diversity. Using an embodied interview approach with a diverse sample of 27 employees, we propose an Embodied, Dynamic and Inclusive (EDI) model of self-confidence that contains the components of Authenticity, Competence and Connectedness. The EDI model is unique in that it captures the dynamics of Loss of Confidence and building a Confident Performance, and identifies the role Mindset plays. We discuss our main contribution to the literature; that confidence is embodied and dynamic. We also explore what impact our research has on coaching. [ABSTRACT FROM AUTHOR]

Working women who fulfil multiple roles face demands which test their resilience. The purpose of this research paper is to report on how postgraduate studies in executive coaching at a South African Business School, had a spill-over effect that assisted women with their resilience in their triple roles of business leaders, mothers at home and postgraduate students at university. Eight women in these triple roles were chosen from a class of postgraduate students studying towards a master's degree in executive coaching. This qualitative study employed Interpretive Phenomenological Analysis to analyse their lived experiences using a combination of individual semi-structured interviews and excerpts from their reflective journals. Studying coaching gave participants valuable external resources (techniques, tools and new competency skills), which in turn built their internal resources (self-esteem, confidence and new perspectives) that led to increased resilience. In addition, the positive spillover effects from their postgraduate coaching studies strengthened their resilience in their other roles, while negative spillover effects had the opposite effect. [ABSTRACT FROM AUTHOR]

The article presents a case study of a woman having a multi-teacher studio of Music and Arts who realized the need to confront the realities of rent, teacher salaries, and cash flow. She took the help of the business coach, and the knowledge and advice she gained from the coach helped to increase her business tenfold.

Purpose: The purpose of this article is to examine how the leadership coaching capacities of experienced school leaders can be developed to support less-experienced school leaders to lead continuous improvement efforts. In this article, we report the findings of a 2-year study of experienced school leaders who developed their leadership coaching knowledge, skills, and dispositions to enhance the capacities of less-experienced school leaders in a research–practice partnership called the Leadership Learning Community. Research Methods: We drew on qualitative research methodology to answer the study's research question. To collect our data, we utilized participant observations of 12 professional development days and 70 job-embedded coaching sessions over a 2-year period, yearly semistructured interviews with the eight leadership coach participants, and other artifacts related to the Leadership Learning Community. We analyzed our data using multiple rounds of coding to arrive at the themes. Findings: The findings highlight the possibilities of developing leadership coaching capacity through a combination of community-based structured and facilitated learning opportunities and experiential learning. The findings also add to the limited research regarding leadership coaching as a strategy for enhancing school leadership development. Conclusion and Implications: The results of the study provide assistance to national and state administrator organizations, educational service districts, and school district administrators endeavoring to meet the learning needs of school leaders through leadership coaching. Further research should be conducted to understand how the leadership coaching capacities of leadership supervisors and developers can be facilitated. [ABSTRACT FROM AUTHOR]

Few opportunities exist for surgeons to receive technical skills feedback after training. Surgeons at hospitals within the Illinois Surgical Quality Improvement Collaborative were invited to participate in a peer-to-peer video-based coaching initiative focused on improving technical skills in laparoscopic right colectomy. We present a formative qualitative evaluation of a video-based coaching initiative. Concurrent with the implementation of our video-based coaching initiative, we conducted two focus groups and 15 individual semistructured interviews with participants; all interviews were audio-recorded and transcribed. A subset of surgeons participated in a group video-review session, which was observed by qualitative researchers. Transcripts and notes were analyzed using an organizational behavior framework adapted from executive coaching. Participation in the initiative was primarily motivated by the opportunity to learn from others and improve skills. Surgeons highlighted the value of self-video and peer-video assessment not only to learn new techniques but also for self-reflection and benchmarking. Barriers to participation included logistics (e.g. using the laparoscopic recording devices, coordinating schedules for peer coaching), time commitment, and a surgical culture that assumes the intent of coaching is to address deficiencies. Video-based peer-coaching provides a platform for surgeons to reflect, benchmark against peers, and receive personalized feedback; however, more work is needed to increase participation and sustain involvement over time. There is an opportunity to decrease logistical barriers and increase acceptability of coaching by integrating video-based coaching into existing surgical conferences and established continuous professional development efforts. [ABSTRACT FROM AUTHOR]

Orientation: Globalisation and the new world of work has changed the labour market, resulting in highly complex, volatile and dynamic environments. Organisations are dependent on highly skilled human capital to not only survive but also thrive. Selecting and developing talent is thus becoming a business necessity. Assessment centres (ACs) and development assessment centres (DACs) have become popular tools to manage talent because of the successful outcomes it provides. In recent years, there has been a noticeable increase in the awareness of the benefits that coaching can offer in the AC environment as well as the development of coaching development centres (CDCs). However, research on CDCs is still limited. For CDCs to provide the same rigorous results as ACs and ADCs, a well-defined competency framework is needed for coaches working in a CDC. Research purpose: The aim of this study was to explore the required competencies and formulate a competency framework for coaches working in a CDC. Motivation for the study: Coaching, which is at the heart of coaching practices such as executive coaching, one-on-one coaching, team coaching and CDCs, requires a clear set of coaching competencies to ensure that it deliver its mandate to its clients: individuals, organisations and the profession. Coaches in a CDC environment work in a different context and require different competencies. A competency framework for CDC specifically is therefore needed. Research approach/design and method: Adopting a qualitative methodology, a self-completed questionnaire was administered to eight participants, followed by a semi-structured interview. Lastly, the competency framework was verified by an expert panel of five experts using the Delphi technique. Main findings: A final competency framework consisting of 25 competencies, of which 14 are considered as core competencies, was validated. Practical/managerial implications: The study contributes to the understanding of the unique behavioural demands associated with coaches operating in the context of a CDC. It provides a conceptual and practical framework of what competencies are needed to work successfully and effectively as a coach in a CDC, and ultimately enhance the effectiveness of a CDC. Contribution/value-add: Utilising this framework in practice will enable us to use candidates best suited to the role of a coach at a CDC, and will enhance the overall success of such centres. [ABSTRACT FROM AUTHOR]

The aim of this conceptual review paper is to uncover the link between coaching psychology and organisation development. While coaching is one of the fastest-growing professions, it has been argued to lack good research data. Nonetheless, executive coaching has grown from a rogue and unstandardised process to a profession with proven results and a credentialing process. Upon exploring the history of the coaching psychology intervention as it has grown into a profession, it is evident that executive coaching has a connection to the business world and truly started to define itself in the 1980s. Its roots clearly define its strong ties to the organisation development field as a positive-focused development tool which is exemplified through numerous coaching outcome studies. It is hoped that more collaborative studies can be undertaken between the OD consultants and the coaches to improve organisational performance both at the micro (individual) and macro (organisation) level. [ABSTRACT FROM AUTHOR]

In this article, we report the findings of a study of a three-year, research-practice partnership designed to enhance the leadership capabilities of school leaders in 12 predominantly rural, high-poverty school districts in the southeastern United States. The partnership provided cross-district, job-embedded leadership development to ten school leaders through leadership coaching in a leadership learning community (LLC). Utilizing transformative learning theory, we illustrate how the leaders' participation in the LLC increased their leadership capabilities through a combination of personalized learning, a focused improvement process, facilitation and coaching, and collaboration with other leaders. We conclude with implications for research and practice. [ABSTRACT FROM AUTHOR]

This critical review has examined the evidence of active ingredients (antecedents, mediators and moderators) through which outcomes are produced in executive coaching (EC) engagements. Most literature suggests EC interventions are generally effective (e.g. Grover & Furnham, 2016). However, there is a paucity of rigorous research investigating how EC works (Bickerich et al., 2018). Various authors have called for research to fill this gap and to further EC as evidence-based practice (Athanasopoulou & Dopson, 2018). A systematic search was conducted to identify recent meta-analyses, reviews and articles through five databases, selecting peer-reviewed articles published globally between 2009 and June 2019. A stepwise analysis identified 46 active ingredients cited in 28 included articles. Evidence of EC active ingredients is still in its infancy and focused on coachees's and coaches' characteristics, and coaching relationship (respectively 32 per cent, 25 per cent and 20 per cent of citations). This confirms the key role of individual characteristics and importance of building a solid alliance. On the flipside, the coaching process (17 per cent citations) and contextual elements (seven per cent) remain largely unexplored areas. This review also shed some light on neglected aspects like the need for coaches to be competent in dealing effectively and ethically with all the stakeholders in the triangular EC relationship. Methodological limitations and research-gaps are discussed, and recommendations are made for research and practice. [ABSTRACT FROM AUTHOR]

This study relied on senior women leaders' retrospective accounts to identify the factors that shaped their career progression, and tested the relationships between executive coaching, mentorship, and sponsorship, and career satisfaction and leadership efficacy perceptions. Quantitative and qualitative data were gathered from an online survey of 159 women in senior leadership positions in New Zealand. The findings show that organisational culture and perceived work-family tensions were the factors that most hindered leadership advancement among women. In addition, women leaders ascribed personal attributes such as drive and hard work, along with social resources such as sponsors and managerial support, to their leadership advancement. Based on the results, we offer practical suggestions to improve career management, leadership development, and organisational outcomes for women leaders. [ABSTRACT FROM AUTHOR]

"Life coaching" is a rapidly expanding profession born out of an unmet need for help effecting change, frustration with traditional models, the stigma attached to seeking care, and the online "Uberization" of many new services. But the distinctions often drawn between life coaching and psychotherapy are increasingly blurry, raise important questions about where coaching ends and therapy begins, and risk confusion between the two helping professions among vulnerable patients. This is potentially serious, in part because life coaching operates in a regulatory vacuum, with no education, training, licensing, or supervision requirements for coaches and no specific legal protections for any harmed clients. Although increased access to new forms of help is a positive development, the risk that mentally ill patients may undergo life coaching rather than receive proven psychotherapy treatments raises concerns about patient safety. It can also trigger fears of professional replacement among mental health providers whose education, preparation, and practice parameters are rigorously defined and closely scrutinized. More research is needed to prove the efficacy and safety of life-coaching modalities, and meaningful action is required at the level of training, oversight, and legislation to help protect patients and clarify roles. [ABSTRACT FROM AUTHOR]

In a previous study, we introduced principles of micro- and macro-reflective cycles as they relate to work-based learning and research. Micro-reflective cycles are common in the literature as these relate to critical reflection practiced by individuals in a variety of well-chronicled domains, including education, nursing, and business. Macro-reflective cycles, we posited, are less common and relate to reflective practice applied at the project, program, or research initiative level. We specifically showed how these cycles can occur within a work-based learning higher degree by research program, and we highlighted the interfaces between reflective cycles showing their centrality to work-based research, particularly when applied as part of a mixed methods design. In this paper, we explore two advanced practice contexts for micro- and macro-reflection made explicit through work-based learning reflection, one related to executive coaching in Singapore and Australia, and the other related to non-government community development in Cambodia, India, and Sri Lanka. We show how the researchers have reflected on these contexts by employing micro- and macro-reflection to explore work-based situations leading individuals, agencies, and companies to higher levels of performance and learning, and we discuss the research which supports each context. [ABSTRACT FROM AUTHOR]

Family business coaching is characterised by a blended approach in coaching. There are growing concerns about which comes first, family or business (Shams & Lane, 2016) and this leads to the critical question - if a team approach in family business can address both a family and their business simultaneously? Team coaching refers to the capacity building of a team, team effectiveness, team values and shared behavioural norms (Britton, 2015). Team coaching explores issues related to individuals in a team as well as a team collectively, as such, team coaching is the most effective intervention for improving family functions and the business functions in a family business. This article aims to highlight the need to explore the positive influence of team coaching to enhance the growth of a family business, and to help improving and maintaining a cohesive family business unit. We have used an example and an integrated team coaching model to justify that team coaching can provide the means to optimise collective talent of a family in a business context. The discussion supports the positive influence of team coaching on a family team's performance, and that this coaching approach enables a family to increase their collective effort to achieve successful business outcomes. [ABSTRACT FROM AUTHOR]