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The study involved a comprehensive meta-analysis of 37 randomized controlled trial (RCT) studies of workplace and executive coaching programs written in the English language between 1994 and 2021, using rigorous inclusion criteria designed to align with the robustness of statistical significance and coaching applications. Analysis of 39 coaching RCT samples, with a total sample size of n = 2,528, yielded a statistically significant effect of workplace coaching across all leadership and personal outcomes. Our best estimate of a standard effect size for coaching of g =.59 fell well within the moderate range, although there were indications of significant publication bias, as expected. Furthermore, we develop a model that is based on the leverage from coregulation between coach and coachee. The model was confirmed in five different predictions: moderation analyses indicated that effects are larger with self-reported outcomes, as distinct from observed outcomes; they are larger with qualified coaches in non leadership applications; and they are somewhat larger with female coachees, while they do not depend much on the length of the overall coaching assignment. Taken together, these findings provide clear and new evidence of the efficacy of coaching interventions in a variety of applications. [ABSTRACT FROM AUTHOR]

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]

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There is a recognition that continuous development is intrinsic to the professional practice of coaching. However, coach development is a complex issue, and there is a lack of consensus on what it means for practitioners. This article discusses the outcomes of a Q methodological study that aimed to enhance the understanding of the concept by exploring how forty-eight executive coaches prioritised their development needs. It presents a typology of developmental strategies that provides fresh insight into understanding coach development. The distinctive nature of the developmental types substantiates arguments for a more pluralistic attitude to identifying and addressing developmental needs.

Coaches need to expand their repertoires for developing leaders in turbulent contexts. From the leader-client perspective, this interpretive qualitative study investigated how executive coaching facilitated leaders' identity work during the COVID-19 pandemic. Findings indicated that leaders faced identity uncertainty in transitioning to virtual leadership - and how coaching supported leaders with their identity work. While the outcomes of the coaching were shifts in leader identity, it seemed that coaches did not work explicitly with an identity lens. This finding suggests identity and identity work be adopted as a theoretical lens to enhance the coaching of leaders in changing contexts.

Digitalisation forces emerging from the fourth industrial revolution significantly impact executive coaches and the coaching industry. Despite this, executive coaching literature has historically overlooked the impact of socio-contextual factors on the practice, leaving a research gap. A qualitative study of 25 executive coaches through constructivist grounded theory found that digitalisation significantly impacts executive coaching, but most coaches struggle to understand it holistically. Coaches encounter digitalisation-driven changes directly and indirectly, suggesting a need to adapt the coaching agenda towards the challenges of the digital age. This study positions digitalisation as a crucial socio-contextual factor, proposing a theoretical model to comprehend its impact holistically and initiate discussions on its anticipated effects.

Most executive coaches are not therapeutically trained and there is concern that they might have difficulty identifying and managing boundaries with therapy. This study explores how executive coaches from a non-psychology background experience the boundary. Using Q methodology, coaches ranked statements representing the range of responses to working with the boundary and overlap, leading to a proposed typology of how practitioners perceive and work in this space. Four types of practitioners were identified: Conscious, Confused, Conscientious and Confident. The typology offers executive coaching stakeholders a framework for reflection and discussion to further consider the issue in practice.

Multiple theories of leadership postulate specific capability requirements with an expectation that leaders recognize the need for such capabilities and become motivated to develop them. In the workplace, leaders' development is also expected to respond to the immediate demands of the organizational context. However, what leaders end up learning in the workplace remains largely unexplored. Hence our inquiry is into what leaders choose to learn, when they are in role and face the realities and demands of their immediate and wider environment. In line with Vygotsky's sociocultural theory and concept of 'perezhivanie' we explore what actually becomes important for leaders to learn when they receive developmental support from a coach. We do this by identifying the content of coaching conversations: what is demonstrably discussed in coaching - the main themes of the actual coaching conversations and how the predominance of different themes changes over the coaching engagement. Based on the analysis of the sequencing of coaching themes in 153 organizational coaching engagements we discuss the dynamic interplay of the personal and the organizational agendas in the changing foci of leader learning. We propose a novel and theoretically-grounded explanation of leaders' choices for learning in real complex environments. The results of uniquely gathered data and analysis challenge some current trends in the scholarship and praxis of leader development. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) in business coaching, as in other human resource development professional service roles, opens up the possibility of multiple chances, such as cost- and time-effective gains. However, as AI can act autonomously and may surpass human performance, it can both lead to unforeseen risks as well as create a threat for professional service workers, including business coaches. Using a within-subject threat manipulation design, the present research investigated whether business coaches (N = 436; from over 50 different countries) respond to the topic of AI in coaching with heightened threat-related affective states and how this change affects their attitude towards the topic. Expectedly, the topic evoked higher behavioral inhibition and lower behavioral activation threat-related affective states, leading to lower curiosity in and a more negative opinion of AI in coaching. Theoretical and practical implications are addressed to lower the coaches' threat-related affective states towards AI application in professional services. A hybrid approach between responsible AI and an ethically skilled and professionally trained coach is recommended. [ABSTRACT FROM AUTHOR]

Purpose: The article aims to identify the current state of knowledge about coaching in organizations by conducting a bibliometric analysis of publications in this area. Design/methodology/approach: In the article, a partial bibliometric analysis of the research area of coaching in organizations was carried out using co-word analysis and cluster analysis techniques to identify the current state of knowledge. The data was analyzed using the Scopus bibliometric database and the VOSviewer program. Findings: The analyses indicated that the fundamental research topics discussed are leadership, mentoring, executive coaching, management development, and leadership development. It was identified that the initial interests of coaching researchers focused on organizational changes. The latest research topics are micro-coaching and the use of AI in coaching. Research limitations/implications: Further research should complement and extend the bibliometric analysis with other relational techniques, i.e., co-citation analysis, co-authorship analysis, bibliographic coupling, and direct citation analysis. A critical literature review should be conducted after a full bibliometric review of the publication on coaching in organizations. In subsequent studies, the analysis can also be extended to include publications in the field of social sciences. Originality/value: In the day of searching the SCOPUS database, no bibliometric review from this area was noticed. The analysis provides an opportunity to deepen further research and partially highlight research gaps in this area. This is particularly important among national authors due to the small number of publications from this area affiliated with Polish institutions. [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 study aims to explore the effectiveness of coaching and business mentoring for business improvement. In the first year, the focus of the research aims to formulate the role of conventional and sharia coaching and mentoring on the performance of small businesses. The second year, analyzing the results of the application of conventional and sharia coaching models produced in the first year on the performance of small businesses. To achieve the goals of this first year, this study used a qualitative method with in-depth interviews as a way of data mining, then analyzed with content analysis. While the second year, analyzed with a quantitative approach. This paper further describes this questionnaire as a four-dimensional use of CFA in testing the validity and reliability of Small Business Success Satisfaction instruments in Indonesia. Quantitative analysis method for a total of 150 respondents of Small Business. The small businessman satisfaction questionnaire is a 7-point likert scale survey consisting of 16 items. The validity and reliability of the Small Business Satisfaction questionnaire was tested with CFA in second order using AMOS version 23. In the hypothesized model used the technique of analysis of affirmative factors order two with three variables latent satisfaction of small business namely financial satisfaction. organist satisfaction and strategic satisfaction. This proves that satisfaction of Islamic business coaching is the driver of sharia small business success which is associated with nine indicators in the dimension of satisfaction, namely productivity, product quality, organizational strength, customer service, complaint reduction, sales growth rate, cost reduction, gross profit, and overall satisfaction/success. In addition, each of these indicators is valid and reliable in four dimensions. The findings of satisfaction of the small business dimension on Islamic business coaching and its construction will benefit business builder practitioners. The implications of the study is the indicators of small business satisfaction using business coaching. In addition, coaching institution who emphasizes service quality rely on small business satisfaction indicators resulting from this study. [ABSTRACT FROM AUTHOR]

The study uses the decolonial lens to disrupt the contentious dominance of whiteness in leadership development, not to mention in coaching, in management and organization studies (MOS). It contributes insights into how a decolonizing coaching space enables and guides a coachee to reflect and rethink the navigation of the realities of her decolonial identity. The decolonial identity encapsulates the authentic self and the neoliberal identity is the plastic self in a neoliberal university context. Universities' pervasive and normalized neoliberal discourse has become a "paradigm"--the overarching worldview through which universities' visions, missions, strategic objectives, and values are constructed. For academics to thrive in their performance and "walk on water" in achieving performance targets, they ought to embrace being academic capitalists, which shapes idealized neoliberal identities--conforming identities, complicit in undermining social, economic, and epistemic justice. Qualitative research methods were utilized to conduct a reflexive study, and data collected from the reflections and reflexive dialogues in leadership development coaching sessions and journals were thematically analyzed. The study reveals that the coach and coachee's shared decolonial identity offered counter-narratives that unmask the dominant great "white" man leadership in organizations. It also illuminates insights into the significance of black feminist pedagogy in the coaching process to honor the coachee's decolonial identity and rich cultural experiences. It enabled her to explore them critically and derive meanings from developing decolonizing, critically conscious leadership strategies for emerging transformation challenges. Meaningful dialogue dimensions emerged, which served as lenses that steered a decolonial approach in supporting the coachee to reflect and rethink the leadership performance vision, strategic objectives, action plans, implementation, and monitoring. [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]

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Steve Lentini is founder and CEO of Positive Intelligence, an executive coaching service that helps CEOs and other C‐suite executives get the best out of their teams. In this article, he discusses how to navigate potential conflicts between boards of directors and executive management teams, who can often have opposing goals. [ABSTRACT FROM AUTHOR]

Although the practice of executive coaching has received sustained attention in literature, no theoretical framework exists to guide the language of conversations that aims to improve executive performance. This article addresses this omission. Following Richard Weaver, it resurrects an ancient distinction between noble and base language and combines this distinction with a linguistic hierarchy. Noble language culminates in and gives voice to optimal executive performance; as such, it is the ideal language of executive coaching. Contributions to theory and research, practical and educational implications, and a call to action are outlined. [ABSTRACT FROM AUTHOR]

Purpose: This study explores factors that influence the initiation of leadership coaching relationships that include externally employed coaches and school administrators. Design/methodology/approach: This qualitative research study includes semi-structured interviews, observations and documents collected across three academic years within the context of a university-based leadership coaching program. Participants included six leadership coaches and six school administrators who participated in the program. Findings: Qualitative analysis indicates that gender and race, prior professional experience, pre-existing professional relationships and the complexity of the district's organizational structure influence the initiation of the coaching relationship. Research limitations/implications: Confidentiality restrictions imposed by the program limit opportunities for member checking and other forms of triangulation. Additional data collection using more expansive research methods would help address this limitation. Originality/value: This study contributes to the sparse literature about leadership coaching with school administrators by describing how different factors influence initiation coaching relationships. [ABSTRACT FROM AUTHOR]

This paper studies the impact of international business coaching via virtual collaboration technology on the strategies and sales of emerging market entrepreneurs. This paper studies the impact of international business coaching via virtual collaboration technology on the strategies and sales of emerging market entrepreneurs. It sheds light on three novel research questions. (1) What is the effect of virtual business coaching on firm sales? (2) What is the mechanism through which this effect occurs? Specifically, does virtual coaching stimulate shifts in marketing strategy? (3) Do entrepreneurs benefit more from virtual coaching when they are less strategic in their decision making? We conducted a randomized controlled field experiment with 930 entrepreneurs in Uganda to examine the impact of a virtual coaching intervention that connects management professionals in primarily advanced markets and entrepreneurs in emerging markets with the aim of improving business performance. The analysis finds a positive and significant main effect on firm sales; treatment entrepreneurs increase monthly sales by 27.6% on average. In addition, entrepreneurs who receive virtual coaching are 52.8% more likely to have shifted their marketing strategy in a new direction. Moreover, consistent with this mechanism of inducing strategic business changes, the results show that entrepreneurs who receive virtual coaching tend to do better when they (ex ante) lack strategic focus. These results have important implications for the development of marketing strategies by entrepreneurs and multinational managers, as well as for policy makers interested in improving the performance of small firms in emerging markets and beyond. History: Avi Goldfarb served as the senior editor. Funding: This research was supported by grants from: Private Enterprise Development in Low-Income Countries (PEDL); the London School of Economics Marshall Institute; the Deloitte Institute for Innovation and Entrepreneurship (DIIE); London Business School (LBS) and the LBS Leadership Institute (LI); the UK Department for International Development (DFID) and Economic and Social Research Council's (ESRC) Joint Growth Research Program; Chicago Booth School of Business: Social Enterprise Initiative (SEI), Initiative on Global Markets (IGM), and Kilts Center for Marketing; and Stanford University: the Graduate School of Business (GSB), the Stanford Institute for Innovation in Developing Economies (SEED), the Stanford Center on Global Poverty and Development (SCGPD), and the John A. and Cynthia Fry Gunn Faculty Scholar award. Supplemental Material: The data files and online appendix are available at https://doi.org/10.1287/mksc.2019.0121. [ABSTRACT FROM AUTHOR]

In recent decades, the application of coaching for career development and supporting faculty in leadership roles has greatly expanded in higher education. Coaching can offer transformational and life‐changing experiences, inspire critical reflection in early career decisions, and (re)ignite passion and commitment at all career stages. While coaching focuses on transforming individuals, it also has the potential to impact organizations and professional environments. The power of coaching deserves appropriate recognition within dental education and scholarship. In this article, the authors discuss the potential for career coaching as a tool for developing future leaders in dental education. After differentiating between coaching and mentoring, coaching for professional development is reviewed as an evidence‐based approach that can enhance traditional leadership and professional development programs. Although this article was inspired by programming supporting the development of female leaders, coaching applies to all leaders and may be particularly helpful in supporting the development of diverse leaders including but not limited to individuals from different backgrounds, national origins, gender, racial, socioeconomic, and cultural distinctions. After a review of existing coaching initiatives in dental education, a variety of coaching strategies for faculty, staff, and trainees will be described that can be implemented by oral health educational institutions. Examples of coaching strategies range from developing internal coaching programs to contractual agreements with external coaching groups. Step‐by‐step guidelines are included. [ABSTRACT FROM AUTHOR]

Introduction: This study investigates clients' resisting practices when reacting to business coaches' wh-questions. Neither the sequential organization of questions nor client resistance to questions have yet been (thoroughly) investigated for this helping professional format. Client resistance is understood as a sequentially structured, locally emerging practice that may be accomplished in more passive or active forms, that in some way withdraw from, oppose, withstand or circumvent various interactional constraints (e.g., topical, epistemic, deontic, affective) set up by the coach's question. Procedure and methods: Drawing on a corpus of systemic, solution-oriented business coaching processes and applying Conversation Analysis (CA), the following research questions are addressed: How do clients display resistance to answering coaches' wh-questions? How might these resistive actions be positioned along a passive/active, implicit/explicit or withdrawing/opposing continuum? Are certain linguistic/interactional features commonly used to accomplish resistance?. Results and discussion: The analysis of four dyadic coaching processes with a total of eleven sessions found various forms of client resistance on the activepassive continuum, though the more explicit, active, and agentive forms are at the center of our analysis. According to the existing resistance 'action terminology' (moving away vs. moving against), moving against or 'opposing' included 'refusing to answer', 'complaining' and 'disagreeing with the question's agenda and presuppositions'. However, alongside this, the analysis evinced clients' refocusing practices to actively (and sometimes productively) transform or deviate the course of action; a category which we have termed moving around. [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.

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This qualitative study explores classroom management coaching for first-year teachers (FYT). We present a case study of one urban district's pilot of a coaching program to curb persistent struggles with this vital pedagogical skill. To gather a comprehensive understanding of this program, we interviewed 15 FYTs about their experience with the program along with district administrators who oversaw the program, campus principals who evaluated these teachers, and classroom management coaches. We learned how these decision makers, evaluators, implementers, and stakeholders experienced, observed, and addressed the issue of student misbehavior for FYTs. We present five structural elements inclusive of context, observation, advice, collaborative, and harmony that undergird effective classroom management coaching for FYTs. Findings have implications for district induction programs towards ensuring urban beginning teachers can be supported in classroom management. [ABSTRACT FROM AUTHOR]

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]

Purpose -- The Women in Leadership Development (WLD) Initiative is a year-long, multifaceted co-curricular leadership development opportunity created to support the unique developmental needs of emerging women leaders. WLD was intentionally designed around the context of second-generation gender bias with a firm grounding of research and theory on gender and leadership. Design/methodology/approach -- Organized around three leadership pathways -- leadership training, leadership coaching, and leadership support networks -- WLD brings together the best practices of leadership development in combination with feminist pedagogy and critical perspectives to foster meaningful and impactful development of women leaders. Findings -- This paper describes the design of the initiative and how each leadership pathway supports the leadership development journey for emerging women leaders. It provides a model that is impactful as well as foundational, for undergraduate women's leadership development. Originality/value -- Women leaders, in particular, can benefit from leadership development that takes gender into account (DeFrank-Cole & Tan, 2022a; Ely et al., 2011). [ABSTRACT FROM AUTHOR]

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

Existing literature on executive coaching has shown beneficial outcomes for leaders. Indeed, executive coaching can positively affect an individual's psychological well-being and quality of work life. However, while burnout among leaders is on the rise, to our knowledge no prior study has investigated the influence of executive coaching on the dimensions of burnout and engagement concurrently. Therefore, the aim of the current study is to examine if an executive coaching intervention has positive effects on managerial burnout and engagement. We implemented a ten-week coaching intervention for leaders, where questionnaire data were collected at two time points. Participants (N = 92; Mage = 42; 64% male) were randomly assigned to an intervention or a wait-list control group. Self-reported levels of engagement and burnout were collected at the start of the study protocol (T1) and at the end (T2). Coaching sessions for the intervention group were one hour once per week. The control group did not receive coaching. Repeated measures ANOVAs examined the extent to which the intervention influences the leader's engagement and burnout. Analyses revealed that all three dimensions of burnout significantly decreased for the intervention group over time while vigor increased. Findings did not reveal an increase in dedication and absorption. Consistent with prior literature, this study supports that executive coaching can improve a leader's well-being. Specifically, this study shows that an executive coaching intervention can decrease burnout symptoms and increase vigor in leaders. Adding a follow-up survey to the design would allow for further exploration of the intervention on engagement. [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]

Copyright of Organisationsberatung, Supervision, Coaching is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This document is an editorial published in the journal Frontiers in Psychology. It discusses innovative studies in organized helping and how they transform relations, emotions, and referents through sequentially structured practices. The editorial highlights the importance of communication in the helping professions and the need for qualitative methods to understand transformative sequences. The contributions to this research topic focus on themes such as emotions, relationships, referents, and communicative practices. The articles provide insights into how these elements are transformed in different helping professions and are relevant to researchers and practitioners in various academic backgrounds. [Extracted from the article]

Executive coaching is a popular leadership development intervention. Despite the popularity, our understanding of how executive coaching facilitates learning and development is under-researched. We addressed this research gap by exploring how business leaders interpreted their executive coaching experience using interpretative phenomenological analysis as the research methodology. After purposively selecting three coachees and two coaches, we conducted two semi-structured interviews with each participant. The data analysis revealed that executive coaching helped coachees to become independent learners and to coach themselves and others. These findings establish an enhanced understanding of how coaching may facilitate leadership learning and development.

Twelve participants undertook an average of eight 90-minute coaching sessions over one year in a multiple case study. Eighty per cent shifted one stage and twenty per cent shifted two stages in vertical leadership development to reach the post-conventional fourth perspectives of Catalyst and Synergist. Following a thematic cross-case analysis of more than 150 coaching hours, the study identifies eight drivers, five active vertical ingredients and three principles of transformative executive coaching, creating an emergent model of vertical development.

Flow as a subjective, optimal experience plays a facilitating role in individual personal growth and development across different work contexts. However, little coaching-specific research has investigated the concept of flow and none has explored the specific relational experience of flow within the dyad of coaching. This qualitative study uses a Conceptual Encounter methodology to addresses this gap from the coach’s perspective. Findings indicate the creation of an important connection between coach and client during relational flow not otherwise recognised in normal life. A new conceptual understanding of flow in coaching and the coaching relationship is established, differentiating it from individual flow. Relational flow is described and mapped for the first time. Important implications for coaching practice and coach education and development are discussed.

Duty of care is part of the ethical framework of conduct in how coaches act, and whilst codes of ethics can help guide coaches, they do not address the complexity of duty of care. The executive coach's role is complicated as they operate in tripartite relationships which include the coach, the client and the customer. This qualitative research involved interviews with thirty executive coaches where duty of care in coaching was explored. This article discusses one of the practical contributions of the study, how a coach’s duty of care is systemic and includes all those in the coaching relationship.

Existing literature on executive coaching has shown beneficial outcomes for leaders. Indeed, executive coaching can positively affect an individual’s psychological well-being and quality of work life. However, while burnout among leaders is on the rise, to our knowledge no prior study has investigated the influence of executive coaching on the dimensions of burnout and engagement concurrently. Therefore, the aim of the current study is to examine if an executive coaching intervention has positive effects on managerial burnout and engagement. We implemented a ten-week coaching intervention for leaders, where questionnaire data were collected at two time points. Participants (N = 92; Mage = 42; 64% male) were randomly assigned to an intervention or a wait-list control group. Self-reported levels of engagement and burnout were collected at the start of the study protocol (T1) and at the end (T2). Coaching sessions for the intervention group were one hour once per week. The control group did not receive coaching. Repeated measures ANOVAs examined the extent to which the intervention influences the leader’s engagement and burnout. Analyses revealed that all three dimensions of burnout significantly decreased for the intervention group over time while vigor increased. Findings did not reveal an increase in dedication and absorption. Consistent with prior literature, this study supports that executive coaching can improve a leader’s well-being. Specifically, this study shows that an executive coaching intervention can decrease burnout symptoms and increase vigor in leaders. Adding a follow-up survey to the design would allow for further exploration of the intervention on engagement.

Workplace coaching has experienced a dramatic rise in popularity over the past decade and is one of the fastest growing performance-enhancing interventions used by modern organizations. Yet, despite its popularity, workplace coaching has not been the subject of much empirical research and a true science of coaching has yet to be developed. The purpose of this research was to update prior meta-analyzes that investigated the impact of coaching on organizational outcomes and to provide recommendations for how the field needs to evolve. Results indicated that, consistent with prior meta-analyzes, workplace coaching is effective in achieving positive organizational outcomes. The effects of several moderators were also investigated. Finally, we discuss the results in terms of recommendations for future directions that we believe will establish and advance the science of coaching. [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]

The chaotic initial stages of the Covid‐19 pandemic severely challenged organizations. Economies shut down and millions of people were confined to their homes. Human resource practitioners turned to organizational coaching, a trusted human resource development intervention for help, however, to remain relevant during the crisis coaches had to adapt their praxis. The working alliance describes the mutual bond, goal, and task alignment between coach and client and is an indication of coaching efficacy. This study investigates to what extent organizational coaches' praxis adaptation at the start of the pandemic maintained a working alliance that still served the human resource development (HRD) paradigms of learning, performance, and meaningful work. Interviews with 26 organizational coaches from USA, UK, Australia, and South Africa recorded during the first general lockdown (April 2020) were inductively analyzed using thematic analysis and deductively interpreted through the working alliance theory and desired HRD outcome paradigms. Findings reveal seven organizational coaching praxis adaptations judged to support all three working alliance components, with "task" and "goal" more prominent than "bond," suggesting a pragmatist preference reminiscent of crisis management. Praxis adaptation also seems to promote all three HRD paradigms of learning, performance, and meaningful work on individual and/or organizational levels. This study strengthens the already well‐established link between HRD and coaching by positing that coaching is a dynamic, pragmatic, self‐adaptive intervention that supports HRD during a crisis. Understanding coaches' praxis adaptation during the volatile initial stages of a crisis is important for HRD theory and practice given HRDs increasing reliance on coaching. [ABSTRACT FROM AUTHOR]