Academic literature on the topic 'Coaching, effectiveness, executive coaching, executive development'
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Journal articles on the topic "Coaching, effectiveness, executive coaching, executive development"
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De Villiers, Rouxelle. "Optimizing corporate control through executive development: The role of coaching." Corporate Ownership and Control 10, no. 1 (2012): 559–72. http://dx.doi.org/10.22495/cocv10i1c6art1.
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Executive skills can be enhanced through coaching, thereby optimizing corporate outcomes. This paper reviews academic work in order to develop an integrative framework for understanding executive development through coaching – with specific reference to information and knowledge flow, control and strategy development. Thus, the paper should advance future research in executive coaching by (i) providing a theoretical framework to scaffold scholarly studies; (ii) expanding the conceptual boundaries of executive coaching; and (iii) offering some suggestions for empirical research studies. To guide future research the framework highlights several selected challenges in global executive development. A discussion of possible criteria of executive coaching effectiveness completes the framework. Practicing executives, practitioner coaches and strategists would benefit from the engagement with key issues with regard to executive coaching within the organization.
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Wasylyshyn, Karol M. "A road resisted: ‘Fakers’ in executive coaching and how to avoid wasting company resources on them." Coaching Psychologist 16, no. 1 (June 2020): 34–40. http://dx.doi.org/10.53841/bpstcp.2020.16.1.34.
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While executive coaching (EC) persists as a major development resource for senior business leaders, an untold story is that some leaders actually ‘fake’ their participation. In doing so, they fail to evolve as leaders and they waste company resources. This article discusses key ‘faking’ factors and underscores the criteria of ideal executive coaching clients – especially those who are focused on making behavioural changes that will strengthen their leadership effectiveness. Finally, a convenient checklist is provided for company EC decision makers as a tool for getting the most from executive coaching (i.e. not wasting executive development resources on EC).
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Nelson, Eric, and Robert Hogan. "Coaching on the Dark Side." International Coaching Psychology Review 4, no. 1 (March 2009): 9–21. http://dx.doi.org/10.53841/bpsicpr.2009.4.1.9.
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Dysfunctional personality characteristics can derail the career of an otherwise competent executive. Personality predicts both leadership effectiveness and derailment, and assessment of these characteristics is critical for effective coaching and leader development. This paper reviews the relationship between personality and leadership and offers a taxonomy of flawed interpersonal strategies that can degrade a leader’s capacity to build and maintain high-performing teams. Assessment of these dysfunctional dispositions facilitates the coach’s ability to build an effective coaching relationship, enhance the executive’s strategic self-awareness, and identify appropriate targets and strategies for intervention.
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Rekalde, Izaskun, Jon Landeta, and Eneka Albizu. "Determining factors in the effectiveness of executive coaching as a management development tool." Management Decision 53, no. 8 (September 21, 2015): 1677–97. http://dx.doi.org/10.1108/md-12-2014-0666.
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Purpose – The purpose of this paper is to provide a classified list of the factors that are most influential in the success of an executive coaching process, arranged in order of importance. Design/methodology/approach – Selection of factors from an exhaustive literature review, and development of a qualitative investigation, applying a Focus Group, a Nominal Group technique, and the Delphi method to a group of experts comprising coaches, coachees, and human resources managers, in order to complete and assess the factors selected. Findings – The most outstanding factors needed in executive coaching are confidentiality, trust, and empathy between coach and coachee; the coach’s ability to generate trust, and her/his competence in communication skills, vocation and commitment; the coachee’s need, motivation, responsibility for his/her own development and commitment to the process; and a guarantee from the organization of the confidentiality of that process. Practical implications – This research furnishes a quantitative criterion for the evaluation and ranking of the determining factors in coaching success, which facilitates a justified selection of factors, both for research and professional purposes. Social implications – This study makes it possible to better channel the allocation of resources and gearing of business decisions for the implementation of coaching programs. Originality/value – This paper provides a systematic review of the empirically based literature dealing with the main success factors in the effective application of executive coaching, and contributes new factors derived from the knowledge of professional experts, along with a classified and ranked list of those factors, assessed in terms of their relevance to the satisfactory outcome of a coaching process.
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De Meuse, Kenneth P., Guangrong Dai, and Robert J. Lee. "Evaluating the effectiveness of executive coaching: beyond ROI?" Coaching: An International Journal of Theory, Research and Practice 2, no. 2 (September 2009): 117–34. http://dx.doi.org/10.1080/17521880902882413.
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Schlüter, Jan H. "Impact of Intergenerational Patterns on Coaching Effectiveness." Coaching | Theorie & Praxis 7, no. 1 (November 8, 2021): 81–97. http://dx.doi.org/10.1365/s40896-021-00059-z.
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AbstractThis exploratory study examined the influence of intergenerational family patterns and transgenerational transmissions on coaching effectiveness. It specifically focused on the potential impact of coaches’ intergenerational patterns on their countertransference risks and development of coaching resources. Fifteen executive coaches were socioanalytically interviewed with a focused genogram and a self-as-instrument approach to understand the impact of intergenerational patterns and underlying family dynamics on coaching effectiveness. Results indicated a relationship between these factors and coaching effectiveness. This was especially the case with regard to the development of functional and adaptive coping behaviour rather than transmitting dysfunctional, maladaptive behaviour only. Analysing and debriefing live coaching situations with a focus on potential countertransference reactions would further validate these findings in future research. Given the results of this study, it seems essential to integrate the reflection of intergenerational patterns and related countertransference risks into the training and supervision of coaches.
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Haan, Erik de. "The case against coaching." Coaching Psychologist 17, no. 1 (June 2021): 7–13. http://dx.doi.org/10.53841/bpstcp.2021.17.1.7.
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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.Keywords:executive coaching; outcome research; effectiveness of coaching; side effects; null findings.
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Marshall, Nancy L., Wendy Wagner Robeson, and Joanne Roberts. "Integrating Intervention Approaches: Development and Initial Testing of an Early Childhood Education Intervention." Journal of Applied Social Science 14, no. 2 (August 10, 2020): 178–94. http://dx.doi.org/10.1177/1936724420947011.
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Early care and education program interventions often focus on providing training, sometimes combined with coaching, to classroom educators. However, such interventions are uneven in their effectiveness. We describe the development of the Ready Educators Quality Improvement Pilot (REQIP), an intervention that integrates two approaches—one that focuses on the workforce through training and coaching at the educator level, and another approach that focuses on the program in which the educators work, through executive coaching for administrators and consultations on the classroom, building spaces, and curriculum materials. Ten center-based programs and over 60 educators participated in a 19-month intervention and evaluation. This article discusses the challenges faced during implementation and implications for practice, results of the evaluation, and implications for other applications of social science.
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Tee, David, Kantz Misra, Gareth Roderique-Davies, and David Shearer. "A systematic review of coaching client characteristics." International Coaching Psychology Review 17, no. 1 (2022): 50–74. http://dx.doi.org/10.53841/bpsicpr.2022.17.1.50.
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With increasing evidence about the effectiveness of workplace and executive coaching as an organisational development intervention, research has turned to the components that may predict coaching outcome variance. The ‘common factors’ model from therapeutic outcome research suggests that ‘client and extratherapeutic factors’ is the single greatest contributing variable. This systematic review determines all statistically significant client factor variables from the peer-reviewed coaching research literature, with 17 distinct factors from quantitative studies and 22 factors from qualitative studies. It is hoped that the three most frequently identified client factors (‘willingness or motivation to change, ‘commitment to the relationship/process’ and ‘openness’) may be used as predictor variables in future research to bring focus to what has been a disparate field of study to date. Keywords: Coaching psychology; Common factors; Client factors; Coachability.
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Rekalde, Izaskun, Jon Landeta, Eneka Albizu, and Pilar Fernandez-Ferrin. "Is executive coaching more effective than other management training and development methods?" Management Decision 55, no. 10 (November 20, 2017): 2149–62. http://dx.doi.org/10.1108/md-10-2016-0688.
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Purpose The purpose of this paper is to present an analysis of the results of applying executive coaching (EC) as a management competency training and development strategy, setting up a comparison with other known training and development methods. Design/methodology/approach A dual sample is used. On the one hand, information is collected from a sample of 100 managers who participated as coachees in an EC process. On the other hand, the study provides the opinions of 236 HR managers as prescribers and promoters of company executive training and development actions. Findings The results suggest that EC is an effective management training and development method (MTDM). Furthermore, it is confirmed to be more effective than the rest of the techniques analysed in relation with sustained and observable management behaviour changes, whilst also providing advantages and drawbacks in its use. Practical implications Coaching seems to provide the most effective method for altering a selected number of concrete managerial behaviours, although its cost, length, and specificity limit its capacity to be used exclusively as a tool for continuous and generalised management training. Originality/value In addition to incorporating two different samples and points of view within the analysis, this work contributes evidence regarding behaviours addressed in EC processes – a feature that has received little analysis in the academic literature – and breaks new ground by comparing the results of this method with other MTDMs in terms of their degree of effectiveness in attaining observable and lasting behaviour changes.
Dissertations / Theses on the topic "Coaching, effectiveness, executive coaching, executive development"
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Hill, Graham Ian. "Executive coaching : perspectives of effectiveness from executives and coaches." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40237/1/Graham_Hill_Thesis.pdf.
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Over the past two decades there has been a remarkable expansion in the use of executive coaching as an executive development technique. The increasing prominence of executive coaching has been attributed to the emergence of new organisational cultures and the subtler competencies needed by executives in these faster moving organisations. The widespread popularity of executive coaching has been based largely on anecdotal feedback regarding its effectiveness. The small body of empirical research has been growing but conclusive outcomes are rare. The prominent question for those with the business imperative to implement executive coaching has been what are the ingredients of the process that engender an effective outcome? This investigation has focused on the factors of executive coaching that contribute to effectiveness. A qualitative methodology facilitated an in-depth study of the experiences of the participants of executive coaching with the perceptions of both executives and coaches being sought. Semi-structured interviews and a focus group provided rich, thick descriptions and together with a process of inductive analysis produced findings that confidently identify the key factors that contribute to coaching effectiveness. Six major themes were identified, each comprising a collection of meanings. These themes have been labelled Executive Engagement, Preliminary Assessment and Feedback, Coaching Process, Coach.s Contribution, Trusting Relationship and Support from the Organisation. One theme, Coaching Process, comprises three significant sub-themes, namely, Encouragement and Emotional Support, Challenge and Reflection and Enhancing Executive Performance. The findings of this study add value to the field by identifying factors contributing to coaching effectiveness, and providing for the coaching practitioner a basis for enhancing their practice of executive coaching to better meet the needs of executives and their organisations.
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Van, Oosten Ellen Brooks. "The Impact of Emotional Intelligence and Executive Coaching on Leader Effectiveness." Case Western Reserve University School of Graduate Studies / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=case1365117435.
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Halton, Anne Marie. "Intentional change theory, coaching and leader effectiveness." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115537/1/115537_9392718_halton_anne_thesis.pdf.
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This thesis uses mixed methods to explore how coaching informed by Intentional Change Theory Theory (ICT) (Boyatzis, 2006, 2008) can enhance leader effectiveness. With underpinnings in complexity theory, ICT is proposed as an evidence-based framework to guide the coaching, rendering it well-matched to the demands of the current complex environment in which leaders operate. Results indicate that coaching contributes to the development of inner resources such as self-efficacy, self-awareness, and psychological capital, and that an appetite for reflection, and increasing comfort with ambiguity and feelings of vulnerability are important for leader effectiveness, and can be enhanced through coaching.
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Figlar, Marilyn K. "Perceived Effectiveness of Internal Executive Coaching Engagements by Participants in a High Potential Leadership Development Program." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64328.
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The field of executive coaching has grown in popularity as a developmental tool for leaders. With the potential for a leadership continuity gap and the desire for organizations to strengthen leadership talent pools to prepare for succession planning, there is a need for empirical research regarding the effectiveness of executive coaching. The aim of this mixed method study was to explore the factors that contribute to successful coaching outcomes. The combination of an online survey of 68 high potential leaders and follow up interviews with 40 of those same leaders yielded information about the coaching experience. The results showed a correlation between the number of years a leader was with the company and his or her perception of a positive coaching experience. In addition, the total amount of time the coach and the leader spent together was correlated with the perception of a positive coaching experience. Finally, most leaders noted that exceptional coaches demonstrated professionalism in several ways, such as listening to the client, showing an interest in the client and their development, and providing advice and helpful suggestions. A better understanding of the factors that promote successful outcomes for high potential leaders will assist coaches in having positive impact on client and organizational performance. This study is unique in that it examines coaching in the context of a larger intervention, a leadership development program, using HR professionals as internal coaches with high potential leaders. For organizations using coaching in this fashion, this study addresses gaps in the literature, which was an impetus for this research. Additional research might be valuable on how coaching clients define a successful coaching outcome, a client's readiness to change, the coach-client relationship, and factors that promote sustained behavior change in a leader.Ph. D.
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Ebrahim, Habiburaghman. "Investigation of the effectiveness of coaching in the development of leadership competencies (emotional intelligence) within BPSA (Pty) Ltd." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/8585.
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Thesis (MBA)--Stellenbosch University, 2008.ENGLISH ABSTRACT: This research report is a qualitative study of the effectiveness of executive coaching for the development of emotional intelligence competencies. Eleven executives from a private organisation were interviewed regarding recent coaching they had received. This coaching was offered as part of a development program that was grounded in action learning. Through these interviews, the executives shared their perspectives of the coaching process and the degrees to which they were able to benefit. They described the different styles of their coaches and the rapport each had with their own team‘s coach. The executives reported that as a result of coaching they demonstrated increased awareness of their emotional intelligence competencies. The data collected through this study suggested that executive coaching is an effective tool in the enhancement of emotional intelligence competencies in executives. Certain factors add to the likelihood that a benefit will be achieved through the coaching process, including the participants‘ openness to learning, the relationship between the coach and the participants, tools and frameworks used in the coaching process and the relevance of the coaching to the work of the executives. Organisational culture and environment also surfaced as important factors in predicting success in the coaching process. This study will be of value to researchers or organisational leaders exploring the benefits of executive coaching.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag is 'n kwalitatiewe studie van die effektiwiteit van bestuursopleiding vir die ontwikkeling van emosionele intelligensie vaardighede. Elf bestuurslede van 'n privaat organisasie is onderhoude mee gevoer in verband met onlangse opleiding in die verband. Die opleiding is verskaf as deel van 'n ontwikkelingsprogram wat gegrond is in aksie opleiding. Deur middel van die onderhoude, het die bestuurslede hul perspektief van die opleidings proses gedeel asook tot watter mate hulle daaruit voordeel getrek het. Hulle het die verskillende style van hulle opleiers beskryf en die rapport wat elkeen met sy span gehad het. Die bestuurslede het verslag gedoen van hulle toenemende bewuswording van hulle emosionele intelligensie vaardighede. Die data byeengebring deur hierdie studie suggereer dat bestuursopleiding 'n effektiewe instrument is vir die toename van emosionele intelligensie vaardighede van bestuurslui. Suksesfaktore dra by tot waarskynlikheid van voordele bereik deur die opleiding, wat ook insluit, die deelnemer se ontvanklikheid vir lering, die verhouding tussen die opleier en die deelnemers, instrumente en raamwerke wat gebruik word in die opleidingsproses en die relevansie van die opleiding het ook opgeduik as belangrike faktore in die voorspelling van sukses in die opleidingsproses. Hierdie studie sal waardevol wees vir navorsers of organisatoriese leiers wat die voordele van bestuursopleiding wil ondersoek.
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Milar?, Sueli Aparecida. "Interven??o breve em organiza??es: mudan?a em coaching de executivos." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/400.
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Previous issue date: 2008-02-13The professional profile currently expected from executives in business organizations is not the same of many years ago. Executive coaching is being used by organizations as a tool to help their executives to adapt more efficaciously to the new challenges imposed by globalization. The executive coaching program is based on the evaluation of the individual s performance and his or her difficult to deal with the organizations demands, to help the executives to deal with the development of new competences in reaching the organizational goals. The objective of this study was to evaluate the efficiency of a program of executive coaching. The sample was constituted by ten executives, from different companies located in the metropolitan area of Campinas, whose directors spontaneously looked for the coaching program for their employees; the researcher in her private professional practice developed this coaching program. Evaluations were accomplished at the beginning and at end of the processes and changes were clinically evaluated. The following instruments were employed: EDAO - Operational Scale for Diagnosis of Adaptation, designed to be a measure of the adaptive efficacy; EEM Stage of Change Scale, measures the level of readiness for change: PPA - Personal Profile Analysis, designed to evaluate the individual s predominant or characteristic behavior and AAD Performance Self-Analysis designed to identify the efforts accomplished by the executive concerning the feedback he or she has received from his or her partners and/or chiefs. The last two instruments are usually employed in the researcher's professional practice. Results suggested that the coaching program is efficient in promoting the individual s development as well as new personal competences to reach the organizational goals. It was observed that some profiles added to the management conditions that the executive is submitted in his/her work environment, they can generate inappropriate performance. The study limits are the restricted sample and the researcher herself had accomplished the meetings. New studies can include the executive's follow up after the program, to verify his/her stability and the consolidation of the new developed behaviors.
O perfil profissional que se espera das pessoas no trabalho hoje n?o ? o mesmo que se esperava h? alguns anos atr?s. O coaching de executivos est? sendo usado pelas organiza??es como uma ferramenta para ajudar seus executivos a adaptarem-se mais eficazmente aos desafios impostos pela globaliza??o. O coaching utiliza-se das informa??es obtidas sobre o desempenho e a problem?tica do indiv?duo para, posteriormente, ajud?-lo no desenvolvimento de novas compet?ncias para atingir as metas organizacionais. O objetivo deste estudo foi o de avaliar a efici?ncia de um programa de coaching de executivos para profissionais com n?vel de comando em organiza??es. A amostra ficou constitu?da por dez executivos, de diversas empresas da regi?o metropolitana de Campinas, sendo que seus superiores espontaneamente buscaram o programa desenvolvido pela pesquisadora em sua pr?tica profissional privada. Foram realizadas avalia??es no in?cio e ao final dos processos e as diferen?as clinicamente analisadas. Foram utilizados os seguintes instrumentos: EDAO Escala Diagn?stica Adaptativa Operacionalizada, que fornece uma medida da efic?cia adaptativa; a EEM Escala de Est?gios de Mudan?a, para medir o n?vel de prontid?o para mudan?a: o PPA Personal Profile Analysis, para levantamento da tend?ncia comportamental e AAD Auto-An?lise do Desempenho, para identificar o esfor?o realizado em dire??o aos feedbacks recebidos e da clareza que o executivo possui de poss?veis d?ficits em seu desempenho. Os dois ?ltimos instrumentos s?o usualmente empregados na pr?tica profissional da pesquisadora. Os resultados demonstram que o programa de coaching ? eficiente, permitindo a promo??o e o desenvolvimento de novas compet?ncias pessoais que possibilitam aos executivos atingir suas metas organizacionais. Observou-se que certos perfis adicionados ?s condi??es de gerenciamento a que o executivo est? submetido em seu ambiente de trabalho, poder?o gerar desempenho inadequado. O estudo apresenta limites como o fato da amostra ser restrita e os atendimentos terem sido realizados pela pr?pria pesquisadora. Novos estudos poder?o incluir o acompanhamento do executivo ap?s o programa, para verificar sua estabilidade e a consolida??o dos novos comportamentos desenvolvidos.
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Collins, Claire Elizabeth. "Exploring executive coaching : its role in leadership development." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/53725/.
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This thesis concerns an exploration of Executive Coaching in the leadership development context. The topic is selected for study given the recent rapid increase in uptake and spend on the intervention in the organizational and individual development settings (CIPD, 2011) and that, being a relatively recent intervention, research in this area is required. The context of the coaching process is set in the literature of adult learning and is critically evaluated alongside other dyadic intervention paradigms. The study examines the coaching relationship as a tenet of central importance in the effectiveness of the intervention (Kampa- Kokesch and Anderson, 2001; Kilburg, 2001) and explores two areas: whether the coaching relationship exhibits phases of development, and whether individual coaching relationships fit distinct patterns or types. These areas are explored through an empirical qualitative study from the viewpoint of the participants within the relationship using a range of established and novel research methods (Eastwick and Finkel, 2008) in an overall case study based setting. The findings indicate a number of distinctions between the Executive Coaching relationship and that experienced in other dyadic development activities. The research makes a number of contributions to the existing body of theory on Executive Coaching and, in particular, its role as a leadership development activity. Two frameworks are offered to build up the understanding of the coaching relationship. The first model describes the phases of the coaching relationship, the practical and psychological process that takes place, how each phase evolves to the next and how these phases compare with other dyadic processes. Secondly, a typology of coaching relationships is offered which demonstrates clear attributes distinguishing one relationship from another through two main dimensions-pace and partnership. Both of these models offer clear contributions to the practice of Executive Coaching, generating greater performance through establishment of more effective coaching relationships.
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Pitt, Lucian J. "Executive coaching : an investigation into the trends in leadership development programmes and the increasing need for executive coaching as a development tool." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/49695.
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Thesis (MBA)--Stellenbosch University, 2001.The last few decades have been characterised by a high degree of rapid change in the business, social and political environment. The period we are currently living in has been referred to by one of the writers on the subject as a period of "hyper-change" In a period of "hyper-change" the consequences for global businesses is significant. Organisations constantly face new sets of challenges and before they have worked their way through one set another presents itself. In the area of skills development this could have major consequences for the leadership of organisations. It is said that the only way to succeed in a rapidly changing environment is to ensure that knowledge growth outpaces that rate of change. This implies rapid skills update as well. Under traditional leadership development approaches, through structured programmes, the rate of change in skills growth is not sufficient to ensure that the executive and the organisation remain ahead of change. Indeed, traditional programmes are not even able to effectively deliver the kinds of skills that are needed by today's executive. The skills referred to here are softer skills such as communications skills, diversity awareness, conflict resolution, listening skills and so forth. In the last two decades a new trend has developed in the USA. ..coaching, more precisely executive coaching. Started in 1982 by a financial analyst, Thomas Leonard, the practice of coaching seems to have grown exponentially over the last two decades. The popularity of coaching is ascribed mainly to its effectiveness in being able to deliver quick results. It has also proved to be popular among executives for its flexibility around time and structure of process allowing the executive to focus on areas of improvement that will the greatest impact. Coaching has made its mark as one of the essential development tools that must be found in the portfolio of options of any people development strategy.
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Rajasinghe, Duminda Roshan. "Leadership development through executive coaching : an interpretative phenomenological analysis." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/21478/.
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This study explores the experience of executive coaching in a case study organisation from the perspective of both the coachee and the coach. My initial research question was “how do leaders who experience executive coaching make sense of their development?” However, my critical, reflexive and reflective engagement with the research process helped me to realise that the study addresses “how do leaders interpret their dyadic executive coaching experience?’ This is a more inclusive research question that represents my particular interest in the process of executive coaching. I critically evaluate both academic and practitioner literature placing a particular emphasis on how executive coaching works, thereby providing a narrative form of a conceptual framework for my study. The literature review emphasises that the question of ‘how executive coaching works’ is under-researched. Therefore, my aim is to develop a deeper understanding of the way in which executive coaching works. This qualitative research is conducted using Interpretative Phenomenological Analysis. I use purposive sampling to recruit five participants and conduct two semi-structured interviews with each respondent. The interviews are transcribed verbatim and subjected to line by-line analysis. My findings comprise seven themes, namely that coaching: helps to create understanding; develops opportunity; generates motivation; encourages action; supports the entire learning process; ensures continuity; and tackles specific problems. These themes appear as a narrative that demonstrates how executive coaching works. This narrative offers a unique contribution to the literature. This study also demonstrates that executive coaching is used to tackle problems that leaders face. It reveals that an organisational agenda exists in executive coaching despite claims in the literature that the agenda is led by the coachee. I also found that coachees become coaches themselves due to their executive coaching engagement and that coaching results in contagious and continuous development within the case study organisation. These appear as theoretical contributions in this study. Moreover, incorporating IPA into coaching research, together with the innovative research design, also stands as a contribution to research methodology. My findings may also serve as an evidence base to inform future coaching practice.
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MacKie, Doug James. "The effectiveness of strength-based executive coaching in enhancing transformational leadership." Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28495.
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This study attempts to investigate the effectiveness of a strength-based coaching methodology in enhancing transformational leadership. Transformational leadership is the process whereby leaders engage and influence their followers towards attaining a shared vision through their capacity to inspire, innovate and personalize their attention. A between-subject quasi-experimental design was used to explore the impact of strength based coaching on transformational and transactional leadership behaviours measured in a 360-degree feedback process. Thirty-seven executives and senior managers from a large not-for-profit organisation were non-randomly assigned to either a coaching or waitlist cohort. The coaching cohort received six sessions of leadership coaching involving feedback on leadership and strengths, goal setting and strengths development. The coaching process was manualised (via a six session strengths-based coaching manual) to ensure some methodological consistency between the 11 executive coaches providing the intervention. After 6 sessions of coaching over three months, cohorts then switched roles. The results showed that participants experienced highly statistically significant increases in their transformational leadership behaviour after coaching and this difference was perceived at all levels within the organisation but not by the participants themselves. Adherence to the strength-based protocol was also a significant predictor of ultimate degree of change in transformational leadership behaviour. The results suggest that strength based coaching may be effective in the development of transformational leaders.
Books on the topic "Coaching, effectiveness, executive coaching, executive development"
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Struck, Klaus-Günter. Der Coaching-Prozess: Der Weg zu Qualität : Leitfragen und Methoden. Erlangen: Publicis, 2006.
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Dawson, Peg. Coaching students with executive skills deficits. New York: Guilford Press, 2012.
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Manfred F. R. Kets de Vries and Konstantin Korotov. Leadership development. Cheltenham, UK: Edward Elgar, 2011.
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Coaching leadership: Building educational leadership capacity through coaching partnerships. Wellington, N.Z: NZCER Press, 2005.
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Stern, Lew, and Lewis Richard Stern. Executive coaching: Building and managing your professional practice. Hoboken, N.J: John Wiley & Sons, 2008.
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Hawkins, Peter. Coaching, mentoring and organizational consultancy: Supervision and development. Maidenhead: Open University Press, 2006.
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Angus, McLeod. Self-coaching leadership: Simple steps from manager to leader. Chichester, England: John Wiley & Sons, 2007.
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Lennard, Diane. Coaching models: A cultural perspective : a guide to model development for practitioners and students of coaching. New York: Routledge, 2010.
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Barner, Robert. Accelerating your development as a leader: A guide for leaders and their managers. San Francisco, Calif: Pfeiffer, 2011.
Find full textBook chapters on the topic "Coaching, effectiveness, executive coaching, executive development"
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Chapman, Tony, Bill Best, and Paul Van Casteren. "A Model for Development Coaching: The Transition Curve." In Executive Coaching, 25–50. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_2.
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Ely, Katherine, and Stephen J. Zaccaro. "Evaluating the Effectiveness of Coaching: A Focus on Stakeholders, Criteria, and Data Collection Methods." In Advancing Executive Coaching, 317–49. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118255995.ch12.
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Knowles, Susanne. "Coaching for Executive Development." In Positive Psychology Coaching, 259–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-88995-1_18.
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Bakhshandeh, Behnam. "Individual Intervention: Executive and Management Coaching." In Organization Development Interventions, 77–110. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003019800-5-7.
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Hofmans, Willem Jan. "Executive Coaching, Leadership Effectiveness and Business Results – What’s the real story?" In Zur Differenzierung von Handlungsfeldern im Coaching, 53–62. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-12140-2_3.
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Meneghetti, Milena. "Digital J: Executive and Managerial Coaching in Nonprofits: Critical Leadership Development." In The Volunteer Management Handbook, J.1—J.12. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2012. http://dx.doi.org/10.1002/9781118386194.oth13.
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Phillips, Sheryl D., and Frank Ball. "Executive Coaching for Leadership Development: Five Questions to Guide Your Program Design." In On Becoming a Leadership Coach, 167–75. New York: Palgrave Macmillan US, 2008. http://dx.doi.org/10.1057/9780230614314_19.
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Burrell, Darrell Norman. "Assessing the Value of Executive Leadership Coaches for Cybersecurity Project Managers." In Research Anthology on Business Aspects of Cybersecurity, 349–62. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3698-1.ch016.
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With the complex nature of impacts of cybersecurity breaches, it is critical that organizational have cybersecurity project managers that can make sound managerial and leadership decisions. Often cybersecurity project managers act quickly with managerial decisions at work. When time is of the essence, strategic thinking, strategic communication, and strategic decision making are critical to organizational effectiveness and productivity. Decision making and strategic communications are just a few skills that executive leadership coaches can teach. This article explores the values and potential benefits of executive coaching as a leadership development tool for information technology and cybersecurity project managers.
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"Development-Focused Coaching with Executives." In Executive Coaching, 161–82. Routledge, 2004. http://dx.doi.org/10.4324/9780203483466-11.
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Silzer, Rob. "Executive Development and Coaching." In Encyclopedia of Applied Psychology, 853–60. Elsevier, 2004. http://dx.doi.org/10.1016/b0-12-657410-3/00741-8.
Full textConference papers on the topic "Coaching, effectiveness, executive coaching, executive development"
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Arakawa, Riku, and Hiromu Yakura. "INWARD: A Computer-Supported Tool for Video-Reflection Improves Efficiency and Effectiveness in Executive Coaching." In CHI '20: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3313831.3376703.
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Irrazábal, Emanuel, Juan M. Vara, Javier Garzás, Esperanza Marcos, and Marcos López-Sanz. "Towards the Inclusion of Executive Coaching Concerns for the Improvement of Training in Service Development Companies." In Applied Human Factors and Ergonomics Conference. AHFE International, 2019. http://dx.doi.org/10.54941/ahfe100278.
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Economic expansion and globalization have greatly increased the value associated to teamwork, thus promoting personal development and learning as distinguishing skills, especially in service development companies. This encourages workers to gain adaptability to changes due to a higher need of reaction capacity, particularly among supervisors and managers who demand more training according to their characteristics. In this regard, conducting in-company training is globally agreed as a possible solution. Such training activities are developed in a flexible way, varying both in the content and the level of the participants. Advanced training techniques such as mentoring or coaching (or its professional counterpart: executive coaching) have permitted the application of practices and processes that boost learning, improving the performance of the training. Although coaching has an individual focus, it also enhances the development of interpersonal skills such as leadership, assertiveness or teamwork, among others. This paper presents a statistical analysis of the evaluations conducted on a total of eight groups incorporating an in-company training activity performed in 2011. The work has focused on comparing assessments of participants in training for a large multinational company working in the field of service development. The main goal of the technical training was the improvement of service-software development processes incorporated in the company throughout the completion of various activities. These training activities were based on the application of executive coaching techniques so as to progressively improve the fulfilment of the expectations of the technical course. After the courses we analysed several evaluation questionnaires fulfilled by each of the participants in each group. The result of such analysis exposed a vast improvement in meeting the expectations of the training and even an overall improvement of the course.
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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.
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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.