Relevant bibliographies by topics / Executive coaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Executive coaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Executive coaching"

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Bhatia, Divya, Asha Naik, and Pramod Damle. "Executive Coaching." International Journal of Virtual and Personal Learning Environments 12, no. 1 (March 31, 2023): 1–8. http://dx.doi.org/10.4018/ijvple.309718.

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Executive coaching has acquired a significant position in the world of developmental interventions in human resources development. Similarly, another trend spotted over the past two decades is reduction in the age group of senior and top executives. As the managers reach the top slots at young ages, it is imperative that their coaching needs must be re-assessed on the backdrop of the traditional needs of their relatively elder counterparts. Hence, the study was undertaken to understand the coaching needs expectations of young executives below 40 years of age. This paper presents the findings based on these young executives' responses on the related parameters (e.g., firm and faster decision making, acquisition of new knowledge, certifications, refining the presentation skills, better time management, strict financial controls and planning, technological updates, wider reading, better communication, listening skills, empathy, and career opportunities). The paper concludes with a few pointers for coaching for young executives and paves the way for further research in this area.
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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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Gehlert, Kurt M., Thomas H. Ressler, Nicholas H. Anderson, and Nicole M. Swanson. "A method to improve the coach-participant match in executive coaching." Coaching Psychologist 9, no. 2 (December 2013): 78–85. http://dx.doi.org/10.53841/bpstcp.2013.9.2.78.

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To prepare executives for the competitive and dynamic world of business, MBA and EMBA programmes have begun using executive coaching to develop high-functioning executives. Of the top 10 EMBA programmes discussed in the 2011 US News and World Report, all offered some form of executive coaching to their students. Despite this, many programmes are unsure of how to effectively utilise coaching with their students. This article presents a four-step method developed to facilitate student self-awareness and optimise matching with an executive coach. Because of the critical importance of the coach-participant match in coaching outcome, this method is presented as a way to optimise the efficiency and effectiveness of executive coaching with MBA and EMBA students.
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Allen, Stuart, and Louis W. Fry. "Spiritual development in executive coaching." Journal of Management Development 38, no. 10 (November 11, 2019): 796–811. http://dx.doi.org/10.1108/jmd-04-2019-0133.

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Purpose Spiritual topics emerge in executive leadership coaching. However, the scholarly literature has emphasized the performance development aspects of executive coaching (EC) more than the development of executives’ inner lives, although there is some evidence of practitioners addressing spiritual topics. Executive leaders have spiritual needs and executive coaches may be well positioned to address the intersection of the leaders’ work and spiritual lives, provided coaches observe skill boundaries and the limitations of the coaching context. The purpose of this paper is to discuss the merits of including spiritual development (SDev) in EC and how executive coaches can incorporate it in their practice. Design/methodology/approach EC, SDev and spiritual direction are compared, drawing attention to conflicting and complementary aspects of SDev applied in EC. Organizations’, clients’ and coaches’ likely concerns about such integration are explored and addressed. Suitable contexts, principles, a basic developmental framework and practical steps for executive coaches considering the inclusion of SDev in EC are proposed. Findings The paper provides coaches, consultants, executives and those charged with executive development with a foundational understanding of the role of SDev in EC. Originality/value A framework is provided for professionals involved in executive management development to address executive leaders’ spiritual needs through EC.
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Levinson, Harry. "Executive coaching." Consulting Psychology Journal: Practice and Research 48, no. 2 (1996): 115–23. http://dx.doi.org/10.1037/1061-4087.48.2.115.

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Blackman‐Sheppard, Gabrielle. "Executive coaching." Industrial and Commercial Training 36, no. 1 (January 2004): 5–8. http://dx.doi.org/10.1108/00197850410516049.

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Orenstein, Ruth L. "Executive Coaching." Journal of Applied Behavioral Science 38, no. 3 (September 2002): 355–74. http://dx.doi.org/10.1177/0021886302038003006.

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Baron, Louis, Lucie Morin, and Denis Morin. "Executive coaching." Journal of Management Development 30, no. 9 (September 20, 2011): 847–64. http://dx.doi.org/10.1108/02621711111164330.

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Dean, Mark L., and Andrew A. Meyer. "Executive Coaching." Journal of Leadership Education 1, no. 2 (December 1, 2002): 3–17. http://dx.doi.org/10.12806/v1/i2/rf1.

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Kuna, Shani. "All by Myself? Executives’ Impostor Phenomenon and Loneliness as Catalysts for Executive Coaching With Management Consultants." Journal of Applied Behavioral Science 55, no. 3 (March 13, 2019): 306–26. http://dx.doi.org/10.1177/0021886319832009.

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The scholarly literature regarding executive consulting relationships, typically labeled as executive coaching, tends to focus on the issue of its effectiveness. The fundamental question regarding executives’ desire to engage in this kind of intervention, whose benefits are considered ambivalent, has been mostly overlooked. Addressing this theme was the purpose of this exploratory study, in which in-depth interviews were conducted with 46 Israeli executives. Despite the executives’ explanation of executive coaching in rational terms of knowledge acquisition, the findings shed light on two phenomena that, surprisingly, have received limited attention: executive loneliness and impostorism. These intertwined experiences have been executives’ implicit catalysts for seeking help from management consultants. The study highlights the significant role of executive coaching as a means of emotional support for executive impostorism and loneliness. A major implication is the importance of providing managers promoted to senior positions with preparation for the emotional distress associated with their role.
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Dissertations / Theses on the topic "Executive coaching"

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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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Njuba-Bwaya, Norah. "Executive performance : a framework for executive coaching in Uganda." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/21873/.

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As the world is becoming more globalised, there is pressure to deliver better results using fewer resources. As such, performance of executives is core for the survival of organisations. This thesis is an ethnographic case study of corporate executives in Uganda, and what it takes to get the executives to perform. With a Ugandan culture lens, I examine the determinants and obstacles of executive performance, and I propose a framework for coaching for performance. I used a qualitative research design and case study approach, and gathered data from 69 middle and top corporate executives in 22 organisations, and 10 coaching-practitioners. I employed purposive, snowball and convenience sampling techniques. Semi-structured interviews, client and coach records, and literature reviews informed this study. The thesis also draws on my 18 years of experience as a corporate executive at different levels, 9 as an executive coach, and 4 years of scientific research. The study revealed that: 1) Ugandan executives do perform under the ‘right’ conditions. 2) Performance is mostly dependant on: the leaders’ background, experience, ethos, mind-set, and motivation. 3) The major obstacles to performance are typically poor work ethics, and socio-cultural factors such as: disabling beliefs; executives’ perceptions about self, about their leaders, and about performance; and lack of a sense of urgency. The framework I propose combines a self-assessment tool showing 8 critical pillars of executive performance, and a goal alignment model for igniting intrinsic motivation to perfom. I recommend: A change in focus from performance interventions directed at knowledge and skills building, to those targeting mind-set and attitude change of executives at top and middle management levels; and a deeper consciousness about socio-cultural issues underlying the performance environment. I also recommend areas for further study including: testing the effectiveness and effects of the proposed framework.
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Moreton, Cecily. "Executive coaching for conscious leadership insight into insight /." View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/46648.

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Thesis (Ph.D.)--University of Western Sydney, 2006.
A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Moreton, Cecily. "Executive coaching for conscious leadership : insight into insight." Thesis, View thesis, 2006. http://handle.uws.edu.au:8081/1959.7/46648.

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This thesis is an investigation of the practice of executive coaching for conscious leadership. The researcher, an executive coach with many years of practice as educator, chaplain, counselling psychologist, Buddhist meditator and company director, draws on case studies to present a holistic understanding of the coaching relationship. She examines how the coaching relationship enables executive managers not only to achieve their management goals, but also to gain insight, assemble meaning, become conscious and present, and grow as leaders. The key questions for the thesis are: What does the coach do and how is it manifested through the coaching discourse? What are the key processes and variables in the coaching relationship that promote conscious leadership? In order to explore these questions, the researcher draws on literature from human relations praxis, ethics, psychology (including counselling, psychotherapy, positive psychology, educational and organisational psychology), education, theology, Buddhist practice and spirituality, leadership and leadership development, and executive coaching. The research methodology is qualitative and quantitative, drawing on data based on an intensive coaching program designed and delivered by the researcher to managers in two organisations – a retail company and a utility company. A series of group sessions reinforced the individual coaching process. Over 300 hours of one-on-one executive coaching sessions were recorded, with 24 executive managers (12 in each company), who each participated in twelve (or equivalent) fortnightly sessions over a 6-month period. In addition, a test of emotional intelligence was given to each of the managers at the beginning and end of the coaching program, giving a quantitative measure of the changes. The results of the coaching sessions are analysed in terms of the two companies and their participants, exploring the organisational context and outlining the benefits of coaching and the coaching relationship with each of the participants individually and in groups. Then two detailed individual case studies are presented, one client from each of the organisations in the study. The managers in the study learned new management skills and adopted new leadership behaviours, reflecting their growth in emotional intelligence and awareness. They reflected on gaining deep awareness and insight, signifying their move to conscious leadership, and reported practical benefits of coaching in their workplace practices, e.g. improved communication skills and the ability to give and receive genuine feedback. A quantitative analysis of the emotional intelligence pre- and post-test scores confirmed these positive outcomes. Many of the managers reported that the most significant aspect of the coaching was the quality of the relationship between them and the coach, which enabled conscious leadership to develop. Their relationship was deeply influenced by the personal qualities of the coach such as warmth, presence, qualifications, credibility, trustworthiness, openness, commitment, insight, and spiritual awareness. This made the difference between coaching for management goals alone and the development of conscious leadership. The concepts of executive coaching and of conscious leadership are holistic phenomena. The clients experience a profound sense of feeling known, respected, accepted, cared for and valued. In essence, they experience love. What has emerged from the research is that consciousness is the ‘being’ of leadership. The attributes of conscious leadership indicate an integration of the whole person that manifests in the workplace, in their homes with their families, and in their everyday interactions and responses to the world around them. While instrumental management goals may be achieved with qualified coaches, conscious leadership involves psychological integration via in-depth relationship and psychological interventions, these need to be experienced with a qualified practitioner with demonstrable advanced levels of personal integration and consciousness. The findings call for a more rofessional and holistic approach to executive coaching for leadership.
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SOUZA, PAULO ROBERTO MENEZES DE. "EXECUTIVE COACHING AND BEHAVIORAL CHANGE PROCESS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18773@1.

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A arena de competição dos negócios está se transformando cada vez mais rapidamente e as organizações precisam de pessoas preparadas para liderar as adaptações e inovações necessárias. O Coaching vem ocupando um espaço no esforço de cumprir a missão de apoiar o desenvolvimento de comportamentos e competências nos executivos, para que as empresas possam perseguir seus objetivos. Para que os executivos experimentem os benefícios do processo de Coaching é fundamental que o coachee tenha clareza e entendimento de que existem comportamentos a melhorar e ter disposição para querer mudar e persistir ao longo do tempo necessário para que o novo comportamento desejado se torne um hábito. O objetivo deste trabalho é analisar a importância e efetividade de se avaliar a capacidade adaptativa e o estágio de mudança do indivíduo no início e no final de um programa de Coaching, como uma etapa estratégica de assessment e melhor planejamento do processo, de forma a escolher com mais rapidez e segurança as ferramentas a serem utilizadas em cada caso. Para cumprir este objetivo, utilizando a Escala de Estágios de Mudanças/EEM, que foi desenvolvida por McConnaughy, Prochaska e Velicer (1983) e o Design de Processo de Coaching, de Souza (2005), foram acompanhados oito executivos num processo de Coaching durante três meses. Os resultados deste estudo sugerem que os programas de Coaching de executivos podem ser ainda mais eficientes utilizando ferramentas de avaliação como a Escala de Estágios de Mudanças. Apesar disso, não podemos perder de vista que se trata de um processo que requer extrema flexibilidade de acordo com cada caso que esteja sendo conduzido. Por isso é desejável que não se padronize os procedimentos de forma genérica. Algumas limitações do modelo foram observadas, conforme abordadas em capítulo próprio, e algumas recomendações de outros estudos e pesquisas também foram mencionadas.
The arena of business competition is becoming ever faster and organizations need people prepared to lead the necessary adaptations and innovations. Coaching has been occupying a space in an effort to fulfill the mission of supporting the development of skills and behaviors in the Executive, so that companies can pursue their goals. For executives to experience the benefits of the process of coaching is essential that the coachee has clarity and understanding that there are behaviors to improve and a willingness to want to change and persist over time to the desired new behavior becomes a habit. The objective of this study is to analyze the importance and effectiveness of assessing the adaptive capacity and the individual s stage of change at the beginning and end of a coaching program as a strategic step for better assessment and planning process in order to choose more speed and security tools to be used in each case. To meet this goal, using the Stages of Change Scale / MES, which was developed by McConnaughy, Prochaska and Velicer (1983) and the Design Process Coaching, de Souza (2005), were followed eight executives in the process of skills development for three months. The results of this study suggest that executive coaching programs can be even more efficient by using assessment tools such as the Stages of Change Scale. Nevertheless, we can not lose sight that this is a process that requires extreme flexibility according to each case that is being conducted. Therefore it is desirable not to standardize the procedures in a generic way. Some limitations of the model were observed, as discussed in a separate chapter, and some recommendations from other studies and research were also mentioned.
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Morgan, Heather. "The contribution of the voice of the executive coaching client in understanding the process of executive coaching." Thesis, Birkbeck (University of London), 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743088.

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The contribution of the voice of the executive coaching client in understanding the process of executive coaching. The literature on executive coaching suggests that there is a need to have a greater understanding of the process of executive coaching and this study questions whether the voice of the executive coaching client is a critical missing factor in building this understanding. An explorative, phenomenological approach, gathering interpretive data using qualitative methodologies within a constructivist paradigm was used to allow the reality of the executive coaching clients to emerge. This approach facilitated the identification of common structural themes that help to inform the process of executive coaching for practitioners, executive coaching clients and organisations, thereby giving the process of executive coaching more structure, commercial usage and credibility. Following a discussion of common structural themes, three key contributions are posited to explain why - despite the common structural themes - there is such a high level of complexity and ambiguity in the process of executive coaching and why it is important that attempts to make executive coaching more structured do not stifle its originality and fluidity, but allow each coaching engagement to follow its own natural - and potentially undefined - path. This study argues that it is the methodology used in giving a voice to the executive coaching client and allowing their reality to emerge that has enabled these contributions to be posited and that the voice of the executive coaching client is indeed a critical factor in our understanding of executive coaching. The implications of the study for theory and practice, and suggestions for future research in relation to the process of executive coaching, are examined in the conclusion of the thesis.
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Motsohi, Peggy Nomsa. "Executive coaching for school principals : a qualitative evaluation study of an executive coaching programme for school principals." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20755.

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Thesis (MPhil)--Stellenbosch University, 2012.
Purpose: The study was a qualitative evaluation on the impact of executive coaching as an intervention in improving the leadership capabilities of school principals. It was a pilot study of underperforming schools selected by the Gauteng Department of Education (GDE) project. The coaching intervention provided for one-on-one coaching for school principals and team coaching. The target group was thirty school principals, selected from underperforming primary and secondary schools in the Gauteng Province of South Africa. The GDE determined that school leaders and their teams, besides being confronted with many challenges of overcrowding and poor infrastructure, lack leadership capability and this negatively affects the quality of teaching and management of the schools. Compared to other leadership coaching interventions in schools in South Africa, this coaching intervention included team coaching (the management teams were coached with their principals), making it a unique feature of this coaching intervention. Design/methodology/approach: The evaluation study used qualitative methodology with an empirical design; based on an interpretative and inductive approach. The research focused on behavioural change, level three of Kirkpatrick’s evaluation model (1959). The participants’ reactions to the coaching intervention were also sought (level one of Kirkpatrick’ evaluation model). The sample used came from thirty underperforming schools identified by GDE using specific criteria. The main sample consisted of four principals from schools allocated to the researcher who was also one of the coaches. A supplementary sample of two principals from the same cohort was selected, but the researcher did not coach these. Landelahni Leadership Development Company (LLD), the contracted consultant for the project, selected the coaches. The data collected were 360-degree feedback, field notes from the coach and semi-structured interviews. The three data types were used to triangulate for control of error, as the researcher was an insider. Findings: The main findings demonstrated a positive impact of the executive coaching on the leadership capability of the school principals. The three sources of data in sample X (principals coached by the researcher) are complementary and indicated a positive behavioural shift and change in all four principals, confirmed by sample A (the principals not coached by the researcher), also indicating a positive behavioural shift in the interview data. The positive behavioural change addressed level three of Kirkpatrick’s evaluation model (1959). Overall, the coaching intervention raised awareness and behavioural change relating to management such as increased delegation and working more with their teams. Participants’ responses were positive with all six principals and teams recommended the continuation of the intervention and rollout to other schools. However, the findings indicate the principals still need to make more changes in their leadership approach. The key areas of concern are teaching deliverables and the facilitation of team dynamics; for example, conflict management. v The extent of the behavioural change was limited by the short duration of the coaching intervention. Research limitations: The key limitation is the fact that the researcher was the coach for this coaching intervention and an insider researcher. As typical of qualitative research, the sample was small and therefore the findings are not generalisable, but may be useful in similar contexts. Future research considerations: For future research, doing such a coaching evaluation study, a design, which enables evaluation of the impact on the learners’ outcomes, should be adopted. Contribution of the study: The study adds to the body of qualitative evaluation and empirical research in the coaching profession of which there are a limited number of studies. The findings may also provide strategic input for the GDE’s decision on whether to rollout the coaching intervention to other schools.
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Torres, Catarina Manuela Rodrigues Calado. "10 Anos (2002-2012) de produção científica em coaching e coaching executivo : meta-análise." Master's thesis, Instituto Superior de Economia e Gestão, 2013. http://hdl.handle.net/10400.5/6115.

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Mestrado em Gestão de Recursos Humanos
O coaching e o coaching executivo têm tido um papel cada vez mais importante nas organizações. O coaching permite que os colaboradores se desenvolvam a nível profissional e de desempenho e o coaching executivo ajuda a promover a gestão das suas carreiras, contribuindo assim para uma vantagem competitiva. A principal contribuição deste trabalho consiste na análise de uma síntese da produção científica sobre a temática do coaching e do coaching executivo e sua evolução na última década (2002-2012), através do agrupamento de conclusões de vários autores numa matriz de análise, tendo em conta as componentes da temática: a definição do conceito, os objectivos, a relação entre o coach e o coachee, os papéis do coach e suas características, características do coachee, o coaching interno/externo e a sua eficácia.
Coaching and executive coaching have been an increasingly important role in organizations. Coaching allows employees to develop themselves at a professional and performance level and executive coaching helps to promote the management of their careers, thereby contributing to a competitive advantage. The main contribution of this work consists in the analysis of a scientific production synthesis on the theme of coaching and executive coaching and its evolution in the last decade (2002-2012), by grouping several authors conclusions in a matrix of analysis taking into account the components of the theme: the definition of the concept, the goals, the relationship between coach and coachee, the role of the coach and their characteristics, the coachee characteristics, internal/external coaching and effectiveness.
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Meredith, Elinor Frances. "Becoming a Profession? - Executive Coaching in Australia." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13474.

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Since the 1980s, executive coaching has become one of the fastest growing sectors in business services. Yet, there is no clear data that identifies the number of individuals claiming to act as executive coaches either nationally or internationally. It has been estimated by PricewaterhouseCoopers (2007) that there are 30,000 coaches worldwide generating an income of $1.5 billion. Given the economic value and growth of such a service, it has attracted many people wishing to position themselves as executive coaches and as experts in the field. It is this growth in executive coaches, and coaching in general, that has seen the leaders in this field follow a traditional occupational development model of creating occupational associations and now extending this to claim professional status. Despite the claims of the coaching professional associations that executive coaching is a profession, executive coaching remains a fragmented and unregulated occupation, requiring no formal qualifications or experience to practice, or use the term “coach”. This thesis examines executive coaching from the different aspects of executive coaches, professional associations, educators and trainers and clients. I have used Greenwood, Suddaby and Hinings (2002) to examine the stages in institutional change. By using their framework I examine the stages that an occupation attempts to achieve change, or emerge. The thesis suggests the professionalization project is not only a process, but also a strategy used by professional associations as they display a professional image to a variety of audiences. In this thesis I have examined the role of the professional associations, educators and trainers, executive coaches and clients in the attempts to make executive coaching a profession. I argue that theories of professionalization need to account for these changes in circumstance. The view I have taken has added to this by examining the role of professional organisations as it is emerging.
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Hodlin, Steven F. "A Phenomenological Study of Executive's Perspectives of Hope Theory in Executive Coaching." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637879.

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The executive coaching and positive psychology fields are growing; however, minimal research exists regarding the coaching experiences of executive coachees with the various approaches a coach can utilize. The problem addressed in this study was the lack of research on consistent standards regarding how executive coaching should be conducted. The primary purpose of this qualitative phenomenological study was to explore the lived experiences of executives who have been coached using approaches based on Snyder’s hope theory, Buckingham and Clifton’s theories of strength-based approaches to leadership, and the theories of positive psychology advanced by Seligman and Csikszentmihalyi. The participants in this study were a purposively selected sample of 20 executives. The primary data collection method was semistructured interviews, and the resulting data were recorded and organized into themes guided by the research questions, and was analyzed for overarching themes, validated, and interpreted against Snyder’s hope theory. The findings demonstrated the importance of coaching approaches utilizing all components of hope theory and the importance of the coaching approach being the preference of the executive. These findings can be used by executive coaches to inform coaching approaches that lead to favorable leadership behavioral changes. The potential for social change from this study is that the findings can help guide improvements in leadership in all areas of organizations, including the non-profit sector, that lead to better serving of goals and increasing organizational capacities.

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Books on the topic "Executive coaching"

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Chapman, Tony, Bill Best, and Paul Van Casteren. Executive Coaching. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859.

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Passmore, Jonathan, Brian O. Underhill, and Marshall Goldsmith, eds. Mastering Executive Coaching. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671.

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Hernez-Broome, Gina, Lisa A. Boyce, and Allen I. Kraut, eds. Advancing Executive Coaching. San Francisco, CA, USA: Jossey-Bass, 2010. http://dx.doi.org/10.1002/9781118255995.

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Mattone, John. Powerful executive coaching. New York: AMACOM, 2013.

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Chapman, Tony. Executive Coaching: Exploding the Myths. Basingstoke: Palgrave Macmillan, 2003.

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Nelson, Johnathan K. The leadership coaching sourcebook: A guide to the executive coaching literature. Greensboro, N.C: Center for Creative Leadership, 2011.

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CIPD, Day Ian, ed. Challenging coaching: Going beyond traditional coaching to face the facts. London: Nicholas Brealey Pub., 2012.

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de Haan, Erik. Critical Moments in Executive Coaching. Edited by Erik de Haan. Abingdon, Oxon; New York, NY: Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781351180764.

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Halina, Brunning, ed. Executive coaching: Systems-psychodynamic perspective. London: Karnac, 2006.

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Gray, David E. Business coaching for managers and organizations: Working with coaches who make the difference. Amherst, Mass: HRD, 2010.

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Book chapters on the topic "Executive coaching"

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Wachtel, Stefan. "Executive Coaching." In Executive Modus, 149–70. München: Carl Hanser Verlag GmbH & Co. KG, 2016. http://dx.doi.org/10.3139/9783446449565.007.

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Dudău, Diana Paula, Nastasia Sălăgean, and Florin Alin Sava. "Executive Coaching." In Coaching for Rational Living, 343–59. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74067-6_17.

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Levinson, Harry. "Executive coaching." In Consulting psychology: Selected articles by Harry Levinson., 167–77. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11848-009.

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McCormick, Iain. "Executive Coaching." In Reflective Practice for Coaches, 92–99. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003285144-10.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Introduction." In Executive Coaching, 1–24. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_1.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Building a Multicultural Leadership Team: The Case of the GM in Jeopardy." In Executive Coaching, 191–207. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_10.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Cross-cultural Coaching: A Case of Cultural Disruption in Europe." In Executive Coaching, 208–22. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_11.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Cross-cultural Coaching: Coaching in the Middle East." In Executive Coaching, 223–37. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_12.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Cross-cultural Coaching: Coaching in the Asia Pacific Region." In Executive Coaching, 238–56. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_13.

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Chapman, Tony, Bill Best, and Paul Van Casteren. "Review of Best Practice." In Executive Coaching, 257–68. London: Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230508859_14.

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Conference papers on the topic "Executive coaching"

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Stricoff, R., and D. Groover. "55. Aligning Leadership Through Executive Coaching." In AIHce 2003. AIHA, 2003. http://dx.doi.org/10.3320/1.2757952.

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Woodcock, Christine. "Executive Function Coaching in Higher Education." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2092116.

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Woodcock, Christine. "Executive Function Coaching in Higher Education." In AERA 2024. USA: AERA, 2024. http://dx.doi.org/10.3102/ip.24.2092116.

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Galovska, Biljana, and Ivan Gjorgjievski. "The impact of executive coaching on the innovation performance of employees." In XIX International May Conference on Strategic Management – IMCSM24 Proceedings. University of Belgrade, Technical Faculty in Bor, 2024. http://dx.doi.org/10.5937/imcsm24030g.

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The purpose of this paper is analysis and assessment of the impact of executive coaching on organizational performance, through research and correlation with innovations. The initiative for the paper arose from the need for additional research in this area, in relation to the literature research and additional research on the situation in N. Macedonia, in order to determine the impact of executive coaching on innovation performance in organizations. The focus of this paper revolves around these questions: Is coaching related to innovation? What and to what measure do companies know about and apply coaching as a tool for innovation? How much does executive coaching or top management coaching contribute to the innovation performance of managers, employees, and the organization as a whole? Multiple perspectives on executive coaching and innovation are covered throughout the paper, starting with a positive correlation between coaching and innovation performance. The research in this direction pointed to the fact that in our country, coaching as a scientific discipline is being introduced slowly. It gives results, however, regarding the theoretical and practical applicability more scientific studies and research are needed to show its impact on personal and organizational aspects and development.
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Leuko, Ferenc. "The Application of Narrative Analysis in Executive Coaching." In MultiScience - XXX. microCAD International Multidisciplinary Scientific Conference. University of Miskolc, 2016. http://dx.doi.org/10.26649/musci.2016.140.

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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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Marino, Matthew. "Coaching to Enhance Performance and Persistence in Undergraduate STEM Majors With Executive Function Deficits." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579221.

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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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Puspa, Lyra, Nurhadi Ibrahim, and Paul T. Brown. "Increase in Gamma Band qEEG Activity during Executive Coaching: Some Preliminary Observations and Possible Implications." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Padang: Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25263.

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Norén, Anders. "Cognitive Assessment and Profiling for increased understanding of Individual and Team Game Intelligence and Performance in Ice hockey." In Linköping Hockey Analytics Conference LINHAC 2024. Linköping University Electronic Press, 2024. http://dx.doi.org/10.3384/ecp209001.

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Game intelligence, the ability to be in the right place at the right time and make optimal decisions, is crucial for athletic performance. This whitepaper explores how neurocognitive testing and profiling can deepen our understanding of game intelligence, which includes elements such as situational awareness, decision-making, problem-solving, and flexibility. The whitepaper targets sports professionals aiming to enhance their understanding of game intelligence through neurocognitive assessments. The assessments mentioned in the paper provide insights into athletes’ cognitive strengths and weaknesses, aiding in talent identification, personalized coaching, strategic team composition, tactical adaptations, and injury prevention. Executive functions are crucial in both open sports (e.g., soccer, basketball) and closed sports (e.g., archery, golf). For example, in ice hockey, players must continuously adapt to dynamic environments, requiring quick decision-making, strategic thinking, and creativity. Integrating neurocognitive assessments into sports practices has the potential to enhance the understanding of game intelligence, reduce subjectivity and bias, and improve individual and team performance, As well as ensure the wellbeing of athletes through tailored mental health support and coping strategies. Testing and profiling of individuals and teams can practically help enhance understanding of Game Intelligence. The process involves assessment, awareness, individual acceptance, strategic development, integration into coaching, and continuous follow-up to monitor progress and aid adjustments.
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Reports on the topic "Executive coaching"

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Stawiski, Sarah, Maggie Sass, and Rosa Grunhaus Belzer. Building the case for executive coaching. Center for Creative Leadership, December 2016. http://dx.doi.org/10.35613/ccl.2016.1051.

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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Best Practices for Successful Coaching Engagments. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2046.

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Whittier Allen, Leigh, Lisa Manning, Thomas Francis, and William Gentry. The Coach's View: Coach and Coachee Characteristics Add Up to Successful Coaching Engagements. Center for Creative Leadership, 2016. http://dx.doi.org/10.35613/ccl.2016.2045.

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A CCL research team interviewed coaches in Asia, Europe and several who work primarily with C-level executives to gain their views on which coach and coachee characteristics promote a positive coaching relationship. This paper presents the results of that research.
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Flandin, Simon, Germain Poizat, and Romuald Perinet. Proactivité et réactivité: deux orientations pour concevoir des dispositifs visant le développement de la sécurité industrielle par la formation. Fondation pour une culture de sécurité industrielle, February 2021. http://dx.doi.org/10.57071/948rpn.

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In a world exposed to uncertainty and upsets, the development of organizational resilience is often proposed to improve performance. Intended as a complement – but also sometimes as a counterpoint – to management approaches based on anticipation and preparedness, resilience-based approaches aim to improve the ability of professionals to react in an opportune manner to extraordinary and unexpected situations. Despite increasing interest for this change in paradigm, few concrete case studies have been documented. The work presented in this document explores the possibilities offered by new training modalities, for and using resilience, which aim to improve the ability of professionals to produce safety in work situations. The work is part of a research project called FOResilience, led by Simon Flandin and Germain Poizat at the University of Geneva, which was partially funded by the FonCSI. Three characteristics of the authors’ approach are worth emphasizing: - They adopt a broad definition of “training”, which includes professional development activities and organizational interventions, with a particular interest for methods that differ from classical classroom-based training, such as crisis exercises, discussion forums, coaching, and collective analysis of work situations. - They are more interested in activities and methods that develop professionals’ ability to interpret ambiguous situations and to act and cooperate in unexpected or critical situations, than in activities that promote a quasi-mechanical execution of a procedure or deployment of a pre-established plan. - They see safety as resulting as much from the daily work activities that develop professionals’ ability to act in appropriate ways in a constantly evolving context, as from the initial safe system design and careful implementation of operating procedures that cover all possible situations. Two families of training/intervention methods are analyzed: - Methods that develop proactivity in routine situations, the daily activities that create conditions which are favourable to safe operations. These include different forms of discussion between professionals that aim to improve the shared understanding of goal conflicts, of the decisions and compromises made, the difficulties encountered (such as procedures that are inappropriate in certain situations) and improvement opportunities. - Methods that encourage reactivity in extraordinary or critical situations and the ability to bounce back after a critical organizational upset. These include various simulation-based methods, such as crisis exercises, though designed to improve the ability of professionals to make sense of and react in appropriate ways to unexpected events, rather than the classical objective of exercises to check correct execution of a predefined plan.
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