A quasi-experimental study on management coaching effectiveness.

Evers, Will J. G.; Brouwers, André; Tomic, Welko

doi:10.1037/1065-9293.58.3.174

Cited by 147 publications

(125 citation statements)

References 9 publications

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“…However, many authors have noted the lack of scientific studies on the process and the outcome of executive coaching (see Lowman, 2005;Sue-Chan & Latham, 2004), and others have argued that this development approach is overused considering the paucity of research on the subject (McGovern et al, 2001). In short, the results from empirical studies indicate that executive coaching is positively associated with self-efficacy (Baron & Morin, 2007;Evers, Brouwers, & Tomic, 2006), leadership (Thach, 2002) (Smither, London, Flautt, Vargas, & Kucine, 2003). In regard to the process, very little is known about the variables that influence its effectiveness.…”

Section: Numerous Authors Have Suggested That the Working Relationshimentioning

confidence: 99%

“…The empirical studies published on executive coaching have mainly been concerned with its ability to generate positive effects. In short, the results of the reported studies indicate that executive coaching in an organizational setting is positively and significantly linked to individual performance (McGovern et al, 2001;Olivero, Bane, & Kopelman, 1997;Smither et al, 2003), self-efficacy (Baron & Morin, 2007;Evers et al, 2006), organizational commitment and performance (Luthans & Peterson, 2003;Olivero et al, 1997), leadership (Thach, 2002), and conflict resolution (McGovern et al, 2001). These studies also report interesting relationships with intangible variables such as the learner' s self-awareness and satisfaction with supervisors and colleagues (Luthans & Peterson, 2003;Styhre, 2008), work satisfaction (Luthans & Peterson, 2003;McGovern et al, 2001), balance between personal and professional lives, as well as time management (Gegner, 1997).…”

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confidence: 99%

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The coach‐coachee relationship in executive coaching: A field study

Baron

Morin

2009

Human Resource Dev Quarterly

214

285

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Numerous authors have suggested that the working relationship between coach and coachee constitutes an essential condition to the success of executive coaching. This study empirically investigated the links between the coach-coachee relationship and the success of a coaching intervention in an organizational setting. Data were collected from two samples: 73 managers who received executive coaching for a period of eight months and 24 coaches. Results from 31 coach-coachee dyads were analyzed. Results indicate that the coach-coachee relationship plays a mediating role between the coaching received and development of the coachees' self-efficacy. Findings also show four significant correlates to the coach-coachee relationship: the coach's selfefficacy with regard to facilitating learning and results, the coachee's motivation to transfer, his or her perception of supervisor support, and the number of coaching sessions received.In organizational settings, executive coaching has become an increasingly common skill-development method (Bacon & Spear, 2003;Kampa-Kokesch & Anderson, 2001). The International Coaching Federation (ICF) alone numbered 15,000 members in 90 countries in 2008. However, many authors have noted the lack of scientific studies on the process and the outcome of executive coaching (see Lowman, 2005;Sue-Chan & Latham, 2004), and others have argued that this development approach is overused considering the paucity of research on the subject (McGovern et al., 2001). In short, the results from empirical studies indicate that executive coaching is positively associated with self-efficacy (Baron & Morin, 2007;Evers, Brouwers, & Tomic, 2006), leadership (Thach, 2002) (Smither, London, Flautt, Vargas, & Kucine, 2003). In regard to the process, very little is known about the variables that influence its effectiveness.The working relationship established between the coach and the coachee appears to be a key process variable. Numerous authors have suggested that a good working relationship constitutes an essential condition for the success of executive coaching (Kampa & White, 2002;Kampa-Kokesch & Anderson, 2001;Kilburg, 2001;Lowman, 2005). However, there are scarcely any reported studies of the link between the coach-coachee relationship and the effectiveness of executive coaching. Further, to our knowledge there are no studies that have examined the determinants of the coach-coachee working relationship. The goal of our study was to partially fill that gap in the literature. Our first objective aimed to answer the question, What role does the working relationship between the coach and the coachee have in executive coaching outcomes? In this study, exploration of the coach-coachee working relationship has been largely inspired by the literature on the working alliance from the psychotherapy domain. Specifically, we attempted to empirically explore the links between the coach-coachee relationship and self-efficacy, a variable significantly associated with training outcomes (Colquitt, LePine, & Noe, 2000;Salas & C...

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Section: Numerous Authors Have Suggested That the Working Relationshimentioning

confidence: 99%

mentioning

confidence: 99%

The coach‐coachee relationship in executive coaching: A field study

Baron

Morin

2009

Human Resource Dev Quarterly

214

285

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“…For example, the Kauffeld and Lehmann-Willenbrock (2010) study had 31 participants, the Evers et al (2006) study had 30 in their coaching group, and Gyllensten and Palmer (2005) had 31 in their coaching group.…”

Section: Limitations Of the Present Studymentioning

confidence: 99%

The Efficacy of Executive Coaching in Times of Organisational Change

Grant

2013

Journal of Change Management

139

116

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Executive coaching is often used in times of organisational change to help executives develop the psychological and behavioural skills needed to focus on reaching their work-related goals whilst simultaneously dealing with the turbulence associated with organisational change. Despite its widespread use, little research has explored the impact of executive coaching during periods of organisational change. This within-subject study used both quantitative and qualitative measures to explore the impact of executive coaching during a period of organisational change on 31 executives and managers from a global engineering consulting organisation. Participation in the coaching was associated with increased goal attainment, enhanced solution-focused thinking, a greater ability to deal with change, increased leadership self-efficacy and resilience, and decrease in depression. The positive impact of coaching generalised to non-work areas such as family life. Recommendations are made for the measurement and design of executive coaching programmes.

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“…As with the studies conducted by Olivero et al (1997) Kampa-Kokesch & Anderson, (2001), Evers et al (2006) and Kombarakan at al (2008), participants in the coaching workshops experienced personal growth, improved work performance, positive interpersonal changes and increased self-efficacy. The findings also broadly support the existing transactional analysis literature on redecision therapy-based groups which found improvements in communication and personal growth (McNeel, 1982), and increased self-esteem (Noriega Gayol, 1997).…”

Section: Discussionmentioning

confidence: 96%

“…Coaching has also been found to be effective at improving interpersonal relationships, self-efficacy, and personal responsibility, all of which improve overall work functioning and increased personal well-being. Furthermore coaching tends to have high levels of client satisfaction and is largely well-regarded and valued by executives (KampaKokesch et al 2001;Evers at al, 2006). Coaching has also been demonstrated to be an effective method of leadership development, with participants experiencing positive changes in management skills, improved workbased interpersonal relationships, increased productivity and goal setting (Kombarakan et al 2008) and increased effectiveness in business meetings (Perkins, 2009).…”

Section: Introductionmentioning

confidence: 99%