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

Abstract

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...

Understanding Good Practice in Workplace Coaching

“…However, it is important to remember that a coach is neither an expert nor a mentor but rather someone who manages to show the coachee the way to explore their own experiences and resources and facilitates them to generate their own solutions and answers [19], [20] and [21]. The relationship between the coach and the coachee is the basis upon which the coaching is built and without a relationship the coaching would not be as effective as it could be [8]. Therefore, trust and transparency are two very important factors that can help to create a good coaching relationship.…”

“…A coach must be able to form a strong relationship, follow a clear coaching methodology/structure as well as being ethical [26] and [8]. Ethics in coaching is concerned with morality which in simple terms distinguishes what is right from wrong [27] and [28].…”

“…In most of these cases the coach does not manage them or tell them what to do but rather the coach's job is "to get the best out of them" by transforming physical and psychological strengths into competency [7] and [2]. The coach's job is to support, guide and motivate the coachee to gain a better understanding of oneself in order to enable them to reach the peak of their capabilities [8] and [9]. We can apply this same philosophy in workplace coaching and thus summarise that workplace coaching can help an individual to realise their strengths and weaknesses while enabling them to find the answer to what works better for them rather than giving them the answers ready on the plate.…”

“…Coachees might feel uncertain or skeptical about coaching and therefore a coach's approach and manner should help ease the coachees concerns and make them feel comfortable in the coaching situation within a short space of time. If they feel comfortable then they will be willing to engage and continue with the coaching which could help them gain the desired outcomes [20], [22], [23] and [24].Additionally, the coach needs to be effective in understanding both the organisation as well as the coachee in order to be able to comprehend the situation and support the coachee in the best way possible [25].A coach must be able to form a strong relationship, follow a clear coaching methodology/structure as well as being ethical [26] and [8]. Ethics in coaching is concerned with morality which in simple terms distinguishes what is right from wrong [27] and [28].…”

Do You Need a Coach? I Do

“…Mentoring is defined as "the relationship between an older more experienced individual with a younger less experienced person with the goal of developing the career of the latter." 3 Mentoring seldom involves payments, while coaching does, and I think that mentoring is a much more complex and difficult relationship (not to say overall less successful).…”