Theoretical Traditions and Coaching Genres

Cox, Elaine; Bachkirova, Tatiana; Clutterbuck, David

doi:10.1177/1523422313520194

Cited by 80 publications

(118 citation statements)

References 28 publications

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“…Therefore, coaching can be classed as a key HRD related activity (Beattie et al, 2014). Bachkirova, Cox and Clutterbuck (2014) Accordingly, there is an emerging field of empirical research that is addressing these problems with a growing number of published papers reporting research data (Jarvis, 2004;Jarvis et al, 2006) and this has generated several academic reviews. highlight the importance of critical literature reviews for theoretical development in the various fields in management.…”

Section: The Practical and Theoretical Development Of Business Coachingmentioning

confidence: 99%

“…The first described the major theoretical traditions in coaching mapping these to current coaching practices (Cox, Bachkirova, & Clutterbuck, 2014). The second presented a framework on coaching definitions and competencies to inform the development of accreditation processes and coach credentials (Maltbia, Marsick, & Ghosh, 2014).…”

Section: The Practical and Theoretical Development Of Business Coachingmentioning

confidence: 99%

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Challenges for the Theory and Practice of Business Coaching

Blackman

Moscardo

Gray

2016

Human Resource Development Review

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P: +61 7 4781 4254Professor Gianna Moscardo has qualifications in applied psychology and sociology. Her qualifications in applied psychology and sociology support her research interests in understanding how communities and organisations perceive, plan for, and manage tourism development opportunities and how tourists learn about and from their travel experiences. CHALLENGES FOR THE THEORY AND PRACTICE OF BUSINESS COACHING: A SYSTEMATIC REVIEW OF EMPIRICAL EVIDENCE AbstractUntil recently there has been little published systematic empirical research into business coaching. This paper reports on a systematic, critical review of 111 published empirical papers investigating business coaching theory, processes and outcomes. The present paper identifies a significantly larger body of empirical research than covered in previous reviews and uses a Systematic Review method (SRm) to conduct a comprehensive review of the available empirical evidence into business coaching effectiveness focusing on implications for theoretical development, practice (within human resource development) and further research in this area. This review identifies convergence around factors that contribute to perceived effective coaching practice but nevertheless highlights a number of issues to be resolved in further research. These include determining the primary beneficiaries of coaching, the factors that contribute to coach credibility, and how the organisational and social context impacts on coaching. Weaknesses in coaching research methodology and research gaps are also noted.

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Section: The Practical and Theoretical Development Of Business Coachingmentioning

confidence: 99%

Section: The Practical and Theoretical Development Of Business Coachingmentioning

confidence: 99%

Challenges for the Theory and Practice of Business Coaching

Blackman

Moscardo

Gray

2016

Human Resource Development Review

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“…Although leadership coaching is presented in the literature as an organizational intervention to enhance capacity in leadership for individual leaders and leadership teams (Nieminen, Biermeier-Hanson & Denison, 2013;Korotov, 2016), the literature largely focuses on various theories that make up and inform the coaching process, such as theories of human performance, adult development, psychology, communication, organizational culture, and business (Cox, Bachkirova & Clutterbuck, 2014). There is surprisingly little engagement with leadership theory (Anderson, 2013;Nieminen et al, 2013;Korotov, 2016).…”

Section: The Third Question That Emerged For Me From My Review Of Thementioning

confidence: 99%

Leadership Coaching 2.0: Improving the Marriage between Leadership and Coaching

Otter¹

2017

PoC

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This paper posits that in order for leadership coaching to realize its potential as a method for leadership development and to mature as a coaching specialty, a more robust engagement with the field of leadership and leadership development is needed. It describes the author's journey of exploring the link between his knowledge of leadership and of coaching to enhance his own practice in leadership coaching. This description serves to highlight areas in need of attention in the present state of leadership coaching as it is presented in the literature. It concludes by positing that leadership coaching education programs are ideal locales to address those needs, specifically by convening a shared inquiry among practitioners, scholars and educators on identifying the important links between the fields of leadership and leadership coaching and helping coaches incorporate them as an integral part of their understanding and practice of leadership coaching.

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“…Coaching was described as a relatively young field as recently as 2014 (Cox, Bachkirova, & Clutterbuck, 2014). Coaching is considered one of the fastest growing human resource (HR) development techniques.…”

Section: Philosophy Of Coaching: An International Journal 91mentioning

confidence: 99%

Coaching: Meaning-making process or goal-resolution process?

Otter¹

2017

PoC

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Two schools of thought exist about the purpose and process of coaching. One school of thought holds the strong belief or assumption that the purpose of coaching is to change behaviour through a goal-directed approach. The counterview has the underlying assumption that coaching is a meaning-making process, a shared journey that may or may not result in behavior change. These two approaches have different ontologies (definitions of the nature of reality) and epistemologies (explanations of how we come to know what we know). They are underpinned by worldviews rooted largely in either modernism (goal-resolution focus) or postmodernism (meaning-making). These schools of thought are explained in this paper, after which the paper examines a study that examined the lived experience of coached executives. It concludes that goal-resolution and meaning-making can co-exist. It appears from the study of coached executives who were interviewed through a constructivist grounded theory study that what is actually occurring in coaching is that meaning-making precedes goal-resolution. The implications of this for coaching education are that coaching education could address the ontology and epistemology of knowledge and methodology. This may increase an understanding of the coaches' own worldviews and consequently they would be more mindful of the impact and potential bias of the methodological choices they are making in their coaching practice. : coaching, goal-resolution, meaning-making, postmodernism, modernism, worldviews This paper begins by sharing the need for theory development with the field of coaching. It contextualizes how the role of reflexivity, with particular reference to reflecting on our worldviews, is needed in research and in our coaching practice. Two articles are reviewed, which reflect different schools of thought about the purpose and definition of the coaching process. One school of thought shares the strong belief or assumption that the purpose of coaching is to change behaviour (Grant, 2012), while the other school of thought has the underlying assumption that coaching is a meaning-making process, a shared journey that may or may not result in behavior change (Stelter, 2016). These two approaches have different ontologies (definitions of the nature of reality) and epistemologies (explanations of how we come to know what we know). Keywords

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Theoretical Traditions and Coaching Genres

Cited by 80 publications

References 28 publications

Challenges for the Theory and Practice of Business Coaching

Challenges for the Theory and Practice of Business Coaching

Leadership Coaching 2.0: Improving the Marriage between Leadership and Coaching

Coaching: Meaning-making process or goal-resolution process?

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