Using random assignment and a switching-replications design in a corporate setting, this study compared the effectiveness of two approaches to executive coaching: goal-focused and process-oriented. Goal-focused coaching is based on goal-setting theory, which concentrates on identifying a task to be accomplished, whereas process-oriented coaching emphasizes interpersonal processes more than specific content or goals. Sixty-four senior executives and their supervisors (dyads) from a multibillion-dollar company were randomly assigned to 1 of 4 conditions: (a) goal-focused coaching, (b) process-oriented coaching, (c) goal-focused control group, and (d) process-oriented control group. Participants and their supervisors each chose 1 of 8 leadership competencies from the organization's performance-management system as the coaching objective. The coaching consisted of 4 face-to-face, 1-hr coaching sessions over a 4-to 6-week period. The 16 executive coaches in the study received precoaching training to ensure consistent delivery of the two approaches. The results showed an increase in leadership competencies and behaviors for the coaching groups but not for the control groups, as rated by the coachees only. Contrary to prediction, however, there was no significant difference between the approaches of goal-focused and process-oriented coaching on leadership competencies or behaviors. Furthermore, there were no differences between the two

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To help organizations find and nurture leaders to be prepared for the complexity and multiplicity of challenges, Lombardo and Eichinger (2000) developed the framework characterized as learning agility. Their research, along with other colleagues (De Meuse, 2022; De Meuse et al., 2011) have typically identified five dimensions (observable behaviors) to learning agility: mental agility, people agility, change agility, results agility, and self-awareness. Although in the early stages of research, there is a promising body of evidence showing learning agility as a significant predictor of identifying potential leaders, leader performance, and leader success (Burke & Smith, 2019; De Meuse, 2019). This article summarizes the current conceptualization of learning agility, provides a neuroscience lens, and identifies associated key brain structures involved in enhancing learning agility. Specific evidence-based neuroscience hacks for practitioners are introduced to enhance each of those five more popularly cited dimensions of learning agility.