This study is based on intentional change theory and supports cognitive-emotion and social complexity perspectives regarding positive and negative affect. We examine how a coaching experience guided by a specific theoretical approach within a leadership development program at a European business school influences cognitive-emotional processing of MBA students with regard to their levels of personal vision comprehensiveness and strength, goal-directed energy, and resilience. A within-subjects pre–post Non-Equivalent Dependent Variables design with a total of 76 students was conducted using survey methods. A rigorous analysis sheds light on how intentional change theory–based coaching enhances individual self-development processes. Participants stated higher levels of personal vision, goal-directed energy, and resilience postcoaching. A series of moderator effects were identified regarding the quality of the coaching connection (i.e., overall emotional saliency) and the general self-efficacy of participants. Implications concerning how coaching processes may be enriched through the establishment of high-quality coaching connections are discussed.

PurposeThe goal of this qualitative study is to explore how different elements of the coach–coachee setting can affect the perceived outcome from coaching sessions by the coachee.Design/methodology/approachUsing thematic analysis on 197 semi-structured interviews of bank executives, the authors suggest an evidence-based sequential model on how the perceived value of the coaching process might be contingent on four elements.FindingsAs a result of the exploratory analysis, the authors’ suggest that the coach's guidance, coach's reliableness, coachee's willingness and coachee's self-awareness can determine the coachees' perceived effectiveness or usefulness from their coaching sessions.Originality/valueThere is little empirical data regarding the coachee's perceived value. The current study attempts to fill the gap in the existing literature by considering the coaching outcomes with particular regard to the executive's perceived value of coaching. This research adds to the literature on how to deliver effective coaching in organizations and provides empirical evidence to practitioners on how coachees perceive value from coaching.

Grounded in a selective integrated literature review, this study analyses select ICF core coaching competencies, critically reviewed by an established competency modeling architecture and Hofstede’s Five Cultural Dimensions Model. Qualitative content analysis methodology was used by three independent evaluators. The objective is to provide evidence as to the competencies effectiveness across different cultures. The aim is better understanding the specific interplay between modes of cultural programming and basic coaching competencies, to offer evidence-based awareness for the inclusion of cultural competencies in coach education. Our analysis shows that directionality shifts depending on behavioural indicators associated with each competency – suggesting the application of cultural competence in coaching is both dynamic and complex. Our results show inter-rater reliability was highest where both competency definitions and cultural descriptions were conceptually clear and coherent. Specific cultural assumptions embedded in the ICF competency model are revealed. The paper offers evidence-based insights for the inclusion of cultural competence in coach education, training, and credentialing processes.

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