This study presents a meta-analysis synthesizing the existing research on the effectiveness of workplace coaching. We exclusively explore workplace coaching provided by internal or external coaches and therefore exclude cases of manager-subordinate and peer coaching. We propose a framework of potential outcomes from coaching in organizations, which we examine meta-analytically (k = 17). Our analyses indicated that coaching had positive effects on organizational outcomes overall ( = 0.36), and on specific forms of outcome criteria (skillbased  = 0.28, affective  = 0.51; individual-level results  = 1.24). We also examined moderation by a number of coaching practice factors (use of multi-source feedback; type of coach; coaching format; longevity of coaching). Our analyses of practice moderators indicated a significant moderation of effect size for type of coach (with effects being stronger for internal coaches compared to external coaches) and use of multi-source feedback (with the use of multisource feedback resulting in smaller positive effects). We found no moderation of effect size by coaching format (comparing face-to-face, with blended face-to face and e-coaching) or duration of coaching (number of sessions or longevity of intervention). The effect sizes give support to the potential utility of coaching in organizations. Implications for coaching research and practice are discussed.Keywords: Coaching; Coaching Effectiveness; Learning and Performance; Meta-analysis Effectiveness of Workplace Coaching 3 Practitioner Points  Our meta-analysis supports the positive effects of workplace coaching as an approach to employee learning and development in organizations, with a variety of criteria  Our findings indicate that coaching was more effective when conducted by internal coaches and when multi-source feedback was excluded  Workplace coaching was effective whether conducted face-to-face or using blended techniques (i.e. blending face-to-face with e-coaching). The Effectiveness of Workplace Coaching: A Meta-analysis of Learning and Performance Outcomes from CoachingIs workplace coaching effective in terms of delivering individual learning and development, and improvements in performance and results for organizations? Despite the huge growth in the use of coaching as a strategy for employee learning and development (ICF, 2012), there remains a paucity of scientific evidence examining its benefits for organizations, coupled with a generally poor specification of the types of outcomes that can be expected from coaching.In this study, we report a meta-analysis of the effects of coaching on performance, and other learning and development outcome criteria. We also examine moderators of these effects, focusing on the techniques and features of specific coaching interventions. Our systematic review of studies evaluating the benefits of coaching in organizations advances the literature in three main ways. First, we address problems of criterion specification in the coaching literature by proposing and examini...

Meta-analytic results have established that workplace coaching is effective, however, little is known about the determinants of coaching effectiveness. This paper reports an inclusive systematic literature review, covering the quantitative and qualitative research on workplace coaching. We focus on seven promising areas in the current workplace coaching literature that emerged by the synthesis of 117 empirical studies: self-efficacy, coaching motivation, goal orientation, trust, interpersonal attraction, feedback intervention, and supervisory support. The major contribution of our paper is the systematic integration of well-established theoretical constructs in the workplace coaching context and the new insights we provide in the synthesis of these literatures. Based on our review we provide specific recommendations to be addressed in future research, including recommended research methodologies, which we propose will significantly progress the field of workplace coaching theory and practice.

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

In order to address the need for greater understanding about the occupational and practice determinants of effective workplace coaching, this study examines the associations of two coaching practice factors (coaching format and external versus internal coaching provision), and coachees' job complexity with perceived outcomes from coaching. Design/methodology/approach A survey of 161 individuals who had received workplace coaching was conducted. Participants provided data on two outcome criteria (self-reported work well-being and personal effectiveness at work). Findings Analysis indicated that external coaches and blended format coaching were most strongly associated with work well-being outcomes. Our examination of interaction effects showed that coaching provided by external coaches was more strongly associated with outcomes for individuals working in the most complex job roles. Originality/value The original contribution of our findings are in terms of the implications for coaches, managers and HR practitioners by showing how coaching can be implemented differentially and most effectively based on desired outcome criteria and features of coachees' job situations.